School News Australia, Term 4 - 2020

The essential industry guide

Issue 18 | Term 4, 2020 | AUD $12 incl GST | school-news.com.au

PRINCIPAL SPEAKS:

The economics of running a sports high school Essential Reading for Principals • Department Heads • Teachers • Professionals

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FRONT DESK

Editor's Note: From TikTok teachers and cultures of privilege, to the phonics revival...........................................................................05

EDUCATION Principal Speaks: The economics of running a sports high school .......................................................................................................................06 Preparing students for their future, not our past...............................................08 Special Report: “Kick in the guts” pay freeze extends to 2022....................10

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Teachers, place the writing onus back on students!.........................................11 Phonics isn’t new but it’s the future.........................................................................12

ADMINISTRATION

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Disclaimer

Empower students with flexible seating................................................................14 Case Study: Acoustic project shines at St Luke’s Catholic College..........16 Locker evolution: Is your school ahead of the trend?......................................18

TEACHER'S DESK The problem with cultures of privilege when you’re building a kid...........21 10 things to do these holidays to improve your wellbeing............................ 22 Are you an… “influencer”? TikTok teaching pros and cons.......................... 23 A roadmap for schools to build teacher wellbeing.......................................... 24

TECHNOLOGY Case Study: Carlingford West Public School creates 3D printing hub... 25 The teaching resource helping communities fight COVID-19.................... 26

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School News is distributed to primary, secondary and intermediate schools throughout Australia by Multimedia Pty Limited.

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Classrooms spread out to all corners of the world..........................................28 2020: the education technology year no-one expected................................ 32

EXTERNAL LEARNING Actioning outdoor education opportunities for 2021......................................38

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FOOD & BEVERAGE Teachers benefit from healthy school food options.........................................43

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HEALTH & SAFETY

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No room for error with chemical storage.............................................................46 Vandals versus victors and vanquishers...............................................................48

STAFF WRITERS Mandy Clarke, Grantlee Kieza & David Carroll

SPORTS & RECREATION

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Maintaining powerhouse green space..................................................................54 Green spaces are vital for learning and wellbeing...........................................54 Bag storage that’s colourful, clean, and considered........................................56

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Rosie Clarke

EDITOR editor@school-news.com.au

Workplace first aid training could save your life...................................... 50

PROPERTY

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Case Study: Dromana Secondary College delights with new permanent modular building.................................................................58 Why schools are moving towards modular.........................................................60

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CONTRIBUTORS Daniela Falecki, Steve Francis, Adam Voigt, James Kozlowski, Yael Leibovitch, Elisabeth Lenders, Mary Jeavons and Nerida McGeachie.

KEY Commercially funded supplier profile or supplier case study Supplier information or content Suppliers share their views in one-off, topical pieces

Accessible, inclusive schoolgrounds and play spaces...................................64

General editorial. Case studies and features may cite or quote suppliers, please be aware that we have a strict ‘no commercial content’ guideline for all magazine editorial, so this is not part of any commercially funded advertorial but may be included as relevant opinion. Happy reading!

FRONT DESK

Term 4, 2020 | school-news.com.au

Inclusive playground designs to thrill learners.................................................. 62

In the spirit of celebrating school triumphs, this issue of School News features two schools whose staff are doing phenomenal work with students. In our Principal Speaks column this term, James Kozlowski, Principal at Endeavour Sports High School, writes about the economics of running a sports school. He reveals that data is collected on students every five weeks, “and if they fall short on the criteria, we impose a short withdrawal; not to punish, but to refocus”.

It has been a disjointed, frightening year for everybody. But, hey, we made it! Term 4 is in progress.

It doesn’t mean the pandemic is over. As I write this, a Melbourne school has gone into temporary lockdown after a fumbled letter from the Department of Health and Human Services led to a Year 5 boy attending class when he should’ve been quarantined at home. The student later tested positive for COVID-19. Until there’s a vaccine, we will have fits and starts of restrictions like this. However, for most states and territories at least, the initial panic is over. By-andlarge, we know the drill. Online teaching and distance learning are things most of us are now familiar, and dare I say comfortable, with.

Teachers and students both adapted quickly and while the journey has not been

Rosie Clarke,

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

easy, everyone has made it to the finish line.

Schools, principals, and teachers around the country should pat themselves on the back for steering the ship so proactively and confidently all year. Our school leavers are graduating far better prepared and having experienced a far better year than they would have done without all your hard work.

Kingswood College Principal, Elisabeth Lenders discusses the future of education with us. Kingswood made headlines this Term for a bold decision to replace formal uniforms with active wear. It is part of the school’s new LATTICE paradigm; which Principal Lenders explains led to a variety of innovations in their school curriculum followed by a wide-ranging review of operations in 2019.

Elsewhere, David Carroll reports on the “kick in the guts” felt by teachers as the pay freeze has been extended into 2022 despite increased workloads.

Adam Voigt shares his perspective on cultures of privilege in ‘elitist’ schools, and guest contributor Yael Leibovitch shares findings from her new research on how to improve students’ essay writing.

We also spoke with literacy programme experts about the rise (and return!) of phonics.

You’ll find a range of different features to comb through this term, with topics including TikTok teacher influencers, the locker evolution, seating trends, plus some exciting case studies with schools who’ve just installed 3D printers, acoustic infrastructure, and more.

Enjoy this issue of School News and stay safe!

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FRONT DESK

05

EDITOR’S NOTE

From TikTok teachers and cultures of privilege, to the phonics revival

PRINCIPAL SPEAKS

The economics of running

a sports high school

By James Kozlowski, Principal, Endeavour Sports High School

As a student of economics in my undergraduate degree, I learned the concept of ‘opportunity cost’, the value of the alternative forgone.

In a nutshell, it means that with limited resources and unlimited wants, a choice can be costed in terms of what we could have obtained with a different option. I have certainly used this concept when allocating both staff and physical resources to programs within my school.

I was appointed to Endeavour in 2015, one of seven designated sports high schools in NSW. I was tremendously excited but with a shrinking student

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I needed to quickly grasp why families were turning their back on my school population I needed to quickly grasp why families were turning their back on my school.

Extensive data analysis and community consultation made the picture a lot clearer. At the heart of the problem was a perception that we were not prioritising academic achievement; that it was being sacrificed for sporting success.

And yet, apart from one sport, all other sporting programs were in a state of atrophy.

Amongst all of the concerns that were identified, there was one that really troubled me. This was the view held by many that academic and sporting success were mutually exclusive and that a talented student athlete would need to sacrifice achievement in the classroom to obtain it on the sporting field. Was this another example of opportunity cost?

I went looking for evidence in academic papers and examined the experiences of former and current student athletes of the

EDUCATION

school. I was soon able to dispel the fallacy that you could be either a successful student or a successful athlete, but you could not be both. What was required was getting the balance right.

And that is what drove our school’s ‘game changer’, our High Expectations Policy. The HEP has three key elements: students must have excellent attendance, consistently good behaviour, and complete all class work and assessments to the best of their ability or they will be excluded from the full benefits of our Targeted Sports Program.

Every five weeks, we analyse the data collected on students in these three areas and if they fall short on the criteria we impose a short withdrawal; not to punish, but to refocus the students’ minds on their number one priority – their education.

Term 4, 2020 | school-news.com.au

Our mantra is that a sporting career can be over in a heartbeat, but an education is for life.

The results speak for themselves: 2019 marked our third consecutive year of best ever NAPLAN results and we were identified as one of the top 10 schools in South Western Sydney for value added between Years 7-9; we achieved our best HSC results in a decade; our student population has grown from 717 in 2014 to 1147 this year; and we have seen prodigious growth in the quality and quantity of our student athletes. In other words, we are proving that academic and sporting success should go hand-in hand.

The commitment to our High Expectations Policy is driven by the Endeavour staff, strongly embraced by our parents, and respected by our students.

It has undoubtedly contributed to the strong culture of success we have embedded at the school and reflects our school’s values of personal best, commitment, and respect.

Term 4, 2020 | school-news.com.au

EDUCATION

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Preparing students for

their future, not our past the amount of physical activity, they need to maintain their wellbeing, it is incumbent on educators to remove barriers to more physical activity.

