Helping Students Feel They Belong

CPD points: 1

Helping international students feel that they belong is central to their academic success, engagement, and retention. When students experience connection, respect, and inclusion in the classroom, they are more confident, more willing to participate, and better positioned to thrive.

This professional learning module explores practical, research-informed strategies that teachers can use to strengthen belonging in culturally diverse classrooms. Through a focus on cultural responsiveness, classroom community building, and structured peer interaction, you will develop concrete approaches that can be applied immediately in your own teaching context.

This is a self-paced, interactive module designed to support reflection and practical action.

Course Structure and Content

This module includes a short preparatory activity followed by four lessons:

Before You Begin: Activating Your Knowledge
Engage with selected short videos and readings to activate prior knowledge about belonging and inclusion in culturally diverse classrooms. You will also complete a brief diagnostic quiz to reflect on your current understanding and experiences. This activity is designed to frame your learning and prepare you for the core content.

Lesson 1: Creating Culturally Responsive Classrooms
Explore what cultural responsiveness means in practice and identify strategies to integrate diverse perspectives and experiences into teaching and classroom norms.

Lesson 2: Building a Classroom Community
Examine how intentional community-building fosters trust, collaboration, and participation, and learn practical ways to strengthen connection from the first week of a course.

Lesson 3: Peer Interaction and Structured Support
Consider the role of peer relationships in belonging and explore strategies to structure group work and intercultural interaction more effectively.

Lesson 4: Reflection and Action Planning
Consolidate your learning and identify three practical actions you will implement to strengthen belonging in your next course.

Each section includes short video content, guided reflection prompts, and a short knowledge check quiz.

What to Expect

This is a self-paced online module combining:

Short instructional videos
Practical classroom strategies
Reflection prompts
Section quizzes to consolidate understanding
A final action-planning task

You will be encouraged to pause and reflect throughout. While reflections are not submitted, they are designed to support meaningful application in your own context.

Time Commitment

The total time commitment for this module is approximately 30 minutes, including video viewing, reflection, and completion of quizzes.

You may complete the module in one sitting or work through it in smaller segments at your convenience.

How to Get the Most Out of This Course

To maximise the value of this module:

Engage actively with the reflection prompts.
Consider specific examples from your own classroom context.
Identify small, realistic adjustments rather than large-scale changes.
Write down your three action steps at the end of the module and revisit them when planning your next course.

Belonging is strengthened through consistent, intentional practice. Even small changes can have a meaningful impact on student experience.

Who Is This Course For?

This course is designed for teachers and trainers working with international students, particularly in adult learning environments.

It is suitable for:

English language teachers
VET and higher education trainers
Academic managers seeking to strengthen inclusive practice
Educators working in culturally diverse classrooms

No prior training in cultural responsiveness is required.

Support and Assistance

If you experience any technical difficulties accessing the module or completing quizzes, please contact your NEAS support representative or the LMS administrator.

For questions related to the content of this module, you may contact the NEAS Professional Development team.

We encourage you to revisit the module materials at any time to support ongoing reflection and implementation.

Student Engagement and Academic Motivation

CPD points: 2

Engagement and motivation sit at the heart of effective teaching — but sustaining them can be challenging, particularly in busy, assessment-driven learning environments. This course explores practical, research-informed strategies for recognising disengagement early, responding to academic fatigue, and creating learning conditions where students feel motivated, supported, and willing to participate.

Rather than focusing on quick fixes or surface-level activities, this course takes a deeper look at why learners disengage and how teachers can respond in ways that are realistic, inclusive, and sustainable.

What You Will Learn (Learning Outcomes)

By the end of this course, you will be able to:

Recognise the early warning signs of academic fatigue in learning environments
Understand common causes of disengagement, including curriculum overload and disconnected content
Design lesson openings that spark curiosity and cognitive engagement
Use a range of participation strategies to support diverse learner preferences
Reduce cognitive overload by structuring tasks and assessments more effectively
Build motivation through relevance, feedback, and strong teacher–student relationships
Create psychologically safe learning environments that encourage risk-taking and persistence

Course Structure and Content

This course is structured into a short introductory lesson, followed by five focused lessons and a concluding section:

Before You Begin – Activating Your Knowledge
A brief reflective lesson designed to surface prior knowledge and set the foundation for the course.
Lesson 1: Academic Fatigue
Identifying warning signs of disengagement and understanding underlying causes.
Lesson 2: Curiosity and Participation
Using lesson starters, curiosity hooks, and inclusive participation strategies.
Lesson 3: Help-Seeking and Silent Participation
Supporting help-seeking behaviours and offering low-pressure ways for students to participate.
Lesson 4: Workload and Relevance
Managing cognitive load, structuring large tasks, and making learning meaningful.
Lesson 5: Relationships and Feedback
Strengthening motivation through personalised feedback and teacher–student connections.
Conclusion and Key Takeaways
A synthesis of core ideas, plus a bibliography and suggestions for further reading and professional learning.

