SAPPA Primary Focus Volume 31 Term 3 2016

PRIMARY FOCUS Volume 31 Term 3 | 2016

Effective Learning For Leaders

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CONTENT 9

2 From the President Pam Kent 6 SAPPA AGM and Treasures Bernice Brady 8 Spotlight on SAPPA Executive - 2016

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14 EduTech 2016 Paul Luke 16 MYLEARNING@EduTECH2016 Debbie Hemming 18 Questioning our current life pathway: educate, work and retire. Does it really fit today’s generation?

Carol Press

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20 Knowledge In Our Hands: Trans-Tasman Principals Conference, Auckland 2016. A school visit in Auckland Julie Hayes 22 Knowledge In Our Hands: Trans-Tasman Principals Conference, Auckland 2016 Josh Anderson

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26 Knowledge In Our Hands: Trans-Tasman Principals Conference, Auckland 2016 Irene Scriven 27 Knowledge In Our Hands: Trans-Tasman Principals Conference, Auckland 2016 Deb Fairey

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30 The unrealised value of human motion – ‘moving back to movement’ Graham Dodd 35 2016 SAPPA Conference 42 SAPPA Membership Application Form 43 Why Should You Join SAPPA? 44 Change of Membership Details

We would like to acknowledge the valued contributions of all authors featured in this edition.

Cover Photo and some photos within this edition are courtesy iStockphoto.

SAPPA Primary Focus is the official magazine of the South Australian Primary Principals Association Inc. (SAPPA). We invite readers to become contributors to our magazine.

If you would like to write for an edition please contact: Bernice Brady, Business Manager SAPPA - phone 08 8463 5845 or email bbrady@sappa.com.au Requests for information regarding advertising in Focus should also be addressed to Bernice Brady.

The views expressed in Primary Focus are not necessarily those of SAPPA. SAPPA South Australian Primary Principals Association Inc

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From the President stakes assessment system. As Latham, Nevile and Semple (2012) state; “When teachers assess learning their focus is on providing a comprehensive picture of children’s lives as learners and on monitoring, better understanding and supporting individual children’s growth in learning, NAPLAN can never provide this detailed analysis.”

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he theme of this Primary Focus edition is ‘Effective Learning for Leaders’. The articles are eclectic, ranging from the synthesis of learning opportunities for leaders through to the 2016 APPA/NZ Trans-Tasman Conference and the 2016 EduTech Conference in Queensland, to an article about the increasing evidence of optimum student engagement and learning through physical activity.

When we talk about learning, the issue of assessment is inextricably linked. How do we measure our own learning?

Effective learning for school leaders is largely measured by self-assessed perceptions. It’s a knowing, a confidence in the gaining of knowledge, followed by synthesis, application and ultimately, increased wisdom.

Effective student learning is an issue that seems to be constantly debated and cyclical.

In recent years, student learning in the USA, Britain, Australia and New Zealand has been largely measured by blanket testing, a limited and high

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There’s a lot of talk about the next big thing in education: small data. The collection, storing, analysing and communication of massive amounts of information based on data sets is known as big data. Big data is a tool for processing information en masse. In the education context, students participate in tests that cover a range of indicators about the learning outcomes and reports in student achievement over time. According to Pasi Sahlberg (2016), big data at best only shows correlation between variables in education, not causation. Correlation is a valuable part of evidence in education policy making but it must be proven to be real and then all causative relationships must be explored. Sahlberg says that big data alone won’t be able to fix education systems. Policy makers need to gain a better understanding of what good teaching is and how it leads to better learning in schools: small clues that uncover important trends.

Information about details, relationships and narratives in schools are the small data. Small data can be information about how the student interacts with the

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curriculum, whether the student has mastered an objective, and how confident the student is about his or her mastery of the material. Student voice cannot be underestimated.

Students assess their own learning growth, and provide feedback to their teachers on what works best for them.

Small data is also about handing over the decisions to the teachers in the classroom: let teachers decide what is best for their learners based on the qualitative results of the learning that is taking place in the classroom (Ash 2016).

An increased focus on small data will result in a move away from making institution-wide decisions based on trends and averages in tests and focusing on empowering teachers to do the best they can for their learners. This qualitative aspect of measuring learning will be a very welcome change.

References:

Sahlberg P. (2016) Next Big Thing in Education. http://pasisahlberg.com/next-bigthing-education-small-data/ Latham G., Neville D., Semple C.(2012) Making Learning Visible. www.literacyeducators.com.au Ash, A. (2016). Elt Blog.

Eltblog.net

Primary Education in South Australia: History, Challenges & Celebrations It’s interesting to compare the history of primary schooling in South Australia from its origins to the present day.

According to the Year Book Australia, 1909, public primary education in South Australia (SA) began with the appointment of the Council of Education in 1875. Prior to that year the educational activity of the State was confined mainly to subsidising private institutions.

The Education Act of 1875 provided for the establishment of schools, and the training, classification, and remuneration of teachers, and made the attendance of children between the ages of 7 and 13 years of age living within two miles of a school compulsory until a certain standard of competency in reading, writing, and arithmetic was reached.

Present: The compulsory age in South Australia is now 6 to 17 years of age. There remains a strong focus on reading, writing and arithmetic.

In the late 19th century fees were charged, varying in amount at different periods from four pence to six pence a week, until in 1891 when they were abolished, and education up to the compulsory standard was made free. Children over 13 years of age who remained at school were charged a fee of one shilling per week. All charges were abolished in 1898 and any child above the age of 5 years who attended a State school could do so without payment.

Present: The education system funding in Australia is complex compared to the other 34 countries in the Organisation for Economic Cooperation and Development (OECD) and compared to our early history. It could be argued that there are no private schools in Australia, as all schools receive Federal and/or State funding, of which they are all

dependent on, to function. All schools charge fees albeit of vastly differing amounts. Government schools do not charge tuition fees.

In the late 1800s, primary schools were divided into two classes—public schools, taught by certificated teachers, and provisional schools, taught by uncertificated teachers, who underwent a special examination and served for a certain time in a reputable school so as to gain a knowledge of practical work.

Present: All teachers must now be ‘certified’ in terms of completing 4 years of tertiary study. From 2017 all tertiary institutions must include numeracy and literacy screening tests for students in their teaching courses.

Two centuries ago, public schools had an average of twenty or more students in each class while the

provisional schools contained less students. The public schools were divided into twelve classes, and the salaries paid to the principals depended on the class of the school.

Present: Public schools are now divided into 7 categories under categories of ‘Index of Educational Disadvantage’. The principal salaries are dependent on the school’s Tier 1 funding.

Originally the salaries for male head teachers ranged from £110 to £450, and for females from £80 to £156. The genders were usually taught separately, except in the case of infant schools.

Currently, male and female teachers receive the same salary.

However, in the past the fixed pension superannuation scheme applied predominantly to men in the Department for Education and

SAPPA South Australian Primary Principals Association Inc

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Child Development (DECD), as most women were strongly discouraged from joining this scheme back in the 1970s and 1980s, due to their future likely marital status. Interestingly, the disparity of primary funding compared to secondary funding today had its origins in the salary inequities between the genders when schools were first established and when most primary teachers were female and most secondary teachers were male.

Historically, inspectors visited schools at least twice each year, with the first visit being devoted chiefly to observation of general organisation, while a detailed examination was conducted on the second occasion. Individual examination was applied in the subjects of arithmetic and spelling, with the teaching of other subjects by a general inspection. Inspectors were still visiting primary schools in the 1960s.

Present: Inspectors were replaced by school review practices and now DECD schools, not teachers, are reviewed through Local Partnership Reviews and External School Reviews. The performance of teachers is managed entirely by their immediate line managers.

When schools were first established, the Education Director decided on the course of instruction, subject to Ministerial approval. A detailed scheme was drawn up for all classes to secure general uniformity throughout the State. Teachers were, with the approval of the inspectors, allowed to make variations to suit peculiar circumstances, with latitude in subjects such as elementary science, agriculture, horticulture, and various kinds of manual work. The subjects taught included reading, writing, spelling, arithmetic, English, geography, English history, poetry, drawing, singing, nature study, moral lessons, manual work, drill, and needlework for girls. In a few schools the elements of Latin, German, algebra and Euclid were taught. Books and school materials

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were supplied to the children at cost price, and were given free to those unable to pay for them.

