Hokkaido – The Land and the People: Engaging Learners Cognitively
The Ainu are the indigenous people of Hokkaido in Japan, and this unit explores their relationship with the land. Our students were beginners, and we gradually introduced new language until they could read about where the Ainu lived and how they used natural resources. We took advantage of the pictorial elements of Japanese kanji characters […]
Bringing the Victorian Curriculum F-10 Version 2: Languages to your classroom
Implementing your updated program: Would you like support in planning and developing a language program and a unit of work that aligns with the Victorian Curriculum F-10 Version 2.0? Join the VCAA Languages Unit for this workshop and be guided through the process of designing a unit that will effectively engage your learners. In this […]
Conti-fy Your Classroom: Low or No Prep, High-Impact Activities That Work
This practical workshop focuses on a bank of adaptable, high-impact activities inspired by the Conti method that language teachers can use immediately to boost student engagement and fluency. All activities are built on the principles of Extensive Processing Instruction (EPI) and reflect the MARSEARS sequence – ensuring that students interact with language in meaningful, varied, […]
Making Your Language Classroom More Authentic: Materials and Practices
Language learning thrives when students engage with materials and practices that reflect real-world use of the target language. Yet many classrooms rely heavily on textbooks and artificial exercises that, while structured, may not mirror authentic language experiences. This session explores practical strategies for making your classroom more authentic, both in the materials you choose and […]
Inclusive Pedagogies 2025 Project Presentations
Neurodiversity refers to the diversity of human minds. This includes the differences between how people think, process information, behave and communicate. So what do today’s Languages classrooms need to look like to be inclusive of neurodiverse students, and ensure that students with Specific Learning Differences (SpLDs) experience success? In 2024, LTV piloted an innovative action-research […]
Using Objects and Realia in the Languages Classroom
This workshop equips participants with tools and strategies to motivate students in producing both oral and written output. Through activities such as manipulation, visual thinking, role plays, and the use of three-dimensional objects and realia, participants will learn to convey cultural elements effectively. Participants will explore methods to use objects to capture students’ attention, assign […]
Pedagogy Meets Technology: AI for Languages Curriculum
This workshop will be a live demonstration of how artificial intelligence can transform the way teachers plan, design, and deliver language learning. The session offers practical solutions for creating curriculum-aligned units of work that are engaging, differentiated, and responsive to student needs, and is suitable for school-wide implementation. Participants will be guided through the process […]
Establishing Learning Targets for Standard-based Grading in the Language Classroom
From the premises that both the Australian and Victorian curriculums are structured on the basis of the Taxonomy of Knowledge Utilisation (Marzan & Kendall, 2012) participants will be guided to use the taxonomic cognitive increment established in the TKU to determine the cognitive load demanded in curriculum verbs. We will unpack a set of achievement […]
From Learning to Acquiring: Practical Comprehensible Input Strategies for Any Language
Curious about creating a language classroom where students naturally acquire language? In this interactive workshop, I’ll share Comprehensible Input (CI) strategies that engage learners at any level, in any language. I’ll demonstrate practical techniques – from the Special Person Interview to Story Asking, One Word Images, Picture Talk, and Movie Talk – that keep students […]
Incorporating Intentional Gestures within a Speaking and Listening Framework
I would like to present the benefits of developing and using a systematic approach to gestures in a CLIL or Languages setting. This includes the incorporation of gestures into a whole-school scope and sequence that sits with a Speaking and Listening model. The model would include a triple mode of delivery including oral, visual and […]
