School News, Australia, Term 1, 2025

SMARTBOARD?

INSIDE

FRONT DESK

ADMINISTRATION

TEACHER’S DESK

TEACHING RESOURCES

EXTERNAL LEARNING

SPORTS & RECREATION

HEALTH

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INDUSTRY

Thank you for joining us in 2025

Welcome to our first edition of School News for 2025!

I hope everyone enjoyed some downtime over the summer holidays, and that you’ve all returned refreshed and excited, eager to tackle this new school year. So much happens in the days and weeks leading up to the start of term, though, and Christmas already seems like a distant memory. I’m sure some of you are already keen for a holiday!

If you are dreaming of some time away, perhaps you could work it into your teaching schedule? In this edition, we unpack all the educational possibilities Sydney could have for your students. From iconic landmarks and worldleading museums and galleries, to hands-on STEM experiences, there is something in this big city to satisfy all curriculum areas. If a Sydney adventure is not your scene, our camps and excursions

Gemma Easton, Editor, SchoolNews editor@school-news.com.au

feature looks at ways to get your students out of the classroom for some real-world learning.

For our profile this term, we visit a school that has truly embraced hands-on learning. Each year, the entire Year 9 cohort at Lauriston Girl’s School leaves the main campus and undertakes the school year at a second, rural campus, located in Howqua Valley in the Australian Alps. It’s a challenging and confronting year

for the students, but they also experience tremendous personal growth and return to the school’s main campus ready to tackle the demands of senior schooling. It’s no wonder the Howqua programme is such a success, with research consistently highlighting the benefits of being outdoors and nature play, for children’s physical and mental growth. To help your school capitalise on the goodness of nature, we investigate how to incorporate nature play in your school grounds. Simple additions or modifications to your play spaces can help to encourage your students to engage in unstructured, self-determined nature play, which can have a positive

impact on social and emotional development in children.

In this edition, we also look at the latest resources available for STEAM teaching, and explore the benefits of live productions for students, whether they are watching them or participating in them. Our sustainable furniture feature will help you divert your no longer wanted furniture from landfill with some suggestions for reusing and recycling. We also have some tips on how to make your furniture purchases more sustainable and reduce your school’s environmental impact.

I hope you enjoy this edition of School News, and the first term of 2025!

Gemma

The School News team acknowledges Aboriginal and Torres Strait Islander peoples as the First Australians and Traditional Custodians of the lands upon which we gather, work, and publish. We want to pay our respects to Elders past, present, and future, who continue cultural, educational, and spiritual connections to Country.

The case for school-based driver education

By Sarah Davison, Industry Reporter

Australia’s road toll is a critical public safety issue, with 1300 lives lost in the past year due to road accidents. Worryingly, this was also the fourth consecutive year that road deaths increased.

Young drivers, particularly those aged 18 to 25, are significantly overrepresented in road trauma statistics. As a response, some argue for driver education to be embedded in the secondary school curriculum.

The need for structured driver education

Statistically, young drivers make up onequarter of all road fatalities in Australia despite representing just 10 to 15 percent of licensed drivers. The Transport Accident Commission (TAC) reports that in Victoria alone, 18 percent of road fatalities involve drivers from this age group. Alarmingly,

a 17-year-old P1 licence holder is four times more likely to be involved in a fatal crash than a driver over the age of 26.

Key factors behind these numbers include lack of driving experience, increased risktaking behaviour, peer passenger influence, alcohol and drug use, and speeding. Also of note is the gendered nature of these statistics, with 80 percent of young driver fatalities involving male drivers.

The situation is even more dire in rural areas. Young drivers and riders aged 16 to 24 in rural South Australia are two and a half times more likely to die or be seriously injured in a crash than their metropolitan counterparts.

While state governments have introduced restrictions on P1 and P2 drivers—such as limiting late-night driving and the number of peer-aged passengers—to help them further develop their driving skills while minimising risk factors, there are ongoing calls for driver education to be formally integrated into the school curriculum.

Barriers to accessing driver training

In addition to potentially reducing the incidents of serious road accidents for this age demographic, embedding driver education into the curriculum could ensure all young people have access to the same opportunities.

For many young people preparing for life after graduation, a licence is essential for securing employment or accessing further education. However, the high cost of professional driving lessons remains a significant barrier for many Australian families.

Additionally, those without access to a family vehicle can struggle to accumulate the required supervised driving hours needed to progress from a learner’s permit to a provisional licence. Embedding driver education into the school curriculum could help bridge this gap, ensuring all young Australians have equal opportunities to develop essential driving skills and increase road safety.

Learning from other public safety initiatives

Advocates for school-based driver education point to the success of compulsory swimming lessons in reducing drowning deaths. Just as early education on water safety has saved lives, integrating road safety into the school curriculum could provide young drivers with essential skills before they begin driving independently.

Former race car driver turned driving instructor Paul Morris told the ABC that driver education deserved more attention from politicians, and he would like to see it included in the school curriculum.

“Driving on the road is a high-risk activity and like any high-risk activity we deal with it by modern education and technology, but we are just living in the past,” he said.

“It’s a life skill everyone should have and the earlier the better.”

Mr Morris said he wanted to see a similar approach to how the country had tackled drowning statistics.

“Swimming lessons in schools have made an impact on drowning, it’s time we do the same thing with driving,” he said.

Work already underway

RAA’s Street Smart High programme is a leading example of an initiative already making a difference with South Australian young people. Running since 2009, this youth road safety event has expanded to include more than 100 schools and 12,000 students annually. The program was adopted

Young drivers make up one-quarter of all road fatalities in Australia

from a similar initiative at the Trauma Service of Westmead Hospital (NSW) after RAA recognised the need for an equivalent education program in SA. Since 2021, RAA has also helped deliver AANT’s Street Smart High in the Northern Territory.

The annual event includes deeply personal accounts from crash survivors, parents, first responders, and families affected by road trauma. These speakers share how a split-second decision has changed their lives forever.

Feedback from students, educators, and parents has highlighted the programme’s impact, with students leaving the event with a deeper understanding of their responsibilities when behind the wheel.

Manager of School Education at RAA David Fairlie explained: “Students and teachers regularly comment that they find

the event to be impactful, educational, and informative, as they see a need for students to be made aware of the risks and consequences if they choose to get behind the wheel or in the car of a friend who is driving in a dangerous manner.”

Mr Fairlie added that parents and caregivers are also supportive of the program, with some even requesting to attend with their children.

Importantly, incorporating Street Smart High into the annual calendar addresses a crucial transition period for young drivers.

“Statistics show a rapid increase in crash rates for drivers as they transition from supervised to unsupervised driving in their first year,” Mr Fairlie said.

“At Street Smart High, education is the key so that young road users leave our event with the appropriate knowledge and skills to make the right decisions.”

With his experience as a school teacher, Mr Fairlie said that he hoped to see driver education programmes incorporated into the school curriculum.

“Road safety education is and needs to be taught from a young age,” he said. “It’s a life lesson and whatever steps can be made to incorporate road safety education into the curriculum I see as invaluable.”

Programmes like Street Smart High demonstrate that education can be a powerful tool in reducing road trauma. Given the rising road toll nationally, formally embedding driver education into schools could be a vital step towards ensuring safer roads for all Australians.

Three histories into one future

By Anton Prinsloo , Head of College, Concordia Lutheran College

Concordia Lutheran College is a growing Prep to Year 12 College of 675 students. The College also offers Year 7 to12 boarding and operates two locally managed Early Learning Centres.

The highest priority of the College Council and Leadership Team has been to ensure that Concordia provides our students and their families with the best possible learning experiences, outcomes and environments. The focus of our Master Plan is not only new buildings but to provide an environment that fosters the best possible learning opportunities for our students.

Our most recently completed MMG Survey with the College’s parents, students and staff also confirmed the need to upgrade and update our current General Learning Spaces as a priority.

Concordia currently operates a three-campus model which cannot ensure future sustainability due to the duplication of services and a lack of operational efficiencies. Reducing to a Master Planned two campus

College will allow Concordia to have modern facilities and resources att racting and retaining enrolments, remaining competitive and viable in the local market as well as reducing current operational and maintenance costs.

Stage 1 and 2 of our Master Plan will see Concordia construct a new state-of-the-art Prep to Year 6 Junior College precinct on our main campus as well as a new Early Learning and OSHC Centre.

Pedagogical change within the College is and has been an important factor when building these new learning facilities. Concordia has, over the past four years, strategically embarked on implementing a Contemporary Learning philosophy and framework. New educational facilities will allow for and reflect purpose designed facilities to allow for the implementation of innovative

learning approaches such as Project Based Learning [PBL]. The College has been deliberate in ensuring that our pedagogy and learning philosophy needs to be imbedded and thriving for these new learning spaces to be utilised to their full capacity.

Investing in new education facilities will help create more innovative learning environments that encourage exploration, problem-solving, creativity, mobility as well as hands-on learning and collaboration—a philosophy of all spaces are learning spaces. Up-to-date facilities will also provide the necessary resources for teachers to introduce new and innovative approaches to teaching and learning. In essence, flexible working, learning and seating arrangements both in the learning spaces and outside, allow students

Anton Prinsloo, Head of College, Concordia Lutheran College. Image Supplied

to form their own “micro and macro climates” where they can exercise control over the physical and mental conditions in which they learn best. These learning opportunities will house multiple activities to utilise multiple zones for either five, 10, 20, 50 or even 90 students at any given time.

Building new education facilities for our growing student population is an important step in ensuring that our students receive the best possible learning opportunities. These new educational facilities will create more opportunities for all students to engage in hands-on learning activities, this includes students with disabilities as well as our First Nations students.

The Master Plan and educational brief have been developed in collaboration with all stakeholders and are guided by the Strategic Plan, surveys, communiques and workshops with staff, students and parents.

Both the Strategic Plan and Annual Plan explicitly highlight the intentional co-planning, revisiting and reviewing of our learning philosophy over the next number of years to ensure that the growth and improvement of Concordia’s infrastructure complements and supports our Vision statement of Inspiring Lifelong Learners, Critical Thinkers and Caring Citizens in a Christian Community.

The College has undertaken a deliberate and strategic journey of introducing Visible Learning, underpinned by the work and research of Professor John Hattie, and has now embraced Project Based Learning [PBL] as the next step on this learning journey.

All teaching staff have been immersed in rich Professional Development opportunities, across both learning disciplines as per our Contemporary Learning timeline and Strategic Plan. The aforementioned timeline and plan mean that the College has invested in adequate time and resourcing for quality professional development for all our teaching staff. This Professional Development has and continues to include in-house as well as external [Contemporary Learning Study Tours] professional development opportunities to build on and

understand the implementation and operations of these modern learning spaces.

Right from the outset we have been intentional in implementing and understanding the pedagogy which underpins inquiry learning before investing in the “bricks and mortar” to support this learning. This is a professional learning timeline which has been implemented strategically to maintain and grow mastery for our staff.

Concordia Lutheran College already has a robust formative and summative assessment

process which will continue to be implemented and built on to measure the success of our students’ “learning and living” journey during their time with us. The tracking, monitoring and scaffolding of our students’ Literacy, Numeracy and Wellbeing journeys will remain an explicit focus in the Junior College to ensure a seamless transition as well as allowing consistency in expectations and support into high school.

Supporting quality teaching and professional learning remain a strategic focus for Concordia. Both our Strategic and Annual

Plans reflect the commitment of the College towards building and maintaining a vibrant and relevant teaching and learning philosophy.

This is captured in the Learning and Teaching component of our Strategic Plan as well as the continuation of our Professional Growth Framework which was introduced for all staff in 2023.

We are excitedly looking forward as a learning community to the journey ahead and embracing these future endeavours as we merge “Three histories into one future”.

