Breakout Sessions

How We Are Using AI in Our SchoolsGiving the Bird Wings: AI as a Mathematical Coach for Year 8 Girls 

Capable students often avoid complex, non-routine math problems because they lack the confidence to begin. This session explores an action research study investigating how a custom-designed AI chatbot can act as a non-judgmental coach for Year 8 girls. By guiding students through the MPTC (Make sense, Plan an approach, Take action, Convince yourself and others) problem-solving cycle instead of giving them direct answers, the AI scaffolded productive struggle. The session will discuss how refined AI prompts successfully shifted students from mathematics anxiety to independent mathematical agency, ultimately fostering resilience and self-belief in adolescent girls 

Susan Jackson, Head of Faculty, Mathematics | Diocesan School for Girls

How We Are Using AI in Our SchoolsiExplore: Pedagogy First, Technology follows - Digital Skills in Y0-6

iExplore is our Years 0–6 digital skills programme, built on a simple idea: learning leads, and technology follows. Reimagined in 2024, it pairs our own digital learning progressions with the Common Sense Education digital citizenship curriculum so students develop the skills to use their iPads with purpose. This session shares how the programme came together in practice — what's working, what we'd do differently, and where we're heading next as we weave digital citizenship, skills and STEM into one coherent programme. You'll leave with practical resources and a model you can adapt to develop digital skills progressions that genuinely support learning in your own junior school. 

Victoria Maualaivao, Digital Learning Coach | St Cuthbert's College

How We Are Using AI in Our SchoolsNavigating the AI-Driven Future - Essential AI Literacy for Today’s Schools 

Join Susana Tomaz as she explores why AI literacy is now an essential, ethical responsibility for modern educators. Drawing on global research and UNESCO frameworks, this session addresses the urgent need to guide students past the risks of misinformation and emotional machine-dependency toward ethical, critical co-intelligence. Discover how teachers can transition into "learning designers" who use AI to boost higher-order thinking—such as analysis and creativity—rather than outsource student cognition. From practical classroom applications, to strategic blueprints for whole-school policy, community consultation, and resources, this breakout session equips you with actionable steps to prepare your students for an AI-enabled workforce. 

Susana  Tomaz, Futures Education and AI Lead, International Research Centre for AI Fellow; Kate Segetin, Technology Teacher and AI Co-Lead | Westlake Girls' High School

How We Are Using AI in Our SchoolsOur Human Edge - Innovating with AI for an Ethical Future at Mount Alvernia College 

Join us on a transformative journey at Mount Alvernia College, where AI meets human-centered learning. Discover how we are pioneering the future of education by ethically embracing AI into our curriculum and empowering students with the skills to thrive in a rapidly evolving world. 

• Experience how AI-driven tools are redefining personalized learning, offering dynamic and adaptive educational experiences tailored to each student's unique needs.
• Learn more about our student, staff and parent AI educative programs.
• Dive into our robust professional development programs, equipping teachers with the latest AI insights and ethical practices to inspire and guide the next generation. 
• Explore our innovative approaches to ethical AI use, ensuring a safe and responsible learning environment. 
• Discover more on how we can harness our 'human edge' for the collective good, in our schools. 

This presentation isn't just about ideas; its about action. Delegates will leave with stategies to revolutionise AI integration in their own educational settings, making a tangible impact on the future of learning. 

Samantha Jensen, Incoming Principal | Sommerville House

How We Are Using AI in Our SchoolsUsing AI to Personalise Learning and Boost Confidence in a Girls' Classroom 

What happens when artificial intelligence becomes a collaborative partner in English classroom planning? This session explores an action research project conducted in a Year 10 English classroom investigating how AI-generated differentiated learning activities can support confidence and engagement for girls in a multilevel class. 
The project examined how AI could be used as a teacher planning tool to create tiered scaffolds, reading tasks, and writing supports that responded to students’ readiness levels while maintaining high expectations. Findings showed that carefully designed AI-supported differentiation helped reduce procedural uncertainty, increased students’ willingness to participate, and allowed more targeted teacher conferencing and feedback. 

Jemma Cattell, Leader of Learning and Head of Junior English | Rangi Ruru Girls' School

Responding to Rising AnxietyBeyond Anecdotes: A data informed approach to student wellbeing and engagement 

Using data to inform decision making about students requiring early intervention leads to a reduction of chronic issues that can become difficult to address. Over the past two years at Meriden School in Sydney, we have begun the journey of using data to inform our decisions about student wellbeing and engagement in co curricular activities. Data has taken the guess work out of identifying the students who need extra focus and who might otherwise quietly become more disengaged.   