Present: The course of instruction for all schools is now the Australian Curriculum, developed by the Australian Curriculum Assessment and Reporting Authority. (ACARA).

This detailed curriculum was drawn up to secure uniformity throughout the country. Primary teachers and leaders have been highly critical of the Australian Curriculum, because there is so much content to cover. South Australia is one of the most compliant States in terms of implementing the Australian Curriculum in its entirety.

Historically, compulsory attendance was in force, with students in or near towns being required to attend for at least four-fifths of the time during which the school was open. Outside these limits, the compulsory attendance for children within three miles of a school was thirty-five days per quarter.

Present: Compulsory attendance is still in force with government schools being questioned during Partnership Reviews if their attendance rate is below 94%.

In some ways primary schooling has changed dramatically since its beginnings over 200 years ago in this State, in other ways it has not.

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******************* Traditionally and in relatively recent times, the focus has been on the teacher who explained the what of subject areas. Now there is far more emphasis on teacher facilitation rather than the teacher only imparting knowledge and standing at the front of the classroom directing all lessons.

Accessing knowledge is as easy as literally pressing a keyboard.

The how of learning is arguably just as, if not more, important than imparting knowledge in our schools.

South Australia has led the how of teaching, the pedagogy, through the Teaching for Effective Learning Framework (TfEL). The TfEL Framework has received accolades from interstate and international education systems. The TfEL research shows that student collaboration, student inquiry learning, less teacher talk, learning beyond the traditional classroom of four walls, reciprocal feedback, integrated learning programs and differentiated teaching are now considered essential components of effective teaching and learning.

Assumed goodwill has always been prevalent in primary educators in the form of after hours contributions, helping students and parents beyond the call of duty, going the extra

yard through intrinsic motivation rather than extrinsic reward. These characteristics have been strong elements of the primary teacher.

The increased focus on industrial regulations and tight policies in the past 20 years has resulted in a shift and sadly, a reduction in goodwill.

Teachers are now very much aware of their rights through tightly regulated policies, such as the number of minutes of face-to-face instruction. The increase in red tape and risk management is based on the worst possible scenarios that may or may not happen. It’s redeeming to acknowledge that the primary sector of education tends to thumb its nose at policies that threaten practices of compassion and care for children. We’re not meant to hug children who need a hug but many of us still do.

The workload of teachers and leaders has increased rapidly in recent years. The pressure on schools to improve, and therefore be perceived as successful, is immense. The status of teaching is lower than it deserves. In the primary sector in particular, parents now feel entitled to criticize and question their child’s teacher. This is partly because primary schools welcome parents to be a part of

the school and the school staff encourage participation and strong involvement. In many of our primary schools, it is not unusual for parents to linger at schools in the classrooms until mid-morning and then come to school an hour before dismissal, chatting in the yards and outside classrooms. Everyone considers themselves knowledgeable about education as after all, they all went to school! The common parenting contemporary style is highly protective with many educators now recognizing that as a consequence of this emerging parenting style, children have concerning low levels of resilience.

The challenge for school leadership is to recognize the balance between our responsibility of providing support and protection for our staff without seeming ‘soft’ and expecting our teachers to continually strive for more effective teaching and learning programs leading to improved change. The health of the school culture is directly related to school leadership. Teachers need to feel supported by their principal and leadership staff. Another challenge for primary leaders is to model wellbeing practices, something that most do badly, mainly due to the increasing demands of school

leadership role.

Primary education in South Australia has come a long way since it became compulsory in 1875. Our State continues to lead the way in early childhood learning in particular. Our schools and education system are of high quality in terms of global standards.

The education industry is worth over $1B to the South Australian economy with a surprising number of international primary students enrolling at our schools. This would not be occurring if our education systems were failing, as many politicians would have us believe.

Leading and teaching primary students is a hugely satisfying profession. Dr Philip Riley’s longitudinal study on The Australian Principal Occupational Health, Safety and Wellbeing Survey (2015) shows this. Despite Australian school principals in all sectors and all jurisdictions feeling burnt out, sleep deprived, stressed, and at risk of poor physical and mental health, they indicate high levels of satisfaction.

Primary leaders and teachers experience job satisfaction every day. Primary aged students are generally appreciative, enthusiastic in their learning and keen to please.

There is nothing more delightful than seeing young students understand a concept and look up with an expression of joy and appreciation. As a principal it is wonderful to see this happening and know that you have the influential power to create the educational environment for this to occur.

The education profession is altruistic. Primary school leaders and teachers are fortunate to be in a position where they can positively influence the lives of so many children, and get paid for this extraordinary privilege.

Pamela Kent | President

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SAPPA 2016 AGM

On Thursday 17 March 2016, the SAPPA Annual General Meeting was held together with our annual "SAPPA Treasures" event.

Bernice Brady Business Manager, SAPPA

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t was great to see about 50 members at the SAPPA AGM to hear the business reports of 2015 and to hear from our valuable Gold Sponsors, Camp Australia, Credit Union SA, MSP Photography and Sentral Education. It was also a privilege to hear an address from Professor Alan Reid from the University of South Australia, talk about his recently launched research paper “Building Our Nation Through Public Education” – commissioned by the Australian Government Primary Principals Association.

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Following the business at hand, the 2016 SAPPA Life Members were announced and we congratulate Marilyn Gilbertson and Wayne Jupe in receiving this award.

We then moved on to the SAPPA Treasures ceremony. This is a traditional event that is both heartwarming and well deserved for those members who have recently retired. SAPPA Treasures are clearly rich in wisdom, knowledge and experience, not to mention warmth and sincerity. It was wonderful that some of them

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were able come in and receive a Certificate of Appreciation from President, Pam Kent. Once again we take the opportunity to thank the following members for their dedicated membership over the years and wish them all the best for the future:

, University of South Australia

Guest Speaker: Professor Alan Reid

Pam Kent, SAPPA President

SAPPA President, Pam Kent with

Life Member Award recipient Marilyn Gilbertson

fe Member Kent with Li am P t, en d si SAPPA Pre Wayne Jupe

ient Award recip

Some of our valuable “SA

PPA Treasures”

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SPOTLIGHT ON SAPPA EXECUTIVE - 2016 Pam Kent SAPPA President My involvement with SAPPA began in 1992 as an Executive member. Since then I have had principal roles at schools with vastly different contexts and sizes. SAPPA has always provided amazing professional networking and support.

This is now my third year as the SAPPA President and my belief in the value of this association has not waned at all.

If anything, it has strengthened.

Judith Allen – Brighton Primary School My association with SAPPA has spanned a considerable number of years including five years on the Executive Committee. Prior to and as a member of Executive, I worked on a number of portfolios: curriculum, finance and facilities, human resources and performance development.

SAPPA has the largest membership of all educational leadership associations in South Australia and this provides us with a powerful and influential voice. I work closely with the SAPPA Executive, which is comprised of a rich blend of country, metro, youth, experience and a broad range of sites, including disadvantaged schools. We are driven by a strong motivation to support primary leaders and provide advocacy for our members.

working with others to promote and strengthen SAPPA as an organization in the current educational context.

I fully support the SAPPA priorities and I am particularly interested in ensuring that school leaders receive positive acknowledgement in our roles and support for our complex workload.

I am excited by the opportunities ahead and enthusiastic in my role as a member of the SAPPA Executive in

Rick Bennallack – Colonel Light Gardens Primary School During my 15 years as a principal, my SAPPA membership has been a tremendous support in developing my knowledge, skills and capacity as a leader through my participation in networks, conferences, training and online support such as SAPPATalk. Over the years, I have been actively involved in many portfolios and reference groups including this year as a member of the Executive co-convening the HR / Resourcing Reference Group. The collegial support provided by SAPPA and its members has been integral to my development, wellbeing and success.