By Elisabeth Lenders, Principal, Kingswood College

We stand at the edge of an education precipice.

Dramatic decisions on the future of learning and teaching will be made deliberately or by default as communities emerge from COVID-19 lockdowns and create a new normal. We are living with pandemics, more extreme weather events due to global warming, unprecedented levels of anxiety and mental illness, and countries deeply divided along political lines.

The opportunity for education is unparalleled: to use all the insights and experiences gained from the warp-speed reorganisation of learning to online delivery, virtually overnight, or to return to the old paradigm which still hearkens back to the beginnings of universal education in Australia.

We can reimagine education that puts students at the centre of our endeavours, and design learning that will better prepare young people for their future rather than our past.

This is a once-in-a-generation

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Comfortable clothing they can move more easily in is one step; it has never made more sense than while we have all been learning from home, working in more relaxed attire.

opportunity that, unless educators approach intentionally, could slip through our fingers.

Kingswood College has spent the years since 2011 rethinking education. Following the introduction of our unique LATTICE framework in 2013, and many smaller scale innovations since then, we undertook a wide-ranging secondary school review in 2019 that expanded to be a whole College review of our learning priorities. As we began to plan for the implementation of our recommendations from the review, the world

changed overnight: COVID-19 came to Melbourne.

This global upheaval has only served to reinforce the clarity with which we will continue to pursue our reform agenda and our ongoing commitment to relentless evolution.

In 2021, we will move to a wardrobe of active wear, replacing our traditional school uniform. Students whose lives will reach into the 22nd century do not need to dress in the garb of their grandparents.

When 90 percent of young people in Australia do not get

EDUCATION

A second barrier in schools is the timetable, and angst about ‘losing time’ to other activities.

The wrong question is being asked when, instead, we need to ask what young people most need to thrive and be happy.

Here at Kingswood College we also ask what they need to Belong, Thrive and Achieve.

Starting in 2021, we will begin the journey of scheduling daily physical activity with our students, and it will evolve to best suit their needs and interests.

In 2020, we began the full-scale implementation of our unique Global Citizens Program at Year 7, and this will continue to develop, expanding into Year 8 in 2021, and Year 9 in 2022.

Term 4, 2020 | school-news.com.au

The focus of this project-based, transdisciplinary experience is the UN Sustainable Development Goals because these are the challenges of our time.

COVID-19 has shown us all that we need to think at local, national, and global scales and find ways to collaborate across boundaries if we are going to improve our global village.

Our commitment to Innovation, Collaboration and Engagement are building blocks of the learning program being developed, as are the research findings of the Foundation for Young Australians, who note that in 2030, workers will spend: •

almost 100 percent more time solving problems.

•

26 percent more time engaging in selfdirected work.

•

30 percent more time learning on the job.

These frames are helping us to develop an education that better prepares our young people for their future, not our past.

As a nation, it is time to review how we value the character, qualities, progress, and achievement of our young adults at the end of their schooling.

It is heartening to see research papers sponsored by government, philanthropic sources, universities, and other researchers beginning the much-needed conversation.

Now is the hour for teachers and students to step into the arena and engage in the debate about how we can better recognise Term 4, 2020 | school-news.com.au

the accomplishments of young people – it is a challenge to be celebrated, not feared!

given a year to contemplate and plan? I wonder…

•

And as we search for the silver linings to come out of Lockdown 1 and Lockdown 2 in Melbourne, there are many: •

We went to online learning almost overnight, and made it work. On Sunday, March 22, the first lockdown was announced, and schools were closed from the end of Monday, March 23.

Kingswood College did three mornings of remote learning to acclimatise and returned after the holidays ready to roll out our full program. How amazing is that! As a profession, globally, would we have taken up this change if

•

EDUCATION

Our Year 12 students are the best prepared of any I have known to tackle the nature of tertiary education in our times. They have been more independent, organised, and shown greater resilience.

We will watch their future, confident that they have many of the skills needed to succeed in life.

As a school community we understand each other so much better. Teachers have been in families’ loungerooms and kitchens; students have – sometimes inadvertently – met our teachers’ children, partners, and pets during remote lessons. Parents have

spent more time than ever before in their children’s classrooms and engaged in their school learning. It has not always been easy, but we know each other far more than before!

As a profession, we should celebrate being able to deliver such significant change in the blink of an eye. And we should use these skills to bring into being the changes that we know will deliver a better learning experience for our young people.

We have shown that we can do it! We can engage in relentless evolution which results in preparing young people for their future, not our past. Kingswood College will continue this mission, with even greater enthusiasm and resolve than pre pandemic.

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SPECIAL REPORT

“Kick in the guts” pay freeze extends to 2022 restore the historical relativity, he also told the inquiry a pay rise would help counter the ongoing teacher shortage.

By David Carroll, Industry Reporter

Teachers’ salaries are again in the spotlight following the recent decision by the New South Wales Industrial Relations Commission to effectively back the government in freezing public servants’ wages.

The commission earlier this month ruled teachers and other NSW public servants should not get a scheduled 2.5 percent pay rise this year due to the economic impacts of COVID-19. The commission did however allow for a 0.3 percent wage increase to avoid a reduction in their real wages due to inflation.

The ruling on October 1 came just weeks after teachers in Queensland had their scheduled wage increases deferred until 2022.

Both decisions were lashed by critics with Unions NSW secretary Mark Morey labelling the commission ruling a “kick in the guts”.

Queensland Teachers’ Union president Kevin Bates said the deferral of the scheduled pay rise for Queensland teachers and principals was “a huge slap in the face” for the organisation’s 48,000 members.

“While we acknowledge COVID is a unique circumstance, our members were rightly angry about the government’s actions in breaking a signed deal — a legally binding agreement that should have seen that pay increase paid,” he said.

Mr Bates conceded Queensland teachers and principals will eventually receive the pay rise, with their 2.5 percent per annum pay rise for both 2020 and 2021 — effectively a 5 per cent rise – to be paid in 2022.

“We will eventually catch up,” he said.

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Studies show more than 30 percent of Australian teachers leave the sector within their first five years in the role with the fall in average teacher pay (relative to other occupations) accounting for much of the decline.

Professor Buchanan said a pay rise of between 30 and 50 percent for the top 20 percent of teachers would help retain and attract high achievers.

“I think that’s part of the (reason that) a lot of people are leaving the profession,” he said.

“That’s not the case for NSW though. That is a permanent decrease.”

of specific non-professional occupations, a number of such jobs pay more than teachers.”

The decisions are counter to the findings of a University of Sydney study which has highlighted the need for a “sizeable increase” in teachers’ wages to bring them into line with the national average.

A public school teacher (Band 1) in NSW earns $70,652 and their Queensland counterpart collects $71,375 per annum. Those figures have them mid-table, well adrift of their colleagues in the Northern Territory where the delivery of a scheduled 2.5 percent pay rise on October 11 elevated the annual wage for a level one classroom teacher to $77,047.

Speaking at the independent inquiry into the changed nature and value of teachers’ work, lead researcher Professor John Buchanan said teachers’ pay has been declining relative to other comparable occupations in Australia for more than three decades.

Professor Buchanan said a pay increase in the region of 10-15 percent is required in teachers’ wages if they are to be competitive in the present Australian labour market.

“The claims I make (for pay increases) may seem extravagant but the data on which they’re based is, if anything, underestimating how far teachers have fallen behind,” he said.

“Compared to a range of professional occupations, teachers are amongst the lowest paid and even when compared to a range

The latest rise means Northern Territory teachers are the highest paid in the nation but even their salary is outstripped by the average Australian annual salary of $89,122.

“They figure out that it’s incredibly demanding work and the prospects for advancement are limited.”

A Grattan Institute report published in February also recommended higher pay for teachers but Mr Bates warned increasing pay alone is not the solution to staff shortages.

Mr Bates agreed increasing wages is an essential ingredient in any policy package but said there are other areas that also need addressing.

“I think it would be foolish to suggest salaries are the only thing people decide on,” he said.

That teachers’ wages are lagging behind those in similar professions was highlighted by the University of Sydney study.

“There’s dozens of different reasons – including hours of work, workload, status – that contribute to people making their decision.

