WAALC 2021 Conferencee

Due to an unprecedented response we are juggling registrations with space, seats and sessions.
We are accepting registrations but getting close to the limit.
If necessary we’ll place you on a waiting list.

Session details

Subject to change without notice

Session choices – You can choose your sessions on the day when you register.

Keynote Address Digital Footprint, Online Reputation, and Online Safety catering to 16 – 60 year olds

Jordan Foster, ySAFE – online safety education provider with online safety content endorsed by The Office of the eSafety Commissioner

Your online activity can make or break your success when it comes to seeking employment or forming meaningful connections online. In this session, we use real-life case studies to highlight the link between online activity, safety, personal brand, and employability. We explore some of the modern technologies used to analyse and interpret online behaviour in recruitment screening and delve into how this information can be misused by cyber-criminals. We finish with practical strategies to help attendees enhance their personal brand and protect their safety online.


Jordan Foster, Clinical Psychologist, ySafe

Jordan is formally recognised as one of Australia’s foremost cyber safety experts. For her work in founding international cyber safety consultancy, ySafe, Jordan has been the recipient of several prestigious awards including the 2020 Telstra Business Women’s Award and the winner of the 2018 WA Young Achiever Award.
Jordan is a Clinical Psychologist and the founder and Managing Director of ySafe, a now nationally-adopted household name in the field of cyber safety. Travelling nationally, Jordan is a sought after e-safety advisor who provides consultation to schools and organisations throughout Australia, providing empirically-derived cyber safety education sessions and assistance in identifying cyber-incident response processes and management strategies.
Jordan has presented as a guest lecturer at several prestigious Australian universities, frequently provides comment in national media stories as a subject matter expert, consults with medical and mental health consortium conferences, and presents as a keynote speaker at national education and cyber events.

A1 Teaching English Literacy to Pre-Literate ESL Learners

Geoff Pearson, Agenda Communication Pty Ltd

This session invites you to explore the barriers faced by the pre-literate / non-literate ESL learner that often see them trapped at beginner level for far too long.
Geoff will present an overview of what he sees as the key issues and suggest some strategies that teachers might employ to help address these. He will then facilitate a discussion where you will be encouraged to share your own thoughts on this thorny issue as well as any practical teaching strategies you have used successfully with this learner cohort.

For 40 years, Geoff has worked in the field of English as a Second Language and workplace communication skills teaching in Australia and overseas, as a teacher, materials developer, researcher and most recently as Program Leader for the Teach Me Grammar Program.
Over the last 25 years, he has worked as a communication skills training consultant with many enterprises across a broad array of industries. He is also the author of a range of research reports, PD materials, and training resources.

A2 Project Based Learning for Engagement

Yvette Tepstra and Simone Collard, Centacare Education and Training

This workshop will showcase the latest project from the Kadadjini Class at Centacare. The project is a children’s book to help with Noongar language development for Indigenous and non-Indigenous families.
The book is ‘Koorlang, Koorlang, who do you see?’ Simone and Yvette will run you through some of the learning given to us from Olive Woods, a Noongar language specialist. These little activities are also able to be tailored to other ESL lessons.

Simone and Yvette work for Centacare Education and Training.
Under Simone’s guidance and one student’s idea, a whole class project evolved.

A3 English through Song

Sara Venuto, SRTAFE Albany Campus

How to engage, study and activate using English through song. The session focuses on language teaching/learning techniques through the use of music and singing.
We will cover:

  • The use of songs for language learning.
  • Why use music.
  • The stages (engage study activate follow-up).

We will also look at the connection to “real life” skills through the academic lens, and explore potential contingencies.
There will be a chance for participants to contribute and have a go.
Links to references, materials and links will be provided.

Sara Venuto (Principal Lecturer, SRTAFE Albany Campus). Born in the UK, resided in Italy (Venice) up to the age of 25 years, bilingual Italian/English, also speaks French, Spanish and German. English as an Additional Language teacher for over 25yrs – in Italy, Czech Republic, Australia. CELTA, Bachelor of Adult Education and VET, Post-Graduate Certificate in TESOL.
A passion for well-planned lessons and engaging/interactive delivery.