Each lesson includes a short video and a brief quiz to consolidate key ideas.

What to Expect

Short, focused videos that expand on key ideas rather than reading slides aloud
Practical classroom strategies that can be adapted to different contexts
Reflective questions to help you connect ideas to your own teaching practice
Low-stakes quizzes designed to reinforce learning, not test memory

Time Commitment

The total time commitment for this course is approximately 60–90 minutes, depending on how much time you spend reflecting on and applying the ideas to your own context. The course is self-paced and can be completed in multiple short sessions.

How to Get the Most Out of This Course

To maximise the value of this course, you are encouraged to:

Complete the Before You Begin lesson before moving into Lesson 1
Reflect on your own teaching context as you progress through each lesson
Try one or two strategies in practice rather than attempting everything at once
Use the quizzes as opportunities to consolidate understanding, not as assessments

Who This Course Is For

This course is designed for:

English language teachers and educators
Academic managers and coordinators
Professional development leaders
Teachers working in ELICOS, higher education, or related learning contexts

No specialist background knowledge is required.

Support and Assistance

If you experience any technical issues or have questions about the course content, please contact NEAS Professional Development via the NEAS website or your usual NEAS contact.

When you’re ready, you can begin with the Before You Begin – Activating Your Knowledge lesson.

Scaffolding Content in a Second Langauge

CPD points: 1

Supporting learners in a second language environment requires more than content knowledge — it requires thoughtful design. This course will guide you through practical scaffolding strategies that make academic content more accessible, reduce cognitive load, and build learner confidence. Whether you teach English for Academic Purposes, foundation studies, high school subjects, or vocational training, these tools will help you create lessons where all learners can succeed.

What You Will Learn (Learning Outcomes)

By the end of this course, you will be able to:

Explain what scaffolding is and why it is essential in second language teaching.
Apply three core scaffolding strategies — chunking, multimodal support, and vocabulary scaffolds — to help learners process and engage with complex content.
Integrate these strategies into real lessons through practical, step-by-step examples.
Reflect on your own teaching to identify where scaffolding can improve learner comprehension and confidence.
Gradually release support so students become more autonomous and capable in academic English contexts.

🧭 Course Structure

This course is divided into short, focused lessons designed to be completed at your own pace:

Before You Start – Activating Your Knowledge
A short quiz to warm up your thinking and connect the course to your current practice.
Lesson 1 – Understanding Scaffolding
What scaffolding is, why it matters, and how it supports multilingual learners.
Lesson 2 – Core Strategies
How to use chunking, multimodal support, and vocabulary scaffolds to reduce language load and improve comprehension.
Lesson 3 – A Practical Example
How these strategies work together as part of a real lesson sequence.
Lesson 4 – Applying Scaffolding in Your Teaching
A guided demonstration followed by a short planning task.
Conclusions & Key Takeaways
Final insights, plus a bibliography and directions for further learning.

What to Expect

Short videos you can watch on any device
Clear, practical explanations
Examples drawn from real classroom scenarios
Reflection questions and short quizzes
A final summary to help you apply the strategies immediately

Our goal is to give you tools you can use in tomorrow’s lesson — not theoretical concepts that gather dust.

⏱ Time Commitment

The full course can be completed in 30–45 minutes, depending on how deeply you engage with the reflection tasks.
You are welcome to pause, revisit sections, or return anytime.

How to Get the Most Out of This Course

Take the initial knowledge activation quiz with an open mind — it helps surface your current assumptions.
Watch the videos in order, as each lesson builds on the last.
Try at least one scaffolding strategy in your next lesson — even a small change makes a noticeable difference.
Use the reflection prompts to connect the content to your own teaching context.
Download or bookmark the bibliography at the end for further reading.

👥 Who Is This Course For?

This course is ideal for:

EAP and ELICOS teachers
School and VET educators working with multilingual learners
Subject specialists teaching learners in English-as-an-additional-language contexts
Early-career teachers wanting practical support
Experienced teachers seeking fresh strategies or validation of current practice

If you work with learners who are juggling both language and content, this course is for you.