Image courtesy of Concordia Lutheran College

Lauriston’s Howqua:

A year of transformation

By Shannon Meyerkort, Industry Reporter

At a time when the teaching profession faces significant challenges, with rising attrition rates and many educators reconsidering their future, a small group of teachers in Victoria’s high country are redefining what education can achieve. At the Howqua campus, the transformative experience extends beyond the students to include the educators themselves.

Howqua Valley in the Australian Alps is home to a special campus, a place where staff and students live alongside each other, but it’s

not a boarding school. Skills like teamwork, lateral thinking and problem-solving are taught, yet it’s not an elite management programme. Students engage in crosscountry runs, downhill skiing, horse riding and mountain biking, but it’s not a fitness camp.

The Howqua Programme at Lauriston Girls’ School offers a distinct and life-changing experience. Every year, the entire Year 9 cohort of around 100 students move to this separate campus in the heart of the Victorian high country for an academic year.

A vision realised

“The girls spend five-week blocks of time on our Howqua campus before heading home for short breaks and scheduled school vacations,” explains Lauriston Principal, Susan Just. “The overarching purpose of the Howqua programme is to enable girls to build on their levels of independence and

self-confidence. The skills and attributes our students learn from living in a residential campus, participating in outdoor activities and managing their academic progress, are all lifelong skills that can be used on their return to Years 10 to 12 and throughout their lives.” Developed in the early 1990s under thenPrincipal Ruth Tidemann, the programme found its home on land three hours from Lauriston’s main Armadale campus and 30 minutes from the town of Mansfield. While students come and go each year, more than 20 teachers and support staff call the alpine campus home. This environment fosters deep, meaningful connections.

A community like no other

“Living and working on campus allows for deep connections to flourish—not just among staff and students, but also between families. It’s not just our workplace; it’s our

Images courtesy of Lauriston Girls’ School

home,” say Jamie and Tom Watson, Howqua residents who teach Art and PE/Health, respectively, while also serving as house mentors. “Our children play a big part in this community too. They love visiting the student houses, joining in on card games, playing sports, or even indulging in fun activities like getting their nails painted by the students.”

The Howqua staff—a diverse team that includes educators, chefs, ground staff, and a psychologist—works collaboratively to support the students. Caroline Hodge is the Howqua Student Welfare Coordinator and Health and Science Teacher.

“As a staff member we are witness to the significant growth and development of the students in our care. From their academic growth to their social and emotional growth and increased independence and resilience, we see the complete growth in a young person over the course of the year.” Hodge has been a staff member at Howqua for eight years. “The support provided by staff, of each other, is extraordinary. Being a small group of educators, strong and collaborative relationships are built between each other, a group of like-minded staff whose focus is undoubtedly our students.”

Disconnecting to connect

One of Howqua’s defining features is its remote location and emphasis on outdoor activities. Students build skills in hiking, camping, mountain biking, snow sports, and rock climbing, all while embracing sustainable practices on the bush property which has been awarded five stars for sustainability. Additionally, students actively contribute to the campus’s upkeep through daily responsibilities, reinforcing accountability and teamwork.

“Being surrounded by the natural environment, our students learn about the value of sustainable practices and the important role they play as stewards of the environment,” says Principal Just.

Limiting access to technology is a vital component of the programme. Students use iPads for research projects or online learning activities during class, but they do not have free access to the internet or social media outside of the classroom. They are encouraged to write letters home to their family rather than depend on email.

“Students will often comment that they find they are a lot more productive in class

without the outside distraction of technology,” Eleanor Richards, Howqua Coordinator of Curriculum and Learning, explains.

“Technology is an enabler rather than a distraction,” adds David Joyce, Vice Principal and Head of Howqua Campus. “Devices are returned to charging docks before students transition to outdoor activities or time in their houses. Afternoons are spent socialising face-to-face or being physically active, encouraging students to engage meaningfully rather than relying on the virtual world.”

For many students, this shift is liberating.

“Spending time away from the urban lifestyle allowed me to realise how much I relied upon and defaulted to technology,” says Daisy, who completed Howqua in 2023.

“I was blind to the fact that looking at my phone before going to sleep at night and scrolling on social media platforms was drawing me away from the person I strive to be. Strangely enough, each time I would step foot on the Howqua campus, I would feel an overwhelming sense of relief. I would immediately forget that phones even existed, and I felt no desire to be on one.”

Images courtesy of Lauriston Girls’ School

Beyond the curriculum

Despite its remote location, academic rigor remains a cornerstone of the Howqua programme.

“While the programme is widely known and respected as an iconic Year 9 experience that fosters meaningful connections with people and the environment, it is the classroom experience that has stood out to me the most,” says David Joyce. “As a relatively new member of the Lauriston and Howqua community, I have been deeply impressed by the academic rigour and high standards at Howqua.”

Students pursue a full Year 9 curriculum, including core subjects like English, Mathematics, Science, History, and Geography, alongside Art, Music, Drama, and Physical Education. Extension Mathematics and learning support are also available for those with specific needs.

The academic programme is enhanced by the natural environment of the campus. “What

makes our curriculum different is the fact that we can use our natural environment for some aspects of the Science curriculum, and also travel to regional areas with historical importance,” explains Principal Just. “Through the Outdoor Programme our students can enhance their learning in Geography, Science and Art. Being surrounded by the natural environment, our students learn about the value of sustainable practices and the important role they play as stewards of the environment.”

The campus’s bush setting and 24/7 immersion allow students to participate in learning beyond the standard academics of the immediate school environment.

The Howqua year becomes a crucial step towards becoming a global citizen.

“The students also spend time in the town of Mansfield and identify the benefits and challenges of rural living and the large impact that small alterations to climate, politics and the economy can have on the people and businesses in the area,” says Eleanor Richards.

A lasting impact

The transition back to Lauriston’s main campus can be daunting after such a transformative year. However, careful planning ensures returning students integrate smoothly into senior schooling. Joel Irons is the Year 10 Coordinator at the Lauriston main campus. His breadth of experience in education and pastoral settings, combined with his patient and understanding nature has helped to create a stable platform for returning students to thrive in Year 10.

“Through the Howqua programme, I learned that adaptability is crucial to navigating challenges and making the most of new experiences,” says Year 11 student, Jacquie.

“Over the year, students faced situations such as unexpected weather, physical challenges, and changes in routine, all of which required quick thinking and resilience. Developing adaptability not only helped me tackle these challenges but also strengthened my relationships. By understanding others’ perspectives and working together to find solutions, we created a more connected and supportive environment.”

It’s a level of awareness rarely seen in teenagers, and so too are the so-called soft skills the girls develop over their year at Howqua: collaboration, self-awareness, resilience, voice and empathy. “These are key to self-actuation and qualities that make exceptional leaders in today’s everchanging world,” explains Mr Irons.

“Howqua is a platform for young people where these skills can be fostered. As our Howqua attendees return to Armadale, they arrive with a “full pack” of these skills allowing them to excel in senior years and beyond.

Young women leave Lauriston well-equipped to enter the world with poise, ready to make their mark on all aspects of society, making positive impacts in their choice of pursuits.”

Images courtesy of Lauriston Girls’ School

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Identifying and working with dyslexic students

By Sarah Davison, Industry Reporter

According to the Australian Dyslexia Association, dyslexia is best understood as a persistent difficulty with reading and spelling.

Students with dyslexia experience difficulties with phonological and phonemic awareness—the ways that words can be broken down into diff erent sounds and then matched with letters.

“Dyslexia is not a representation of a person’s intelligence,” researcher Dr Kerrie MackeySmith said. “Often these students are really bright and have a whole repertoire of coping strategies to navigate their learning.

“When it comes to dyslexia, it’s important to remember that it can present in many diff erent ways. This means teachers need a range of practices to make reasonable adjustments for students.”

Students with dyslexia tend to think in pictures rather than words, and process information in a diff erent part of the brain to wordbased, neurotypical thinkers. It occurs across a range of intellectual abilities and aff ects each individual diff erently.

Rather than understanding specifics first, dyslexic thinkers learn by developing a big picture or the overall idea of a concept and then filling in the details. This means dyslexics are often credited as out-of-the-box thinkers, with the ability to come up with new strategies and solutions to problems.

Dyslexia is estimated to aff ect some 10 percent of the Australian population. This may be a conservative estimate as many individuals are left unidentified. In other

Images

Approximately 800,000 students currently in schools in Australia may be impacted by dyslexia

English-speaking countries, the figures are estimated to be up to 20 percent (UK, Canada, US). When considering the full continuum of mild to severe dyslexia, experts suggest that up to one in fi ve Australians may be aff ected.

This means approximately 800,000 students currently in schools in Australia may be impacted by dyslexia. These children have the potential to achieve and thrive at school if

provided with evidence-based instruction and identified early through high-quality screening and progress monitoring tools. However, according to the submission to the Productivity Commission inquiry into the National School Reform Agreement, the education system is stuck in a “reactive and obsolete ‘wait to fail’ model”.

There is also a personal and economic cost to inaction. The impacts of poor

literacy skills can permeate throughout multiple facets of an individual’s life, aff ecting social, health, and economic experiences. Individuals with poor literacy are more likely to be unemployed, have lower levels of trust in others and civic participation, as well as worse physical and mental health compared to those with higher levels of literacy.

The Australian Dyslexia Association (ADA) strongly supports early identification and access to well-trained teachers who can provide evidence-based instruction. Research indicates that a direct, explicit, structured, and systematic language approach benefi ts not only students with dyslexia but all children in a classroom sett ing. This inclusive approach to literacy instruction ensures that no student is left behind in developing essential reading, spelling, and writing skills.

The need for improved teacher training

A significant barrier to eff ective dyslexia intervention in Australian schools is the lack of specialised training in literacy instruction. Findings from the National Inquiry into the Teaching of Literacy (NITL) indicate that half of the 34 Bachelor of Education courses in Australia dedicate less than fi ve percent of their four-year curriculum to teaching reading.

The ADA advocates for schools to be at the forefront of identifying and assisting students with dyslexia. This requires access to high-quality professional development in language and literacy research. By equipping general classroom teachers with evidence-based knowledge and skills, schools can enhance their ability to provide eff ective reading instruction to all students.

Professional learning should also extend to understanding

courtesy of Scanning Pens Australia

the barriers that impede written language acquisition and how scientific reading research can be translated into classroom practice.

Beyond structured literacy, assistive technologies can play a key role in supporting dyslexic students. Tools such as audiobooks, speech-to-text software, and visual aids can enhance learning outcomes and improve student confidence. Educators should explore a range of inclusive classroom tools that help students navigate literacy challenges both in school and at home.

David Campbell from Scanning Pens said supporting students with dyslexia requires a

multifaceted approach that addresses both the academic and emotional challenges they face. “In the classroom, it is essential to provide structured and explicit instruction in reading and writing, using evidence-based strategies that cater to the specific needs of students with dyslexia.

“Text-to-speech software serves as a valuable tool to enhance reading comprehension, engagement, accessibility, and language skills for all students, regardless of whether they have dyslexia or other learning challenges,” Mr Campbell said.

“TTS software allows students to hear the text read aloud, which can improve

understanding, especially for complex or dense material. It helps reinforce comprehension by providing both visual and auditory input, allowing students to absorb content through multiple senses, which can enhance retention and processing.

“For students who might find reading lengthy or challenging, TTS can make the experience more engaging. By listening to the text being read aloud, students can stay focused for longer periods, reducing cognitive fatigue and making reading assignments more manageable.

“Students learning a second language (EAL) or those

who want to improve their pronunciation and fluency can benefit from TTS. Listening to the correct pronunciation of words and phrases reinforces their language skills, helping with both vocabulary acquisition and spoken language development.

