This linked back to the first two plenary sessions and had three main elements as a focus which were diversity, multi-literacy’s and pedagogy. Each of these involve choices and differentiation. Pedagogy was about situated practice, transformed practice, critical framing and innovation. Learning should be a transformative meaningful journey.

The project being discussed here was focused on teaching maths. They used Atkin and Karplus (1962) learning Cycle model because it was very science focused and had 5 ‘Es’ which were engage, explore, explain, elaborate and evaluate.

ICT when first introduced was just technologised traditional teaching but now there are ways to transform teaching maths. There was a need to re-engage teachers in Greece in learning because there tends to be a very traditional approach to teaching.

The project was about bringing together academics from different disciplines and this was undertaken with the University of the Ioannina and took place 2012-2013. The project was focused on early childhood. There were two pilots with 45 teachers from Greece and some second year teaching students. The aims of the project were to emphasis engagement, collaboration and work-based learning. The method used was a 10 month participatory new programme design. Students were involved in jointly writing documents and learning elements. A social space was used to collaborate and share the work.

The findings from the students which involved 172 students were that family engagement was good with 82% of the students feeling this was important. They felt technology was relatively easy to use and perceptions of diversity changes.

A second strand to the project started back in 1996 when a cluster started to work on learning design in Australia. This cluster has a vision which had three themes vision, capacity building and evidence. The vision in one group was on teaching 5 -16 year olds and the core business of teaching and learning. There was a need to impact on student learning outcomes, value the students, challenge the students, connect to the real world and prepare life as global citizens.

Principals met to consider how to do this and employed one person as a deputy principal to work across all schools in one district. Principals needed development to be leaders and pedagogy experts. Coaches were used and mentors and there were four meetings a year to develop themselves. They then worked with their teachers with a meeting at the beginning of the school year for a whole day and for a further 3 days in the year. This was to ensure practice was embedded.

Coaching was used in classes to give feedback, peer review and help with CPD. The senior team needed up skilling and wanted to look at assessment for learning. The format enabled a growing network of relationships.