Jenny Kemp, Dean of Pastoral Care (Senior School); Richard Hughes, Dean of Student Involvement | Meriden School

Responding to Rising AnxietyExploring the Duality of Stress and Anxiety and the Role of Classroom Teachers

Although stress and anxiety are closely related, they are distinct experiences. This session hopes to explore how we can support students along the continuum. The duality highlights that not all stress is harmful, but chronic stress can become detrimental when it evolves into anxiety. This duality highlights that not all stress is harmful, but chronic stress can become detrimental when it evolves into anxiety. A teacher's daily interactions with students positions them as crucial contributors to early intervention, resilience building, and overall student wellbeing.  

Jane Steele, Head of Counselling | Methodist Ladies' College

Responding to Rising AnxietyThe BLAW System: An Innovative, Data-Driven Pastoral Care for Holistically Track 

Student success relies heavily on positive wellbeing, yet schools often struggle to measure and track pastoral care data effectively. In this session, attendees will discover how Columba College moved from reactive intervention to proactive support by designing the BLAW system—a schoolwide, highly workable tracking tool. "BLAW" actively tracks students and cohorts across four critical pillars: Behaviour, Learning, Attendance, and Wellbeing. We will share how our pastoral team utilises this holistic data matrix to identify at-risk students early, recognise behavioral patterns across Year 0–13 cohorts, and implement targeted wellbeing strategies. Attendees will learn how to break down the silos between academic performance and mental wellness to foster an environment where positive wellbeing 

Julie Armstrong, Assistant Principal (Pastoral) | Columba College

Responding to Rising AnxietyTransitions: Their Importance from Primary to High School in Lowering Anxiety

The Mary MacKillop College approach to lowering anxiety and supporting transitions from Primary to High School through the Remarkables Program.  This program begins in Year 5 two years prior to the girls beginning high school, inviting the girls into the life of the College through engaging low pressure experiences; through Year 6 where it builds momentum. These sessions focus on developing friendships, social confidence and these early touchpoints are complemented by parent engagement.  The sessions are designed specifically to reduce social anxiety.  The transition support continues with the defining feature of a whole school approach to the Year 7 integration program, which restructures the learning environment where students are placed at the centre. 

Erin Wedge, Principal | Mary MacKillop College Nundah

What’s Shaping Learning in 2026Developing Unconstrained Skills in Adolescent Learners During Times of Change 

In a time of rapid change, it's essential for our adolescent learners to develop a breadth of foundational skills that will support them across curriculum disciplines. Yet what are those skills? And how do we ensure that all learners are equipped with the ability to transfer them between subjects? This session will look at how at how a school can successfully implement and build upon the structured literacy approach for adolescent learners. We will cover how we began, pitfalls we fell into and dug ourselves out of, where we’re headed next, and most importantly, the growth across subjects this approach has had on our students. Attendees will leave with evidence-based ideas of how they too can approach developing unconstrained skills in a secondary school environment.  

Geraldine Bovett, Leader of Literacy; Nicky Greenslade, Kahui Ako Leader and Literacy Coach | Rangi Ruru Girls' School

What’s Shaping Learning in 2026Girls’ Pathways into Engineering: Do School Environments Shape Outcomes? 

We examine the transition of women from secondary school into Engineering at the University of Auckland, focusing on persistent enrolment disparities. Using a study comparing students from all-girls and mixed-gender schools, we find women entering Engineering are more likely to come from all-girls schools. Secondary physics class environments shape these pathways differently: surprisingly students from all-girls schools perceived classrooms as less supportive, while those from mixed-gender schools felt less comfortable asking questions or contributing. We explore who progresses through this pipeline and why. Importantly, our interview data highlights a positive outcome - once at university, women’s initial anxieties and perceived barriers largely diminish. 

Kate Greenslade, Student Support and Engagement Team Leader | Faculty of Engineering and Design, University of Auckland

What’s Shaping Learning in 2026High Performance Learning: Why we believe every girl can achieve highly 

High Performance Learning (HPL) is an internationally recognised approach to teaching and learning that focuses on how successful people think, learn and perform. Rather than viewing high achievement as something reserved for a few, HPL is built on the conviction that all students can develop advanced thinking skills, strong learning habits and positive learning behaviours when these are taught deliberately and consistently. 

