Katherine has extensive experience as a classroom practitioner, lead and literacy support teacher from Kindergarten to Year 10 (ES1-S5). She has successfully held senior roles in national assessment and curriculum within the public and private education sectors. Her work nationally in schools and with in sertvice teachers empassess reading and writing using visual texts and immersive pedagogies. Her experience extends to working in undnergraduate and post graduate education courses at various universities in Australia. Her current role is working as a full time academic in the Bachelor of Education Primary at the University of Technology Sydney.
Member of Primary English Education Association Australia
Inagural Digital Teaching Fellow 2019 Univeristy of Technology Sydney
Can supervise: YES
English K-6 - reading and writing
Immersive pedagogies and sustainability
Human Society and the Environment
Bates, K 2008, Help Your Child to Excel at Reading, Rockpool Pub.
"An essential guide for all parents wanting to learn more on how to help their children succeed.
Bates, K 2018, 'Examination of images in Australian standardised writing assessments: a case for recognising social and cultural disadvantage', Social Semiotics, vol. 28, no. 2, pp. 257-285.View/Download from: UTS OPUS or Publisher's site
© 2017 Informa UK Limited, trading as Taylor & Francis Group. From a socio-cultural perspective, individuals interpret meaning from images depending on multiple factors including life experience, values, attitudes, interests and background. As such, engagement with, preference for and interpretation of images differs amongst viewers. From this premise, it seems unlikely that one visual writing assessment prompt will effectively suit all participants. This paper offers new research into the use of image in large-scale referenced-based narrative writing assessments over a 10-year period in Australia reporting on phase one of a comparative case study. Findings identify changes in prompt design and content each year, with significant changes accompanying the introduction of the National Writing Assessment in 2008. Conclusions drawn from the analysis state that while image is a powerful communicator of meaning, providing visual representations in national assessment plan for literacy and numeracy may privilege some participants over others, and in doing so, impact on student outcomes and contribute to stratifying disadvantage.
Bates, K 2017, 'Making the Most out of Picture Prompts in Assessment Contexts', Primary English Teaching Association Australia.
Bates, K 2016, 'Making Interactional meaning in visual narratives more visible', Practical Literacy, vol. 21, no. 1, pp. 18-21.
The value of visual texts is acknowledged by the Australian Curriculum : English with equal priority placed on visual knowledge with that of text, grammar and word knowledge. However, merely including visual narratives in teaching, learning and assessment spaces does not always equate to a natural accessibility to the meaning potentials offered by this resource. This discussion focuses on developing students' knowledge about and skills for interpreting meaning from visual narratives as valued texts in curriculum and assessment from the first year of primary school.
Bates, K 2014, 'Assessment in a testing time', Practical Primary, vol. 19, no. 2.
The introduction of the New South Wales Board of Studies English K-10 Syllabus for the Australian Curriculum has led to a call to revitalise teaching and learning. It also requires a reconsideration of current assumptions and practices with regard to assessment to ensure that the full range of learning including understanding, skills, process and values underpinning the new curriculum are measured. In order to identify what is new about assessment in this dawn of educational reform this article discusses two questions: what is already known about assessment?; and How does the English K-10 Syllabus for the Australian Curriculum require educators to undertake effective assessment? It reiterates the importance of effective assessment throughout the teaching and learning cycle. Well designed criteria based assessment tasks need to provide the opportunity to evaluate the wide and full range of students' skills across stages and grades. They will need to be open ended to differentiate for individual students' capabilities. There is also a need to ensure consistency of teacher evaluation against the syllabus not against students in their own contexts. Overall, it states that it will be interesting to watch how these and external accountability assessments such as the National Assessment Program for Literacy and Numeracy evolve.
Bates, K 2018, 'Bringing the inside out and the outside in: Place-based learning rendering classroom walls invisible' in Gray, T & Mitten, D (eds), The Palgrave International Handbook of Women and Outdoor Learning, Palgrave Macmillan, Switzerland, pp. 731-751.View/Download from: UTS OPUS or Publisher's site
Ecopedagogical approaches for teaching children about nature have evolved over time. The shifts have encompassed a number of approaches and integrative subsets that involve students in nature. These moves focus on developing students’ appreciation of nature and responsibility to nature as ecologically active citizens. This chapter provides a research-informed narrative of these shifts from one educator’s experience teaching across primary, secondary, and tertiary sectors. It begins from the notions that early childhood experiences in nature positively influence ecologically motivated behaviours in adulthood. The chapter continues by describing experimental education experiences from the 1980s through to current ecopedagogical practices in everyday teaching and learning experiences. The chapter closes by exploring how place-based learning has been embedded in a number of primary education subjects for preparing eco-rich, teacher-ready practitioners.
Bates, K 2018, 'Literacy in Humanities and Social Sciences' in Teaching Humanities and Social Studies in the Primary School, Oxford University Press.
Teaching Humanities and Social Sciences in the Primary School, fourth edition, provides a comprehensive overview of how to teach in the humanities and social sciences areas of the curriculum, while providing practical strategies and contemporary teaching techniques to take into the classroom. Addressing the Australian Curriculum: Humanities and Social Sciences, this text covers all four strands of the subject: History, Geography, Civics and Citizenship, and Economics and Business. The cross-curriculum priorities of Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, and Sustainability are incorporated throughout each chapter. Teaching Humanities and Social Sciences in the Primary School is an easy to read, accessible text and continues to be a solid foundation for pre-service primary teachers in the humanities and social sciences.
Bates, K 2018, 'Writing Stories Using Visual Prompts: Bridging Assessment, Teaching and Learning' in Tan, L & Zammit, K (eds), Teaching Writing and Representing in the Primary School Years (Pearson Original Edition), Pearson, Australia, pp. 163-188.
This Pearson Original is published for Western Sydney University.
Bates, K 2016, 'All the cracks had gathered to the fray' in Aquilina, J (ed), Tadpoles in the Torrens Poems for Young Readers: Teachers Edition.
This Teachers' Edition includes 40 vignettes of engaging practice tried and tested by many ALEA members as well as an academic paper on the place of poetry in contemporary Australian primary school classrooms.
Bates, K & Jelic, E 2016, 'When challenge sings a song of opportunity: Creating open learning spaces on Country', Honouring our Songlines: Connection, Collaboration, and Co-Creation, Western Sydney University Penrith.
Gray, T, Bates, K, Graham, C & Han, F Western Sydney University 2019, Exploring ways to elevate women’s leadership voices to achieve career longevity and gender parity, pp. 2-68, Western Sydney University.View/Download from: Publisher's site