Practical support, real strategies, and a community to help teachers thrive in early years of teaching.

The first years of teaching can be exciting, but they can also be challenging. Early career Science teachers often report difficulties with behaviour management, workload, engaging diverse learners, and translating syllabus expectations into effective lessons.

This newly redesigned program directly responds to those needs.

Across four connected learning days, you’ll develop confidence in navigating behaviour, planning effective lessons, engaging parents, monitoring learning, and sustaining your wellbeing. Each session is facilitated by experienced Science educators who understand the realities of the classroom.

Who Should Attend

• Science teachers in their first 0–5 years
• Teachers seeking support with classroom management, planning, programming or wellbeing
• Teachers wanting practical strategies aligned to the NSW Science syllabuses
• Anyone looking for a supportive network of Science colleagues
• A note for Head Teachers and Principals: This course will help nurture and retain early career teachers, setting them up for a confident and prosperous future at your school.

Dates & Format

Two full days and two twilight sessions with access to the course WhatsApp group to provide ongoing support.

• Day 1: Friday 7 August 8.30am – 4pm
• Day 2: Wednesday 12 August 8.30am – 4pm
• Day 3: Monday 31 August (Twilight) 4.30 – 6.30pm
• Day 4: Monday 2 November (Twilight) 4.30 – 6.30pm

Accreditation:

Refer to professional standards listed under each session below.

Program Outline

Day 1 – Creating Positive Culture & Managing Behaviour
Friday, 7 August (Term 3): 4 x 1 hr 15 min sessions

Start with an important foundation of early teaching: a positive classroom.

Intro: Sharing challenges and building community

A collegial, supportive space for participants to identify common struggles and goals.

Classroom Management

Practical strategies for establishing routines, managing day-to-day behaviour, and responding to challenging situations with confidence.

Standards 4.2.2, 4.3.2

Managing Behaviour & Learning Diversity (ADHD focus)

Evidence-informed approaches for supporting students with ADHD and diverse learning needs in the Science classroom.

Standards 1.1.2, 4.1.2

Engaging with Parents

How to navigate conversations with parents, conduct effective interviews, and professionally handle difficult interactions.

Creating Positive Culture

Reduce behaviour issues by building positive routines, classroom belonging, and student confidence.

Day 2 – Planning for Effective Teaching
Wednesday, 12 August (Term 3)

This day strengthens your instructional confidence and supports teachers in translating the syllabus into great lessons.

Unpacking the Science Syllabuses

A clear guide to understanding the intent, demands and complexity of the NSW Science syllabuses, including Science 7–10.
Standard 3.2.2

Mapping a Skills Continuum to Content

How Working Scientifically skills connect with Knowledge & Understanding across Years 7–10 and into Stage 6, plus a programming activity.
Standard 3.2.2

Effective Pedagogy – Explicit and Inquiry-based Teaching:

Practical modelling, clarity, structure and the explicit teaching sequence tailored to Science. Supporting students to investigate scientifically through guided and open inquiry, with examples you can use immediately.

Twilight Day 3 – Managing Your Wellbeing
Monday 31 August (Term 3): 4.30pm – 6.30pm (2 hrs)

Teaching is demanding, and so sustainable wellbeing and workload practices are essential.

Reflection (10 min)

A check-in to consolidate learning from Days 1 and 2.

Managing Your Time

Strategies for planning effectively, prioritising tasks, managing marking loads, and using systems that reduce overwhelm.

Standard 7.4.2

Managing Your Wellbeing

Evidence-informed approaches to supporting your wellbeing, building resilience, and maintaining a healthy work–life balance.

Twilight Day 4 – Getting Strategic to Kickstart Learning
Monday 2 November (Term 4): 4.30pm – 6.3pm (2 hrs)

Focus on practical strategies to enhance your teaching.

Reflection (10 min)

Informal Assessment and Checking in with Your Students

A collection of adaptable classroom strategies for checking understanding, asking questions, and using activities that double as formative assessment.

A Smorgasbord of Teaching Strategies

Covering engagement, record-keeping, assessment and more.

Standard 2.1.2

Why This Course Matters

Research into early career teacher attrition highlights:

• Behaviour and student engagement challenges
• Workload and administrative demands
• A gap between university training and classroom reality
• Low confidence in parent communication
• Strong benefits from meaningful professional development and mentoring
• This program addresses these areas directly with real strategies, experienced facilitators, and ongoing collegial support.

References

1. Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., Burke, P., & Louviere, J. (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education,38: https://ro.ecu.edu.au/ajte/vol38/iss3/8/
2. The Australian Educational Researcher (2024): https://research.usq.edu.au/download/a5297ac0e96f2c8b9adc7d557af5b399efb07b9efd5c905aca762a675c9a5215/1396785/s13384-024-00697-1.pdf?