✉️ Need Assistance?

If you need help with the course, have technical issues, or want to discuss how scaffolding fits into the NEAS Quality Framework, please contact:

NEAS Teacher Learning Support
✉️ neas@neas.org.au

Teaching Grammar and Sentence Structure

CPD points: 1

Welcome to Teaching Grammar and Sentence Structure in an Easy Way — a short, practical professional-development course designed to help you make grammar clearer, more meaningful, and more engaging for your learners.

Grammar can often feel overwhelming, both for teachers and students, but it doesn’t have to be. In this course, we explore simple, research-informed strategies that make grammar instruction more intuitive, more connected to real communication, and much easier to teach confidently.

Whether you’re new to teaching, returning after a break, or looking to refresh your approach, this course will give you practical tools you can apply immediately.

What You’ll Learn

By the end of this course, you will be able to:

Apply contextualised grammar teaching techniques, using real communication rather than isolated rules.
Explain functional grammar in a way that highlights meaning, purpose, and authentic language use.
Design scaffolded learning activities that guide learners from supported practice to independent mastery.
Model sentences effectively, demonstrating how grammar choices shape meaning.
Use sentence starters and frames to build confidence and reduce cognitive load for learners.
Support learners through the gradual release of responsibility, moving from “I do” → “We do” → “You do.”
Strengthen learners’ sentence construction skills using practical, classroom-ready techniques.

Course Structure

This course is fully self-paced and divided into short, focused lessons:

Introduction & Orientation
Contextualised Grammar Teaching
Functional Grammar Overview
Scaffolding Ideas for Grammar and Sentence Structure
Course Wrap-Up

Each lesson includes a short video and a quick knowledge check to reinforce your understanding.

Time Commitment

The course takes approximately:

30–40 minutes to complete the videos and quizzes
Slightly longer if you choose to explore the optional reflection prompts or try out sample activities in your own teaching context

You can stop and resume at any time.

How to Get the Most Out of the Course

Bring a notebook, or have a Word document open, to jot down techniques you want to try.
Think about learners in your current context — the examples will be easier to visualise.
Complete the quizzes as you go; they’re short, low-stakes, and designed to reinforce—not test—your learning.
After completing the course, consider choosing one or two strategies to implement in your next week of teaching.

Small changes can make a big difference.

Who This Course Is For

This course is designed for:

English language teachers
ELICOS instructors
Adult education trainers
Early-career teachers
Experienced educators looking to refresh their practice

No prior knowledge of grammar theory is required — just curiosity and a willingness to try practical strategies.

Ready to Begin?

When you’re ready, start with Lesson 1 and let’s make grammar easier, clearer, and much more enjoyable to teach.

Designing Effective Assessments

CPD points: 1

Overview

Assessments shouldn’t just measure learning — they should drive it. This practical NEAS PD unit shows you how to design fair, valid, and motivating assessment tasks for English language learners. You’ll connect key theories (cognitive load, language acquisition) to classroom practice, write stronger test items (especially MCQs), and calibrate tasks for different proficiency levels. Zero fluff; maximum classroom impact.

Who it’s for

ELT teachers, DOS/ADoS, curriculum leads, and QA managers
ELICOS, EMI, pathway, and higher-ed language programs
Anyone redesigning tests, rubrics, or placement tools

Time & Format

Total runtime: ~20 minutes of short videos + activities
Format: 10 bite-size sections (1–10 mins each) with a pre-course quiz and optional readings
Mode: Self-paced; downloadable PDF notes provided

Learning Outcomes

By the end, you will be able to:

Explain how Cognitive Load Theory and language acquisition principles shape assessment design.
Distinguish diagnostic, formative, summative, performance-based, and self/peer assessment — and know when to use each.
Apply validity, reliability, authenticity, level-appropriateness, and cognitive load in task design.
Write high-quality multiple-choice items, including plausible distractors that test real understanding.
Calibrate tasks for beginner, intermediate, and advanced learners using frameworks like CEFR.
Use assessment results to give targeted feedback and refine teaching.