“TTS software makes texts more accessible to students with varying learning preferences, including those who struggle with long reading assignments or those who have visual impairments. It enables students to access educational content in a way that suits their personal learning style, promoting inclusivity.”

Images courtesy of Scanning Pens Australia

Visitor management systems:

Enhanced security, streamlined operations

By Gemma Easton , Editor

Schools can be incredibly busy places with hundreds or even thousands of staff, students, and visitors on site every day. Keeping track of everyone on campus and remaining confident they are where they need to be might seem almost impossible.

Visitor management systems can significantly ease this burden, tracking staff and visitors, and ensuring all visitors have up to date working with children checks, and other relevant documentation and permissions. Teacher registrations can also be stored in your visitor management system.

Many systems now go beyond simple visitor management and include a range of features to simplify tasks and improve operations. Contractor and volunteer management, casual and relief staff tracking, staff and student sign in and out, emergency response, and key and asset tracking can all be done through some platforms.

Systems can be configured with customised welcome screens, to offer visitors a warm welcome, conduct an induction if necessary,

and share any information guests may need while on your school grounds. Staff and visitors to your school can check-in independently, so front desk staff do not need to pause other tasks to sign people in.

Moreover, systems can remember visitors and store their information, meaning regulars to your school, for example relief teachers, will not need to complete a lengthy sign-in process each time they are onsite. Your system can be configured to conduct an induction for staff members as necessary.

Typically, the system will include hardware like a tablet or computer, for people to sign in and out. Multiple devices can

be set up throughout your school, and systems can be tailored to suit your school’s size and locations. One system can even span multiple campuses.

Is your system fit for purpose?

Your school may already have a visitor management system, however it is important to consider if it is still fit for purpose, or if it is being used to its full potential. New buildings, a change in roll size, increased visitors on site, and changing regulatory and compliance obligations may all impact your visitor management system’s usefulness. Talk to your existing system provider to determine if upgrades are needed, or if new features are available that your school isn’t using.

If you do decide to upgrade your system or change providers, ensure this is communicated to your school community. Staff will need to be provided with training to ensure they can use the system to its full potential, and families must be given sufficient information about any changes to school communication or policies and procedures.

Also ensure enough time is scheduled to migrate data from one system to the other, with minimal disruption to school operations. School holiday periods might be a good time to change or upgrade your system to ensure it is fully functioning when students are on campus.

Importantly, any new or upgraded visitor management system must work in conjunction with other systems your school uses, for example, student management system.

Laura Hunt, General Manager at Passtab said changing circumstances in schools, particularly around child safety and compliance, have made it essential to update visitor management systems.

“Following the recommendations of the Royal Commission into Institutional Responses to Child Sexual Abuse, schools are under increasing pressure to ensure all staff, contractors, and volunteers have valid Working With Children Checks and receive appropriate child safety inductions. These measures can be complex and dynamic but must be executed quickly to maintain front office efficiency.

Images courtesy of Passtab

“Schools must also be prepared to demonstrate compliance at any time, creating a need for systems that can manage these requirements seamlessly.”

Smoother operations and sustainability wins

Beyond organisation and compliance, visitor management systems can contribute to your school’s sustainability eff orts. By digitising sign-in processes, and document collection and retention, schools can significantly reduce their reliance on paper-based solutions, which will in turn reduce waste. This will lead to

smoother workflows and free up physical storage space, as documents will not need to be stored as hard copies. Digital storage is also useful when retrieving documents, as they are all stored securely in your visitor management system.

Emergencies in schools can be stressful, but visitor management systems can simplify your response. A range of features around emergency management are available, including up to date lists of staff, students and visitors on site, alerts sent to select staff members in case of emergency, and the ability for multiple staff to work on personnel lists at once.

Time in Lieu

Effectively manage staff time in lieu hours

Time in lieu management performed manually can be challenging for administrators.

By tracking time in lieu balances and requests, schools can better manage staffing levels, plan for future projects, and avoid unnecessary relief staff expenses.

Effective time in lieu management can help ensure that staff time is being used efficiently.

By using Passtab’s time in lieu module, the process can be greatly improved in accuracy and efficiency. Time is accurately tracked and system notifications ensure nothing is missed. The risk of time in lieu balance discrepancies is reduced, making the whole process more accurate and effective.

Time in Lieu is an Add-on Module that works with the Passtab visitor management system.

Passtab Add-on Modules are focused on automating administration related tasks to improve accuracy and efficiency.

These Add-on Modules have additional annual subscriptions and set-up fees.

For further information:

Ph: 03 9800 1489

Email: team@invision.net.au

The latest innovations

Technology is always advancing, and recent technological advancements have significantly enhanced the efficiency and functionality of visitor management systems, particularly in school environments.

“One notable development is the widespread adoption of QR code technology, which gained familiarity during the pandemic,” Ms Hunt said. “QR codes provide schools with a cost-eff ective alternative to traditional iPad kiosks. While iPads remain valuable in many visitor management setups, QR code posters off er a flexible and aff ordable solution, enabling schools to easily expand the number of entry and exit points covered by their system without additional hardware investment.

“Another major advancement is the rise of facial recognition technology, which ensures precise identification of visitors, matching profiles seamlessly to critical compliance requirements such as Working With Children Checks. It also delivers a fast, frictionless sign-in experience, eliminating the need for scan cards, PIN codes, or manual verification processes.

“These technologies not only improve security and compliance but also streamline operations, helping schools manage their visitors efficiently while enhancing the overall user experience.”

Time in

Lieu

Image courtesy of Passtab

Fighting fast furniture with sustainable classroom choices

By Gemma Easton , Editor

We’ve all heard of fast fashion, but fast furniture is quickly emerging as a significant waste problem for Australia.

Federal Government reporting indicates that Australia generates 30,000 tonnes of commercial furniture waste each year, with 95 percent of this going to landfill. Much of this is comprised of materials that won’t break down, including metals, glues and adhesives, and plastics.

With eco-friendly practices becoming mainstream in almost every sector, schools should consider furniture buying and disposal in their efforts towards sustainability.

Buy quality

As with most items, a simple way to reduce furniture waste is to purchase quality products that are made to last. Look for items that have been specifically designed

to withstand the rough and tumble of life in the classroom. Flexible features such as the ability to raise and lower desks and chairs, and modular furniture that can be rearranged will ensure furniture can grow and change with your students.

Grace Misso from Resource Furniture said multi-purpose furniture is a great way to lower a school’s environmental footprint. “Implementing products like high top tables that can be used for both breakout and general learning areas, for example, help to enhance usability. Stackable chairs and flip tables are another good option, as items can easily be stored away when not in use.”

Specialist classrooms like science areas or kitchens may need specific furniture designed to resist chemical spills, or burns, and that are easy to clean in the event of spills.

Repurpose when possible

It’s a familiar sight — classrooms full of desks with pristine legs and frames, but

tops that are chipped and scratched, or with peeling metal edges. The choice of tabletop will affect this, and many newer furniture items come with scratch resistant surfaces, without PVC lining strips.

Ms Misso said schools should conduct thorough research to ensure they work with suppliers and manufactures of furniture that use E0 grade board for tabletops, storage solutions and library shelving. “E0 is the highest rated board with the lowest formaldehyde emissions.

“We also recommend that worktops are 25mm rather than 18mm, which ensures greater product durability, longevity and strength.”

If you have desks with damaged tabletops, it may be possible to replace just the top. This will mean that only the desktop needs to be discarded, and the metal legs are saved.

If restoring your furniture isn’t possible, look for new uses for them around your school. Workshops, art studios or other messy areas might be well-suited to old

Image courtesy of Resource Furniture

furniture, and reduce the risk of newer items being damaged or soiled. Painting old desks and then positioning them in outdoor spaces makes a fun art project.

Donate unneeded items

There are many options available for schools to donate furniture items they no longer need. If a new school is opening in your area, discuss with school administrators whether they would accept a gift of furniture still in good repair, or if they would purchase it for a reduced rate. Community centres, early learning centres, local libraries and other businesses may also be interested in your furniture items.

Several charities collect and ship unneeded school furniture items for distribution throughout Australia and the world.

Know your supplier

Your choice of furniture supplier could have a big impact on the longevity of your school furniture. Working with a trusted supplier, who specialises in school furniture will ensure you receive quality products and do not need to replace items every few years. This is great news for your furniture, and for your budget bottom line.

“Schools should look for companies that have genuine and enforceable environmentally sustainable practices and policies. Genuinely sustainable companies

will be able to backup any of these claims, often through certifications that can easily be found on their website,” Ms Misso said.

“Another great way to determine the sustainability of furniture is to check the percentage of recyclable content the

piece has. This is also relevant with any fabric choices that you may make for your classroom. The higher the recyclable content, the better. We recommended opting for fabrics that are at least 80,000 abrasions, which are suitable for a high traffic school environment.”

Image courtesy of Resource Furniture

Resource Furniture’s sustainable transformation

By Gemma Easton , Editor

In collaboration with Greenway Architects, Resource Furniture

reinvigorated Tyndale Christian School’s resource centre and home economics area with a stunning new look. Working with the school, Resource Furniture created a welcoming and vibrant space, with custom soft furnishing, sleek Slimform library shelving, and a variety of loose furniture.

Grace Misso, Business Development Executive at Resource Furniture said furniture selection and placement was carefully considered to ensure longevity of the space. Sustainable choices to reduce the school’s environmental impact were also important.

“The Noom 50 chairs help schools reduce their environmental footprint through ease of stacking and transportation. They are also very versatile chairs and can be re-purposed for diff erent areas in the school. Tyndale have used them in their home economics

area, resource centre, and private meeting rooms,” Ms Misso said. Importantly, the chair’s ergonomic design ensures students remain supported throughout lessons and study sessions.

The Sliimform system was chosen for shelving. Off ering versatility and flexibility, one shelf type can be used several diff erent ways, including a flat shelf, angled display shelf, and picture bookshelf.

“Furniture such as the Sliimform library shelving is locally manufactured with an emphasis on quality and durability.”

Don Sizeland, Operations Manager at Tyndale Christian School said Greenway Architects chose Resource Furniture for the project because of their extensive range of educational furniture, perfectly suited to the design of the spaces. “From library shelving to study tables, meeting chairs, and soft furnishings for casual seating, Resource Furniture provided comprehensive solutions. Their team collaborated closely with Greenway to optimise small spaces, ensuring each area was both functional and inviting.

“Response to the new spaces has been positive in every respect,”

Mr Sizeland said. “In addition to enhanced functionality, the project delivered a major facelift, improving aesthetics, and the look and feel of the facility with new furnishings, fitting and appliances.”

Mr Sizeland said the flexibility and versatility of the spaces has maximised its usability across all year levels. “The spaces lend themselves to a wide variety of uses including technologybased learning, focus group, break out spaces, reading and home economics. It also provides an area for students to relax and socialise.”

Images courtesy of Resource Furniture

Stronger Hygiene for a Fresh Start to the School Year

Thicker, stronger, and more absorbent.

As schools embrace new ways of learningboth inside and outside the classroom - hygiene remains a top priority. That’s why Sorbent Professional is introducing our new thicker, stronger, and more absorbent range of paper towels, designed to meet the demands of busy school environments.

Whether students are exploring the outdoors, engaged in hands-on activities, or simply enjoying lunchtime, our new Sorbent

Professional range ensures hands stay clean and dry, keeping the focus on learning, not mess. Plus, with eco-friendly packaging and PEFC certification, our towels support a greener, more sustainable school environment.

Make hygiene effortless this school year with Sorbent Professional. Contact Sorbent Paper Co (previously known as Solaris Paper) for samples of our new Sorbent Professional Performance Plus hand towels.

for a Healthier School Year

Wash hands thoroughly

Scrub with soap and water for at least 20 seconds.