B1 A1 Teaching English Literacy to Pre-Literate ESL Learners continues

B2 Teaching Language, Literacy, Numeracy and Digital skills in prison – a cross-jusrisdictional perspective

Paul Barnes, Australasian Corrections Education Association

This presentation will discuss the recent submission to the Parliamentary Inquiry on adult literacy, numeracy and problem solving skills within Australia’s Adult corrections and Youth Justice settings, submitted by Australasian Corrections Education Association (ACEA), including a number of recommendations that were made to the parliamentary inquiry.
The presentation will seek to provide participants with an understanding of some of the key findings presented to the inquiry including the recognition of importance of LLND and Employability skill teaching strategies supporting the many neuro-diverse adult corrections and youth justice clients.

Paul Barnes has over 15 years’ strategic and operational management experience within correctional centres across Australia. Paul has broad cross-jurisdictional experience working in a variety of correctional centres including maximum, medium and minimum centres and he has been a pioneer in the provision of vocational education and training services in those centres.
Paul is an award winning correctional education management practitioner whose focus is on providing quality vocational education and training services which assists incarcerated learners to articulate successful re-entry pathways upon release.
Paul is an Executive Committee member of the Australasian Corrections Education Association.

B3 Let’s dip our toes in the online maths world

Tim Riessen, North Metropolitan TAFE

There is a plethora of online tools available to assist maths teachers with delivery.
My aim is to do a helicopter view of some of these, as I use them. My presentation does not aim to be exhaustive, but to offer some ideas of tools that may help.

Tim has been in the TAFE system for over 30 years. He has delivered and assessed courses from Certificate II to Diploma level; from fresh out of school to older adult learners; and across a range of study areas and curriculum.
In recent years, having returned to mathematics, building an appreciation of maths and numeracy is his aim. To that end, he looks for tools to assist a learner to better understand and work with mathematical concepts.

C1 Learning Families: Break the lock, Open doors, Walk the path to …

Marguerite Cullity

The Learning Familiesapproach is a UNESCO designed, evidence-based, intergenerational, interactive learning and literacy program. It has that has been implemented in developing and developed countries to:

  • Facilitate main family carer and child shared learning.
  • Advance participants’ learning, livelihood and literacy capabilities.
  • Empower learners to apply new knowledge and, also, realise the benefits of education.

In this presentation I will describe the elements of the UNESCO approach from a theoretical perspective with illustrations from my experience in the Solomon Islands. I will further consider the relevance of this intergenerational approach for a developed nation such as Australia. I am interested in finding out what ideas participants might have in fostering a cross-sectoral approach to adult and child learning.

Dr. Marguerite Cullity (Ph.D.) has extensive experience of teaching adults and children from mainstream and, also, culturally and linguistically diverse backgrounds. These roles were conducted within the Australian primary school and higher education sectors. In addition (with funding from Australian governments) she has researched and developed learning and teaching curricula for, adult basic, university, vocational and school sector.
In 2016 she lived in the Solomon Islands as an Australian volunteer, with the Mothers’ Union members, (Anglican Church of Melanesia) to research and develop an adult literacy curriculum framework for Melanesian women and teenage girls, spanning Solomon Islands, Vanuatu and New Caledonia.

C2 The use of mobile phones as a general resource in the classroom

Roger Blatchford

You’ve got a rocket in your pocket. Why not use it?

C3 Impacts of early failure

Georgina Mavor, The Reading Coach and Possibility Psychology

Through the use of case studies, research and her own experience using ,em>That Reading Thing and That Spelling Thing, Georgina will talk about how earlier failure leads to later behaviour and motivation difficulties; how teachers and tutors can work to ameliorate the interference of those difficulties; and the implications for us as instructors.
The origins of many of the issues adolescents and young adults bring to therapy eg. anxiety, anger, depression, eating disorders, can in part be tracked back to detrimental reading experiences, adding a further layer of difficulty for those working in the post 16 literacy field. Georgina believes that teachers and tutors need to understand the impact of these earlier experiences and adjust teaching practices if they are to be effective. Futures are at stake.

Georgina Mavor is a psychologist working in private therapeutic practice who has also spent many years providing reading intervention for children, adolescents and adults struggling with reading. She has seen directly the impact of misinformed teaching instruction both on reading acquisition and self worth.

D1 Masterclass

Geoff Pearson, Agenda Communication Pty Ltd

Converting practical activities to online activities

For 40 years, Geoff has worked in the field of English as a Second Language and workplace communication skills teaching in Australia and overseas, as a teacher, materials developer, researcher and most recently as Program Leader for the Teach Me Grammar Program.
Over the last 25 years, he has worked as a communication skills training consultant with many enterprises across a broad array of industries. He is also the author of a range of research reports, PD materials, and training resources.