 Firstly, we have implemented a whole of school pedagogical framework, the Art and Science of Teaching, of which as you would know, deep learning is a significant part of the ASOP pedagogical framework. So all teachers and students are exposed to that and teachers use that as a medium for consistency of pedagogy. And it's important that teachers have a common language around teacher talk and around learning and teaching and pedagogy in our school. We also provide time for teachers to plan and assess together, which provides that opportunity for teachers to share ideas around deep learning and around how they may develop deep learning in their students and deep thinking. We've reduced the number of assessment items over the last two years, particularly in the junior secondary years, to allow for time for deep thinking and deep learning. So we've moved from a situation where we had in excess of 15, 16 assessment items per semester for years 7, 8 and 9 students, and we have reduced that number to about 11 across the semester in each of the years, 7, 8 and 9, to ensure that teachers have the time in the classroom to develop deep learning and develop deep thinking skills and opportunities for their students and to provide that opportunity for the analytical and the critical thinking and learning. I've also employed a thinking coach in our school who works directly with teachers to develop deep learning opportunities for students. We have encouraged teachers to set open-ended assessment tasks as well, which provides that opportunity for students to collaborate and for students to engage in learning opportunities that are not closed, that are open, and that really provide the opportunity for students to guide their own learning and guide their own thinking and engage in some discovery and experiential type learning. Problem solving is a big part of that process. We also provide opportunities for teachers and students to move outside of our school and develop relationships with higher education institutions so that we can broaden students' perspectives and horizons. So for example, we work very closely with, of course, the University of Queensland, but we also work closely with the problem solvers of Australia. We've made some significant links with Melbourne University High School, for example, which is one of the other leading schools in the teaching of philosophy. So our staff work very closely with the staff, the teachers of Melbourne University High School, and together we're sharing assessment items and sharing learning opportunities. We've introduced the teaching of philosophy in years seven and in year eight at our school as well, because we have an elective subject of philosophy, critical thinking and critical reasoning in years nine, ten, eleven and twelve. So it makes sense that we expose all of our students across years seven and eight to the subject of philosophy and teach students how to think from the moment they come into our school in year seven. I think one of the greatest challenges that I have is the issue of consistency because of the size of our school, the number of teachers, the number of students. So it's really important that we provide a number of different opportunities at a number of different levels for teachers to engage with deep learning and for teachers to be reminded of and exposed to the concept of deep learning. It does take time, it takes experience and it takes a lot of time for teachers to work together to prepare and plan. So it's not something that our beginning teachers necessarily have from the moment they walk into our classrooms, but it's something that we nurture in our teachers as they begin at our school. Coaching and modelling is really important and we encourage team teaching as much as possible in our school. In fact we've allocated some of our investing for success funds to break down some of the walls between classrooms to enable some more team teaching across classrooms. We also very much encourage teachers to spend time in each other's classrooms and critique each other's teachings. So we've been doing that for about two years and we've seen some really tremendous results in relation to the feedback that our teachers are providing to each other. We've also found that it's very very supportive and significant for our beginning teachers to engage in that process. Challenges that we face in a large secondary school in relation to the concept or teaching of deep learning is time and consistency. Time and consistency would be the two biggest challenges. Our teachers are very committed and teachers generally right across the board I believe want to do a great job and are very committed to their profession. But it takes time and it also takes time to develop the confidence to engage in collaborative learning opportunities, to engage and take the time with students to provide the time for the students and have the confidence to let go of some of the content and really provide that time in minutes, a significant number of minutes in each lesson to give our students the opportunity to develop their deep learning understandings. Recognising that students and teachers all work at different rates. They learn at different rates. They work at different rates and they understand at different rates. One of the other significant challenges I guess is providing time in the curriculum to teach thinking. We have a very overcrowded curriculum in Australian schools and that's a real challenge to be critical around the content that we deliver and to address the overcrowding and provide the opportunity for deep learning and deep thinking. The other thing I need to keep in mind is the opportunity to celebrate the deep learning in our school and that's really important. We take the time to share our students portfolios, take the time to share our students learning with our community so that we demonstrate the significance and the value of deep learning in our school.