I have experience as a leader in small,

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medium and large primary schools in a range of socio economic settings in both rural and urban locations. My membership has also allowed me to give back through contributing to the delivery of SAPPA key priorities and strategic actions including building capacity through mentoring and supporting new and aspiring leaders. We are moving forward as a system with many opportunities and challenges. I appreciate how SAPPA is acknowledged as a voice of reason in advocating and articulating the need for the necessary funding, resourcing, training and support to fulfill our roles. Being new to the Executive group, I am enjoying the role as we work collaboratively with leaders to advocate and influence DECD, state and federal agendas.

Susan Copeland – Belair Primary School My leadership experience includes Primary schools ranging from country category 2 and 3 to metropolitan category 4 and 5 over a period of 14 years. I have also had experience working as an ED and ARD in short term positions.

I have been with SAPPA since 2002.

I joined the Professional Learning Portfolio in 2004 and enjoyed the opportunity to work with colleagues at a broader level. I have been fortunate to have been a SAPPA Executive member since 2008 and enjoy contributing at this level.

Heather Curtis – Kirton Point Primary School As a school principal located in the country, I have had a wide range of experiences with SAPPA including previous service on Executive for 8 years and as a member of different portfolios including Promoting Public Education, Conference Planning, Country Issues, Primary Years and Professional Learning. I have attended the SAPPA conference for many years and promote this as a rich experience for professional learning and support. Country issues such as attracting and retaining quality staff and equity in access to quality professional learning are of high priority for me to provide a country voice.

Angela Falkenberg – Marryatville Primary School I am chairperson of the SAPPA Wellbeing and Workload Reference Group and became a member of SAPPA Executive in 2015.

I am principal of Marryatville Primary School and was previously principal of the newly opened Lake Windemere B-7 School from 2011 – 2014 and of Hampstead Primary School from 2005 – 2010.

I have worked in a range of teaching and leadership roles in low SES sites, birth to year 12 within the Department of Education and Child Development, Northern Territory Education and for Health SA. I have taught in Aboriginal and

I have worked on a number of portfolios: performance development and workload and wellbeing.

Currently I co-convene the Professional Learning Reference Group. I value and appreciate the opportunities SAPPA provides by bringing us together to learn, share our wisdom and develop common understandings focused on Primary education. I am committed to supporting the ongoing development of Primary school leadership through our Association, as we shape and influence continual improvement in our Primary schools.

Thirty years as a school principal in country locations in category 1 and 2 disadvantaged schools has resulted in a strong interest in equal opportunity for all students, particularly those who experience educational disadvantage. Social Inclusion and Aboriginal Education have been a major focus in all my leadership work. I am particularly interested in building powerful learners and achieving excellence for every student in literacy and numeracy through working closely with staff to access quality professional learning and improve teaching pedagogy. I am passionate about public education and seize every opportunity to promote the work of public schools as well as the commitment and support given by SAPPA. Anangu Schools, had responsibility for the recruitment and induction of teachers for these schools and worked as a Behaviour and Leadership Coach. My commitment to building the capacity of others as well as myself led to my training as a Resilience Coach in 2015.

I am enthusiastic, motivated and committed to making decisions in the best interest of leaders in the range of SA DECD sites. Being a member of the SAPPA Executive is an opportunity to positively influence the policy and programs that impact on our work.

At a personal level, I am a rational optimist as I can’t see the point in being anything else and maintain a lifelong love of learning.

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Julie Hayes – Cowandilla Primary School I've been a SAPPA member for 17 years and am currently the vice president.

I lead an excellent team of educators at Cowandilla Primary. We are fortunate to be able to offer families the services of a Children’s Centre, Pre-school, OSHC, and an Intensive English Language Centre.

I’m currently on the Promoting Public Education Reference group. The older I get the more I’m looking at the state and national

Debbie Hemming – Happy Valley Primary School I am honoured to be a member of the Executive team and look forward to working to support our colleagues. I have previously been a member of Small Schools Executive and have enjoyed a broad range of experiences in a country location for 33 years and now in the city.

My roles have included assistant Principal in a secondary school, small school Principal, Disabilities Support Services Manager, Regional Support Services Manager, Principal of Port Lincoln Junior Primary School

Rebecca Huddy – Westport Primary School I have been a SAPPA member since my first appointment to leadership. I have found SAPPA to be instrumental in supporting me as a leader. Over the past 4 years I have served on Executive to give back and contribute when I can. I believe we are happier and more successful in our unique profession when we work together and share our expertise. That is certainly how I survive!

Some of my areas of expertise include; curriculum, whole school improvement/cohesion and performance development. I have

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situation in education. It’s easy to get wound up in the competitive atmosphere promulgated by some, given our intense focus on data and accountability and ‘becoming more like private schools’. These things don’t help equity, and I care about equity and the strength of our public education system. So when I work in my Partnership and for South Australian Principals, I like to step back and see whether initiatives help or hinder our public education system and what decisions mean for the range of schools and communities that make up our system.

and now Principal of Happy Valley Primary School. These experiences have given me the opportunity to work in a range of schools and preschools with diverse needs and complex communities. My experience has enriched my knowledge and understanding of communities, and the complexity of the work of our teachers and leadership teams. I draw from my experiences to support others and to interpret the impact of new initiatives and directives to ourselves, our staff and sites. I am committed to working collaboratively with my colleagues for our future in education.

a keen interest in Early Childhood Education and as a Principal of a school with a school based Preschool I would continue to advocate for fairer resourcing in this area.

At an Executive level I will contribute to keeping Primary Parity and Leaders Wellbeing on our agenda.

I am also keen to continue the work being done on the SAPPA HR Reference Group. We have achieved some excellent outcomes that have supported leaders to recruit more efficiently. It has been a privilege and an excellent learning opportunity to serve on SAPPA Executive and I would encourage other leaders to consider this in the future.

Lissa Hutter – Hillcrest Primary School Teaching wasn’t my first occupation.

I spent ten years in banking and finance and then went back to university while my children were at school – commencing employment with DECD in 2002 as a contract teacher at Fairview Park Primary and winning permanency at Elizabeth Park in 2004. I started at Hillcrest Primary in 2006 as student counsellor and won the position of Deputy Principal in 2010. I successfully applied for the Principal

position and I am privileged to lead a group of compassionate, dedicated and highly qualified teachers and SSOs who share the same goal – to watch each child develop the skills, knowledge and personal traits that enable them to achieve high educational outcomes along with a deep respect for each other, humanity and our environment.

This is my first year on the SAPPA Executive but I have been a member since winning my first leadership position and over the years.

John Iannunzio – Keithcot Farm Primary School

leaders differently depending on their context.

I am a long time member of SAPPA and feel privileged to serve on SAPPA Executive. I have enjoyed the opportunity to represent all SAPPA members on the various issues primary school leaders face.

I have worked as a leader for many years in small, low SES schools and am currently principal of a large category 6 school. This range of experience allows me to represent a broad cross section of members as I understand how issues affect

I’m particularly interested in ensuring primary leaders have workload issues addressed by working with DECD to find more effective ways of managing schools so that leaders can spend more time on their core business of leading learning.

Tim McLeod – Athelstone Primary School

student achievement, change management, strategic planning and resource management.

My experience in R-12 schools and Primary Schools has allowed me to develop a deep understanding of the funding inequities that exist between primary schools and other sectors of schooling. Workload is another problem facing primary school leaders and needs to be addressed urgently. I will advocate for Primary school leaders to ensure that funding inequities and workload issues are addressed and recognized.

I have extensive leadership experience in remote, rural, inner and outer metropolitan schools.

As Principal, I have led category 2 to 7 schools and have an excellent understanding of the issues confronting these schools. I am a forward thinking educator and leader who understands the needs of a diverse range of communities.

I am enthusiastic and passionate about providing strong leadership in learning, curriculum, improving

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Tanya Oshinsky – Settlers Farm Campus R-7 I have been a SAPPA member since 2000 and a member of the HR Portfolio group for the last four years. During my 17 years in leadership, I have been a member of many committees, work groups, reference groups and regional portfolios. I enjoy being at the forefront of discussions, and being able to influence at a systems level, our ever changing work as leaders. These opportunities have also provided me greater depth as a leader by broadening my own

Brenton Robins – Victor Harbor R-7 Over the years as a SAPPA member, I have had experience as a principal in country schools, ‘low SES’ schools and large regional schools. I have also worked in district offices and as an A/District Director. Currently, I’m supporting principals through school reviews as a Review Principal.

