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

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

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

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 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.

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). This training must only be completed once.

If library staffing arrangements change during 2026, please send a staff member to this training to ensure a smooth transition for your library.

1. Introduction to TALIS and Circulation

Mandatory 1 day 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 3 - 2026

Hobart
All training sessions will be held in the Hobart Library training room.
Access from the carpark under the library.
Link to book: Hobart https://forms.office.com/r/22SyMqyRAh

Introduction to TALIS and Circulation (1 day) - Enrol by Thursday 30th July 2026

• Date: Monday 3rd August 2026   
• Time: 9.00am until 3.30pm
• Cost: Free

Item Maintenance and Reports (1 day) - Enrol by Thursday 6th August 2026

• Date: Monday 10th August 2026   
• Time: 9.00am until 3.30pm
• Cost: Free

Devonport
All training sessions will be held in the Melrose 2 room (level 1) at Devonport Library.
Link to book: Devonport https://forms.office.com/r/iVGiHhtXxg

Introduction to TALIS and Circulation (1 day) - Enrol by Friday 14th August 2026

• Dates: Tuesday 18th August 2026
• Time: 9.00am until 3.30pm
• Cost: Free

Item Maintenance and Reports (1 day) - Enrol by Friday 21st August 2026

• Date: Tuesday 25th August 2026   
• Time: 9.00am until 3.30pm
• Cost: Free

Launceston
All training sessions will be held in the Digital Hub training room (level 1) at Launceston Library.
Link to book: Launceston https://forms.office.com/r/agUJW4uYWF

Introduction to TALIS and Circulation (1 day) - Enrol by Wednesday 19th August 2026

• Dates: Friday 21st August 2026
• Time: 9.00am until 3.30pm
• Cost: Free

Item Maintenance and Reports (1 day) - Enrol by Wednesday 26th August 2026

• Date: Friday 28th August 2026   
• Time: 9.00am until 3.30pm
• Cost: Free

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

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 in-person workshop will support Health and Physical Education (HPE) teachers to understand and meet the requirements outlined in DECYP’s Supporting Sexuality, Sex, and Gender Diversity Policy. The session will focus on issues of participation, safety, inclusion and representation that are oftentimes unique to the HPE learning area. The workshop will consider how teachers can fairly recognise the gender identities of all members of the school community.

In addition to the materials and resources delivered by the presenters, participants will also have the opportunity to ask questions and share strategies relating to:

• Practical and participation based HPE lessons,
• Outdoor education experiences and overnight camps,
• Intra-school athletics, cross country and swimming carnivals,
• School teams participating in sporting association rosters, tournaments and competitions,
• Puberty, Sex Ed, and Respectful Relationships education.

Course outcomes

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

• Appreciate some of the unique challenges that can impact on the ability for trans and gender diverse students to engage meaningfully in HPE lessons,
• Appreciate the importance of taking an approach to teaching curriculum content that is accessible to, and inclusive of, LGBTIQA+ identities,
• Apply strategies that enable all students to participate in practical lessons and activities,
• Understand how to provide a supportive and respectful environment,
• Support students to access information on gender diversity, intersex and sexual diversity,
• Ensure that curriculum, activities, policies and practices include the needs of all students.

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

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

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

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

This 45-minute online session is designed for staff who lead data-informed practices to support student engagement and attendance. It builds understanding of the MSP Student Attendance Report by providing an overview of its structure, key features and uses, and supports participants to confidently use the report to develop shared understanding within their team or school.

This session is ideal for those new to the MSP Student Attendance Report, or for those seeking a structured approach to support team understanding. A recording and accompanying PowerPoint will be provided for participants to use afterwards.

Course outcomes

Participants will develop a deeper understanding of:

• the structure and key features of the MSP Student Attendance Report
• how to use the report to explore student attendance data, including whole-school, cohort, and individual levels
• facilitating team understanding through effective use of the report

If you can't wait for the PL, we already offer support for using the report, accessible via the Attendance Knowledge Hub - Data-based decision making

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. We encourage senior leadership, managers/principals/staff to attend this free training.

Content:

• 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 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.

Please contact Staff Wellbeing if you require further information, staffwellbeing@decyp.tas.gov.au

Course description

The session develops teacher understanding of acceleration and explores the several types of acceleration. Teachers will learn how acceleration is different to extension and enrichment. Relevant and recent research and evidence will be presented to assist teachers understand how learners may benefit from various types of acceleration. Common myths and trepidations regarding acceleration will be explored.
Teachers will be assisted to identify students who may be suitable for acceleration using data to determine academic readiness, wellbeing, and motivation. Strategies for consultation and collaborative decision-making processes with families and the student will be explored. Identification of potential future risks regarding wellbeing and access to higher education will be evaluated along with maintaining consistency for those learners who are already experiencing acceleration.
Teachers will be assisted to use DECYP procedures, resources and supports for successful implementation of acceleration. Assistance to formulate learning plan information, adjustments and goals will be a focus area.

