In the last couple of years, Large Language Models (LLMs) have disrupted many aspects of assessment. AI plagiarism is a threat to the integrity of many traditional assessments, but AI grading and feedback tools promise to reduce teacher workload and provide rapid and extensive feedback. What is the hype and what is reality? Can AI mark accurately? Can it provide useful feedback that helps students improve?

How do we avoid the dystopian future where students use AI to write essays that AI marks? In this session, Daisy Christodoulou will outline the latest research in this area, including No More Marking's pioneering research with over 1,000 schools in England.

As explicit instruction gains momentum across Australia, it has been accompanied by some vocal cries against differentiation. Yet research indicates that gifted and high potential students benefit from grouping with peers and experience negative academic and socio-emotional outcomes when instruction is not differentiated.

This session first examines this conundrum through the evidence around differentiation and ability grouping,before exploring strategies that transform theoretical best practice into immediate classroom application. We’ll delve into methods to add depth and abstraction, encourage higher-order thinking and generate low entry-high ceiling tasks that provide stretch for gifted students. K-12 illustrations make this relevant and practical for all teachers.

As students move from the early years into middle and upper primary, there is a sharp increase in the number of complex (abstract) words they are likely to encounter in text - and that they will be expected to use in their writing. Most of these

words are either Latin or Greek in origin, include orthographic patterns that differ from those found in everyday Anglo-Saxon words and rely heavily on morphemes. Students who are aware of these structural changes (and the history behind them) are consistently more accurate readers and spellers - and are more likely to develop a larger and more connected vocabulary. This in turn contributes to stronger reading comprehension and elevated written expression skills.

In these sessions, participants will take a crash course in the history of English and will explore the question ‘What is lexical quality?’ In addition, an overview of instructional practices designed to improve both spelling and vocabulary development in the mid/upper primary years will be provided.

Everyone who implements MTSS for reading improvement understands that Tier 1 is the foundation of success. But what does this really mean in practice in primary schools? This webinar will expose 3 common misunderstandings about the Tier 1 system of reading support including mandates to implement Tier 1 with fidelity, expose students to grade-level standards, and provide only whole group phonics instruction. Participants will explore how to use screening, diagnostic, and progress monitoring data to build a Tier 1 system that reduces risk, minimizes the need for intervention, closes gaps, and meets the needs of all students.

What does Tier 1 mean for a specialist setting? What does this look like when a lot of the MTSS resources and examples are tailored for mainstream schools? Come and join Charlotte to learn about implementing MTSS with fidelity at Tier 1, Tier 2 and Tier 3 in specialist settings.

With a wealth of knowledge and practical experience. Join Charlotte as she aims to break down the barriers, simplify the research into "the best bang for your buck" and discover what works best for all students in schools.

Reading comprehension has been described by Nancy Hennessey* as being like a factory assembly line, taking in a variety of linguistic processes ranging from word decoding through to inferencing and drawing on background knowledge. For this reason, it is essential that teachers understand the language foundations of reading.

In this webinar, Hennessey’s metaphor will be used to consider word identification, vocabulary knowledge (including morphology), syntax, figurative/idiomatic language, text-level comprehension, and background knowledge.