isLearn 2021
View our upcoming learning events, month by month.

Together with our local and global partners, we’ve created a suite of digital programs that centres around collaboration and connection.
Online now
- Bold Moves book club
- Building academic vocabulary
- Early years teachers network: digital forums for remote learning
- Emerging trends for contemporary learning (Early years)
- Emerging trends for contemporary learning (English/humanities/languages)
- Emerging trends for contemporary learning (Mathematics/science/technology)
- Emerging trends for contemporary learning (Performing and visual arts)
- Emerging trends for contemporary learning (Physical education/health/personal development)
- Emerging trends for contemporary learning (Upper primary)
- Harvard ManageMentor: Crisis management
- Harvard ManageMentor: Delegating
- Harvard ManageMentor: Difficult interactions
- Harvard ManageMentor: Innovation and creativity
- Harvard ManageMentor: Leveraging your networks
- Harvard ManageMentor: Meeting management
- Harvard ManageMentor: Strategic thinking
- Harvard ManageMentor: Strategy planning
- Harvard ManageMentor: Stress management
- Harvard ManageMentor: Time management
- New leaders: develop the skills of an effective leader
- PL in a box: effective differentiation
- PL in a box: effective feedback
- Primary teachers network: digital forums for remote learning
- Secondary teachers network: digital forums for remote learning
- Student support discussion and resource space
- Professional reading: ISV staff recommendations
- The learning landscape bookclub
January
- 20 January | Teaching VCE Biology Units 1 & 2
- 21 January | Teaching VCE Chemistry Units 3 & 4
- 22 January | Teaching VCE Biology Units 3 & 4
- 22 January | Teaching VCE Chemistry Units 1 & 2
February
- 1 February | Bold Moves book club
- 1 February | Building academic vocabulary
- 1 February | PL in a box: effective feedback
- 1 February | PL in a box: effective differentiation
- 9 February | Funding for students with disabilities: The NCCDSSD and Sate Support
- 12 February | Connect and create: the school musical
- 13 February | Bold Moves Collaboration 2021
- 17 February | Learning within and from outside environments
- 17 February | Financial literacy
- 18 February | 6 concepts that leverage learning
- 22 February | Exploring challenging scenarios
- 22 February | Assessment: overview
- 23 February | The teachers’ lounge: conversations that count (Mathematics/Science)
- 23 February | The teachers’ lounge: conversations that count (Primary years)
- 23 February | Designing a culture of student inquiry
- 23 February | Strategies for auditing your curriculum
- 24 February | The teachers’ lounge: conversations that count (English/Humanities)
- 24 February | The teachers’ lounge: conversations that count (Visual Arts)
- 24 February | Leading performance and development
- 24 February | Building a professional portfolio: what constitutes evidence?
- 25 February | The teachers’ lounge: conversations that count (Performing Arts)
- 25 February | The teachers’ lounge: conversations that count (Languages)
- 25 February | The nationally consistent collection of data on school students with disability
- 25 February | Round table community
March
- 1 March | Challenging conversations
- 1 March | Global voices
- 2 March | Building a culture of capability growth
- 2 March | Risk managers’ network
- 2 March | Supporting student wellbeing: how to notice, inquire and provide
- 2 March | The Learning Landscape book club
- 3 March | High impact student leadership
- 3 March | New leaders: develop the skills of an effective leader
- 3 March | Creating a system where coaching can thrive
- 4 March | HRM Network Meeting
- 4 March | Survival guide for casual relief teachers
- 4 March | Amplify your unit planning
- 5 March | Activating the student voice
- 10 March | Planning for professional conversations
- 10 March | Critical thinking and shared inquiry in the junior primary years
- 11 March | Art of cognitive bricklaying
- 16 March | Learning about coaching conversations
- 16 March | Classroom observation: a research-informed overview
- 16 March | Indigenous cultural competency in the workforce
- 16 March | Raising student achievement
- 17 March | Create and propel the mediated learning experience in primary classrooms
- 17 March | Staff resilience is student resilience
- 18 March | Designing learning through concepts
- 18 March | Leaders of teaching and learning network
- 22 March | Developing a school strategic plan
- 23 March | Being informed and strategic about professional learning
- 24 March | We all have the same amount of time: how do we use it?
