Lani Killalea has taught Mathematics and Technology for over 20 years and was a head of department and deputy principal in Brisbane and regional schools. She has experience as a district panellist for Brisbane North and has taught a range of subjects from learning support to senior General courses. Possible presenter.
Tracey Macbeth-Dunn has taught Mathematics for over 30 years, including experience as head of mathematics and external exam marker for General Mathematics in Queensland and NSW. She was also a lead author on the Australian Curriculum series Nelson Senior Maths 11-12 for General Mathematics.
Anna Wethereld has been a leader in schools, curriculum, assessment, and teacher training for 25 years, including at Brisbane State High School. As a teacher, she was a Panelist for Mathematics C (Specialist Maths) for Brisbane North, head of mathematics and deputy principal. As the state Mathematics Curriculum Manager at NESA, Anna led Mathematics K-12 in NSW and coordinated the development of new Years 11-12 syllabuses. Anna has extensive presenting experience and would make a good workshop presenter.
Stephen Swift has taught Mathematics, Science and Computing in urban and regional schools, and was Head of Mathematics at Wellington Point. State High School. He was the lead author of Nelson QMaths 7–10, Nelson QMaths 11–12 and Nelson Senior Maths 11–12 (Australian Curriculum).
Graded exercises include Recap, Mastery and Exam Practice questions, exposing students to exam practice in every lesson.
Exam practice includes simple, complex familiar and complex unfamiliar questions
Cumulative examinations 1 and 2 in each chapter are mini-QCE exams that provide practice and revision of content from that chapter and previous chapters
End-of-chapter Exam Question Analysis and supporting videos unpack an exam or exam-style question and provide in-depth advice on how to best approach them and avoid common pitfalls.
Exam hacks and Exam Question Analysis in every chapter provide practical assessor advice and feedback.
Decluttering and chunking of content informed by learning design to reduce cognitive load of learners
Informed by learning design that embraces the science of using memory techniques such as spacing, retrieval and interleaving, which are explicitly mentioned in the new syllabus