I have represented SAPPA at ACARA/Australian Curriculum forums, at AGPPA (Aust. Govt.

Primary Princ. Assoc.), DECD statewide forums and have written articles for our Primary Focus Magazine. I have been a member of SAPPA Executive for several years and have been co-convener of SAPPA’s Curriculum/Pedagogy Reference Group. Our Reference

Gaynor Steele – Noarlunga Downs Primary School I have had seven years’ experience working as a principal in a category 2 site at Noarlunga Downs. For the preceding 20 years I worked at similar category schools across country South Australia.

My passion is improving literacy and numeracy outcomes for disadvantaged students, through aiming for excellence and a no excuses, quality learning culture.

This integrates with a strong focus on

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perspectives through collegial networking. I have been a Principal in a small school of 100 students, a larger site of 480 and currently as Principal in a school of close to 800 students. These varied experiences have given me insight into the complexities of different settings and the unique challenges within each.

I have a particular passion for HR and at the same time fully support and celebrate the distance travelled within each SAPPA Reference Group.

I enjoy being on SAPPA Executive as it is an exciting opportunity to contribute further to our future work and the challenges ahead.

Group has, and will continue to give critical feedback at the highest levels on the implementation of the Australian Curriculum, Literacy & Numeracy initiatives and DECD ‘Learning Improvement’ Services (Teaching & Learning Services).

I’m also committed to improving leaders’ well-being as well as getting (and keeping) our ever increasing workload in perspective.

The current proposed central office re-organisation provides SAPPA with a critical opportunity to strengthen the position of leaders in schools and influence quality service delivery. As a member I’ll continue to give frank and fearless feedback on SAPPA’s behalf and represent members’ interests, promote primary years schooling and further develop SAPPA’s key priorities.

innovation and interesting programs that promote engagement for all learners.

We have a Preschool on site and an upper primary special class.

I highly value the learning and collegiality that SAPPA brings to my role and the complexity of leading and managing in a complex school environment gives me the experience to represent the issues for category 2 schools. consider this in the future.

Adam Wilson – Stirling North Primary School I have been a Principal for just over two years and have enjoyed the complexities and challenges that come with the position. I have had experience teaching and being a leader in a variety of country sites across Port Pirie, Kadina, Wallaroo and now Port Augusta (Stirling North). My expertise involves working with staff to engage, plan, analyse data and work together using the Learning Design format to meet Australian Curriculum requirements.

My passion is with student engagement, in particular the use of ICTs and linking teaching with 21st century learning. I feel that my role on SAPPA Executive is to represent country primary schools, in particular those in low socio economic areas.

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EduTech 2016 Paul Luke Acting Principal, Craigburn Primary School

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was fortunate enough to score a ‘free ticket’ to attend the 2016 EduTech conference in Brisbane, early in June, courtesy of a generous SAPPA lucky dip opportunity. For those not familiar, EduTech is the largest education event in the Southern Hemisphere where more than 8000 attendees gather at the Brisbane Convention Centre over two days.

This was my fourth visit to the K-12 Leaders Congress which focusses on ‘how technology is playing an increasingly significant role in education.’ Although badged as an ‘edtech conference’ much of the conversation explores innovative pedagogy and how technology can be used to enhance and transform learning. As Michael Fullan points out in his book ‘Stratosphere’ - Pedagogy is the driver - technology is the accelerator.

This year’s conference began with Adam Spencer (MC) setting the tone for the day - it’s hard to imagine the future, let alone teach it. Adam talked about technology being inescapable and everywhere, sharing statistics such as - we have more than 11 billion internet enabled devices, yet we have only 6.8 billion people on the planet.

The opening keynote was led by former Adelaide Thinker in Residence, neuroscientist and author, Baroness Susan Greenfield on how the digital world will change the way we think and learn.

Greenfield's presentation was

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typically provocative, sharing her concerns that young people (and adults too) have become overly obsessed and consumed with technology, including social media, to the extent of its impact on cognitive and social function. Information available at our fingertips affects how we form memories and that children are not experiencing enough real life experiences at early ages to make enough neural connections to grow as thinkers and individuals.

Greenfield cited brain research using rats in enriched and unenriched environments, where the enriched rats in a stimulated environment had

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much more brain movement. This raised the question about how much enrichment do young people receive in an increasingly digital world and how then do we prepare them for success.

The next presentation worthy of comment was led by Dr Bron Stuckey (educational technologist, Internetmediated community of practice facilitator and researcher) with whom I have often connected with via Twitter chats. Bron’s address, ‘You can't play games in the classroom if you haven't played them yourself,’ was a highlight of the conference.

What I like about Bron is that she practises what she preaches, where she had the audience engaging in collaborative pop quizzes and online games using Kahootz. Bron shared a case study of teacher in a school in the USA whose students played Minecraft for a number of short sessions per week as prompts for student led discussion on different types of governments.

Bron talked about ‘gamification’ and how games and play are an essential part of learning not just for students, but teachers too and how they can be used in professional development.

Bron reminded us that games do not always have to be digital and linked to technology, but more-so a way to engage student and teacher learning.

Another session worthy of sharing was, ‘Harvesting Change’ led by Anthony Muhammad. Muhammad began his session, acknowledging ‘All children have the right to have their gifts and talents cultivated through the process of education. All children can learn.’

Muhammad challenged us as educators to shift this paradigm and work to support all students regardless of their background, to achieve at high levels.

•

The conference is heavily sponsored by tech companies and marketers - so there was a lot of product placement and speakers who had something to sell, some more so than others.

Despite missing the address by Aaron Tait and Dave Faulkner, ‘Edupreneurs: Unleashing teacher led innovation in schools’, I will give a plug for the Education Changemakers movement. I recently attended the Education Changemakers two-day conference in Melbourne and engaged with 300 educators and leaders, led by Dave Faulkner - where amazing stories of teacher led innovation were shared, which have brought about significant social change in school communities.

I encourage any educator / leader to visit http://educationchangemakers.com

•

STEM is here to stay - get on board with making, coding, playing and building etc. Do you have a maker-space at your school?

•

Interactive whiteboards and computer rooms are a thing of the past.

•

Flipped learning and flipped classrooms are still being talked about.

•

There are amazing innovative practices happening in Australian schools - that don’t show up on the MySchool website.

As always, I come away from conferences such as these with my head spinning full of big ideas and inspiration. Here are other reflections and takeaways.

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Much of the richer conversation extends beyond a conference, through personal learning networks such Twitter, Facebook, Instagram and more.

The more you connect, the more you learn.

•

Feel free to connect @pluke17

• Muhammad spoke about how education has an achievement gap where there is clear disparity in student performance based on factors such as race, disability, socioeconomic status and language and how this is evidenced in various educational measures.

EduTech was jammed packed full of things to do - informal TeachMeets, makerspaces, tech sponsor booths and opportunities to just chat with and connect with Australian educators.

I’d like to thank Pam and her team at SAPPA for the opportunity to attend and encourage any leader to consider attending any future EduTech event as a way of connecting with technology and education.

SAPPA South Australian Primary Principals Association Inc

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MYLEARNING@EDUTECH 2016 Debbie Hemming Principal, Happy Valley Primary School

M

y thoughts - winning a ticket to EduTECH 2016? How lucky am I – thank you SAPPA!

The chance to participate in two days of cutting edge learning is such a privilege. To document the conference in words fails to capture the experience and opportunities on offer. The following briefly represents some aspects of my learning: 1. The prism of Neuroscience enables us to explore how technology will impact on the brain.

The 21st Century is unprecedented; our children are exposed to screens from the beginning. There are concerns about the erosion of childhood due to the impact of exposure to screens. The brain will change in correspondingly different ways, children who love video games have a very similar change in the brain to those seen in gambling addicts. Video games provide the opportunity for people to lose themselves by indulging in activities that make them feel good.

How do we build the best future for our students?