Nicola Boyens, Deputy Head of Junior School and Fe Tomich, Head of Junior School | St Cuthbert's College

What’s Shaping Learning in 2026How AI Has Radicalized Our Humanity in Language & Culture Curriculum & Pedagogy 

In a world increasingly reliant on Artificial Intelligence, we believe in the radical notion of embracing and embodying the strength, complexity and imperfection of our humanity with our students to create community and radicalize our languages and cultures curriculum. AI may one day (soon) replace language instruction, but we don’t want it to replace our individual and collective human stories. We believe centering our identities through storytelling invites students to show up authentically, use AI responsibly and comprehend that there is no replacement for the human process of vulnerability in learning to become our fullest and truest selves. 

Amanda Rosas, Spanish and Social Studies Teacher & DEIB Coordinator and Johanna Huang, Chinese Teacher and DEIB Coordinator | Visitation School

What’s Shaping Learning in 2026Ocean Within Us: Empowering Pasifika Girls to Wayfind Their Futures 

What happens when culture becomes the compass for learning? Grounded in the alagā’ upu ‘O le ala i le pule o le tautua’- the pathway to leadership is through service, this session shares a journey of empowering Pasifika girls to find their identity, and see themselves reflected in the spaces they learn in every day. It is a story of shifting practice, building belonging and creating a classroom where young women grow in confidence to navigate, shape and lead their futures. 

Alys Hughes, Head of Pasifika; Iosefo Patelesio, Kaimanaaki; Sonya Lockyer, Principal | Whangarei Girls' High School 

What’s Shaping Learning in 2026SoL, SLA, SRSD, MTSS... A story of strategic, sustainable school-wide change

What is the Science of Learning and how can we get some? Where do Structured Literacy Approaches fit in a Secondary School setting? How does teaching via Self Regulated Strategy Development improve both academics and self efficacy, especially for girls? What does a Multi-Tiered System of Supports even mean, and how can we strategically use data and resources within this structure to improve learning and drive progress forward? And finally, as leaders how on earth can we build coherence across our kura to ensure purposeful, sustainable progress that values teacher knowledge and school values? Over the last four years, these are exactly the questions we have sought to answer as we have developed a strong, successful school-wide approach to embedding literacy across the curriculum.  

Charlotte Machin French, Leader of School-Wide Literacy | St Oran's College

What’s Shaping Learning in 2026Philosophy Fixes for Flourishing in a Fast Future

In this workshop you will enjoy participating in practical strategies that are adaptable to different subjects and ages of students. You will be provided with classroom ready activities that are interactive, collaborative and engaging. They provide an antidote to algorithms and AI, by enhancing autonomy and agency. A variety of critical thinking games will be showcased with you as the participants! These help students make connections and develop human capabilities that result in reduced anxiety and increased wellbeing. These are easy for teachers to implement while providing the deep reasoning, ethical thinking and respectful argumentation required for young people to navigate their world. 

Claire Gavin, TIC Philosophy Department | Epsom Girls' Grammar School

What’s Shaping Learning in 2026The Power of the Words We Use: School messaging that keeps emotion low, challenge high, and learning at the centre 

This session outlines the findings of a student-centred inquiry conducted with our students investigating the relationship between the language of learning and student anxiety. Through a variety of methods we are seeking answers to the question: What words, phrases, and messages from teachers, leaders, and pastoral staff increase anxiety about their learning, and which help students feel calm, capable, and motivated? Our aim is to elevate student voice and gain a deeper understanding of how young people interpret the language used around assessments, deadlines, performance, and achievement. Our students offer valuable insights into the subtle ways language can either amplify pressure or foster resilience, confidence, and engagement.

In this session participants will be invited to reflect on the findings and consider how their own schools communicate expectations and challenge. Together, we will explore practical strategies for framing assessment and achievement in ways that maintain high standards while reducing unnecessary cognitive and emotional load. The session will focus on creating a learning culture where challenge is embraced, mistakes are viewed as part of growth, and academic success is pursued with curiosity, enjoyment, and confidence. Attendees will leave with evidence-informed insights and actionable ideas for shaping school messaging that keeps emotion low, challenge high, and learning at the centre. 