Course outcomes

• Identify different types of acceleration for learners.
• Understand the benefits of acceleration for learners who meet DECYP criteria.
• Clearly explain the evaluation process for acceleration of learners in DECYP.
• Evaluate potential risks and challenges of acceleration for learners in DECYP.
• Implement resources and supports to ensure safe, sustainable and successful acceleration.

Course description

This 45-minute online session is designed for staff who lead data-informed practices to support student engagement and attendance. It builds understanding of the MSP Student Attendance Report by providing an overview of its structure, key features and uses, and supports participants to confidently use the report to develop shared understanding within their team or school.

This session is ideal for those new to the MSP Student Attendance Report, or for those seeking a structured approach to support team understanding. A recording and accompanying PowerPoint will be provided for participants to use afterwards.

Course outcomes

Participants will develop a deeper understanding of:

• the structure and key features of the MSP Student Attendance Report
• how to use the report to explore student attendance data, including whole-school, cohort, and individual levels
• facilitating team understanding through effective use of the report

If you can't wait for the PL, we already offer support for using the report, accessible via the Attendance Knowledge Hub - Data-based decision making

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.

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

Registration Link - Private Workshop Enrolment - Australian Childhood Foundation Professionals

REGISTRATIONS CLOSE: 6 August 2026

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.

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). This training must only be completed once.

If library staffing arrangements change during 2026, please send a staff member to this training to ensure a smooth transition for your library.

1. Introduction to TALIS and Circulation

Mandatory 1 day 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 3 - 2026

Hobart
All training sessions will be held in the Hobart Library training room.
Access from the carpark under the library.
Link to book: Hobart https://forms.office.com/r/22SyMqyRAh

Introduction to TALIS and Circulation (1 day) - Enrol by Thursday 30th July 2026

• Date: Monday 3rd August 2026   
• Time: 9.00am until 3.30pm
• Cost: Free

Item Maintenance and Reports (1 day) - Enrol by Thursday 6th August 2026

• Date: Monday 10th August 2026   
• Time: 9.00am until 3.30pm
• Cost: Free

Devonport
All training sessions will be held in the Melrose 2 room (level 1) at Devonport Library.
Link to book: Devonport https://forms.office.com/r/iVGiHhtXxg

Introduction to TALIS and Circulation (1 day) - Enrol by Friday 14th August 2026

• Dates: Tuesday 18th August 2026
• Time: 9.00am until 3.30pm
• Cost: Free

Item Maintenance and Reports (1 day) - Enrol by Friday 21st August 2026

• Date: Tuesday 25th August 2026   
• Time: 9.00am until 3.30pm
• Cost: Free

Launceston
All training sessions will be held in the Digital Hub training room (level 1) at Launceston Library.
Link to book: Launceston https://forms.office.com/r/agUJW4uYWF

Introduction to TALIS and Circulation (1 day) - Enrol by Wednesday 19th August 2026

• Dates: Friday 21st August 2026
• Time: 9.00am until 3.30pm
• Cost: Free

Item Maintenance and Reports (1 day) - Enrol by Wednesday 26th August 2026

• Date: Friday 28th August 2026   
• Time: 9.00am until 3.30pm
• Cost: Free

Course description

This in-person workshop will support Health and Physical Education (HPE) teachers to understand and meet the requirements outlined in DECYP’s Supporting Sexuality, Sex, and Gender Diversity Policy. The session will focus on issues of participation, safety, inclusion and representation that are oftentimes unique to the HPE learning area. The workshop will consider how teachers can fairly recognise the gender identities of all members of the school community.

In addition to the materials and resources delivered by the presenters, participants will also have the opportunity to ask questions and share strategies relating to:

• Practical and participation based HPE lessons,
• Outdoor education experiences and overnight camps,
• Intra-school athletics, cross country and swimming carnivals,
• School teams participating in sporting association rosters, tournaments and competitions,
• Puberty, Sex Ed, and Respectful Relationships education.

Course outcomes

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

• Appreciate some of the unique challenges that can impact on the ability for trans and gender diverse students to engage meaningfully in HPE lessons,
• Appreciate the importance of taking an approach to teaching curriculum content that is accessible to, and inclusive of, LGBTIQA+ identities,
• Apply strategies that enable all students to participate in practical lessons and activities,
• Understand how to provide a supportive and respectful environment,
• Support students to access information on gender diversity, intersex and sexual diversity,
• Ensure that curriculum, activities, policies and practices include the needs of all students.

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.

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.

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). This training must only be completed once.

If library staffing arrangements change during 2026, please send a staff member to this training to ensure a smooth transition for your library.