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We are unique, our personalities are different, we learn and adapt to our environment, our individual experiences shape our way of being which impacts on the growth of the brain. The plasticity of the brain occurs through opportunities to think which leaves a mark on the brain but actual learning leaves a huge impact. Thinking is movement confined to the brain. A stimulating and enriched environment makes the brain work harder which develops more connections leading to deeper meaning over time. Stories provide a conceptual framework for making meaning in the world; they provide a temporary sequence and enhance attention and imagination. We can exercise the brain for the future by interacting with nature to enhance creativity and thinking.

new and exciting ways. The digital generation has an attention span of eight seconds; it is our challenge to engage them to ensure they have the capacity to develop the skills required for the future. Our students will have to be prepared with the skills to move between jobs as 50% of Australians today change jobs every five years.

Nothing beats having a new idea that nobody else has thought of and shared.

(Baroness Professor Susan Greenfield)

Technology is not the silver bullet but is a tool to help teachers be the best they possibly can.

(John M Vamvakitis, Google for Education)

3. Reimagining Today Students need to learn how to find the answer to problems – collaboration is the new normal.

Teamwork gives students the opportunity to learn they can be the best they want to be.

Teachers can transfer the learning to students by modelling the questioning required to engage in problem based learning.

2. Creating Future XYZ Technology and the internet are transforming the world today; it is shaping the way our students learn and the way we teach. Our students can access information, post and share ideas through the internet demonstrating their learning and what they can do in

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4. Terms and Tools of Engagement Engagement influences how involved we feel with our learning.

Our students are different today and need to be engaged to participate in learning and to be skilled for the workplace where

5. How to think about the future?

Four Thoughts: We think about the future in order to find out what is possible.

We don’t actually try to predict the future – it is difficult to see with great accuracy; it is more useful to accurately create the future you want.

To create something new you have to be able to imagine how things can be different. The future is a way to find out how things can be different.

Collect signals from the future – find the clues that show how the world might be changing or transforming.

(Jane McGonnigal, Game Designer) The EduTECH conference opens the world of possibilities in technology and learning for educators to create the environments needed by students today for engagement and success!

engagement is an expectation. Not all engagement is noisy, boisterous or showy. For some it is the intrinsic interest in the task, it is useful, it is quiet, it is important. We need to meet the kids where they are at and move them forward.

We have to remove the tools that create disengagement and make sure the tools that support engagement will be available.

Six ways to improve engagement: 1.

2.

3.

4.

5.

6.

School Design Curriculum Student Voice Pedagogy Technology – low and high Assessment

Through more engagement we will engage students and increase achievement.

(Andy Hargreaves)

SAPPA South Australian Primary Principals Association Inc

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Questioning our current life pathway: educate, work and retire Carol Press Assistant Principal, Burnside Primary School

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ord Jim Knight, currently in his fifth career, talked about the impact of new technologies and changing times on current and future generations. He discussed that whilst 45% of students are attaining higher degrees (and huge debts along with these) that only 13% of working people are passionately engaged in their jobs. Asking an audience of academics to stay standing for 'yes' responses to key questions, his final one - surprisingly or not - saw many seated: "Who has an aspiration for their daughters/sons to go to college?"

He discussed his own child, a straight A student 'drop out', who had given up college to pursue her passion in opera.

Children born now have a 50% chance of living until they are 105!

Lord Knight indicates that our current educate, work and retire model will be unsustainable. He predicts the notion of getting a house will be bad enough let alone considering a pension. He questions that it is illogical to fund university if you have to keep revisiting learning and predicts a future in which education and work will be far more intertwined.

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He states "Children will have multiple careers and we should stop asking them what they want to be when they grow up". We should question instead the qualities they will be expected to demonstrate and utilise throughout their careers such as confidence and verbal and non-verbal communication. He states that school is for humans and the development of socialisation, empathy, relationship skills, grit and character are a necessity, whereas knowledge has a very short half-life.

So what does this mean for today's model of schooling? Lord Knight argues we should end teaching to the average, question the heavy reliance on assessment and should look at how we can make learning individualised. He questions whether the assessment process is good for kids (a belief strongly shared by many key educators who talk about assessment catching up Sugatra Mitra 2015) and that we should not be allowing the 'tail to walk the dog' (the assessment leading the learning) but rather focus on the learning needs of each and every individual.

What can the data tell us to help each and every individual to develop at their own pace?

SAPPA South Australian Primary Principals Association Inc

Lord Knight illustrates examples of schools and teachers now, who despite the system, are doing much of what he describes as a 'more rounded experience'. He illustrates examples of schools that dropped the notion of homework, except regular reading. In a 1987 example, he describes a teacher who, with eight 'Macs' in the classroom, utilised effective p'edagogy by getting children to teach her how they could be used.

Lord Knight goes on to highlight five key personal attributes that teachers today need to ensure they build in tomorrow's generation.

The acronym of 'TRICK' supports his notion of: building mutual Trust and Respect, developing children's Independence, ensuring opportunity for local and global Collaboration and, most importantly, building in them Kindness.

Empathy and collaboration on a global scale will no doubt be the biggest predictors of how the world works together to face its unknown future.

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Knowledge In Our Hands: Trans-Tasman Principals Conference A school visit in Auckland Julie Hayes Principal, Cowandilla Primary School and Children’s Centre

Introducing crystal cl for dynamic classroo

A

s part of the Trans Tasman Conference I visited two schools; one in a new wealthy area and one in a well established, poorer area, and both serving culturally diverse communities. What struck me was that in both schools, teachers and leaders seemed to be committed and enthusiastic, doing the best job they could but in vastly different ways. It brought home, once again, that unique contexts foster unique solutions to challenges that all teachers and leaders face. One size does not fit all.

I want to tell you about Manurewa Intermediate School for year 7s and 8s. Most of the kids come from Maori and Pacifika backgrounds, predominantly Samoan and Figian.

The nearly 800 kids are grouped into combined year 7 and 8 classes of about 25.

We sat in on a meeting of the Curriculum Committee. There was a total of 20 kids from both year levels on the committee.

At each meeting the committee interviewed randomly selected kids from five classes. They asked about how the learning program was going for each student and how the

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Another factor that made the curriculum on offer in their various New instructional methods and flexible classro process work is that every class classes throughout the day was on the sameaudio inquiry topic connecting to the currentainquiry modern,focuses expandable platform. One th each term. The kids choose the question. Students are expected to topics at the beginning of the year say where they are up to concert and what with other devices. and this year’s topics were: they need to learn next.

Access Technolo beyond…are Planet Earth andproven 1. Lightspeed’s Each of the five classroomPowered teachers by we alone? is unaware that the student system. Here’s why: has been invited to speakaudio at 2. How have past wars impacted the curriculum committee. The on us today? committee then discussesFirst, the the unique flat-panel design delivers am students’ responses and votes on 3. Mysteries of the world…what’s a winner. The winner’s house gets left to be discovered? distributed evenly across the room, so even stude points for their efforts.

4. Career pathways…what are When I asked why they did that our options?

Second, it plays well in the evolving classroom the deputy said that ‘houses,’ and school was buzzing and clearly open plansThis can cause communication issues with working for your house, was highly had lots of staff and programs that motivational for the students in engaged the kids. Staff did point his school and by picking Redcat a winner Access works within any classroom config out that being an Intermediate it showed that the school values School it they only had the for as importantly, operates onkids a bandwidth that vi students being able to talk well two years and that although they about their learning. able to cater solely for the 11 with other were classroom technology.

The leaders of the curriculum to 13 year age range, this structure committee feed the students’ meant more transitions for kids as Third, it grows with your instructional needs. W information back to the teachers they went on the higher levels of and the deputy (who facilitates schooling.

As we know, someiskids one thing well?

Redcat Access part of a growing the Curriculum Committee) find the transitions hard. uses the information to plan the student-centered learning, I came away from both such schoolsas small-group in professional development for the thinking what a wonderful job most teachers. That all made a lot of teachers do. sense to me.

SAPPA South Australian Primary Principals Association Inc

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DROPOUT, NO ogy, Redcat like noforother TheyAccess are just is fantastic building CLASH WITH WIFI Higher student achievement: student confidence when used for • EASY TO MOUNT ON morning talks and student presentations.