It revealed that in 1986 women teachers earned 102 percent of the female professional’s average wage and male teachers earned 99 percent of the male professional’s average wage. By 2018 women teachers earned 93 percent and men teachers 84 per cent of the respective professionals’ average.

“Certainly, as a community people value a profession by the amount we pay people but teachers see the profession as much more than the salary they take home.”

While Professor Buchanan said a pay increase would

EDUCATION

The independent commission, headed by former West Australian premier Geoff Gallop, is due to present its findings and recommendations in February 2021.

Term 4, 2020 | school-news.com.au

Teachers, place the writing onus back on students!

This, in turn, provides an opportunity to front-end and troubleshoot any areas of confusion, enabling your students to proceed with greater clarity during the planning and drafting process. This is just one example of the many ways that we can provide students with the opportunity to collaboratively think things through when writing prior to formal input.

By Yael Leibovitch, PhD Candidate, Facilitator, UQ Critical Thinking Project, The University of Queensland

If you are a teacher then that inevitably means that you are a teacher of academic writing.

Although writing is a ubiquitous feature of students’ schooling experience, its complexity is often overlooked. The purpose of this article is to discuss some ways of navigating writing instruction that make life easier for both teachers and students.

The strategies shared are largely drawn from a 2019 qualitative QLD school study, which builds on the growing body of research that underscores the value of student talk to learning (Alexander, 2008).

Writing is often taught in a didactic fashion. There is a tendency for educators to make many of the decisions when dealing with writing tasks in the classroom.

We all know that feeling of having rich discussions in our weekly lessons only to make a switch during assessment crunch time to more teacher-driven lessons—a switch that tends to coincide with the introduction of a writing task. This often comes from a desire to help students to succeed and feel supported throughout the writing process.

Here I make a radical proposal: place the writing onus back on students.

How you might ask? Where and when is there time to do this? Can my students really be trusted with this level of responsibility? Yes, your students really are capable of doing this. It just might require a few shifts in how you think about and approach writing instruction.

Step 1: Help students see all writing as an argument One of the central challenges facing student writing is a lack of understanding. Even though Term 4, 2020 | school-news.com.au

Step 3: Empower students with a language of feedback

What do I mean by academic writing?

Nonfiction prose that conventionally takes the form of a sentence, paragraph, essay, report, or multimodal presentation.

students write across all year levels and subjects, it can feel like they are scrambling to grasp what is required of them each time. While they might be able to recite the latest catchall phrase or acronym, this by no means necessitates that they understand what they are doing. A simple but powerful way of clarifying students’ understanding of academic writing is to frame this type of writing as a process of argument.

In other words, regardless of the particularities of the genre, the common requirement that runs across writing tasks is staking a claim and providing an explanation and justification for this claim, i.e. the provision of reason.

Whether students are writing a report, a paragraph, or an essay a fundamental component of their jobs as writers is to make a case to their reader regarding the given topic or task. If students can grasp the importance of arguments to writing and are given the opportunity to engage

in argumentation with one another, then they will be well on their way to constructing a logical piece of text.

Step 2: Involve students in the decision-making When it comes to writing tasks provide students with the opportunity to think things through for themselves before you do any telling. For example, let us say your students are writing an essay. Assuming that they have written in that genre before, you could ask them to come up with a structure in groups that could be used to guide their essays. Then, as a class, share the various proposed structures and discuss the pros and cons of each. Throughout this process, not only are students refining their own understanding of essay writing but you, as the teacher, are also provided with a powerful window into your students’ understanding of the task.

EDUCATION

A final recommendation is to speak a common language when discussing writing. The aim here is to develop students’ capacity to both give and use feedback meaningfully. While there are various ways of doing this, I recommend the values of inquiry (Ellerton, 2016), which consist of the following qualities: significance, relevance, depth, breadth, accuracy, precision, clarity and coherence. No matter your subject, criteria sheet or ISMG, for a piece of writing to be effective it needs to fulfil these qualities.

By helping students to recognise that they want to explore the most significant information in depth in their paragraphs, or that they should only include relevant information in their reports, we can empower them to make more informed decisions throughout the writing process.

While academic writing will never stop being difficult, there are a range of things that we can do as teachers to support students to be more engaged and cognisant throughout the process. This article is just a starting point. The real action happens in the classroom.

References Alexander, R. (2008). Towards dialogical teaching: Rethinking classroom talk (Fourth). Dialogos UK Ltd. Ellerton, P. (2016). The skills and values of inquiry: Realising critical thinking in pedagogy. The Australian Conference on Science and Mathematics Education.

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Phonics isn’t new but it’s the future Australia of educational publisher Sunshine Books when approached for his industry opinion on shifting trends in Australian literacy.

By David Carroll, Industry Reporter

Australia’s literacy outcomes remain a concern for leading educators and teachers with long-term studies revealing worrying fluctuations in standards.

“It’s the most important skill when children start school because if you don’t have literacy it effects all other curriculum areas. It’s integral to every subject.”

However, a growing classroom trend is providing some cause for optimism.

In the Australian Curriculum, students are said to become literate “as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and

Image courtesy of Sunshine Books

communicating in and out of school and for participating effectively in society”.

at school – not just in English, but every area of the curriculum.

The importance of literacy is recognised as crucial for success

“Literacy is the door to everything. It’s pivotal,” said Paul George, general manager

While the Australian Curriculum is designed to ensure students develop a level of literacy that will help them succeed, longterm studies, including NAPLAN, highlight real areas of concern.

The 2019 NAPLAN results show that children whose literacy results were strong in Year 3 stop making the same gains as they

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Term 4, 2020 | school-news.com.au

move through the latter years of primary school into high school.

out on some sounds because the learning is sequential.”

The results show the pace of progress slowed between Years 5 and 7 and the effect was most noticeable in Year 9 where about 20 percent of students were below or just scraping through to make the national minimum standard in reading. And on average, more than 20 percent of Year 9 students were not meeting the minimum standard for writing.

We asked for Jennifer Buckingham’s perspective on this renewed push for phonics instruction in Australia, as the director of strategy at literacy instruction provider MultiLit. She said that today’s phonicsbased programs offer much more than those of the past.

While the figures are of concern, Mr George believes the increasing shift towards synthetic phonics instruction or a structured literacy approach in the early years is having a positive effect on literacy levels and that will eventually flow through to the higher grades.

“It’s an increasing trend,” he said.

“Not all schools are onboard with it. Some still prefer teaching a balanced literacy approach but it’s really taking off here and in New Zealand and the United States. It is already being used in the UK.” Phonics instruction – where children are taught the sounds

Jennifer Buckingham made by an individual letter or group of letters and then taught how to combine those sounds to make words – is not a new approach to teaching literacy.

“Phonics was always there but it was never this explicit and systematic,” Mr George said.

“In a synthetic phonics program it is very explicit, very systematic, very structured.

“Children are not missing anything in their learning of the alphabetic code, phonemes (sounds) and graphemes (letters). You can’t possibly miss

“They are now based on cuttingedge research, based on the understanding and the things that we know are going on in the brain when children are learning to read and the sorts of activities and instructions that are required to facilitate that cognitive process,” she said.

“It’s not a case of rote learning.

It is not at all like that. There is still teacher-led instruction, and that’s definitely a part of it, but it’s very interactive … it’s not just expecting kids to be passive receptacles of knowledge.

“We know more about the order in which to introduce letters and sounds, the way to put them together, and the sorts of activities that are most likely to help children learn those letter-

sound correspondences and how to blend them together to make words and then to transfer that knowledge to read words.”

Dr Buckingham said it was important for schools considering a phonics program to ensure there is a clear evidence base that it works.

“Some programs claim to be evidence-based but they don’t actually have any data to show the program is effective and has been tested and shows student outcomes have improved as a result of participating in the particular program,” she said.

“The second thing to consider is whether it covers everything children need for early reading success.

“Make sure there is a scope and sequence, that there is a clear document showing the content that is going to be covered over the course of the program, and in what order and the way it should be taught.

“Make sure it is clear and explicit about what content is going to be covered so you don’t have gaps in children’s learning at the end of implementing the program.”