Dry hands properly

Use a strong, absorbent paper towel to remove excess moisture and germs.

Sanitise high-touch areas

Regularly wipe down desks, door handles, and shared equipment.

Encourage personal hygiene

Teach students to cover coughs and sneezes with a tissue or elbow.

SUPERABSORBEN T

Fundraising made simple Easy & profitable:

By Gemma Easton, Editor

Fundraising contributes an estimated $380m to Australian public schools each year, with the figure even larger when independent schools are considered.

Fundraising can provide up to 80 percent of the money used to fund ‘extras’ for schools. These might include upgraded facilities, school excursions, more books for the library’s collection, instrumental music lessons for students, and much more.

Many fundraising activities can tie to an educational outcome. A fun run, for example, teaches students the benefits of regular

exercise; a reading challenge can encourage students to read regularly and often, and help to establish a love of reading; selling items like reuseable tote bags and bees wax wraps can raise awareness

about the environment and sustainable practices, while the sale of first aid essentials can be linked to basic first aid education and training.

with parent volunteers, staff and students working together to make a difference for the school at large. Students may also feel pride in their school and community, and a sense of belonging.

Fundraising inspiration

Expressions’ group tea towels have become an annual tradition for schools right across Australia for more than 25 years.

The most popular designs feature hand drawn portraits from students and staff. The pictures are compiled all together then printed onto tea towels which you can on sell to families. As well as being great for drying the dishes, the tea towels look fantastic and make a long-lasting memento, just like a yearbook on a tea towel.

Depending on the scale of the fundraiser, learning opportunities for students could also include designing and distributing information about the fundraiser, building strong communication skills while selling items or tickets, and calculating profits. Through volunteering their time to assist in running the fundraiser, students learn the value of service to their school and the community.

To fund larger projects, or to establish a pool of funds for future use, a regular fundraising event may be suitable. These work particularly well for schools with a strong student alumnus, who appreciate the opportunity to give back to the school. Activities like giving days, sponsorship of a paver, bench seat, or classroom, or an annual gala dinner or long lunch, give the broad community a chance to offer their support. For auction items or raffle prizes, connect with local businesses for donations, particularly those run by the families of current or former students.

School fundraising can be an opportunity to make more than just money. A well-executed fundraiser can help to foster community within your school,

Everything needed to run the fundraiser is provided, the projects are easy to run and everybody loves the final product. These cherished keepsakes embrace community, are eco-friendly, healthy and practical, plus all the inclusions make it simple for volunteers.

Other popular options include designs to commemorate and celebrate special events like anniversaries, art shows or school celebrations. Term 1 is the perfect time for a Mother’s Day project. Expressions also do high quality aprons and tote bags, as well as individual artwork tea towels where each child is a star.

Images courtesy of Expressions Fundraising

The appreciation paradox:

Why teachers don’t feel valued

By Daniela Falecki, Educator, Speaker, Coach, Teacher Wellbeing

Ask any teacher how they feel about their job, and you’ll likely hear a mix of passion, frustration, exhaustion, and love. But one theme comes up again and again — teachers don’t feel appreciated.

Despite thank you cards from students, occasional praise from leadership, and even the rise of teacher appreciation events, many educators still feel undervalued. This isn’t just an individual issue — it’s a systemic problem that has profound consequences for teacher wellbeing, retention, and ultimately, student success. So why is it that teachers don’t feel appreciated? The answer lies in a complex web of external pressures, internal struggles, and a deep misunderstanding of self-worth.

External pressures: The moving goalposts of success

The education system often treats teachers like an endless resource, not human beings with limits. The workload is relentless, expectations are ever-increasing, and no matter how much effort a teacher puts in, there’s always more to do. Politicians demand better results. Parents want more attention for their children. Schools push for innovation. The message? “Do more, be more, but don’t expect more in return.”

Recognition for teachers is often transactional — celebrated during Teacher Appreciation Week but overlooked when it comes to pay, resources, or respect in policy discussions. Society praises teachers as “heroes” but resists systemic change that would genuinely support their wellbeing. It’s an exhausting contradiction.

Internal struggles: When self-worth is tied to performance

But external pressures are only half the story. Even when teachers receive appreciation, many struggle to internalise it.This stems from what psychologists call Self-Worth Theory, which suggests that many of us tie our value to our achievements. In education, this means teachers often equate their worth with how much they do, how well their students perform, or how “perfect” they appear to others.

Here’s the problem — teaching is an unpredictable profession. No matter how dedicated you are, you can’t control every outcome. A student struggling with trauma may disengage. A lesson you spent hours planning might fall flat. Education is messy, human work.

When teachers believe their worth is dependent on external success, they set themselves up for disappointment. Even a flood of gratitude can feel hollow if deep down, you believe you haven’t done “enough.”

Why this matters: The cost of feeling unappreciated

When teachers don’t feel valued, they burn out faster, disengage more, and ultimately leave the profession. This isn’t just a personal crisis — it’s a crisis for schools and students. Research shows that teacher wellbeing directly impacts student learning, classroom climate, and overall school culture. A demoralised teacher isn’t just tired — they lose their spark. The very thing that makes great teaching possible — creativity, enthusiasm, and human connection — begins to fade.

The missing piece: Learning to value ourselves

cycle? While systemic change is essential, one of the most powerful shifts starts within — learning to recognise our own worth beyond achievements. Here are three simple but powerful ways teachers can start:

1. Detach worth from outcome: You are not “only as good” as your students’ test scores or how much you get done. Your value is in your presence, your care, and the impact you make in ways that can’t always be measured.

2. Celebrate small wins: Instead of focusing on what’s left undone, take stock of the moments that matter—the student who finally spoke up, the lesson that sparked curiosity, the colleague you supported.

3. Redefine appreciation:

External validation is wonderful, but true appreciation comes from within. Ask yourself, “What do I appreciate about the way I show up each day?” Give yourself the recognition you deserve.

The appreciation paradox is real — teachers are valued, but many don’t feel it. To change this, we need both external and internal shifts. Schools must do better in recognising teachers in meaningful, sustainable ways, but teachers, too, must redefine their own worth.

Because at the end of the day, appreciation isn’t just about what others give us. It’s about what we allow ourselves to receive.

Happy teachers, happy schools

By Gemma Easton, Editor

With a looming teacher shortage of up to 4100 teachers, it’s more important than ever to support teacher wellbeing, and in particular, early career teachers. It is these new graduates and beginning teachers who will provide the backbone for our education system over the next decade.

Speaking in 2023, Federal Education Minister Jason Clare said that of all the students who start a teaching degree, only 50 percent finish it. Of those who do finish, 20 percent leave within the first three years. Fostering positive wellbeing in early career teachers will ensure that they build a long, prosperous career, and that strong candidates continue to be attracted to the profession.

We often talk about positive wellbeing but what does it look like in practice? We spoke to Steve Francis from Happy School, a leading educator with more than 30 years experience in education and a passionate advocate for positive wellbeing in schools.

What pressures do teachers face in these early years that can impact their wellbeing?

First year teachers arrive full of energy and enthusiasm and inspired to make a difference in the world. Unfortunately, that bubble can be quickly burst with the reality of their workload. There are a lot of competing priorities – classroom management, engaging learning experiences, inclusive practices, curriculum knowledge, demanding parents and staff dynamics to navigate. It can be overwhelming for early career teachers who mean well.

Early career teachers want to master all aspects of their role immediately. They are susceptible to working excessive, long hours and comparing

themselves with experienced teachers. This leads to physical and emotional burnout.

Why is establishing healthy wellbeing habits in early career teachers so important?

There is a lot for early career teachers to learn. They want to do a good job and get a high level of job satisfaction. They want to make a difference. However, if they don’t learn how to moderate their expectations, manage their time, conserve their energy levels and look after their wellbeing they are at higher risk of absenteeism and disengaging.

When a teacher’s well-being suffers, they go into survival mode. They cut back on their discretionary efforts and stick to the essential components of their work.

How does your Happy Teacher programme support the wellbeing of early career teachers?

Early career teachers receive a weekly, one page article containing practical wellbeing tips and strategies. Teacher wellbeing is not a one size fits all solution. Our Happy Teacher programme is designed to help early career teachers make informed choices about their wellbeing

The challenges that teachers face in their first three years are specific to the time of the school year and their experience. The guidance a first-year teacher needs in week one of Term 1 is different to what would help a teacher in their second or third year of teaching.

The Happy Teacher articles have been specifically written for each of the first three years of teaching and are timed to address the stress points they are likely to face at that time of the term. For example, hosting their very first parentteacher interviews, prioritising their ‘to do’ list, working well with colleagues and finishing strong at the end of the term.

To celebrate each semester, we send each registered teacher a bonus resource. Our “It’s Worth It” box has proven especially popular amongst first year teachers. It is designed to stay with them throughout their career, to collect and store notes or cards of appreciation, to reflect upon when times are tough.

How did you become active in the teacher wellbeing space, and why are you so passionate about it?

I completed my Masters research on teacher stress. Teaching

has always been in the top five professions for stress. There are a couple of key reasons for this. Educators work with people all day every day. If you asked parents what is the most important thing in their life, 99 percent of parents would say their kids. They are more important to them than their house, their car or anything they own. That’s what makes me passionate about teacher wellbeing. Each day parents entrust the most important thing in their lives to educators. It’s no wonder our work is so stressful and important. When my daughter also became a teacher, I saw the demands on teachers continue to be ramped up. If we don’t support teachers early in their career and can’t attract people to want to be teachers, then that is going to have a massive negative impact on society. You can’t have a great school without great teachers.

As a result of my Masters research, and my first-hand experience as a teacher and Principal, I developed the Happy School and Happy Teacher programmes to provide schools and teaching staff with tailored, practical support for each stage of the school year, and their teaching journey.

Steve Francis from Happy School

One teacher

The first three years of teaching are especially challengin

The NEW Happy Teacher - Early Career program is tailore specifically to the well-being needs of beginning teachers

Weekly one-page article of practical well-being tips and strategies

Emailed directly to beginning teacher and mentor

Timed to address stress points at that time of the term

Differentiated for first, second and third year teachers

Bonus Resources are posted to the teachers each semester, including “It’s Worth It” box for first year teachers to collect and store messages of appreciation throughout their career.

Annual Investment

Up to 5 early career teachers

6 to 15 early career teachers

$690 + gst

$1380 + gst

$2990 + gst

More than 15 early career teachers $3990 + gst

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*Additional teachers can be added at any stage. We will contact you to collect the names and email addresses of your Early Career Teachers. Your registered beginning teachers (and mentors) will receive the weekly resources directly.

happyschoolstaff happyschool au happysch

STEAMing ahead with work-ready skills

By Sarah Davison , Industry Reporter

Nurturing creativity, critical thinking, and adaptability, STEAM education equips students with the skills to thrive in an evolving education environment and future workforce.

According to the Capgemini Research Institute report, Future Ready Education: Empowering Secondary School Students with Digital Skills, 56 percent of secondary school teachers agree that curriculums and assessments must evolve to accommodate student use of AI-generated content.

However, the same report revealed that while 72 percent of students aged 16 to 18 are confident in their basic digital literacy, fewer than half (47 percent) feel equally confident in digital communication and data literacy—both essential skills for workforce readiness and navigating AI. Educators are key to closing this gap.

More and more, schools are incorporating AI into their STEAM curriculum, teaching students how to engage with AI models, use data analytics tools, and identify bias in digital content.

As Shobha Meera, Chief Corporate Responsibility Officer at Capgemini, noted, “As technologies like generative AI shape our world, they amplify the need for foundational digital skills and off er the potential to bridge gaps through self-paced learning, hyper-personalisation, and other capabilities.”