Andrea Stringer Stringer, Assistant Head of Department and Kirsty O'Hara, Head of Counseling | Epsom Girls' Grammar School

Responding to Rising AnxietyExploring Research-Informed Strategies to Address Rising Anxiety in Girls  

During this 45-minute workshop, attendees will gain insight into academic and practitioner research related to anxiety in school-aged children. They will be introduced to my recent research in the field of multicultural young adult (YA) literature that explores award-nominated YA novels written by female Asian Australian authors and feature female protagonists. My research focused on familial and societal expectations and pressures placed on adolescents, especially the girl child, belonging to immigrant families resulting in anxiety and other mental health and wellbeing issues. Such pressures permeate in other areas of their lives as well. Therapeutic value of reading to combat rising anxiety, and the essential role of school library-based wide reading programs will be highlighted. 

Pooja  Mathur, Inquiry Learning Leader (Teacher Librarian) | Pymble Ladies' College

Responding to Rising AnxietyImproving the Protective Factors Against Academic Anxiety in Transition Years 

Girls in the early years of high school are commonly presenting with academic anxiety, driven by the noted academic dip that occurs during transition years, in conjunction with a high-performance culture of high SES schools. This session will focus on planning a co-ordinated approach to address academic anxiety across pastoral and academic teams, by focusing on six identified protective factors.  The session will map how teams can use the factors to map potential inhibitors and enablers to academic anxiety within school culture, pedagogy and programs, and thus look to address the problem at the level of whole school culture (involving parents, students and teachers working in tandem) rather than solely within the parameters of 1:1 pastoral support. 

Kristy Forrest, Head of Professional Practice  | St Catherine's Toorak

Responding to Rising AnxietySafe Spaces, Stronger Wāhine: Using Relational Safety to Navigate Anxiety 

ko Kōrero is a small-group intervention delivering workshops on emotional regulation, communication, and navigating anxious feelings. By prioritizing relational safety, the space feels secure, empowering ākonga to authentically share, listen, and support one another. Grounded in the holistic principles of Te Whare Tapa Whā, these workshops provide practical strategies for both personal and academic life. Research shows these targeted interventions significantly boost student hauora, resilience, and attendance. 

Ange Rathbone, Deputy Principal | St Hilda's Collegiate School

Responding to Rising AnxietyWho Am I Becoming? Building Agency Across the Junior to Senior School Transition 

What skills do you wish your incoming senior school girls had on day one? Driven by research, teacher input, and student voice, we mapped critical gaps in our Year 6-7 transition, including student anxiety about navigating senior school and teacher feedback regarding the independence and "get-go" required for success. To bridge these gaps, we intentionally leveraged our K-12 girls school structure to design a cohesive, joined-up journey that still honours this vital milestone. Our unique program features an immersive "Shadow-A-Sister" induction and cross-cohort mentorship, empowering girls to build self-authorship and shift from worry to confidence. Now in its second year we share how we have refined this experience. Attendees will gain a blueprint for data-driven student transitions. 

Hattie Wilson, Co-Lead Mathematics (7-10); Ky-Lee Murphy, Director of Curriculum | Kambala 

What’s Shaping Learning in 2026Critical Thinking as THE Essential Future Literacy

This presentation challenges the notion of critical thinking as a future literacy, positioning it instead as an urgent, present-day responsibility. It draws on research, including Peter Facione’s work, to explore what effective critical thinking looks like in practice. It shares our ongoing school journey to embed it meaningfully, highlighting key strategies, challenges, and next steps. Ultimately, it invites educators to reflect on their own practice and take action in a world where young people are immersed in information, misinformation, algorithms, and artificial intelligence. 

Holly Payne, Deputy Principal, Learning & Teaching | Queen Margaret College

What’s Shaping Learning in 2026Embedding IB Approaches to Learning and the IB Learner Profile into Practice 

A collaborative discussion between colleagues to share ideas on how the IB Approaches to Learning (ATLs): Thinking, researching, Self-management, Social, and Communication, and the IB Learner profile  (IBLP) attributes: balanced, caring, communicators, knowledgeable, inquirers, open-minded, principled, reflective, risk-takers, thinkers, can be embedded into classroom practice. Note: this session is not only for IB teachers as the ATLs and IBLP attributes span all qualifications and levels. 