We’re with you, every step of the way

InitiaLit

MiniLit

MacqLit

From initial literacy instruction, to early intervention for struggling readers, and helping older low-progress readers, MultiLit’s evidence-based programs provide schools with the tools to ensure every child can experience reading success. multilit.com Term 4, 2020 | school-news.com.au

EDUCATION

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Empower students with flexible seating

By David Carroll, Industry Reporter

With growing evidence indicating learning environments have a direct impact on student achievement, increasing numbers of Australian schools and teachers are embracing the idea of versatile and innovative learning spaces and flexible seating options in their classrooms.

Gone are the rows of desks with students allocated seats and facing the teacher at the front. In their stead are a variety of seating and furniture options from which students can select the one they are most comfortable with.

This type of classroom aims to create a learning environment which makes students feel more comfortable, creates more opportunities for them to collaborate with their peers, allows them to change their position and helps keep them more alert and focused, thus engaging them more in their learning.

Advocates suggest students feel empowered by having some degree of choice and control over their environment.

A University of Melbourne study found teachers who utilised versatile learning spaces spent significantly less time engaged in direct instruction and there was a significant increase in “active pedagogical activities such as interactive instruction, facilitation and providing feedback”. The study found students spent more time engaged in hands-on or practical tasks and the time spent off task or disengaged was reduced.

Sharing his industry opinion with School News, Michael Merlino the Creative Manager at Resource Furniture, said the benefits of flexible seating arrangements are obvious.

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•

Source products that offer a family of products. Seating solutions should be available in a range of heights, base options and colours and finishes, this will help to create a clean and consistent look throughout the space.

•

Consider the weight of furniture. If students and staff need to move furniture often, make sure it is not too heavy as this often leads to people hurting themselves or damaging the furniture.

•

Check the base of the furniture. Make sure feet or castors are strong and have adequate protection to avoid damaging carpet or flooring when it is moved around.

Image courtesy of Camatic

“It comes down to providing students with choice,” he said.

“If you provide a range of seating options in any given space, students have the freedom to choose how they work.

Depending on age, some students prefer to work on the floor or in beanbags. Some like little pods where they can focus on individual work and some prefer to work higher up on benches.

“When students have the freedom to choose, they are comfortable and more engaged.”

Mr Merlino said many schools have experimented with innovative learning environments and are now opting for a blend of conventional tables and chairs and more progressive options in learning spaces.

He suggested schools should look at providing tables and chairs of varying heights and

a mix of soft seating such as ottomans and modular lounges that can easily be reconfigured.

Another popular option is booth seating which is available in a range of size options from individual focus pods to six-seater collaborative configurations.

They are also available with inbuilt power outlets which allow students to charge devices.

What to consider when planning flexible seating in versatile learning spaces •

Source products that can be easily reconfigured. You can design a space and set it up the best way you think it will work but students will inevitably redecorate and configure the furniture to suit them. Look for seating that is versatile and looks great in several different set-ups.

The push for flexible seating is also evident in school theatres, halls, and auditoriums where there is an increasing demand for retractable seating which allows schools to maximise the use of their facilities.

“Current trends are very much focused around multi-purpose spaces with retractable seating that helps to transform educational facilities to venues to become versatile multiuse spaces,” said Ben Tully, National Sales and Business Development Manager at Camatic Seating when he shared his industry viewpoint with us.

“Schools need all the real estate they can get (and) having a retractable seating system means that the school can use the space throughout the day for whatever class they require, and then be converted into a theatre at night.”

Mr Tully said schools considering retractable seating should look for a tight envelope seating system which maximises the available space while also providing full comfort.

Image courtesy of Resource Furniture

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Other design elements to consider include the need for tablets, upholstery, row and seating identification and aisle lighting.

Term 4, 2020 | school-news.com.au

CAMATIC SEATING PROVIDING WORLD CLASS RETRACTABLE SEATING AND TELESCOPIC PLATFORM SYSTEMS FOR SCHOOLS AND UNIVERSITIES ACROSS AUSTRALIA

CASE STUDY

Acoustic project shines at St Luke’s Catholic College Architect: Alleanza Architecture Installation: Autex Solution: Autex Frontier™ Fins installed across 140m2 of shared learning space.

A learning community for the next generation Officially opened in 2017, St Luke’s Catholic College, in the Diocese of Parramatta, heralded a ‘next generation Catholic learning community’ providing education from preschool through to Year 12 and beyond.

Built in six planned stages, stage four of the project (for Years 8 and 9) is the most recent to be completed, bringing the school closer to achieving its vision of a ‘new normal’ in education, with a more diverse and flexible curriculum in a state-of-theart learning environment.

The ambitious project, led by Alleanza Architecture, took its style inspiration and colour palette from the surrounding environment – including the use of sandstone, ‘mountain’ tones, and a roof-top abstract of Australia – while the form followed a ‘city grid’, with a large ‘marketplace’ space around which all the other areas are linked.

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Images courtesy of Autex

Acoustic challenges Noise is not conducive to learning, so managing noise levels is a concern for many schools. However, for David Bryant, lead architect at Alleanza with extensive experience in designing educational environments, St Luke’s unique layout made acoustics even more important.

“The children work in clusters of 60; on level one there are two clusters, while levels two and three have four clusters – 600 children in total. While we used carpets and Composition® to help soften acoustics, keeping sound to a minimum was hugely important for creating a stress-free, nurturing environment – especially for the younger classes”.

A dynamic acoustic solution A range of Autex products, including Accent Ceiling Tiles and Cube™ panels, had already been installed, to great effect, in stages one and two of the project – but the high ceilings of the shared spaces in stage three called for increased acoustic performance, and the chance to create a bigger visual statement.

“We used Autex Frontier™ Fins across approximately 140 sqm of ceiling space in the main enquiry hub spaces,” explains Bryant.

“The feedback we’ve had from the school and diocese so far is that the acoustics are working extremely well, which is obviously the most important achievement.”

Bryant continues, “The visual effect is excellent – not only did it give us a chance to add

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colour, with a mix of grey, green and blue hues but, by fitting them at various heights, we created a dynamic, undulating surface. It really adds interest, and the patterns and light-play change as you move beneath it – which also added to our geological aesthetic intent”.

When it comes to the working with Autex, Bryant is full of praise: “The fit-out requirements were certainly more complicated than usual, but the Autex crew did a superb job and were genuinely excited by the chance to do something unique. At Alleanza, we always take pride in our projects; being able to work with like-minded suppliers and tradespeople, who also thrive on attention to detail and delivering quality work, is a real pleasure.”

Term 4, 2020 | school-news.com.au

ce for ustics – A Resour Classroom Aco 97.pdf 16 Pamela. (2009) 45 ar, ED Ayt xt/ tt. llte Ma ily., Linn, s.eric.ed.gov/fu Robin., Hulce, Em from http://file r, ed eye riev sem Ret Glo s. in., rning Condition *Seep, Benjam with Desirable Lea g Environments Creating Learnin

: n o i t u l o v e r e k Loc

Is your school ahead of the trend?

Images courtesy of Premier Lockers

By David Carroll, Industry Reporter

Technology continues to revolutionise the education experience in Australian schools and the changes are not limited to the delivery of the curriculum.

The physical environment that today’s students encounter when they walk through the school gates is vastly different to that of even a decade ago.

Rarely do students sit at individual desks watching the teacher at the front. Classrooms today are often flexible learning spaces with students focused on their own electronic device.

That introduction of electronic devices has in turn prompted changes elsewhere. More devices mean more things that need to be stored and often charged, meaning the once-humble school locker has had to evolve.

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While it is expected students will arrive at school with their devices fully charged, this is not always the case.

Lockers continue to provide a safe, secure place to store their possessions, eliminating the problem of carrying around heavy backpacks. Lockers also help students learn important lessons about independence and respect for property.

In today’s school environment lockers can also be required to provide secure storage for one or more electronic devices and in some cases, recharging options.

The first consideration when buying new school lockers is identifying the purpose.

Different spaces will likely require different types of lockers and it’s important to know the function and location of the lockers before making any choices about design.

Consider the application. Steel lockers are sturdy and functional and suitable for a wide range of environments, particularly those requiring heavy duty use. Plastic alternatives are also available which are perfect for wet areas.