Innovative STEAM education practices

STEAM education encourages students to engage in hands-on, real-world projects that ignite curiosity and foster creativity. Whether designing sustainable cities, programming robots, or experimenting with 3D printing, these projects illustrate the practical applications of learning. By blending disciplines and fostering collaboration, students develop the problemsolving skills that prepare them for diverse career paths.

Early childhood is a pivotal stage for introducing STEAM concepts. Activities like building with blocks, experimenting with simple machines, and exploring nature help young learners develop cognitive and sensory skills while nurturing their curiosity and analytical thinking. By encouraging exploration from an early age, educators lay the groundwork for future learning and instil a lasting love for discovery.

Cutting-edge technology in STEAM

Technology plays an integral role in STEAM education, off ering students hands-on experiences with tools that are transforming the workforce. Robotics, laser cutt ing, and 3D printing enable students to bring their ideas to life, while coding and artificial intelligence introduce them to essential digital skills. These technologies make abstract concepts more tangible and engaging, helping students gain practical experience with the tools that will shape their future careers.

As the workforce continues to evolve, STEAM education

ensures students are prepared for an unpredictable future. By embracing innovation, providing robust resources for educators, and leveraging cutt ing-edge technologies, STEAM fosters the adaptability and problem-solving skills that will be crucial for success. Investing in STEAM today is an investment in the leaders and thinkers of tomorrow— beginning in early childhood and extending through every stage of education.

External learning STEAM providers

The team at Street Science have a clear mission: to ignite curiosity, encourage

Image courtesy of Queensland Museum

experimentation, and foster the skills students need to thrive in the future—one STEM engagement at a time.

In 2025, Street Science will mark 13 years of delivering dynamic science incursions across the east coast of Australia. Reflecting on their journey during their 10th anniversary, the company celebrated a milestone of engaging over 150,000 students annually. But as a team of high achievers, they asked a pivotal question: What’s next?

This led to the ambitious goal of achieving one million STEM engagements annually. While incursions remain at the heart of the business, this aspiration has driven Street Science to evolve its model and expand its reach through meaningful partnerships.

The Street Science Partnership Program provides educators with the tools and resources they need to bring science to life in their classrooms. By off ering access to physical and digital resources, curriculum-aligned workshops, and the Extended Learning Platform, the program

empowers teachers to deliver hands-on science lessons even when Street Science facilitators are not there.

This model allows for multiple student touchpoints throughout the year and strengthens teacher confidence and capacity to inspire the next generation of scientific problem

solvers. Together with schools, Street Science is creating a collaborative movement that makes STEM education more accessible and impactful.

For ten years, Future Makers through Queensland Museum has been off ering free STEM learning resources, teacher professional development

LOOKING TO IGNITE CURIOSITY?

Since 2012, Street Science has been inspiring the next generation of scientific problem-solvers with award-winning, engaging, and seriously FUN science shows and hands-on workshops.

workshops, programmes and events to empower young people to harness their exciting, change-making potential.

An innovative partnership between Queensland Museum and Shell’s QGC business, Future Makers works with schools and communities to increase student uptake of and performance in STEMrelated subjects, and broaden their career aspirations.

Registrations are open now for Future Makers’ 2025 line-up of free online and inperson teacher professional development workshops. Upcoming online workshops include Epic Engineering (Teachers of Years 7 to 10); Maths at the Museum (Teachers of Years 5 to 9); Science at the Museum for Lower Primary (Teachers of Years P to 4); Design & Technologies; First Nations Science.

For teachers looking for quality, curriculum-aligned STEM classroom activities, Future Makers Learning Resources are available to download for free from their website.

Discover how Street Science supports educators to bring hands-on science into classrooms across Australia.

> School Partnership Program > Curriculum-Aligned Incursions

> 2025 National Science Week Themed Show > Empower Teachers, Strengthen Capacity

to incursions - designed to support your school’s science outcomes.

Image courtesy of Street Science

Tackling classroom behaviour:

What’s the problem?

By Gemma Easton , Editor

With Australian classrooms ranked among the worst for behaviour in the OECD, the Federal Government has released new resources to tackle behaviour management. This is the latest Federal Government effort to improve working conditions for teachers and address the looming teacher shortage.

But what exactly is the problem, and are Australian classrooms really that bad? Your classroom may have few instances of disruption and disturbance, but the evidence suggests this is not the case around the country.

Classroom behaviour

In November 2022, the Senate referred the issue of increasing classroom disruption to the Senate Education and Employment References Committee. Among matters to consider, was the declining ranking of Australia in the Organisation for Economic Cooperation and Development (OECD)

disciplinary climate index, which ranked Australian classrooms among the most disorderly in the world. The results of the inquiry were released in 2024.

This data comes from a PISA questionnaire, that asked students to indicate how distracted they are during lessons. The results, released in 2023, revealed that Australia ranked 33 out of 37 OECD countries for disruptions to lessons. This included asking students whether they were distracted by noise and disorder in the classroom, or if they do not listen to what the teacher is saying. About 40 percent of Australian students reported getting distracted by digital devices in lessons, and more than 30 percent said they were distracted by other students’ use of digital devices.

The OECD report highlighted that poor discipline in Australian classrooms was leading to increased levels of teacher attrition, and student disengagement. The report reiterated the well-known statistic that Australia will face a shortfall of 4100 secondary teachers by 2025.

Further, a 2018 TALIS (OECD teaching and learning) survey found that 37 percent of Australian lower-secondary school principals had reported that bullying or intimidation among students occurred at least weekly. Australian teachers also reported feeling less capable of, or prepared for, managing disruptive classroom behaviour than other OECD countries. Similarly, the survey suggested students think their classroom is more disruptive than it has been in the past.

According to Federal Government reporting, one in three teachers report losing teaching time due to disruptive behaviour, significantly impacting students’ ability to learn.

The new resources

The new resources include tools on classroom management practices, coaching colleagues, and practice guides on supporting students with diverse learning needs.

This is the third set of ‘Engaged Classrooms’ resources developed by the Australian

Education Research Organisation (AERO) in consultation with teachers and classrooms management expert, Dr Tim McDonald.

Minister for Education Jason Clare said: “A lot of teachers tell me that when they leave university and jump into the classroom for the first time they don’t feel as prepared as they should to manage a classroom full of students.

“By providing these resources to teachers we can help them to manage the classroom which is good for them and good for their students.

Australian classrooms are among the most disorderly in the world

“When students are fully engaged in the classroom, they learn at their best and teachers have more time to teach.”

These new resources complement the first set of resources focused on helping teachers who want to refine or refresh their classroom management practice.

The second package focuses on a wholeof-school approach to help school leaders create safe and supportive learning environments to promote teaching and learning. Late last year, the government released resources designed to help principals and school leaders manage classroom behaviour. In launching these resources, Dr Jenny Donovan, CEO of AERO, said: “Well-managed classrooms positively impact individual student outcomes and the overall learning environment for everyone. Students thrive in classrooms where they are engaged in learning without distractions; where they feel safe; and where they know what is expected of them.”

All resource materials are available now for free on AERO’s website.

Musicals and theatre:

Bringing the world to life

By Gemma Easton , Editor

Theatre productions and school musicals are more than performances—they are opportunities for students to develop confidence, creativity, teamwork, and communication skills. Whether your students are staging a production or watching one, the learning outcomes are manifold.

A 2018 study from the University of Arkansas found students that watched live theatre performances had improved outcomes in tolerance and content knowledge, and had a better understanding of the plot and vocabulary. Students also demonstrated improved social perspective taking. The study’s authors hypothesise that because theatre provides students with a window to a broader world, students then increase their understanding and acceptance of that broader world. Notably, the study found that watching a movie did not deliver the same learning outcomes as a live production.

For students involved in school productions, results of a study published in 2012 indicated that acting—which requires students to step into another person’s shoes—leads to growth in empathy and theory of mind, that is, the understanding that other people’s beliefs, intentions, emotions and

thoughts may be diff erent to your own. Actors must learn to reflect on what others may be thinking and feeling, and mirror others’ emotions.

This in turn may help students improve empathy and understanding, similar to viewing a live theatre performance.

Planning your production

Student engagement is fundamental to the success of any school endeavour.

When choosing your production, think about the type of show that would get your students excited.

Image courtesy of Transtage

If your production will be a ticketed event, choosing a play or musical with a large cast will help to boost audience numbers.

The Schools Music License covers some aspects of live performance, however in most cases, to perform an entire musical, a school will need permission form the copyright owner of the musical. Changes to the script are, in general, prohibited without permission. There are also regulations around when you are permitted to charge admission and advertise the production to members of the general public.

Staging your production

The show can’t go on without a place to perform. Portable staging can be added to your existing stage to extend the area, used when your school doesn’t have a fixed stage, or set up outdoors to move your production outside.

Kevin from Transtage said when engineered correctly, portable stages are built with storage efficiency and mobility in mind. “While they are strong and robust enough to support

performances and events, they remain lightweight and compact, making them easy to transport, set up, and store—even in limited spaces. Unlike traditional permanent stages, portable solutions eliminate the need for costly and complex installations.

“Over the past few decades, portable stage designs have continuously evolved, becoming lighter, stronger, and easier to set up. Many of the challenges that previously discouraged schools from purchasing

their own staging—such as high costs, storage concerns, and setup difficulties— have been significantly reduced or eliminated.

“By investing in a school-owned stage, institutions gain greater flexibility, setting up whenever and wherever needed, without the recurring expense of hiring. Additionally, portable stages are not limited to indoor settings; they can be used both indoors and outdoors, making them a versatile asset for various school events.

“With these advancements, owning a portable stage is now a practical and cost-effective solution for schools, empowering them to take full control of their event staging needs.”

Ron Sangster from Select Staging Concepts said portable staging provides many benefits, and is a popular choice for school events, performances and presentations. “Portable staging is flexible and versatile, and can be easily reconfigured to suit different event types, venues, and performance requirements.

Image courtesy of Alpha Shows

Different sizes, heights and configurations are available, making them easy to adapt.

Portable stages are also easy to setup and takedown, and can be used both indoors and outdoors.”

Mr Sangster stressed that schools should look to purchase from a reputable, Australian supplier, with Australian made products, to ensure staging is well built and will stand the test of time. “With skirting,

carpeting, and customisable finishes, portable stages can provide a polished, professional look for any event.

“Importantly, portable stages can be equipped with ramps or lifts, making them compliant with DDA regulations and ensuring accessibility for all,”

Mr Sangster said. “Guardrails, skirting, and non-slip surfaces can all be added to provide safety for performers and speakers.

“Stages can be designed with built-in cable management for microphones, speakers and LED lighting. Additional elements like acoustic panels can be added for sound-sensitive environments.

“To further enhance your school performance, Australian stage manufacturers have several temporary tiered seating options available to improve audience viewing and increase seating capacity in performance spaces. These solutions range from simple risers to fully modular grandstand systems.”

Bringing the theatre to you

A trip to the theatre to see a live production makes for an exciting excursion. If you can’t make it off-site, many theatre productions can come to you.

Ben Jackson from Alpha Shows said that live performances have a unique ability to bridge the gap between knowledge and experience, turning abstract concepts into felt, lived moments. “When

students witness a story unfold in real-time, they aren’t just absorbing information; they’re actively engaging with emotions, relationships, and ideas in a way that deepens understanding and retention.

“A school production or live theatre performance isn’t just entertainment, it’s an experiential learning tool,” Mr Jackson said. “Whether reinforcing historical and mythical events, exploring literary themes, or visualising scientific concepts, theatre embodies the curriculum.