Better listening leads to higher A WALL SO SAFE AND OUT OF THE engagement a larger areaspeech, such as our Art Room mazingly Inintelligible WAY the sound was such that the teacher Easier classroom management: • ADD MORE ents in the back hear every word. could very easily gain student attention MICROPHONES without raising her voice.”

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Knowledge In Our Hands: Trans-Tasman Principals Conference Josh Anderson Principal, Clarendon Primary School

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F

irst and foremost, I would like to thank SAPPA for the opportunity to attend the Trans-Tasman Principals Conference in Auckland last term, and importantly, for their consideration in making provision for small school leaders to attend a larger scale international conference. Small school leaders are often reluctant to leave their¡ schools during term time, having to manage a significant number of commitments, including teaching time, in order to facilitate their time off site. It is this very broad collection of 'in school' commitments that remind us why making time for 'out of school' commitments is really important. Leadership in small schools, as many of us know,

SAPPA South Australian Primary Principals Association SAPPA South IncAustralian Primary Principals Association Inc

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can be all consuming in its variety and complexity, and as such can be quite insular and isolating. Thus, making time to reach out, connect, network and learn with other school leaders is pretty crucial for your ongoing professional development and sustainability as a school leader in the contemporary education paradigm.

'So, how was Auckland?' has been a consistently asked question since the conference and my response probably took a bit more reflection than I had initially expected. Being a 'first timer / conference rookie' in regards to this kind of event, I suppose I did not have an equivalent experience to compare it to, but I was certainly not alone in thinking that the traditional Maori Powhiri (welcome ceremony) was one of the highlights of the event and that the initial keynote presentation via video link was a bit off the mark and probably way too dark (think child slavery) to kick off the learning side of the event. That said, the quality and suitability of the presentations did improve and the format of the keynotes, mixed with "taster" talks and breakout sessions allowed for a range of perspectives and learnings to get covered over the next three days.

Reconciliation and resilience were two major themes that emerged for me over the duration of the conference, in particular, the power that language has in maintaining culture and being a driver for cultural

respect, understanding and reconciliation. Throughout the conference, delegates were greeted by speakers in Maori, farewelled with traditional song and immersed in deepening layers of cultural and historical understanding; thus leaving within visitors a sense of respect for, understanding of and connection with the indigenous peoples of Aotearoa.

Themes of resilience were woven closely into stories told throughout the conference and the stories of the Young New Zealander of the Year, Sam 'Earthquake Boy' Johnson; the research of NSW academic Sarah Tillot; the adventures of polar explorer Jamie Fitzgerald; and the comedy of international public speaker Cam Calkoen.

This vastly different collection of presenters spoke volumes about the role of resilience not only in the face of adversity, natural disasters and physical disabilities but as an essential element of the learning process, and something children and young people need to have a strong sense of, as well as the opportunities to develop in their lives and education experiences. As founder of the Student Volunteer Army in the wake of the devastating Christchurch earthquakes, Sam Johnson also left behind some interesting food for thought in relation to community service being used as a punishment, insisting that if young people are given the opportunity to get involved

with positive, satisfying and proactive community service and volunteering ventures, they will be less likely to be sentenced to do it in future.

Reconciliation, cultural recognition and diversity combined in the other strong thread of the conference narrative which pulled together the shared experiences of Maori, Pasifika and Aboriginal first nation's people within the context of education in the AustralasiaPacific region.

Dr Chris Sarra, Chairman and founder of the Stronger Smarter Institute delivered a powerful message to the assembly, at the heart of which he declared that the key to success for Indigenous Australians is to 'overcome the toxic stench of low expectations', be stronger and smarter and to respect the humanity in everyone.

These messages ring true for all of us I think and it is critical that we acknowledge, embrace and develop an understanding of a positive sense of Aboriginal identity and not collude with ideas that let "Indigenous kids think poor standards of behaviour and learning are core to their identity as Aboriginal people when they are simply not and never have been. Learning, being stronger and smarter has always been part of the Aboriginal identity". That we must all know the difference between cultural sensitivity and colluding with low expectations was a key point shared by Dr Sarra.

SAPPA South Australian Primary Principals Association Inc

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A story from further afield came from British Columbia and was shared by Canadian educators, Linda Kaser and Judy Halbert. They shared a positive story about the need to do important work with a good heart as a teacher and, interestingly, pointed out that Maori have the same word for teaching and learning, a concept we are now embracing in the twenty first century around the idea of the best teachers are the most powerful learners - teaching and learning are one and the same. British Columbia is one of the strongest multicultural and linguistic systems in the world and is also successful at educating their Indigenous children and giving them hope and opportunity- placing the learner's needs at the centre

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of the education conversation.

Like Dr Sarra, their message for educators of Indigenous children was centred on high expectations and expecting intellectual engagement from all students.

A final highlight for me was the opportunity to meet, connect with and learn from educators and leaders from across Australia and New Zealand, including a number of Maori and Aboriginal school leaders. Hearing about the leadership experiences and journeys of principals and community elders from schools as far flung as Fitzroy Crossing, Sanctuary Cove and Scott Creek to ln.ner City Auckland, Napier and Dunedin, was a powerful learning experience for me.

SAPPA South Australian Primary Principals Association Inc

This for me is the real pathway to reconciliation - the listening, talking, understanding, knowing and empathy that builds between people when we have the time, space and attitude to connect and share the Knowledge in Our Hands.

Contact us to find out more about how we make kids smile

Knowledge In Our Hands: Trans-Tasman Principals Conference 2016 Irene Scriven Principal, Scott Creek Primary School

T

hank you to SAPPA for sponsoring me to attend this very worthwhile conference. I am extremely grateful that SAPPA acknowledged the challenges that small school Principals have in being able to budget for and attend, any conferences, especially one that is across the Tasman. The experience and knowledge I gained, along with the networking that is part of these large conferences, was invaluable.

The program for the conference included keynote speakers, mini keynotes and “taster” talks that led to “taster” follow ups. All presenters were different but the key theme through all was ‘knowledge is in our hands’.

One of the highlights for me was the opening ceremony on Tuesday afternoon. This was a Maori welcome, prayer and then Haka. The Powhiri (Maori welcome ceremony) empathised the importance of ceremony and showed the deep respect that is imbedded within the Maori culture.

The opening ceremony showcased how the Maori traditions are embraced and accepted by the pakeha (white people) of New Zealand, with all New Zealanders being proud of their Maori history.

Songs were sung throughout the conference, to welcome, to celebrate an achievement, to thank

26

presenters and to farewell. We learnt Haere Mai (the welcome song) as well as the Maori words to E Ihowa Atua (the New Zealand National Anthem).

It was affirming to hear that what challenges us in education in Australia is being felt across ‘the ditch’ as well. The president of the New Zealand Principals Federation, Iain Taylor, spoke about the need to stop the privatisation of public schools. He highlighted the fact that when public schools are forced to compete against, not only private schools but each other, education becomes a product and is no longer about student potential but about high outcomes with a narrow definition of what constitutes education. Iain talked about teachers operating too often as individuals and that collective autonomy has a greater impact than the individual. His message really resinated for me; that our focus as educators cannot afford to be diverged away from our students and that we have a moral and ethical duty to stand up for our kids.

What was also worthwhile was having time to speak to the sponsors who contributed to the making of the conference, many of whom are based, or have partners, in Australia.

There were many inspiring and

SAPPA South Australian Primary Principals Association Inc

engaging speakers, along with a couple that perhaps didn’t read what the message of the conference was about! As with all conferences, not everyone is going to hit the mark. However, I think this conference certainly delivered and the speakers were engaging, inspirational and professional.

Knowledge In Our Hands: Trans-Tasman Principals Conference

K

ia ora, what a wonderful learning experience I was privileged to attend in Aotearoa (NZ) at the 2016 Knowledge in Our Hands: TransTasman Principals’ Conference.

I was one of three small-school principals who attended with the generous support of SAPPA. A variety of presentations were on offer at the conference and one of the most inspiring sessions I attended was about Courageous Leadership which was presented

by Hoana Pearson QSM (Queen's Service Medal) –Te Pītau Mātauranga (Māori Achievement Collaboratives) National Coordinator. One of her quotes which resonated with me was:

“So when we talk about ‘Knowledge in our hands… I have to ask: Whose knowledge and what knowledge is given priority?”