Also consider the actual storage space needed within the locker

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itself. Lockers are available in a diverse range of sizes capable of providing storage for everything from televisions to smartphones.

The evolution of school lockers has not been limited to size and material. Manufacturers have also considered the requirements associated with the increased use of personal devices in schools.

Research indicates Australian schools are among the world’s biggest users of technology in the classroom with the BYOD program now well entrenched in both public and private schools.

While it is expected students will arrive at school with their devices fully charged, this is not always the case. And even if students do come prepared, batteries do not always last the day.

Even devices that claim to have an eight-hour battery life when new will, after repeated use, last for less and less time meaning students will inevitably be searching for a power outlet at some point.

Term 4, 2020 | school-news.com.au

The result is locker manufacturers are now providing storage alternatives that deliver recharging options as well as secure storage for single or multiple devices.

The options include, but are not limited to:

Charging lockers Charging lockers are fixed units that feature separate locking compartments where a student can leave their device to charge.

Each compartment typically contains outlets and/or USB ports for device connectivity.

Charging carts Charging carts are a portable alternative used in environments where sets of devices need to be shared among multiple groups. They are also commonly used where students are not allowed to take the devices home with them. The devices can be kept in the classroom or a central location for safe charging and storage at night.

Flexible storage Ranging from large wall units that combine whiteboards with device storage and charging capability to mobile or floating storage units.

Can be customised to store a variety of items including printers, televisions and special teaching aids or fitted with lockable drawers for BYOD schools.

Term 4, 2020 | school-news.com.au

Mini lockers Perfect for use in limited spaces and for those schools implementing a phone ban.

Recharge options are available.

While these options can deliver both storage and charging options, there are also other options available for schools simply looking to increase their recharging capability.

These include wireless charging stations which provide the ability to continue using devices as they charge and eliminate the need for additional wiring. They do however require installation of wireless infrastructure.

Integrated charging stations, where the outlets are integrated into desks, tables or chairs are another option which allows students to work with their devices while recharging them. There are also options to retrofit charging outlets to existing furniture. An important consideration with these options is that although they provide the classroom with more outlets, there still must be enough electricity running to the room to handle the devices hooking up to them.

School News sought industry insights from Premier Locker’s Jim McAlinden, who told us that “beyond storing tech items, schools should provide lockers for students to store a range of items including books, musical instruments, sports equipment, clothing, computers, and even

their lunch. Providing high school lockers encourages students to try extracurricular activities that have been proven to help children develop beyond just academic achievement. It also saves them from carrying heavy items around unnecessarily.”

He also informed us that

they can help with hygiene, something that has been starkly highlighted during the COVID-19 pandemic. “One simple way to promote good hygiene in the school environment is by reducing the number of items that enter the classroom from outside environments.”

SCHOOL LOCKERS: BUILT TO LAST, DESIGNED TO ENDURE • Quality designs with visual appeal.

• Australia’s widest range of materials, styles and security.

• Custom designs available.

• A proven partner to schools Australia-wide.

• A premium product backed by premium service.

Contact Premier Lockers Today!

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1300 202 557 premier-lockers.com

19

Signpac invests in the education

sector with the launch of School Signs Leading innovative display and signage brand, Signpac, has today announced significant investment into the Australian education sector with the launch of a dedicated new division ‘School Signs’.

Signpac has been helping thousands of Australian schools with their display signage needs for over 25 years.

The launch of School Signs takes this depth of experience to further enhance Signpac’s commitment to the sector by delivering a service that leverages innovative design thinking, quality and safety. The sector has faced many challenges over recent times to ensure the safe wellbeing of their students, teachers and support staff.

Effective signage plays a vital role in ensuring these safety requirements and school values are not only met, but exceeded.

The cornerstone of School Signs, is a program which is unique to the Australian education sector - School Sign Assure.

Schools essentially become customers for life with direct access to a dedicated educational sign specialist at any time.

This program is designed to ensure that schools adhere to the national benchmark and benefit as follows: •

Review of Educational Safety & Hygiene Benchmarking

A site visit conducted by an educational sign specialist to ensure a school’s outlay into their signage is future proofed, with safety at the forefront.

•

School Sign Gap Analysis

In-depth analysis and advice on the appropriate signage to give a school ‘state of the art’ visibility and safety.

•

School Innovation Benchmarking

A review of school signs to ensure they meet the latest national technology and safety standards.

installation of our first school sign, our dedication to quality products, the safety of students, parents and the local community has been the centrepiece of our innovation and thinking. Every time we design and create a school sign, we continue to innovate and always ensure that the school is seen and safe - this is our purpose.”

Signpac’s investment into a specialised division of School Signs will continue to make school signage and display more efficient with innovation at the forefront.

GJI Group’s CEO, Mark James added “School Signs provides a service like no other - continuous care, support maintenance and best practice deliverables.

We are committed to the very important investment into the Australian education sector.

School Signs enables a specialised service for the betterment of Schools, their students and the local communities.”

Larry Weinstein, Signpac’s General Manager stated “From the

For more information please visit: www.signpac.com.au

•

Education Peer Investments & Recommendations

Ensuring that the signage of a school is on par with educational peers.

Australia's School Sign Specialists Making Schools Seen & Safe

We're more than just the signs!

You can get signage from anyone, with us you get School Sign Assure - unique to the Australian Education sector.

Innovating and delivering quality for over 25 Years.

Australia’s specialist educational sign provider focused on schools. Every time we design and create a school sign, we continue to innovate and always ensure that the school is seen and safe...and this is our purpose.

This is enhanced by a national sales and installation network that delivers for the School at the School.

Phone: 1800 140 940

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Website: signpac.com.au

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Email: sales@signpac.com.au

ABN: 65 160 435 558

Term 4, 2020 | school-news.com.au

The problem with cultures of

privilege when you’re building a kid Still wet behind the ears as a Principal, I was finding my feet at Ludmilla PS in Darwin’s inner suburbs…

Mandawuy was ailing at the time and coming into Darwin for dialysis treatment. He’d occasionally kill some time between treatments in my office, at my request and relayed to him by his wife Yalmay, who was a valued member of staff.

Let’s be honest, when you’re a white man early in his first Principalship of a school with 60 percent Indigenous kids who face staggering disadvantage every day, you take all the advice you can get.

That it would come from one of Australia’s most prominent Aboriginal men and a former Principal himself was not something to be knocked back.

Perhaps I was also titillated by the romantic notion that a career in pop stardom was actually possible if being a School Leader didn’t quite work out. Who knows?

Mandawuy helped me understand culture and specifically what makes it.

And, according to us both, it’s the language we use that mostly builds a school’s culture and the kind of young person who grows in it.

And for this reason alone, the Shore School and any other exclusive private school whose students are engaging in the most disgusting, self-designed muck-up day rites of passage they can conjure can’t absolve themselves of responsibility.

They created these monsters.

And rather than wave this putrid behaviour away with a politically Term 4, 2020 | school-news.com.au

Adam Voigt, Founder, Real Schools © pict rider – stock.adobe.com

Sitting in my office in 2009, I found myself fortunate to be chatting with an Australian Of The Year. In truth, I was mostly listening. After all, I was in the company of the iconic Mandawuy Yunupingu of Yothu Yindi fame.

expedient “This isn’t who we are” they should actually be admitting “You know what? This is exactly who we are. This is what we built these students into. This is our work on display for you all to put up with.”

If they won’t, they should never receive a single cent from the public purse again. No Australian should be interested in building a future generation of people so bereft of character and so bulging with hubris. Yet, these puffed up Hogwarts-esque private schools continue to produce such brats.

Why do they do it? It’s because that’s what their culture is designed to do. The evidence is in the very language they use to describe themselves.

When we describe these schools with terms like elite and exclusive, we tell their students that they are better than others by way of their wealth and privilege.

When we tell these students that they are excellent, we insist that they are better for than others for their existence and not for their effort.

When we condone this behaviour by oh-welling about them still having unformed brains or turn our heads muttering about “boys being boys” we let them know that rules only apply to those whose without a Collins St lawyer Daddy to get them off the hook.

The absurdity of fawning over these lazy, archaic, marketingobsessed institutions when they continually spit in the

faces of hardworking citizens going to underpaid jobs on public transport is shameful.