Course Structure

Before you start: Pre Course questions and videos
Lesson 2: Second Language acquisition and design implications
Lesson 3: Types of assessment (diagnostic, formative, summative, performance, self/peer)
Lesson 4: Designing effective tasks & test items (validity, reliability, authenticity); Avoiding negative backwash
Lesson 5: Crafting multiple-choice distractors
Lesson 6: Matching tasks to proficiency level
Conclusion and key takeaways: Quick recap; bibliography; where to find out more

Learning Outcomes and Rubrics

CPD points: 1

Clear, measurable learning outcomes are the foundation of effective teaching, learning, and assessment. In this module, you will explore how to design outcomes using the SMART framework—ensuring they are Specific, Measurable, Achievable, Relevant, and Time-bound. You will also learn how to align outcomes with rubrics so that assessment tasks accurately reflect the intended skills and knowledge.

Building on this, the module guides you through writing rubrics with clear criteria, performance indicators, and performance descriptions that distinguish levels of achievement. By the end, you will be equipped with practical tools to create transparent, fair, and consistent assessments that support both teaching effectiveness and student success.

The learning objectives of this lesson include:

Write clear, assessable learning objectives using measurable language.
Design Rubrics that align directly with learning outcomes.
Ensure assessments measure what they are intended to measure.

Teaching Reading to ESL Students

CPD points: 1

Reading in English can feel overwhelming — every unknown word looks like a barrier, and it’s easy to lose confidence. But fluent reading isn’t about knowing every word; it’s about making meaning. Good readers use their background knowledge, look for context clues, notice how texts are organised, and capture the main ideas in their own way.

In this module, you’ll learn practical strategies for teaching reading as a meaning-making process, rather than a word-by-word translation exercise. You’ll also explore how to help students build stamina — the confidence to keep reading even when the text feels challenging.

Learning Outcomes

By the end of this module, you will be able to:

Explain why reading in English is primarily about meaning, not just translation.
Design activities that activate learners’ background knowledge before they read.
Demonstrate how to use context clues and text organisation to support comprehension.
Write comprehension questions that teach reading rather than test writing.
Scaffold note-taking tasks for learners at different levels.
Apply techniques to build learners’ reading stamina and confidence.

Assessment and AI

CPD points: 1

Welcome to the Teacher learning module on using AI to augment your assessments in an English Language environment.

Artificial intelligence is changing the way we design assessments. Instead of starting from scratch, teachers can now use AI to draft questions, prompts, and scenarios in minutes—saving time and adding variety to classroom tasks.

The important thing to remember: AI doesn’t replace your professional judgement. Think of it as a creative assistant that helps generate ideas and first drafts, while you remain the one who ensures accuracy, fairness, and alignment with what really matters in your course.

In this module, you’ll explore how eigh eye can support different assessment types, what pitfalls to avoid, and how to apply simple quality checks so that every item is fit for purpose. You’ll see case studies, pick up practical tips, and try short knowledge checks to keep things engaging.

Watch the introductory video below then go to the ‘before we begin section’ to take the quick Pre-Module Quiz to warm up your thinking—then we’ll dive into how AI can become a trusted partner in your assessment design.

Creating AI allowed usage statements in an ELT context

CPD points: 1

In this module, Developing Practical AI Use Policies, we explore how artificial intelligence is reshaping education and what that means for teachers, students, and institutions. The focus is on helping you recognise the opportunities AI offers, while also addressing the risks it poses to academic integrity and fairness.

Across the lessons, you’ll:

Examine the tension between innovation and integrity in AI adoption.
Evaluate real examples of institutional AI policies—their strengths and weaknesses.
Analyse case studies of policy breaches to see what works (and what doesn’t).
Draft your own clear, context-appropriate AI usage statements for your teaching environment.

Through videos, reflections, case studies, and a short quiz, you’ll build practical strategies to ensure that AI policies are fair, enforceable, and aligned with student success.

By the end of this module, you’ll be better equipped to guide your students in using AI responsibly—protecting learning outcomes while embracing educational innovation.

Watch the video below to see the learning outcomes and course overview before beginning the lessons.

Using Generative AI to support Student Learning and Digital Literacy

CPD points: 1

This self-paced professional development module introduces teachers to the use of generative AI in English language learning. Participants will explore what generative AI is, how it works, and practical ways to integrate AI tools—such as ChatGPT, Canva Magic Write, GrammarlyGo, and others—into ESL/EAL classrooms. The course highlights benefits for language practice, content customisation, and creativity, while addressing ethical considerations like plagiarism, bias, and transparency. Teachers will also learn strategies for developing students’ digital literacy skills, from prompt engineering to evaluating AI outputs. By the end of the session, participants will be equipped to use AI tools responsibly to enhance engagement, save preparation time, and diversify lesson materials.

Watch the video below to see the learning outcomes and course overview before beginning the lessons.