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Meet the Presenters.

Prof Anthony Dooley Keynote Speaker

Teaching STEM post-COVID

Teaching is facing a major challenge, both at School and University level. Students’ motivations and capabilities, already undergoing a massive shift with the internet/data revolution, have been catapulted to a new planet by lockdowns, learning from home, on-line assessments, “remote” laboratory “experiences” and a host of other “new normal” practices.

I believe that we are in the middle of a paradigm shift. As we come out of COVID, our classrooms are not going to be the same. It is up to us, the front-line educators, to get together and help invent a future, in which the scientists and mathematicians so desperately needed for society to meet these new challenges, are developed, nurtured and educated.

Dr Sue Thomson Keynote Speaker

Australia's science performance in international tests varies: in TIMSS at both Year 4 and Year 8 we perform well above the international average and scores have improved since 2015. In PISA, Australia's performance is still above the international average but has been declining since science was first the subject of focus in 2006. This presentation will place the most recent results for New South Wales in the context of the national results, and will present both a more fine-grained details of achievement and also New South Wales students' attitudes and beliefs about science.

Dr Sue Thomson is ACER’s Deputy CEO (Research). A classroom mathematics teacher prior to joining ACER in 1998, Sue is an experienced researcher with a focus on quantitative analysis methods. She has led analysis and reporting on large-scale and longitudinal data sets including the Longitudinal Surveys of Australian Youth, the Australian component of Schools around the World, Project Good Start, and the Australian components of the Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS). In October 2018 Sue was elected to join the Standing Committee of the International Association for the Evaluation of Educational Achievement (IEA).

Prof Anthony Dooley
Anthony Dooley took up the position of Head of the School of Mathematical and Physical Sciences at UTS in January 2016, following a period of 4 years as Professor of Mathematics at the University of Bath, UK, where he was Deputy Head of Department and the inaugural Director of the Bath Institute for Mathematical Innovation. Before that, he was Professor of Mathematics at UNSW, where he was Head of School of Mathematics and Statistics, Chair of the Academic Board and Associate Dean (Strategy).

His research is in the area of Modern Analysis, including harmonic analysis and dynamical systems. He has published over 90 peer, reviewed articles, held ARC grants continuously for 20 years, and been a Chief Investigator on the ARC Centre of Excellence for Mathematics and Statistics of Complex Systems (MASCOS). He has supervised 18 PhD students to completion, and over 30 honours projects in mathematics.
Dr Sue Thomson
Sue has published widely on findings from large-scale international studies, including translational pieces on the outcomes of education and equity issues in the provision of education in Australia. She was a co-investigator on the ARC-funded Australian Child Wellbeing Project, and a Chief Investigator for the Science of Learning Research Centre, a Special Initiative of the Australian Research Council. More recently, Sue managed the OECD’s Study on Social and Emotional skills, implemented in 2018 in 10 cities and countries internationally. Publications-


The transition to Stage 6 Sciences can be overwhelming for students and teachers. It is crucial to not only cover the content and skills accurately but to do so in an engaging format that will retain and attract capable students. Join a range of experienced teachers and other experts to look at how the way we teach Stage 6 can be refined to incorporate novel and creative pedagogical approaches, appropriate and immersive assessment and to improve student preparedness, confidence, and capabilities.