When students see characters struggle, grow, and triumph, these moments imprint on their memory far more effectively than passive learning. As research in embodied cognition suggests, we remember what we physically and emotionally engage with.

“When students are fully immersed in a live theatrical experience, something profound happens at the neurological level. Their brain isn’t just watching, it’s mirroring, feeling, and encoding that experience as if it were their own. This is how real learning occurs, as we say, in a ‘peak state’. It’s why live theatre can literally shift consciousness—because when you feel something so deeply, your perspective changes. Your core beliefs change. And when your beliefs and perspectives change, your entire reality shifts to a higher vibration.

“Moreover, live performances create a shared experience, fostering a sense of community and open discussion— something increasingly vital in today’s digital world. Unlike screens, which isolate, theatre unites students in a collective moment of inspiration and transformation.”

Images courtesy of Select Staging Concepts

Leaving the classroom to extend student learning

By Naomii Seah, Industry Reporter

External learning brings subjects to life through lived experiences.

Memorable and lasting experiences, school camps and excursions are an opportunity for deep learning and personal development.

School camps and excursions can bring our students into the wonderful natural environments of Australia. External learning could be a student’s first introduction to our great outback, instilling a lifelong love of the outdoors. Getting outdoors provides a host of benefits, including improved wellbeing, and promoting positive relationships with the environment and natural world.

Similarly, a school excursion may provide a student with their first opportunity to visit a museum and explore works of art, historical artefacts, or a specially curated collection. Other cultural experiences like enjoying a live theatre production, or watching

an orchestra perform can be facilitated by school excursions.

Excursions can be small-scale, and involve only part of the school day, for example, a walk to your local library, gallery or performance venue. Some opportunities, though, will not be available close to home, and a longer day trip, or multiday camp might be necessary. In some instances, valuable excursion opportunities might take place outside of school hours, for example a trip to a city theatre to see a live performance, or to a stadium to watch a sporting match.

Wherever you choose to take your school group, it’s important to plan your excursion carefully, and ensure families and staff are given sufficient notice. This will ensure students have adequate time to get parent or caregiver permission, organise necessary payments, and arrange any equipment they might need.

Getting outdoors

Australia is lucky to have many excellent external learning providers that offer school

camps and excursions, tailored to the desired outcomes for your school or class. Providers are familiar with the local natural features and are equipped to provide guidance through age appropriate, new, and challenging experiences.

Interacting with the outdoors through activities such as kayaking, mountain biking and orienteering help to build this relationship with the natural environment, while imparting key skills such as navigating, managing risk, and teamwork skills.

Camping out

School camps are known to build confidence, and for many adolescents it may be their first time away from a family setting, promoting independence, self-regulation and social capability with their peers. Educators looking to extend their students can rest assured that adventure activities such as rock climbing and kayaking will be delivered safely by an experienced team of professionals, whether your

students are on a day trip or enjoying a longer school camp. These opportunities will leave a lasting impression on your students, who can experience new (and sometimes scary!) things in a supportive, controlled, and safe environment. Students will bring this boost to confidence through personal achievement, and an improved ability to cooperate, with them into the future.

Many providers have innovative options which can address learning areas in the national curriculum, as well as the crosscurriculum priorities of Personal and Social Capability, Critical and Creative Thinking, Ethical Understanding, Aboriginal and Torres Strait Islander Histories and Cultures, and Sustainability.

Some providers have relationships with local elders who can share traditional knowledge and stories of Country with students. Programmes may also be available which enable students to learn more about the bush and the natural resources found there.

Image courtesy of Emu Gully Adventure Education

Other programmes can incorporate geology or astronomy components. Experienced guides may point out notable geological features in the area, or help groups identify or spot Australia’s flora and fauna. Alternately, a stargazing activity could be incorporated into a learning module on space.

Innovative external learning programmes such as these can tie into the broader curriculum and subject areas such as local history and culture, ecology and science. Some providers may even be able to combine programmes and experiences to maximise learning outcomes across broader personal competencies and subject areas.

Accommodation options are often available onsite to suit your school group’s needs.

Whether housing a small group or large, camps may be able to tailor accommodation to ensure comfort, security and convenience. Camping grounds could offer a true outdoor experience, with toilet and cooking facilities onsite for convenience. Other options like cabins or larger lodges may be suitable for younger groups who require more supervision.

Cultural experiences

Not all external learning needs to happen outdoors. Many options are available to leave the classroom, while being mindful that not all students enjoy nature, and remaining inclusive to students of all ages and abilities.

Visits to museums, libraries or cultural sites can link to a range of subject areas, including social

science, technology, art, music, science, and cultural studies.

Live performances are beneficial to all students in explaining concepts in different ways to promote understanding, and emotional connections. Drama and music students, though, may gain particular benefit from watching live performances of a professional standard. Some venues provide behind the scenes access for school groups, allowing them to explore backstage, and areas not open to the general public.

Most big cities, and many small ones, have a wealth of local landmarks and interesting architecture to explore. Expert guides in these spaces can enhance the learning experience for your students.

Schools looking for their next school trip have many excellent providers to chose from. Here’s a sample of some opportunities.

Emu Gully Adventure Education has 30 years of experience guiding young people through their Helidon site, located east of Toowoomba.

Based on the belief that adventure shapes character and deepens learning, Emu Gully’s programmes go beyond traditional education, fostering growth through exploration and

challenge. The activities which make up these programs are purpose-built for developing teamwork and leadership and are typically based around epic events and stories.

Each programme focuses on the character values of Courage, Mateship, Sacrifice and Perseverance and is professionally facilitated to enhance outcomes both in the moment and with application to real life.

In July 2025, Emu Gully will operate a second location, Emu Gully Tamborine, located one hour from Brisbane and the Gold Coast on the Woodstock Farm site, part of a property owned by Youth Enterprise Trust.

Nestled at the foot of stunning Mount Tamborine, this new site will offer an incredible blend of Emu Gully’s signature activities with the thrill of adventure camping. Students will be accommodated in tents, while staff will have the comfort of cabins. Future plans include full accommodation and ablutions facilities which will be completed in 2026.

StayKCC offers students the opportunity to create cherished memories across 25 acres of stunning bushland within the world heritage listed Blue Mountains.

Image courtesy of Emu Gully Adventure Education

WITH ERNIE

DAY EXCURSIONS

Grades 3 & 4

Say “YES” to curiosity, discovery, and adventure.

CAMPS

Grade 4 & Up

Build teams and inspire leaders.

CAMPS

Grade 6 & Up

Develop resilience and build mateship.

CAMPS Grade 4 & Up

Combines Emu Gully’s signature activities and the thrill of adventure camping.

StayKCC off ers a diverse range of facilities with a focus on comfort, community, and natural beauty, providing a wonderful learning environment and unforgett able experience for school groups and camps. With a diverse range of accommodation options including dormitorystyle and self-contained lodges, StayKCC can cater for a range of groups from 20 to 399 students. With combined indoor capacity and outdoor camping amenities, StayKCC can welcome a total of 700 students.

StayKCC also provides a number of indoor and outdoor activities that can be booked to enhance your school’s stay. These include a wide selection

of nature-based, adventure, art, cultural experiences, sporting, and team-building programmes that are designed to inspire and engage, supporting what is being taught in the classroom under the Australian Curriculum’s key learning areas.

There are also many onsite multi-purpose meeting and event spaces including a 2150-seat auditorium, surroundsound cinema, theatre-style conferencing and a selection of meeting rooms and breakout spaces that can be configured specifically to your school group’s requirements. StayKCC features a full-sized commercial kitchen with onsite catering services available.

Other amenities include complimentary wifi, spacious grassed environment that is suitable for a variety of sports and open-aired events.

StayKCC is close to the historic townships of Katoomba and Leura, with Scenic World only seconds away. Other nearby att ractions include the Three Sisters, Giant Staircase, Echo Point, Explorers Tree, and The Edge Cinema.

Embark on a cosmic adventure with Perth Observatory school excursions. Give your students the chance to explore the wonders of the universe with an unforgett able educational experience at Perth Observatory. Primary

Offering an unmatched and diverse range of facilities: with a focus on comfort, community, and natural beauty

Providing a wonderful learning environment and unforgettable experience for school groups and camps. Located in the World Heritage-listed Blue Mountains. Flexible accommodation options. Indoor & outdoor programs that are designed to inspire and engage.

Variety of event spaces and onsite catering.

school day tours are carefully designed for students in Years 3 to 6, off ering an exciting blend of interactive learning and hands-on exploration.

Aligned with the Australian National Curriculum, Perth Observatory tours provide an opportunity for students to immerse themselves in the fascinating world of astronomy and physics. During the excursion, students will explore the grounds and buildings of the historic observatory, gaining insight into how astronomers study the universe. They will have the chance to see and learn about a diverse collection of telescopes, both modern and historical, which have

Images courtesy of StayKCC

played a key role in unlocking the secrets of space.

Through engaging activities and captivating presentations, students will not only expand their knowledge but also foster a lifelong appreciation for science and the cosmos. The experience is designed to inspire curiosity and

critical thinking while making learning fun and memorable.

Whether you’re looking to complement classroom lessons or spark an interest in STEM fields, school excursions to Perth Observatory offer an invaluable opportunity for students to connect with the universe in a meaningful way.

Images courtesy of Perth Observatory

Immersive learning opportunities in Sydney

By Sarah Davison , Industry Reporter

With more than 3300 schools across New South Wales and nearly 1500 located in Sydney, schools from metro, regional, and rural areas are all seeking dynamic, outside-theclassroom experiences.

A cultural hub of Australia, Sydney is home to a diverse population, off ering students the opportunity to engage with a wide array of cultural events, cuisines, and traditions. Exploring vibrant neighbourhoods

such as Chinatown, Litt le Italy, and culturally and linguistically diverse suburbs, exposes students to global cultures and their influence on Australian society.

Sydney is rich in history, with iconic landmarks like the Sydney Opera House, Sydney Harbour Bridge, Mrs Macquarie’s Chair, Darling Harbour, and Circular Quay, providing educational experiences that link students to Australia’s past and modern identity. For a deeper understanding of the city’s Indigenous heritage, guided cultural tours off er immersive experiences that celebrate the history of the Gadigal people of the Eora Nation.

Adventure meets education on Sydney’s shores

For over 25 years, The Land’s Edge Foundation has transformed Sydney’s coastal and marine environments into vibrant outdoor classrooms, offering unforgettable educational experiences.

Saltwater School gives students the chance to dive into immersive, hands-on exploration, connecting with nature in ways that inspires curiosity and discovery.

Our locations at Chowder Bay, Balmoral, and Bradley’s Head are ideal for marine biology exploration and outdoor activities, both in and out of the water.

Saltwater School o ers three full-day curriculum-based field studies for grades 8–12, covering biology, geography, and marine studies. Guided by a professional marine biologist, students hone their skills in data collection and analysis while enjoying activities like snorkelling and kayaking.

Visiting from interstate? We o er overnight curriculum programs at Harbour Lodge, complete with an exciting night snorkel.

Short on time? Choose from twohour guided sessions or full-day programs. Let nature be your classroom and adventure your guide with Saltwater School.

For more information visit:

Sydney is easily accessible and boasts a well-connected public transport network of trains, buses, and ferries, ensuring that educators can plan excursions to a diverse range of destinations. Whether your school is a walk, bus ride or plane trip away from the Sydney area, there will be transport and accommodation options to suit your needs.

With its mix of cultural, historical, and educational off erings, Sydney is the perfect location for creating memorable experiences for students of all ages.

Tech-driven learning

With technology playing an increasing role in modern education, tech-driven learning opportunities allow students to engage with real-world

applications of science and innovation. Cutt ing-edge VR, AI, and hands-on STEM centres can provide interactive experiences that enhance digital literacy and problem-solving skills. These experiences prepare students for future careers by fostering creativity, critical thinking, and adaptability in an ever-evolving technological landscape.