- 24 March | Case notes and record keeping
- 24 March | Quick wins and SMART goals for a mentally healthy community with Be You
- 25 March | The impact of dyslexia on maths performance
- 26 March | CrisisID coaching program: Reset.Rethink.Reward
- 26 March | Problem-based learning
- 30 March | Assessment: formative
- 31 March | Assessment: an overview
- 31 March | Assessment: feedback and feed forward
April
- 1 April | Maths weaknesses or dyscalculia: assessing the student
- 20 April | Introduction to OHS for new and inexperienced managers
- 21 April | Developing a global mindset through service-learning
- 21 April | Instructional leadership: high impact K-12
- 22 April | Building effective teams
- 23 April | Contemporary approaches to middle years learning to maximise engagement
- 23 April | Strategies for auditing your curriculum
- 26 April | Next steps for your leadership development
- 27 April | How language processing, sequencing and memory difficulties affect learning of number/algebra
- 27 April | Behaviour management 101 for new and beginning teachers
- 27 April | Round table community
- 28 April | Real world problem-solving
- 29 April | Effective feedback
- 30 April | Restraint and seclusion: applying DET guidelines
May
- 3 May | Assessment: involving parents
- 4 May | Student Assessment Project: inattention and behavioural issues
- 5 May | Building social innovation projects through STE(A)M
- 5 May | Developing number sense and arithmetic skills of students with dyscalculia
- 6 May | Using video to improve teaching
- 7 May | Occupational Health and Safety for experienced managers
- 7 May | Hazard management, incident management and injury management
- 10 May | Feuerstein Instrumental Enrichment (FIE) basic program
- 12 May | Feuerstein Instrumental Enrichment standard one
- 12 May | Teaching the language of maths and word-problem solving to students with dyslexia
- 13 May | The Occasional Counsellor ™
- 14 May | Emerging principals
- 14 May | New Business Managers’ program 2021
- 17 May | Assessment: moderation
- 19 May | Differentiation in the classroom using thinking routines
- 20 May | Getting on top of those challenging conversations
- 20 May | Using multisensory instruction to teach students with dyscalculia number and algebra
- 21 May | Making thinking routine: cognition in action
- 25 May | Aspiring leaders: get ready for your first leadership role
- 26 May | Like Schools Network
- 28 May | Assessment: student reporting
- 28 May | Verbal de-escalation: crisis management
- 31 May | Leading change
June
- 1 June | Risk managers’ network
- 2 June | HRM Network Meeting
- 4 June | Beginning teachers’ workshop
- 15 June | Cognitive Coaching Seminars®
- 17 June | Round table community
- 18 June | Understanding culture
- 22 June | Indigenous memory methods for primary years
- 23 June | Indigenous memory methods for secondary years
July
- 14 July | Enrolments: VRQA Minimum Standards
- 15 July | Student focused assessment
- 19 July | Building effective teams
- 19 July | Designing learning through concepts
- 20 July | Contemporary approaches to middle years learning to maximise engagement
- 20 July | Overseas trips: emergency and risk management
- 20 July | Raising student achievement
- 21 July | Being informed and strategic about professional learning
- 21 July | Classroom observation: a research-informed overview
- 22 July | Effective feedback
- 23 July | CrisisID coaching program: Reset.Rethink.Reward
- 23 July | Working with parents/carers to reduce disruptive behaviour in primary schools
- 27 July | Amplify your unit planning
- 28 July | Planning for professional conversations
- 28 July | VRQA School review
- 29 July | Introduction to restorative practices
- 30 July | Designing a culture of student inquiry
August
- 2 August | Learning about coaching conversations
- 3 August | Keeping well amongst the busyness
- 6 August | Instructional leadership: high impact K-12
- 10 August | Exploring challenging scenarios
- 10 August | Activating the student voice
- 10 August | Student welfare: VRQA Minimum Standards
- 17 August | HRM Network Meeting
- 18 August | Assessment: formative
- 20 August | Working with parents/carers to reduce disruptive behaviour in secondary schools
- 24 August | Leading performance and development
- 24 August | Risk managers’ network
- 24 August | OHS for property managers
- 25 August | Problem-based learning
September
- 1 September | Challenging conversations
- 7 September | Developing a whole school integrated model of behaviour management
October
- 5 October | Assessment: feedback and feed forward
- 8 October | Assessment: authentic practice
- 11 October | Feuerstein Instrumental Enrichment (FIE) basic program
- 13 October | Feuerstein Instrumental Enrichment standard one
- 14 October | Building a professional portfolio: what constitutes evidence?
- 15 October | Connect and create: the school musical
- 18 October | Developing a global mindset through service-learning
- 19 October | Critical incident management
- 20 October | Assessment: involving parents
- 21 October | Art of cognitive bricklaying
- 21 October | Assessment: moderation
- 22 October | Leading change
- 26 October | Create and propel the Mediated Learning Experience in primary classrooms
- 26 October | Risk managers’ network
- 28 October | Student Assessment Project- Moving Forward: social/emotional issues
November
- 2 November | Round table community
- 8 November | HRM Network Meeting
- 10 November | Cyber risks, data security and use of cloud technology
- 11 November | Assessment: student reporting
- 16 November | Strategies for auditing your curriculum
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