Helen Berghuis, IB Coordinator | St Cuthbert's College

What’s Shaping Learning in 2026How We Lead Creates the Conditions Where Students Succeed 

Building and sustaining leadership capability across all staff, no matter where they are on their leadership journey, is the next phase in Westlake Girls High School's professional learning journey—where the work is done by us, for us. Having successfully created and embedded a student growth profile, a teacher profile, and a pedagogy framework, we are now creating and implementing a leadership framework. This year, a tight team of staff from various levels of leadership has worked on the framework to ensure it aligns with our vision and strategy, ultimately creating better outcomes for students. At our school, leadership belongs to everyone—not just leaders, not just teachers, but every person who walks through our gate 

Sarah Hooper, Acting Associate Principal; Louise Clouston, Dean; Grace Williams, Dean | Westlake Girls' High School

What’s Shaping Learning in 2026Justice on Trial: Developing Critical Thinkers Through Ethics 

As part of the Year 11 St Cuthbert’s Diploma Enrichment Programme, Ethics provides students with opportunities to engage critically with complex issues often not explored in traditional subjects. Through the examination of ethical questions and diverse perspectives, students develop the confidence to think deeply, challenge assumptions, and form reasoned judgements. Using punishment, this interactive workshop will model a typical classroom lesson, exploring themes such as theories of punishment, power and authority, and breaking the cycle with intertwined case studies. Participants will experience learning and small group learning situations that foster critical thinking, empathy, social awareness, and ethical leadership. 

Helen Withy, Head of Subject - Y7 - 11 Ethics | St Cuthbert's College

What’s Shaping Learning in 2026Moving Teaching Beyond the Desk

Westlake Girls' High School has developed a shared teacher profile and pedagogical framework grounded in student voice, after students identified they were often “just doing school.” This work aims to move teaching beyond the desk and into purposeful, engaging learning. Our session will outline the development of our profile and framework, unpack our key areas of focus and share how we have drawn on research to help shape teaching practice that is responsive to our students’ needs. Participants will gain practical insights into how this approach is embedded through the Professional Growth Cycle to support meaningful learning.  

Elyse Heslop, HOD Visual Art | Westlake Girls' High School

What’s Shaping Learning in 2026The Rhythm of Cognition 

How can we balance rigorous cognitive science with culturally responsive pedagogy in the science classroom? This session introduces a powerful synthesis of the Science of Learning and the kaupapa Māori Niho Taniwha framework. Attendees will explore how Cognitive Load Theory, retrieval practice, and dual coding naturally align with a cyclical, relational te ao Māori lens. Through practical science examples—ranging from physics wave hooks to interactive dual-coded chemistry labs—this session provides concrete, actionable strategies and strength-based assessment tools designed to lift engagement, agency, and academic attainment for Māori and all ākonga. 

Alex van der Loos, Specialist Classroom Teacher, TIC Chemistry | Westlake Girls' High School

What’s Shaping Learning in 2026Thinking Like Mathematicians: From Pedagogy to Practice in the Primary Years 

What does it look like to bring evidence-based mathematics pedagogy to life through rich mathematical thinking tasks? This session shares Meriden Junior School's ongoing journey of shifting classroom practice from procedural fluency toward deep mathematical thinking. Aiming to meet all learners’ needs through low-floor, high-ceiling tasks, it highlights what we learned by positioning ourselves as learners and supporting staff with varying levels of confidence in differentiation. Participants will engage with research, experience interactive tasks, and leave with practical strategies to build curiosity, persistence and confidence in young mathematicians. 

Haris Kim, Dean of STEM; Bev Kwan, Year 4 Coordinator | Meriden School

What’s Shaping Learning in 2026A Stronger Approach to Risk, Incidents and Crisis Response 

This session explores best-practice approaches to managing risk, responding to incidents and leading through crises in the context of educational travel. Drawing on real-world experiences and practical strategies, participants will examine the importance of proactive planning, clear communication and collaborative partnerships in supporting the safety and wellbeing of students and staff. Attendees will leave with practical insights to strengthen their school's approach to risk management and crisis preparedness. 

Jared Daught, Head of Co-Curricular Tours | Student Horizons

What’s Shaping Learning in 2026Screen Time and Digital Wellbeing with Apple

Technology is most powerful when it’s designed to grow with a child. In this workshop, we explore how Apple’s new trust and safety features as well as features to limit distractions give educators and caregivers practical, intuitive tools to create safer digital experiences for young people. Participants will gain hands-on understanding of how these built-in controls across iPhone, iPad, and Mac help young people build healthy digital habits, stay focused during learning, and navigate the online world with the right protections in place at every stage. 

Linda Pitt, Non-Executive Director, Leadership and Education Strategy Lead - Apple Education ANZ | Apple Education