Eco-friendly programmes

With sustainability becoming an integral part of the curriculum, it is essential for students to develop a strong connection to the environment and understand their role in protecting it. Ecofriendly programmes provide opportunities for students to engage in conservation eff orts, explore marine biodiversity,

Images courtesy of Land’s Edge

and learn about the impact of climate change. Excursions to recycling facilities can off er students a glimpse into the process of waste management and recycling, helping to promote a culture of waste reduction. Nature reserves and wildlife parks allow students to witness Australia’s native flora and fauna firsthand, encouraging a love of the natural world and an appreciation for local conservation initiatives.

Cultural experiences

Understanding history and heritage is crucial for students in a culturally and linguistically diverse country like Australia. Aboriginal and Torres Strait Islander culture is an important part of Australia’s national identity and by participating in Indigenous-led programmes and museum tours, students gain a deeper appreciation for First Nations people. Hearing directly from Aboriginal educators helps students develop a stronger understanding of Australia’s history. Engaging with First Nations people outside of the classroom provides invaluable opportunities to learn more about their enduring history, culture, and contributions.

Leadership and growth camps

For students seeking to build confidence, teamwork, and leadership skills, leadership and adventure programmes off er valuable growth opportunities. These activities encourage strategic thinking, collaboration, and resilience, preparing students for the challenges of their teenage and young adult years.

Outdoor wellness

As awareness grows around

student mental health and wellbeing, outdoor wellness activities are becoming an essential part of education. Schools are increasingly incorporating mindfulness and physical activity into learning, with activities like beach yoga and guided forest walks providing a refreshing break from traditional classroom sett ings. These experiences promote stress management, emotional resilience, and a stronger connection to the natural world, ensuring students develop healthy habits that support their overall well-being and academic success.

Some inspiration for your Sydney adventure

Sydney Learning Adventures brings the histories of Sydney, New South Wales and Australia to life for thousands of young people every year through a variety of education programmes. Developed in consultation with academic educators and practising classroom teachers, their programmes take a curriculumlinked, outcomes-focused approach to provide engaging, interactive, multilayered learning experiences for all students. Facilitated by a team of dynamic education guides, the programmes cater to all stages and types of learners, from Kindergarten to Year 12.

Discover Sydney Learning Adventures’ hands-on, interactive and fun educational excursions in The Rocks and Darling Harbour. All programmes run for two hours and bookings are essential. Immersion is the ethos of Land’s Edge – lessons in nature. It’s the taste of salt in your snorkel after a duck dive, the skimming of your kayak across

a secluded bay, the gritt iness of sand between your toes while beach playing, the freshness of a sea breeze in your hair or the sight of the Opera House glimpsed between Sydney red gums on a bushwalk. It’s being completely involved and absorbed in where you are.

The Land’s Edge educational immersion centre, Saltwater School, is located at Chowder Bay/Gooree along the Sydney Harbour foreshore between Taronga Zoo and Balmoral. Client centred, Saltwater School facilitates learning experiences via curriculum-based field studies or guided activities that

allow your students to explore the surrounding bushland and beach. Around the water or in the water, Land’s Edge has something to suit all abilities, all ages and all interests.

To make the organisation of taking students out of the four-walled classroom easier and to maximise learning outcomes, Land’s Edge also has a 75-bed accommodation facility on site at Chowder Bay/ Gooree. Saltwater School allows educators to select from catered to self-catered, from scheduled activities to organising your own curriculum. Here you can truly ‘choose your own adventure’.

Discover Sydney Learning Adventures’ hands-on, interactive and fun educational excursions in The Rocks and Darling Harbour.

Sydney Learning Adventures brings the histories of Sydney, New South Wales and Australia to life for thousands of young people every year through our variety of education programs. Developed in consultation with academic educators and practising classroom teachers, our programs take a curriculum-linked, outcomesfocused approach to provide engaging,

explore the present

Sydney Learning Adventures relive the past &

interactive, multilayered learning experiences for all students.

Facilitated by our team of dynamic education guides, the programs cater to all stages and types of learners, from Kindergarten to Year 12. All programs run for two hours and bookings are essential.

Signing up to our newsletter is a great way for teachers to keep up with upcoming events, new programs and teaching resources.

We look forward to hosting you and your students on a learning adventure in 2025! Yanoo yanoo, gigitti gor — Goodbye and thank you.

For more information and comprehensive resource packs for each program visit: sydneylearningadventures.com, email: tours@property.nsw.gov.au or call: (02) 92408552

Images courtesy of Sydney Learning Adventures

Immerse Students in History at the Old Treasury Building

Excursions for History, Civics and Citizenship, Democracy. Level 2 - Level 10 & VCE (Victorian Curriculum)

The Old Treasury Building is a unique resource for students and teachers. A magnificent gold rush building, it reflects the growth of ‘Marvellous Melbourne’ and changing life in the city. From the basement vaults where gold was stored in the 1860s, to the elegant Executive Council Chamber, still used regularly by the Governor of Victoria, students experience one of Australia’s most beautiful and historic buildings. Programs include the story of gold, the growth of democracy, early Melbourne, life in the city and the urban environment.

In addition to our excellent and informative tours, the Old Treasury Building’s website hosts a wide variety of well researched online exhibitions.

School tours by appointment only Costs apply Visit otb.org.au/school-programs or call us on (03) 9651 2233

Fostering Future Olympians:

School sports facilities for next gen athletes

The Olympic Games stand as the epitome of athletic achievement, captivating global audiences for two weeks every four years. They inspire the next generation of sports stars, with schools often serving as the incubators for future champions.

Along with dedicated sports programs and encouraging coaches and teachers, high quality, all-weather sports fields and courts play a big role in developing and nurturing future athletes. Wellconstructed and maintained facilities ensure a safe and conducive environment for young athletes to practise and hone their skills, laying a strong foundation for their future success in sports.

Leading sports field and court installation companies such as Grassports Australia and West Coast Sporting Surfaces specialise in creating versatile school sports

Glen Eira College, Melbourne

Glen Eira College serves as an impressive example of how a soccer field can offer so much more. Grassports, the subcontractor, was responsible for the installation of 4,210m2 of artificial turf and provided assistance with the design.

For the soccer pitch, Grassports used APT’s Australian made Ligaturf HB250, while Supergrasse Court Turf PE was chosen for the surrounding running track and terrace. The field was carefully marked for various sports including soccer, volleyball, rounders, four square, and a sprint track leading to a connecting long jump pit.

facilities that cater to varying budgets, space and required applications. They understand that schools have limitations and challenges and whilst some schools have the capacity for single-use sports facilities, others need to provide fields / courts that cater to multiple sports.

Emmanuel Catholic College, Perth

Emmanuel Catholic College needed significant infrastructure improvements to their sporting facilities which would increase the range of sports they could offer.

The school contracted Laykold experts, West Coast Sporting Surfaces, to resurface four basic and tired existing courts to now cater for tennis, netball and basketball using the Laykold Masters Advantage 3 coat system. Known for its resilience and durability, this system ensures that the courts maintain their vibrant colours and withstand the intensive usage.

When it comes to synthetic sports surfaces, both Grassports Australia and West Coast Sports Surfaces install top-tier products manufactured by APT Asia Pacific. Their state-of-the-art ISOcertified facility, situated in Melbourne, guarantees surfaces of unparalleled Australian craft smanship and quality.

Belgrave Heights Christian School, Melbourne

Grassports was contracted to complete two exciting projects at Belgrave Heights Christian School that would give students a breadth of sports and activities to enjoy. APT’s popular SynLawn Coolplay artificial turf was installed under a COLA area with line markings for junior basketball, netball and hopscotch.

The second project involved the installation of a two-lane running track encasing a football oval with a cricket wicket. Grassports installed LigaTurf HB240 synthetic turf with white sand and infill for the football field and used Supergrasse Court Turf PE for the running track and cricket wicket.

These two new sports zones have given the students the opportunity to try, practice and develop their sporting skills in preparation for their future passions.

From the most prestigious sporting events to your local school, APT manufactures and installs more artificial turfs, courts, playgrounds and tracks than any other business. Made in Australia from renewable resources, our artificial surfaces are backed by warranties of up to 15 years.

Is your school equipped to save a life?

By Gemma Easton , Editor

Cardiac arrest is a leading cause of death in Australia.

Heart Foundation research indicates that approximately 25,000 people in Australia each year will suffer a cardiac arrest out of hospital. Of these, it is estimated that as few as five percent will survive to leave hospital and go home. Sudden cardiac arrest can happen to anyone of any age, including children.

The only treatment for a sudden cardiac arrest is CPR and defibrillation, which can be administered by an AED. Schools and their staff are responsible for protecting the health and safety of those within the school grounds. Understanding the appropriate action to take in the event of a cardiac arrest is essential to ensure this.

The chance of a staff member, parent, community member or even student surviving a cardiac emergency may rest entirely on whether your school has an AED. Schools are often the centre of communities, with families and members of the public regularly gathering for events and celebrations. Access to an AED could mean the difference between life and death should a sudden cardiac arrest occur on or near school grounds.

AEDs can “jump-start” a heart that has stopped, by delivering an electric shock to it. After pads are positioned on the patient, the device will perform and automatic analysis of the patient’s heart rhythm. When necessary, it will administer an electric shock to the heart

to restart muscle contractions and get the heart back to its normal rhythms.

AEDs are designed to be used by anyone, with visual and voice prompts guiding a user through an emergency. All AEDs have the same essential function, so when considering an AED to purchase, think about your school’s requirements. Some devices may be smaller for ease of transport, and some may have a more user-friendly design.

The safe operation of AEDs is typically covered by standard first aid courses, which are necessary to meet a school’s minimum health and safety requirements. Both CPR and AED use are taught in first aid courses, and both could be lifesaving in an emergency. In the “Chain of Survival”, which describes the events that need to happen in rapid succession to increase chances of survival after a cardiac arrest, the first step is early recognition and rapidly alerting emergency services through dialling 000, followed by access to CPR, and an AED.

On purchase, AEDs will have an instruction manual which should be read carefully to ensure proper set up. All staff will need to be shown where it is located, so that it can be easily accessed in an emergency. AEDs should be positioned in a publicly accessible place within the school, and within reach of wheelchair users, in an unobstructed area. They should also be clearly marked and in a well-lit area.

Sudden cardiac arrest can occur at any time and everybody is at risk

Heart Foundation General Manager of Heart Health, Bill Stavreski, urged Australians not to feel hesitant about using the lifesaving device in an emergency.

“There’s a fear factor around defibrillators, but they are designed to be user-friendly and you don’t need to have medical training to help save a life,” he said.

“The step-by-step recorded instructions will guide you, and even if it turns out the person is not having a cardiac arrest, using the AED will not hurt them.

“Bystanders can be reluctant to step in if they haven’t been trained in CPR, but any attempt at resuscitation is better than none. Time is everything, because for every minute without defibrillation to restart the heart, chances of surviving drop by 10 percent.”

Your school defibrillator can be used again and again for many years providing that you follow the parts maintenance and replacement recommendations by the manufacturer. These devices do not have an expiry date and remain operable and eff ective as long as all the parts are kept in good working order. Some components, like stick on pads, may need replacing from time to time.

Regular testing and inspections every three months are key to ensuring your school defibrillator is in good working order and ready to potentially save a life.

Nature play: Helping students learn, grow and explore

By Sarah Davison, Industry Reporter

Nature play is a powerful tool for nurturing children’s development. Engaging with nature through play fosters curiosity, creativity, independence, and resilience, while also promoting physical and mental well-being.

