How do you cater for your most able students? An extension of curriculum at every possible opportunity: depth instead of breadth. Using tasks that require higher order thinking skills once new knowledge has been acquired as a simple way to challenge pupils.

Mindfulness and brain breaks give kids a chance to pause, reset, and refocus. A deep breath, a stretch, or a quick movement break can help them feel calm and ready to learn. These simple moments boost focus, ease stress, and make the classroom a happier place for everyone.

Understand the diverse characteristics of Gifted and Talented (G&T) students. Explore practical tools for identification within a South Pacific context. Learn evidence-informed strategies for differentiation and extension. Gain confidence using AI to support planning for G&T students.

Build a bank of actionable ideas to trial in their classrooms.

Develop your understanding of diversity and inclusive education and to promote greater learner agency and access to the curriculum for all students. To develop and refine systems that support more inclusive learning environments.

Imagine partnering with parents to improve student well-being and learning. Imagine helping to address the exceptional needs of learners by engaging regularly with parents. Imagine creating an engaging, supportive learning environment, not only for students, but for their parents too. In this session, we will share examples of ways we engage with parents including reporting, special events, meetings and homework. This session will give you a suite of ideas for using the power of parents to build students' confidence, love of learning and academic achievement.

Metaphorically, “mind maze” is a description of the intricate nature and creative capacity of the human mind proposing that it can be a tough and complicated space to maneuver. Educators must always recognize the complexities of the human brain to really utilize appropriate practical steps and tools to motivate diverse needs learners for growth in their learning and equipping them with the necessary skills to manage their daily learning challenges.

Practical and based on evidence-based science of reading, this seminar will equip teachers to recognise students with reading differences, develop instructional practices and gain deeper understanding about the science of learning.

This session explores practical, inclusive strategies for supporting students with exceptional learning needs in the mathematics classroom. Participants will engage with innovative tools, differentiated instructional methods, and assessment practices designed to remove barriers and ensure access for all learners. Grounded in the principles of Universal Design for Learning (UDL) & equity, the workshop will highlight how inclusive math teaching not only benefits students with disabilities and learning differences, but enhances outcomes for the entire classroom community.

This two-part workshop supports intentional curriculum design for exceptional learners in early childhood settings. In Part 1, participants will visit learning environments to collect observational data; in Part 2, we will use this data to collaboratively plan responsive, inclusive learning experiences.

Equity is more important than only establishing equality. As equality does not fully ensure empowerment to the special needs of students. These could vary given the diverse needs of learning of students in classrooms. Thus I will have participants take part in group presentation with varied activities. The activities could be broken down in specific topics.

This session provides educators with practical tools to create inclusive, engaging, and equitable literacy experiences. By focusing on the whole learner, participants will examine how to adapt texts, scaffold instruction, and assess meaningfully, ensuring every student has access to language, literature, and self-expression. The workshop emphasizes identity, voice, and support for diverse needs in reading and writing.

In mathematics, we value elegant, efficient solutions to complex problems. Teaching numeracy in a diverse classroom is certainly a complex problem: how do we support all learners, from high achievers, language learners, students with additional needs, within whole-class lessons? Research increasingly supports whole-class teaching models as the most inclusive approach to numeracy instruction. While traditional grouping and streaming practices aim to support learners at different levels, they can often reinforce divides and unintentionally limit access to rich mathematical experiences. Yet, managing a class with a wide range of abilities and backgrounds can feel like an overwhelming juggling act. This workshop will examine how whole-class numeracy can promote inclusion and will explore practical strategies that can help teachers meet curriculum outcomes while keeping maths joyful, accessible, and challenging for all learners.