And it’s not just the boys of Shore and St Kevin’s being boys. Girls from Pymble Ladies College in Sydney also decided that a muck-up day Scavenger Hunt was in order to celebrate the end of their school days.

On the list of activities were having sex in a public bathroom, ordering strippers, eating vomit, and having sex with somebody’s Dad. Some of the other dares wouldn’t be fit to print in this article.

Predictably, the homepage of the PLC website is adorned with a meticulously groomed white girl adorned in an expensive dress above the tackiest of slogans – Watch Us Change The World. You’ll forgive me if I need to look away because what they seem intent on changing it into is, frankly, abhorrent.

Mandawuy helped me craft the words that we spoke about at

Ludmilla PS. Emblazoned on the collar of every uniform in the school was “Together We Can Achieve Anything” and we spoke regularly to our values of adaptability, care, community, growth and responsibility.

I’m so proud that we avoided the boastful, arrogant gimmickry that our highest fee-sucking private schools plaster across the billboards of Eastlink.

I’m proud because these words drove a genuine positive cultural shift at Ludmilla PS and because they helped us build better kinds of Australians.

If schools really do play a major role in building future Australians that we can admire, then we should expect that of them.

And if elite, exclusive and excellent are the words that drive the cultivation of the spoiled upstarts spewing from our ludicrously expensive private schools, then I have no idea why we’d fund them.

Adam Voigt is a former School Principal and the Founder & CEO of Real Schools.

Adam is also the author of ‘Restoring Teaching’, a book aimed at restoring esteem for the role of educators through establishing strong, productive and restorative cultures around Australia’s schools. Visit www.adamvoigt.com.au

TEACHER’S DESK

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10 things to do these holidays to improve your wellbeing Monitor your self-talk

2020 has been a massive year for all, especially school leaders.

It is vital that we monitor that little voice inside our heads and ensure that our expectations of ourselves are fair and realistic. At times, educators can be our own harshest critic. At the end of each day we should reflect on what we have achieved and not be too harsh on ourselves if there are tasks that are still left to do on our to do list. Our days in school are unpredictable.

Unexpected events happen often, requiring us to adjust our priorities.

The end of the school year cannot arrive quickly enough.

It is vital that school leaders take this opportunity for a break and disconnect.

While school leaders have worked tirelessly to support their staff, students, and school communities through COVID-19, now is the time to support themselves. Here are 10 things school leaders should do to improve their own well-being during the coming break…

Take responsibility for your own personal wellbeing Many school leaders put themselves last! They work long hours and try to be all things to all people. Looking after your own wellbeing needs to be a priority. People rely on us. You cannot help others if you are burnt out and exhausted.

Undertake a thorough health appraisal every year Early detection is often better than pursuing a cure. It is important that leaders commit to a full health appraisal on an annual basis. Do not wait for the alarm bells to ring. Take a proactive approach and undertake a full health appraisal including a blood screening during the break.

Replace the term worklife balance with worklife satisfaction

we get satisfaction from our work as well as the other aspects of our lives. Instead of aspiring for worklife balance, aim to get satisfaction from your work as well as the other roles that make up your life.

Set boundaries on your work hours There is always more that can be done. Our ‘in’ tray is never empty; our inbox refills with emails; there are reports that need to be written, and research that should be read. No matter how many hours you work, there is always more that could be done. It is vital to set boundaries to stop work overtaking and having an impact on the other aspects of your life. Which day of the week could you leave school at 3.30pm and do something for you?

Quarantine work time during the break If you have to do some work over the break, decide when you are going to do the work, book it into your diary and then switch off.

By quarantining the time, you can ensure that you don’t pollute your whole break with work or feeling guilty about doing (or not doing) the work. It is vital that you give yourself permission to switch off for a block of time.

Seek expert help if feeling overwhelmed Our work in schools is challenging and demanding. We deal with all sorts of people, confront many stressful situations that occur within our society and are relied upon by so many. If you are feeling overwhelmed, seek professional support. It is not a sign of weakness but a recognition of the real complexity of the role we play.

Book a holiday, every break School terms are intense and draining. It is vital that we take some time each school holidays to rest and recharge. A holiday does not have to be extravagant.

Even if you only go away for a night or two, the change of scenery and break from the demands of our role are worthwhile. Our thoughts are with those impacted by tough COVID restrictions.

The anticipation of the holiday can be almost as good as the holiday itself. Where would you like to go next break? Where

Book a holiday for the end of the year now and gain the benefits throughout the term.

Establish and commit to an exercise routine We know the benefits of exercise on both our physical and mental health. Establishing an exercise routine is one of the most powerful actions you can take.

Choose an exercise that works for you – walking the dog, gym, playing sport, cycling, yoga, swimming, etc. Often when we get busy and stressed, the first thing many school leaders stop doing is exercising. Yet exercising is the best thing they could do for their well-being. Do not make that mistake. Establish regular exercise as part of your routine.

When can you schedule it in?

Make it a priority and you will find the time! Commit to the program for three weeks and it starts to become a habit.

Recharge your batteries What do you need to do to recharge your batteries? Bush walks, beach walks, afternoon naps, movies, binge watch TV, camping, meditation, cook, read… whatever works best for you, NOW is the time! If you get energy from mixing with people, then catch up with family and friends. If you need quiet time away from people to re-energise, then find a quiet space (NOT at school!). Enjoy the well-earned break to recover from a massive year. You deserve it!

Steve Francis is an expert in the complexities of leading effective schools. He works with school leadership teams and staff across Australia and New Zealand and is the author of four books as well as the creator of the Happy School program. This year Steve launched Project: Staff Well-being, which you can read more about online www.happyschool.com.au.

©Jenny Sturm - stock.adobe.com

‘Balance’ can be very difficult to achieve. Our work in schools takes up a significant amount of our awake hours. It is important that

Steve Francis, Creator, Happy School

would you like to go when restrictions are relaxed?

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TEACHER’S DESK

Term 4, 2020 | school-news.com.au

Are you an… “influencer”?

TikTok teaching pros and cons

By David Carroll, Industry Reporter

Social media and its effect on the educational landscape has attracted plenty of negative publicity but some teachers are still determined to find the positives.

An increasing number of Australian teachers and their international peers are taking to platforms like Twitter, YouTube, Facebook, TikTok and Instagram, using them to deliver teaching tips and resources and connect with students and peers.

Australia-based accounts like @miss.sweeney and @ teacherishappy have amassed thousands of followers online but they pale in comparison to overseas accounts like markiroz_z and #sakariexam, whose maths tips have attracted more than two million followers while his TikTok videos have been viewed more than 374 million times.

Joel Kandiah, a commerce teacher at Perth’s Scotch College, is another of the growing band of teachers exploring the educational

benefits of social media. Mr Kandiah has taken to TikTok, using it as a teaching tool to help engage with and educate students on financial literacy.

His videos, posted on the app under his @thehistoryofmoney account, are among the estimated 10 million educational videos which have already been uploaded and viewed about 48 billion times on TikTok. “When the pandemic hit, I was experimenting and I found a lot of teachers in the US were using TikTok,” Mr Kandiah said.

“They were doing a lot of online classes and remote classes and were creating short-form videos that covered information quickly and efficiently.

“I thought I would make a couple of videos and I put a video up about the history of our $5 note and it got 144,000 views and 13,000 likes and it showed there was a real interest there for it.

“It has made me rethink my approach.”

While more and more teachers are adopting social media as a teaching tool, it continues to attract criticism over censorship,

privacy, and child safety issues.

Other concerns have been raised about its potential for distraction, the use of abbreviations effecting the development of writing skills and promoting an overreliance on the internet.

Advocates, however, say it can enhance learning, encourage collaboration and increase familiarity with technology in an increasingly digital world.

Mr Kandiah admitted the concerns remain real but believes there is a place for social media in the schools of the future. “We have to be aware of our responsibilities in terms of educating children in how to use social media in the right way,” he said.

“I think it can be used as an effective teaching tool when we are looking at short, sharp concepts. It is also a great way to connect with students.

“Our responsibility as teachers is to make sure if we are using TikTok, and other social media forms, we are using it effectively and not just getting sucked into the vortex of the entertainment side of it.”