Research consistently highlights the positive connection between nature play and children’s physical and mental growth. Natural environments offer opportunities for movement, exploration, and imaginative play, which contribute to the development of motor skills, balance, and coordination. Time spent outdoors also reduces stress, supports emotional regulation, and fosters resilience, enabling children to navigate challenges with greater ease.

Studies have shown that children who lack regular outdoor play often lead more sedentary lifestyles compared to their peers who spend more time outdoors. Richard Louv, an American social commentator and author of Last Child in the Woods, coined the term ‘nature deficit disorder’ to describe the negative effects of children’s disconnection from nature. Symptoms of nature deficit disorder include depression, boredom and loneliness, alongside reduced motor development, attention, and creativity.

The Beyond Blue to Green report (2010) on the mental health benefits of nature warns that, without a significant shift towards more active, outdoor lifestyles, we are likely to see continued rises in obesity, depression, anxiety, and other mental health issues, all of which are closely linked to a lack of outdoor engagement. Connecting with nature not only improves physical and

emotional health but also supports academic success.

According to the National Wildlife Federation’s Back to School: Back Outside, outdoor play has been linked to improved classroom behaviour, increased motivation, and enhanced performance in subjects such as maths, science, reading, and social studies. Children who spend time in nature also show higher scores on standardised tests, and improved academic outcomes, particularly among those from under-resourced backgrounds.

Nature play is a simple yet powerful way to enhance children’s growth and well-being. To explore how schools can effectively integrate nature play into their grounds to support students’ educational, social, and emotional development, School News spoke to Madelyn Smith from Timber Creations

How can schools effectively incorporate nature play into their grounds to enhance students’ educational, social, and emotional development?

Over the past couple of decades there has been a wealth of research on the positive connection between nature play and social and emotional development, and this is just starting to have a significant impact on the playground industry.

The studies show that nature play is the best at providing unstructured, self-determined play which is one of the most beneficial activities children can do. A focus on unstructured play is something that can be incorporated into any playground, and this is most easily done through selecting natural materials and play elements

that don’t have one clear use, for example, a hollow log, which can be a tunnel, a table, a climbing element, a hidey hole. It looks exciting, and there is no one clear prescription for play.

What are some of the latest trends in natural play structures, and how do these designs encourage imaginative and active play?

Natural play structures are moving away from recreating traditional plastic forts with timber, towards embracing the quirks of nature. Forked logs, natural hollows and bends and uneven surfaces used creatively by designers are adding an extra level of interest and excitement to the newest nature play structures.

How can using eco-friendly and recycled materials in playground construction contribute to sustainability while maintaining safety and functionality?

Timber is a sensational material for building, as it breaks down slowly rather than shattering and leaving sharp edges. As timber loses its structure it softens and degrades in layers, giving you many, many years of safe use with regular maintenance. This gradual breakdown is great for end-of-life safety as it prevents sudden failure, and it is incredible for sustainability, as it means it will not last centuries in landfill after use.

Are there some key considerations educators and designers should keep in mind when planning and landscaping nature play spaces?

An important consideration is the natural conditions of the site. Keep in mind where the water flows during rain, as this can be utilised in the design and stop water affecting your equipment. Think about how children use any natural tree roots and shade already and try to enhance these experiences with any equipment.

Images courtesy of Timber Creations

Discover, Play and Explore

individual school environment.

Timber Creations handle both the design and build to ensure all playgrounds suit the space available.

Awkward areas? No problem.

Slopes and trees provide extra features for the play area!

Don’t settle for boring. Timber Creations collect beautiful rescued

with a unique sense of joy and connection to the land. These playspaces entice students to explore and play through natural

custom designed playgrounds for schools

All the play pieces by Timber Creations Nature Play are handmade on the Central Coast NSW.

Timber Creations is currently servicing Sydney, Newcastle, Hunter, and Central Coast regions, with other locations possible by request. playground spaces.

the excitement put back into your

Contact Timber Creations to get started on an iconic playground custom built to your your and your special interests!

Improving learning outcomes with better acoustics

By Naomii Seah, Industry Reporter

At its core, teaching and learning is about communication. How we transmit and receive information is crucial to learning, which means acoustics is one of the most important qualities in a classroom as it fundamentally affects how speaking and listening occurs.

In a classroom with poor acoustics, students can become distracted by extraneous noise, and find it hard to listen to instructions or understand speech. This detriments learning for obvious reasons, making it harder for students to focus and stay engaged. Additionally, poor acoustics can quickly become an inclusivity issue, as neurodiverse students who rely on verbal communication to process information are left behind, and students who are hard-of-hearing are further excluded from class.

Rob Jones, Technical and Development Manager at Autex Acoustics said balanced acoustics in learning spaces are vital for creating environments where students and teachers can thrive.

“Key considerations include understanding the specific needs of the space, such as speech clarity, noise control, and flexibility for different activities. Acoustics must address noise reverberation, absorb sound effectively, and enhance the overall soundscape without compromising aesthetics.”

Classrooms that are too loud and disruptive can overstimulate and stress children, increasing unwanted behaviours like irritability and aggression, according to WHO. This means poor acoustics can contribute

to wider wellbeing issues for children. Younger children are especially sensitive to acoustic environments.

Aside from the wellbeing of children, classroom acoustics also affect teachers, who can strain their voice when speaking as they need to be louder to be heard. With noisy or echoing classrooms, people speaking over one another creates a gradually louder environment which can be hard to control.

Given these factors, improving classroom acoustics could be one way to quickly improve teaching and learning quality in schools.

Acoustics are generally measured by reverberation times. This is defined by the length of time a noise takes to fade to 60dB after its source stops. A higher reverberation time means poor intelligibility and more background noise.

To shorten reverberation times, classrooms can be fitted with sound-absorbing materials like soft furnishings, carpet, acoustic wall panels, or ceiling tiles. Improving insulation like

double-glazed windows can also help to mitigate outside noise while improving energy efficiency and temperature control.

These solutions can also be implemented in larger spaces like sports halls and auditoriums, which often have poor sound quality by design. Hardwood floors or sport-grip surfaces are usually hard and durable but increase reverberation times and create a noisy, echoing environment. Installing ceiling and wall acoustic panels can help to reduce background noise by as much as 90 percent.

“Improving acoustics in large spaces like gyms and auditoriums requires addressing challenges such as excessive reverberation, echo, and poor sound clarity,” Mr Jones said. “These spaces often feature hard, reflective surfaces, which amplify noise and hinder speech intelligibility. Effective measures include incorporating high-performance acoustic treatments on walls, ceilings, and even structural elements.

“By investing in tailored acoustic solutions, schools can transform their gymnasiums

into multipurpose spaces making them suitable for events, performances, and sports through promoting clarity, functionality, and overall acoustic balance.”

Rooms with high ceilings or large areas may benefit from sound banners and heavy curtains on walls and windows. Retrofitting gymnasiums and halls can vastly improve sound quality, helping to keep students focused during assembly, and creating a better experience for performances, presentations and events.

Schools that are expanding should consider acoustics when undertaking new builds. An upfront investment in proper sound insulation can increase the useability of a space, and save additional costs in future.

Schools should also consider the initial positioning of new buildings—are they close to roads or existing classrooms? Careful thought over building materials may also improve sound quality without compromising on aesthetic. Incorporating soft elements into the design such as carpeting or wall-linings could potentially improve acoustic performance.

“Optimising acoustics during the design phase of learning spaces ensures a foundation for effective teaching and learning. Early design integration ensures seamless application, avoiding costly retrofitting later,” Mr Jones said.

“Schools should first consider the purpose and activities of each space—classrooms, libraries, auditoriums, and collaborative zones all have distinct acoustic requirements. Key factors include controlling reverberation, minimising noise transfer between spaces, and enhancing speech intelligibility. Collaborating with acoustic consultants during planning can identify potential challenges and tailor solutions.”

Image courtesy of Autex Acoustics

Durable, multi-purpose outdoor furniture

By Gemma Easton , Editor

With oppressive summer temperatures giving way to milder autumn days, outside spaces in your school are likely to be in high demand.

Children and young adults should enjoy some time outside each day. Benefi ts to mental health, socialisation and physical health and wellbeing have all been well documented. For teachers as well, taking a class outside can provide a welcome change from the four walled classroom. Fresh air, sunlight, and a connection to nature can all improve your students’ mood, which can at times be necessary.

Lunch breaks give students an important opportunity to switch off a litt le in between classes. This means making your outdoor furniture areas inviting and comfortable is important. From large groups at tables and chairs to smaller gatherings on bench seats, a range of options should be available to suit many uses. To maximise usage of outdoor furniture, consider installing shelters above some or all of these areas.

Students eating lunch and socialising, as well as outdoor lessons and study sessions means your outdoor spaces and furniture need to be multipurpose, durable and flexible to accommodate a range of uses. Tables, chairs, bench seats and shelters should also promote inclusivity and accessibility.

Choosing the best materials

School outdoor furniture is exposed to the elements year-round, and to frequent use from students, who aren’t always the gentlest users of school equipment.

To ensure items can withstand constant use, Lindsay Stead from Astra Street Furniture recommends that outdoor furniture is manufactured from high strength materials like aluminium and steel. “Plain or woodgrain aluminium is 100 percent maintenance free, easy to clean and extremely strong making it the ideal material for the school environment.

“Steel frames off er strength and stability, and can withstand the rough-and-tumble play of students, while off ering a secure and stable seating option. However, it’s essential

to ensure that steel furniture is properly treated and finished to prevent rust and sharp edges.”

Mr Stead stressed that items should be designed for strength, and slats should not be overspanned between supports.

Additionally, choosing materials which are easy to clean will help keep your outdoor furniture looking good. If tables and chairs are covered in food spills or mess from birds, students are unlikely to use the areas. Soiled outdoor furniture may also leave visitors with an unfavourable impression of your school.

Making it multi-purpose

In most schools, outdoor furniture and seating areas will be most heavily used at break times, and before and after school. At times, though, teachers may choose to move lessons outside the classroom and enjoy an outdoor lesson.

To ensure multi-functionality, Mr Stead suggests first thinking about how you want the space to be used. “Is it just for lunch and play, or will it be used during lessons for outdoor learning?

“This will help you decide on some design elements. For example, will students benefi t from backrests on seats, or will they prefer the liberty to face either way?

“Platform benches are a good multi-purpose item that enables play, outdoor learning, eating and socialising. Foursided sett ings are good for group socialising whereas two-sided sett ings are great for outdoor learning.

“Outdoor seating is available in free-standing modular

designs for placement in multifunctional spaces so they can be moved around. Seating is also available in a range of permanent mounting options to keep them neat and tidy, and secure. Straight, angled and curved seating is great for more playful areas as fi xed or portable,” Mr Stead said.

Table sett ings come in a range of design configurations, sizes, colours, and materials, with or without shade covers, making them a versatile option for any breakout space or outdoor learning area. “Student groups can benefi t from every size and shape of picnic sett ing depending on the use, as the seating capacity can vary from six to eight students on small sett ings, right up to banquet size sett ings that accommodate 30 students.”

Table sett ing options are available to accommodate wheelchair users. To make the area truly accessible, ensure ramps, walkways and paths leading to outdoor furniture is wheelchair friendly. Paths should be kept free of rubbish and tree debris, and should be smooth and even to enable easy access.

“Circulation space should be open and free-flowing, no steps or trip hazards,” Mr Stead said. “For safety, furniture should be manufactured to Australian standards with no sharp corners.

“Outdoor furniture is an excellent investment as it stimulates wellbeing, social interaction, inclusion, comfort, durability, and safety, making it an essential feature within every school.”

Images courtesy of Astra Street Furniture

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