Hoana’s statement got me thinking about how well Maori knowledge, perspectives and language are embedded in all New Zealand schools and how can we use this example to inspire and embed Aboriginal perspectives, knowledge and languages more effectively in South Australian schools? Another inspiring presenter was Dr Chris Sarra who challenged the use and culturally appropriateness of Direct Instruction with remote Australian Aboriginal Community schools.

The conference also provided me and other SAPPA delegates with the opportunity to network with, and learn from a variety of educators from both Australia and Aotearoa in a range of formal and informal settings, one of which was the wonderful conference dinner held in the Auckland Wharf precinct.

Deb Fairey Principal, Wasleys Primary School

SAPPA South Australian Primary Principals Association Inc

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The unrealised value of human motion – ‘moving back to movement!’

Graham Dodd Founder & Chair of Directors Fellow & Life Member of ACHPER Winner National Individual Carrick Award for University Teaching TriSkills Australia Pty Ltd The following article is an edited version of the Fritz Duras speech made by Graham Dodd at the 2015 National ACHPER Conference. Graham Dodd is a retired Senior Lecturer & Program Director of Secondary HPE/Human Movement at the University of South Australia. He is a fellow and Life member of ACHPER. He is the Founder & Chair of TriSkills Australia.

I

love being a physical educator.

It has been that way ever since joining the profession 50 years ago as a student at Adelaide University.

I’ve also become a keen human developmentalist with a strong interest in the invaluable role human motion plays across the lifespan.

However, I have been annoyed, frustrated, bemused and puzzled over my career that the profession has not been more strongly acknowledged and supported.

I believe the underestimated value of human motion in human development is the central cause for its devaluation in Australian society.

The lack of understanding of the invaluable involvement of human motion in development, functioning and learning by educators, health professionals, politicians and parents is a serious concern.

Movement’s essential role in optimal human development has been sliced and diced to the extent that its powerful influence has been diminished, forcing our profession to continually justify health and physical education (HPE) in the school curriculum.

At the heart of the matter is the essential role human motion plays

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in the development, functioning and learning in human beings. There is compelling evidence from a range of disciplines not traditionally included in the HPE field such as Lifespan Development, Developmental Psychology, Developmental Cognitive and Social Neuroscience, Neurophysiology and Biology, Neurochemistry and Oncology that support movement’s value to human existence.

Optimal health and development require us to be continually moving to stimulate all facets of our being as complex multi-celled organisms capable of extraordinary achievements. The importance of human motion on the way humans develop and function across a lifespan cannot be overstated.

Through advances in sanitation, nutrition, medicine, medical technology, health practices and information dissemination, we are living more years (on average) as older adults. Importantly, while movement is crucial for development and functioning in the early years, it is just as significant for continued healthy development and quality of existence at every stage across the entire lifespan.

SAPPA South Australian Primary Principals Association Inc

Human development is the pattern of change that begins at conception and continues throughout the lifespan.

It is a complex pattern because it is the product of biological, cognitive, and socio-emotional processes.

Biological processes produce changes in an individual’s physical nature and include movement, the development of the brain, height and weight gains, changes in motor skills and nutrition. Cognitive processes include the changes in an individual’s thought, intelligence and language. Socio-emotional processes refer to changes in the individual’s relationships with other people, emotions and personality.

Biological, cognitive and socioemotional processes are inextricably intertwined being strongly

illuminated in the two rapidly emerging fields of developmental cognitive neuroscience (explores the links between development, cognitive processes and the brain), and developmental social neuroscience (explores the link between socioemotional processes, development and the brain).

Recent significant discoveries from cognitive science show that there is no fully autonomous cognitive development separate and independent of bodily capacities, such as perception and movement.

When an imbalance (an over dominance/diminution of any of the processes) occurs there is an impact on functioning and development in the person. These imbalances manifest in poor weight management, musculo-skeletal dysfunctions, difficulties with relationships, depression, stress and loss of focus in life together with a wide range of medical issues such as diabetes and cancers.

Importantly, it is the balancing role of each force that impacts the way we feel, think and exist in our world of being. It is becoming increasingly clear that motion or movement is an undervalued component in the interplay of factors that enable us to function effectively in an increasingly uncertain and constantly changing world.

Developmental change requires learning that comes through the body’s senses and nervous system.

The senses (sight, hearing, smell, taste, touch, vestibular system and proprioception) are the filters through which individuals interact with and internalise their world and deliver the information to the brain that it needs to make sense of it all.

They are the ‘scouts’ of the body bringing news of the world to the brain, so it can decide what to do next. Human motion stimulates all of the senses – something that is unique to moving. The senses as ‘scouts’ collect information and deliver it through the nervous system to the brain for analysis, interpretation, reaction and storage as memory.

As such, human motion and the sensory modes of the body share a special and reciprocal relationship

in the learning process. The senses both motivate and are stimulated by movement (Connell, 2014).

It has only been the last 20 years that the last frontier of medical science, the brain, was seriously researched by neuroscientists, neurobiological scientists and cognitive scientists.

The 1990s have been described as the ‘Decade of the Brain’, during which time medical technologies such as MRI, CT and PET scans started to be used intensively to study the brain and its wondrous functions/ malfunctions (Lipman, 2014). The twenty-first century has witnessed a tsunami of research findings related to brain functioning, working across all stages of the lifespan, impacting people and institutions around the world. There are well over 38,000 references on Medline alone that support movement, physical activity and exercise in the learning process. Many hundreds more have been cited in preparing this paper including researchers, scientists and prominent world experts such as Kovalik (2007), Jensen (2009), Medina (2008) and Sylwester (1999).

level. Movement changes the brain immediately to the positive (Blaydes, 2000). Ratey and Hagerman describe the improved performance of the brain as a result of human motion as: •

It increases the flow of nutrients oxygen and glucose to fuel for higher activation;

•

It evokes neurogenesis in the hippocampus – the growth of new brain cells;

•

It stimulates further dendritic branching to multiply the connections between neurons in the brain;

•

It elevates the production of neurotransmitters including serotonin, norepinephrine and dopamine for mood balance;

•

It induces a cascade of master molecules – particularly the brain-derived neurotropic factor (BDNF) to build and maintain the infrastructure of the brain.

Human motion stimulates dendritic branching as neurons reach out to

The brain does not produce its own fuel or store its own fuel. It relies on other body systems, in particular the cardiovascular and cardiorespiratory systems, to provide the necessary oxygen and nutrients and remove the waste products of respiration.

A good supply of oxygen, glucose and hormones driven by strong cardiovascular and cardiorespiratory systems promotes a higher level of brain functioning. This has direct implications for prolonged sitting or immobility and the increased presence of physical education/ movement program with a range of intensities, especially in learning settings such as schools. The tools of learning, such as perception, memory, attention, and concentration are facilitated by a better functioning brain. The more vigorous the human motion, the more fuel is supplied – quite simply, ‘more is better’.

Providing regular moderately intense bouts of motion has an important link to improved learning.

Hence, human motion benefits the brain first, ahead of all the body’s organs with changes at the molecular

SAPPA South Australian Primary Principals Association Inc

31

make more connections. Secondary dendritic branches develop to aid the retention of experiences and increase memory. This lasts up to 48 hours and requires repeated motion to reinforce the branching.

Interconnectedness between the neurons increases and with it increases in optional pathways for thinking and solving tasks.

Neurotransmitters all act in different ways and need to be balanced against each other. Human motion stimulates their release resulting in more balanced moods with brain function.

The major transmitters provide balance in the following ways: •

Serotonin influences mood, impulsivity anger and aggressiveness;

•

Norepinephrine amplifies signals that influence attention, perception, motivation and arousal;

•

Dopamine is considered the learning, reward (satisfaction), attention and movement neurotransmitter.

Neuroscientific research dispels the traditional understanding that the brain is hard-wired and cannot be changed. Nothing could be further

32

from the truth – human brains are fundamentally ‘plastic’ and therefore softwired!