TIKTOK TIPS FOR TEACHERS 1. Research the platform Follow other teachers who are already active on the platform. TikTok is a free social media app where users upload short videos of up to 60 seconds about whatever they want. It is intended for users aged 13 years and over.

2. Understand your overall aim Considering what the aim of the video is will help when it comes to planning content.

You need to plan the content as if you were planning a lesson and consider what do you want them to learn from it.

3. Public or private Who is your target audience?

Is it just your students or are you planning to target a greater audience? With TikTok you have the choice to share publicly as a resource for all teachers to use or make private videos, download them, and just use them in your own classroom setting.

Concerned about staff well-being?

Become a Happy School! www.happyschool.com.au Weekly, one page PD articles to share with your staff Term 4, 2020 | school-news.com.au

TEACHER’S DESK

23

A roadmap for schools to build teacher wellbeing We know teacher stress is high, with increasing workloads and climbing societal expectations.

School leaders want to support the wellbeing of their staff but are often uncertain how, or where to start. What we do know is that one-off interventions do not work, and wellbeing is more than just the individual’s responsibility. Wellbeing is complex, multidimensional, and contextual.

Teacher wellbeing is, according to a 2020 study by Daniela Falecki and Elizabeth Mann: “The psychological capacity for teachers to manage normal stressors within the profession, including awareness of positive emotional states. This includes setting authentic goals, celebrating accomplishments, maintaining positive connections with others, and reflecting on meaning and impact.”

Daniela Falecki, Founder and Director, Teacher Wellbeing

For schools to effectively build the psychological capacity of teachers, schools must take an evidence-based strategic approach to strengthen the wellbeing of their staff, much like they would when planning student wellbeing programs.

Having worked with hundreds of schools and thousands of teachers across Australia, there are five

TEACHER WELLBEING RESOURCES EMPTOEAWCHEERRS

SIMPLE

POSITIV E CONNEC

TIONS

NG GFUL PRACTICAL WELLRBEMEINIDERS Workshops, Online Courses & Consulting

MEANIN

Conversation starters PD Activities to boost morale

Reflective moments Solution-focussed planning

www.teacher-wellbeing.com.au 24

clear steps to build positive and sustainable wellbeing initiatives for staff in schools. These steps form a roadmap and act as a transformative guide for schools to follow. The roadmap supports the change journey by recognising both individual and collective needs within each school’s context. Given wellbeing is not a destination but an ongoing commitment to improvement, the roadmap helps schools navigate this path with five Es.

Step 1 – EXPLAIN Given the complex nature of wellbeing and people’s different understandings of what wellbeing means, it is imperative to spend time explaining the science of wellbeing, the research and evidence-based strategies. The foundation of this science comes from positive psychology. The first step in the roadmap is planning regular, quality professional learning to give people opportunities to think, feel, reflect, and connect in safe and meaningful ways when discussing wellbeing. This can be sequential twilight sessions, full day sessions, or online.

Step 2 - EXPERIENCE As we know, teaching does not always equal learning. People need opportunities to practice, apply, and live wellbeing initiatives that were explored in training. A toolbox of activities needs to be planned and sequenced throughout the year, much like we would with student wellbeing initiatives. This could involve small yet regular wellbeing conversations in staff meetings, wellbeing-buddy activities and a staff wellbeing board with weekly reminders and actions. Our chat

TEACHER’S DESK

box and connect box cards support this with great activities to build solution-focussed wellbeing conversations. You can find these at www.teacher-wellbeing.com.au.

Perhaps most essential to this step is encouraging self-determination with choice, connections to knowledge and shared experiences.

Step 3 - EVALUATE As wellbeing initiatives begin to build momentum over time, the next step is to stop and review what is working and what areas might need more focussed attention. An external coach can help school leaders ask, listen, and reflect in positive and solution-focussed ways that encourage teacher-voice.

An Appreciative Inquiry summit is one model for schools to utilise as an empowering reflection tool.

Step 4 – EMBED Wellbeing is not solely the responsibility of individuals. Schools are organic systems with structures and processes that can directly impact wellbeing. The next step is for school leaders to review existing policies and procedures that may impact wellbeing, e.g. meetings during report periods or sterile staffroom facilities. In this step, plans are created that support wellbeing through policies, process and the physical environment.

Step 5 – EVOLVE Just as the development of physical wellbeing requires regular attention and focus coupled with positive action, so does psychological wellbeing. The next step is to return to the start of the roadmap to begin the process again in an evolving cycle of improvement.

Term 4, 2020 | school-news.com.au

CASE STUDY

Images courtesy of Makers Empire

Carlingford West Public School

creates 3D printing hub

By David Carroll, Industry Reporter

Luke said teachers in every grade have now completed the Makers Empire proficient teacher professional development course and they will lead the way with 3D design and printing projects in the classrooms.

The rise of 3D design and printing at Carlingford West Public School in Sydney has led to the establishment of an innovative printing hub to service the demands of the 1680 students.

Luke Drain, a classroom teacher at Carlingford West, said the school has been using Makers Empire since 2015 and his colleagues and the students have eagerly embraced 3D design and printing as part of their curriculum.

The increasing demand on the school’s fleet of 3D printers did however raise some issues, including access.

“In the past, we had the printers situated in different classrooms but we have about 75 classrooms and we only had about 20 printers,” Luke said.

“Some teachers who didn’t have a printer in their classroom felt uncomfortable interrupting other classrooms to do their printing.

Term 4, 2020 | school-news.com.au

“This year has been very hard because of COVID but last year we had a (3D printing) project in every grade,” he said.

“3D printing allows us to engage students in projectbased learning and to teach entrepreneurship, STEM, geography, creative arts, literacy and numeracy.”

“They were also finding it was taking some time to print the projects and by the time they got back to the kids for feedback, the kids weren’t quite as engaged as what they originally were.

“So, what we have done is create a 3D printing hub that can service the entire school.”

The printing hub, which will include 11 new printers purchased to replace ageing first and second-generation printers, will house an estimated 25 active printers.

“The point and the purpose of the hub is to provide quick and easy access for all the teachers and students,” Luke said.

Luke said the 3D design and printing and Makers Empire programs deliver on more than just Key Learning Areas.

“The vision is, teachers can send the print through, we’ll get them printed. The new printers are faster and have greater capacity so we’ll be able to have multiple projects going at the same time without the worry of the teachers having to check on the progress of the project or having to interrupt another class’s time to check on it.”

“One of the things I really like about the design pedagogy is it allows students to frame the way they think of failure,” he said.

TECHNOLOGY

“If their design doesn’t work the first time, they can readjust. They see it’s not bad to fail, as long as they have another go. It helps teach persistence and resilience.”

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The teaching resource helping

communities fight COVID-19

By David Carroll, Industry Reporter

The introduction of 3D printers in schools is delivering real-life lessons and Australian students and teachers are lending a hand in the fight against coronavirus.

School students and teachers are using 3D printers to make personal protective equipment (PPE) for health care workers in both nations.

The projects include that of a young student from Karoonda Area School in South Australia who answered a request from his local hospitals for assistance with creating ‘ear guards’ to help health care workers who are required to wear face masks all day.

Steven Bergmann, a science teacher at Denmark Senior High School, has also been producing PPE, printing plastic face masks and shields for donation to medical practices in Western Australia.

The projects are doing more than just provide essential PPE. They are demonstrating the significant potential of 3D printers as a teaching resource. 3D printing - building a three-dimensional object using the chosen material laid down layer by layer - is now widely accepted as both a strong educational and motivational tool

26

Images courtesy of Makers Empire

School 3D printing projects are doing more than provide essential PPE, but are demonstrating significant potential as a teaching resource within the classroom. A study by Sydney’s Macquarie University shows lessons utilising 3D printers engage students, enabling them to learn advanced concepts and skills and can bring almost any educational concept to life.

Students can progress an idea from concept to creation and there are applications across the curriculum including in the STEM (science, technology, engineering, and mathematics) and design subjects.

With 3D printers, teachers can create activities that take academic concepts from the theoretical to the practical.

