The conference delivered an exceptional range of learning opportunities. We weren’t just passive listeners, we were active participants in sessions that explored how to refine assessment practices, integrate AI in meaningful ways, improve the quality of practical learning experiences, and develop trauma-informed approaches in PDHPE. These aren’t just current trends, they’re essential tools for modern teaching. 

I attended sessions on Empowering Educators with GenAI, Backwards Mapping for Success, Effective Formative Assessment Practices, and Classroom Management Strategies. Each of these was not only insightful but immediately applicable in the classroom. Hearing from some of New South Wales’ most experienced and respected PDHPE educators was invaluable. Their advice was grounded, practical and full of lived experience. More than just learning from them, we had the chance to interact, ask questions, and even troubleshoot our own classroom situations. There’s something powerful about sitting alongside fellow ECTs, exchanging ideas, and practising the strategies with immediate feedback. That kind of learning has a real impact. 

Another highlight was the opportunity to meet and connect with ECTs from across New South Wales, both rural and metropolitan. Everyone brought their own unique context and insights, but there was a shared understanding of the challenges and joys of being early in the profession. These peer conversations, whether during breaks or during workshops, helped build a sense of camaraderie. It was encouraging to realise that although our settings may differ, our goals and struggles are often the same. These relationships may become the beginnings of a professional support network that will carry us well beyond the first five years. 

The value of the conference didn’t stop with the sessions. The event sponsors played an important role in our learning and networking. From providing tangible resources to offering ready-made programmes, the sponsors were clearly invested in supporting teachers. Organisations such as the golf and tennis associations shared engaging sport programmes that could be easily integrated into school curriculums, a great help for time-poor teachers. For early career teachers, having access to well-developed, proven programmes allows us to observe quality teaching in action and base our own practice on strong examples. 

Sponsors like Consent Labs and the Royal Life Saving Society were also incredibly valuable. Their presentations weren’t just informative and useful. These organisations offer professionally developed resources that are ready to be delivered in a way that aligns with best practice in PDHPE. It was evident they understand the realities of teaching, and their support can make a genuine difference in our classrooms. I particularly enjoyed connecting with the representatives from Royal Life Saving — their equipment and expertise are exactly what schools need to deliver strong water safety programs. 

In summary, the ACHPER Early Career Teacher Conference had one consistent theme: connection. Connection to expert knowledge, to peer support, and to practical external resources. In a profession that can sometimes feel isolating, especially in the early years, these connections are what transform teaching from a daily challenge into a sustainable and rewarding career. I left the conference not only with new strategies and tools, but with renewed motivation, a growing network, and a deeper sense of belonging within the teaching community.