According to Merzenich moving/ exercising every day is essential for optimal brain functioning and health right across the lifespan. Clearly, this has important implications for education institutions at all levels whose prime function is learning. This corroborates a range of evidence to show that productivity improves in the workplace when people are fitter and have regular movement/exercise breaks throughout the working day.

It is concerning that while heart disease is known to be the number one killer in our society that low levels of movement time are currently allocated in schools. It is hard to understand why educational leaders and politicians are not ensuring that clear provisions for regular movement are not being enshrined in the curriculum as a very important preventative health promotion/intervention strategy.

Schools and workplaces clearly need daily moderate movement sessions of up to one hour to ensure good health and function. Given that human motion is shown to play such an important role in individuals attaining and maintaining a good

SAPPA South Australian Primary Principals Association Inc

level of health, it is deeply concerning that HPE is not given more focus in all schools. Sadly, due to economic constraints, shifts in education priorities to literacy and numeracy and a lack of appreciation of human motion’s importance in student health functioning and well-being, time for movement programs has been drastically cut in recent years. The true value of human motion in the health of Australians is not grasped by politicians and educational leaders.

There is a need to broaden and strengthen the human motion paradigm to get closer to the real impact that it has on development, functioning and learning in human beings. This is particularly important in the formal education stages of the lifespan and therefore for educators and education institutions.

HPE needs to be included in the core of education processes in Australian schools. Human motion is inextricably involved in learning, it is the way we develop and it is how we function each and every day of our lives. It is a key ingredient and perfect fit for the most effective education practices possible in our schools.

Human motion is the single most powerful and significant influence

on our development, functioning and learning across the lifespan that we have. The research is racing in; the sceptics are decreasing so there is very little stopping us from achieving this full realisation. Now is the time to engage the disciplines that are finding human motion has a significant influence in their areas of professional interest such as the neurobiological sciences, neurosciences, cognitive sciences, developmental psychology, lifespan development and oncology.

Clearly, the best education practice for new times means inserting as much human motion into the school day as possible will be of enormous benefit to all students for optimal healthy development, functioning and learning. This translates into professional practices that ensure quality daily physical education, active learning utilising human motion in the classroom with regular movement breaks, ample opportunity for active creative play, and supportive informed community organisations enabling active engagement in leisure time pursuits.

A strengthened human motion paradigm will pose an unarguable position to command more support and acknowledgement of

human motion’s value to human existence. As educators, we have a responsibility to lead, encourage, inspire and motivate the utilisation of as much human motion as possible for people living and learning over their entire lifespan!

References Blaydes, J. (2000). Thinking on your feet (1st ed.). Dallas, TX: Action Based Learning.

Connell, G. (2014). A moving child is a learning child (1st ed.). Minneapolis, MN: Free Spirit Publishing.

Coonan, W. C. (1984). The effectiveness of physical education programs in reducing cardio- vascular disease risk factors in selected ten year old Australian school children.

Adelaide: Flinders University.

Lipman, R. (2014). Don’t miss the bus (1st ed.). Canberra: National Library of Australia.

Medina, J. (2008). Brain rules (1st ed.). Seattle, WA: Pear Press.

Merzenich, M. (2013). Sot-wired – how the new science of brain plasticity can change your life (1st ed.). San Francisco, CA: Parnassus.

Ratey, J. J., & Hagerman, E. (2009).

SPARK! How exercise will improve the performance of your brain.

Sylwester, R. (1999). A celebration of neurons: An educator’s guide to the human brain (1st ed.). Alexandria: ASCD.

Dodd, G. (2008). Toward a broader appreciation of human motion in education – the value of human motion (1st ed.). Saarbrucken: VDM Verlag.

Jensen, E. (2009). Teaching with the brain in mind (1st ed.). Alexandria: ASCD. Kovalik, S. (2007). ITT: Integrated thematic instruction (1st ed.). Seattle: Susan Kovalik & Associates.

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SURNAME:

Membership Application Pay Deduction Authority (please print) Given Name:

Position:

School:

ID Number:

School Address (include postcode):

Partnership:

Email Address:

Courier Round:

School Telephone:

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To the Paymaster:

I authorise payment to the South Australian Primary Principals Association Inc. the sum of $18.00 per fortnight.

Signature:________________________________________ Date: ____________________

_______________________________________________________________________ SAPPA CONTACT

Bernice Brady Business Manager Education Development Centre Milner Street, Hindmarsh 5007 Phone: 08 8463 5845 Fax: 08 8463 5873 42 SAPPA South Australian Primary Principals Association Inc Courier: West Email: bbrady@sappa.com.au

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Why should you join SAPPA?

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You will be joining over 500 other principals, deputy principals and assistant principals of DECD schools with primary aged children enrolled.

SURNAME:

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Courier Round:

School Telephone:

Mobile:

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______________________

Year joined SAPPA:

SAPPA’s mission is ‘advocacy, support and promotion of primary education and the leadership of government schools.’

Member Benefits:

Membership enables you to receive or access the following:

• SAPPA-talk: SAPPA-talk provides online discussion for all SAPPA members.

It is a great means to seek advice,

Signature:________________________________________ Date: ____________________ compare school policies, discuss ideas, share information or just give opinions about current issues.

SAPPA

_______________________________________________________________________ members often cite SAPPA-talk as the best source of support and information available to them!

SAPPA CONTACT

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Business Manager • Stay informed: As a SAPPA member you’ll be provided with up-to-date, essential information about important Office use only Education Development Centre Database updated Milner Street, Hindmarsh 5007 topical issues. You’ll also be provided with guidance and advice about these issues. a updated Sappa-­‐talk Phone:

08 8463 5845 If you are unsure about

Fax: 08 8463 5873 particular issue, our SAPPA Office personnel will find out for you. Courier: North Email:

bbrady@sappa.com.au

• SAPPA News: SAPPA-News is emailed to all members twice per term, the week after Executive meet. It summarises the discussions and decisions of Executive and other issues we are dealing with and keeps members very much ‘in-the-loop’. The current edition is under the Members Only Area tab.

• Primary Focus Magazine: SAPPA’s Primary Focus magazine is published twice a year and is distributed to members by courier in hard copy. It will also be in electronic copy on our Members Only Area. SAPPA members contribute articles and as a result, there are a range of interesting and informative articles on current topics that spark ideas or affirm thinking and practice. It’s local and it’s relevant!

• The Annual Conference: The SAPPA conference is held once a year. This is a unique learning event and a wonderful opportunity to spend time with colleagues. This year’s conference was from held from 22-24 June 2016 again at the Adelaide Hills Convention Centre in Hahndorf and was an extremely worthwhile experience – just ask those SAPPA members who went!

• Professional Learning Events: SAPPA has increased the professional learning opportunities for members in the last few years, mainly in response to the needs of our members. Some examples are Managing Unsatisfactory Performance, Promoting Your School Using Social Media, Support for New Principals, Partnership Sharing Day and 21st Century Learning, to name a few. We have also been very successful in lobbying DECD to fund workshops for leaders, such as the Malachi Pancoast workshops on managing workload.

• Website: Our website – sappa.com.au has a contemporary style for ease of use and for readily accessing information. There is a rich assortment of information available for members and non-members which is continually being updated. Check it out and let us know what you think.

• Sponsors: SAPPA has 17 sponsors, all of which are enthusiastic and supportive, providing quality products. We enjoy excellent, mutually beneficial partnerships. Our sponsors strive to give SAPPA members the very best deal. See our website for further details. A poster providing information about our sponsors and their contact details is sent to all members annually.

• Access: Pam Kent is a full-time president and she is most willing to have members ring her to talk through issues or share ideas, at any time. We are here to provide a service to our members.

If you would like to join SAPPA please contact the SAPPA Office on 8463 5845 or email our Business Manager; bbrady@sappa.com.au.

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_______________________________________________________________________ SAPPA CONTACT

Bernice Brady Business Manager Education Development Centre Milner Street, Hindmarsh 5007 Phone: 08 8463 5845 Fax: 08 8463 5873 Courier: North Email: bbrady@sappa.com.au

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1991 was a big year for photography…

In the USA, Kodak released the world’s first professional digital SLR camera (DCS 100).

Closer to home, MSP Photography burst onto the school photography scene.

Great things are meant to last…

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