1. Introduction to TALIS and Circulation

Mandatory 1 day 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 3 - 2026

Hobart
All training sessions will be held in the Hobart Library training room.
Access from the carpark under the library.
Link to book: Hobart https://forms.office.com/r/22SyMqyRAh

Introduction to TALIS and Circulation (1 day) - Enrol by Thursday 30th July 2026

• Date: Monday 3rd August 2026   
• Time: 9.00am until 3.30pm
• Cost: Free

Item Maintenance and Reports (1 day) - Enrol by Thursday 6th August 2026

• Date: Monday 10th August 2026   
• Time: 9.00am until 3.30pm
• Cost: Free

Devonport
All training sessions will be held in the Melrose 2 room (level 1) at Devonport Library.
Link to book: Devonport https://forms.office.com/r/iVGiHhtXxg

Introduction to TALIS and Circulation (1 day) - Enrol by Friday 14th August 2026

• Dates: Tuesday 18th August 2026
• Time: 9.00am until 3.30pm
• Cost: Free

Item Maintenance and Reports (1 day) - Enrol by Friday 21st August 2026

• Date: Tuesday 25th August 2026   
• Time: 9.00am until 3.30pm
• Cost: Free

Launceston
All training sessions will be held in the Digital Hub training room (level 1) at Launceston Library.
Link to book: Launceston https://forms.office.com/r/agUJW4uYWF

Introduction to TALIS and Circulation (1 day) - Enrol by Wednesday 19th August 2026

• Dates: Friday 21st August 2026
• Time: 9.00am until 3.30pm
• Cost: Free

Item Maintenance and Reports (1 day) - Enrol by Wednesday 26th August 2026

• Date: Friday 28th August 2026   
• Time: 9.00am until 3.30pm
• Cost: Free

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.

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

Registration Link - Private Workshop Enrolment - Australian Childhood Foundation Professionals

REGISTRATIONS CLOSE: 9 September 2026

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

This workshop is core to the Trauma Informed Practice in Schools Professional Learning (PL) Program.
This workshop is suitable for DECYP School Leaders, Teachers, Teacher Assistants, Professional Support Staff and Inclusive Practice Coaches.

As spaces are limited, please do not register if you are not in one of these roles.

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 using the Making SPACE for Learning Framework.

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.

REGISTRATIONS CLOSE: 16 October 2026
Direct registration link is:
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.

Please note the content of this workshop is repeated in the Regional PLC days held in 2023, 2024 and 2025.

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

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

This workshop will support school health nurses, professional support staff and interested teachers and leaders to gain an understanding of the role school staff can play in addressing the challenges and barriers faced by LGBTIQA+ young people. Through engaging with relevant research and case studies, participants will develop their capacity to work with LGBTIQA+ young people and, where appropriate, engage their families and allow for the school leadership to be informed as to the unique needs of a specific student in their school.

Workshop content is informed by DECYP’s Supporting Sexuality, Sex, and Gender Diversity in Schools Policy. Participation will help prepare and equip school staff to support and assist students seeking to affirm their identity in the school setting. During the session, attendees will work through a Gender Affirmation Plan in order to understand its use in addressing supportive and dignifying conversations with LGBTIQA+ students, through focusing on social, legal and educational concerns.

Course outcomes

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

• Understand the contemporary context for LGBTIQA+ youth in Australia
• Foster cultural safety for LGBTIQA+ young people through advocacy and allyship
• Create, work with, and use a Gender Affirmation Plan
• Appreciate the role of Gender Affirmation Plans as part of a whole school approach
• Understand the limitations of focussing on an individual student
• Appreciate the guiding principles and policies that set the context for affirmation planning,
• Troubleshoot complex situations through engagement with case studies
• Support young people and their families to access legal, administrative and medical pathways to affirm identity
• Develop strategies to foster familial, educational and community support for LGBTIQA+ young people
• Understand key considerations of confidentiality and safe disclosures
• Access relevant educational resources and supports

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

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

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

This workshop will support school health nurses, professional support staff and interested teachers and leaders to gain an understanding of the role school staff can play in addressing the challenges and barriers faced by LGBTIQA+ young people. Through engaging with relevant research and case studies, participants will develop their capacity to work with LGBTIQA+ young people and, where appropriate, engage their families and allow for the school leadership to be informed as to the unique needs of a specific student in their school.

Workshop content is informed by DECYP’s Supporting Sexuality, Sex, and Gender Diversity in Schools Policy. Participation will help prepare and equip school staff to support and assist students seeking to affirm their identity in the school setting. During the session, attendees will work through a Gender Affirmation Plan in order to understand its use in addressing supportive and dignifying conversations with LGBTIQA+ students, through focusing on social, legal and educational concerns.

Course outcomes

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

• Understand the contemporary context for LGBTIQA+ youth in Australia
• Foster cultural safety for LGBTIQA+ young people through advocacy and allyship
• Create, work with, and use a Gender Affirmation Plan
• Appreciate the role of Gender Affirmation Plans as part of a whole school approach
• Understand the limitations of focussing on an individual student
• Appreciate the guiding principles and policies that set the context for affirmation planning,
• Troubleshoot complex situations through engagement with case studies
• Support young people and their families to access legal, administrative and medical pathways to affirm identity
• Develop strategies to foster familial, educational and community support for LGBTIQA+ young people
• Understand key considerations of confidentiality and safe disclosures
• Access relevant educational resources and supports

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

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.

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

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

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. We encourage senior leadership, managers/principals/staff to attend this free training.

Content:

• 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 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.

Please contact Staff Wellbeing if you require further information, staffwellbeing@decyp.tas.gov.au

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.