A UK study confirmed the benefits for students, revealing that using 3D printers in the classroom could enhance

TECHNOLOGY

learning and develop creativity, problem solving, critical thinking, inquiry, collaboration, autonomy, literacy, numeracy, scientific understanding and digital literacy. The study also revealed extensive teacher transformation took place with some teachers indicating they had evolved to be more collaborative, flexible, and comfortable with technology.

A pilot program launched by South Australia’s Department for Education in 2016 provided 3D printers and associated consumables and support to 28 schools.

The success of that program has meant the number of government schools in the state with 3D printers has increased almost tenfold.

Term 4, 2020 | school-news.com.au

“The 3D Printing in Primary Schools Project was a project that provided professional learning experiences to teachers to use 3D printers as a tool to deepen their knowledge of the technologies curriculum [‌] and provide opportunities for learners,â€? the department said. “At the end of 2019, up to 250 South Australian government schools had participated in the project.â€?

While the educational appeal of 3D printers is apparent, some schools have been unable to add them to their teaching arsenal due to the associated cost but, as is often the case with technology, as 3D printers become more common, the costs are becoming more affordable.

Manufacturers are eager to

assist with most offering a selection of products - from start-up bundles to complete lab packages - to suit every budget.

Some manufacturers even provide schools with guidance to help secure funding from government, community groups and corporates.

Most manufacturers also have programs in place to assist schools implement 3D technology into their curriculum including installation, project guides and training and educational resources aimed at teachers.

How can schools make the most of 3D printing?

Mandi Dimitriadis, Director of Learning at Makers Empire, shared her perspective with School News, offering five top tips for schools:

1. Build skills within the school.

Start with a teacher or a group of students who have the time and motivation to experiment and troubleshoot. Once you have a resident expert, it will be easier for others to learn how to use the new technology at their own pace.

objects for a purpose such as testing a prototype of a solution or creating a useful object. This approach also helps students consider the sustainable use of resources and materials.

2. Start with a practice run.

Before undertaking the printing of a major student project, try printing some smaller trinkets, or just a cube. This will help you understand the settings of your printer, make adjustments, and help make subsequent designs more successful.

4. Look after your ďŹ lament.

Because PLA filament is made from corn starch, it absorbs moisture from the air making it brittle and difficult to print with.

Once opened, any unused PLA filament should be stored in a ziplocked bag. Some schools collect ‘stay dry’ sachets from shoes and food to add to their filament bags to help absorb moisture.

3. Don’t print everything. Just as you do not use a paper printer to reproduce every piece of writing a student produces, you won’t need to print every design or model students create. The focus should be on printing

5. Consider whether a 3D printer is needed. There are many 3D printing bureaus and public facilities available and some schools choose to outsource the 3D printing of some or all of students’ projects.

Makers Empire is the world’s most fun and easy to use 3D design & technology program. s™ Š™½× ̙‚Â?Š™ÚÞ ™ą™Â?̏þ™½ß Â?Ëþ™Ú ™Þ¤Ä ʲ c™Â?ŠÄ˽ˤß êÚڏÂ?ĂŞÂ˝ĂŞĂƒ ܊½™ ̙‚Â?ŠÄ¤ ÞÌꕙÄÌÞ ŠËÜ ĂŚĂ‹ •™Ä̏£ß ‚Ä• Þ˽þ™ ‚ê̊™Ä̏Â? ڙ‚½ɏÜËÚ½• Ă—ĂšĂ‹ÂŽÂ˝Â™ĂƒĂž ܏̊ ™Þ¤Ä cŠÄºÄ¤ ‚Ä• Çż •™Þ¤Ä ‚Ä• Çż Ă—ĂšÂŹĂ„ĂŚÂŹĂ„Â¤ÉŒ Ĥ‚¤™ == ÞÌꕙÄÌÞɇ ÂŹĂ„Â?½ê•Ä¤ ڙ½êÂ?̂ÄÌ ½™‚ÚęÚÞ ‚Ä• ̊Ëޙ ܏̊ ÞיÂ?‚½ Ă„Â™Â™Â•ĂžÉŒ VĂŞĂšÂ?Š‚Þ™ ‚ C‚º™ÚÞ ĂƒĂ—ÂŹĂšÂ™ ]Â?ŠË˽ ]ĂŞÂŽĂžÂ?ڏ×̏ËÄ Ă‹Ăš C‚º™ÚÞ ĂƒĂ—ÂŹĂšÂ™ VڏÄ̙Ú V‚Â?º‚¤™ ÂŁĂ‹Ăš ßËêÚ Ă—ĂšÂŹĂƒÂ‚ĂšĂź Ă‹Ăš ĂƒÂŹÂ•Â•Â˝Â™ ĂžÂ?ŠË˽ ‚Ä• ¤™Ì 3 months Ă—ĂšÂŹĂƒÂ‚ĂšĂź Ă‹Ăš ĂƒÂŹÂ•Â•Â˝Â™ ĂžÂ?ŠË˽ ‚Ä• ¤™Ì 3 extra Makers EmpireÉ‚ÉŒ EmpireÉ‚ÉŒ

&Ă‹ ĂŚĂ‹ www.makersempire.com/compare&Ă‹ ĂŚĂ‹ www.makersempire.com/compareand-buy ‚Ä• êޙ ɸ]Â?ŠË˽D™ÜÞɚ ‚Þ ßËêÚ •Þ and-buy and-buy ‚Ä• êޙ ɸ]Â?ŠË˽D™ÜÞɚ ‚Þ ßËêÚ •Þɏ ‚Ä• êޙ ɸ]Â?ŠË˽D™ÜÞɚ ‚Þ ßËêÚ •Þɏɏ Â?Ă‹ĂŞĂ„ĂŚ Â?˕™ ܊™Ä ڙÙê™Þ̏Ĥ ‚ Ă™ĂŞĂ‹ĂŚÂ™ÉŒ

É‚Ją™Ú ‚××½™Þ ĂŚĂ‹ ęÜ ĂžÂ?ŠË˽ Â?ĂŞĂžĂŚĂ‹ĂƒÂ™ĂšĂž ËĽß êޏĤ ̊™ ‚ŽËþ™ •ÞÂ?Ă‹ĂŞĂ„ĂŚ Â?Ă‹Â•Â™ÉŒ Ją™Ú Ă„Ă‹ĂŚ þ‚½• ܏̊ ‚Äß Ë̊™Ú Ă‹Ä…Â™ĂšÉŒ

Term 4, 2020 | school-news.com.au

TECHNOLOGY

27

Classrooms spread out to all corners of the world

Image courtesy of Viewsonic

By Grantlee Kieza, Industry Reporter

COVID-19 has accelerated the industry of education technology by at least five years, making the world a far smaller place.

That’s the opinion of Michael Zhang, the Sydney-based product manager for education solution provider ViewSonic.

Edval Education’s Ngaire Gardiner argues that while the pandemic has been challenging for schools, it has also brought “a new age of flexibility where the old ‘we’ve always done it this way’ is no longer a valid limitation”. Ms Gardiner is a marketing specialist at the school software solution provider.

With a third of the world now said to be staying home because of the pandemic, the power of digital communications

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Lockdown laws have caused a lot of schools to bounce between physical and remote teaching or even completely remote, which has been the case in Victoria

has never been more vital.

“Modern technology means that it doesn’t really matter where you are based, you can still interact with the rest of the world,’’ Mr Zhang said.

“It’s been a wake-up call for teachers used to a classroom of students. Lockdown laws have caused a lot of schools to bounce between physical

and remote teaching or even completely remote, which has been the case in Victoria.”

He told me that the biggest trend in education was software designed to make remote learning easier.

“It has made it easier than ever for teachers to connect with students,” he said.

“More than ever it will be

TECHNOLOGY

possible for someone to earn a degree even from Harvard without ever going there.

“Digital whiteboarding software based on the cloud means that teachers and students can jump in at any time with any device.

Students and teachers are able to interact directly within the same canvas – whether that is a classroom lesson plan, PDF, or presentation file.

“The software allows teachers to switch between physical and virtual classrooms seamlessly.

One of the major benefits, he says, is the ability to create lessons that use varied content, from slideshow presentations, to videos and even virtual reality, making them more entertaining and captivating.

Additionally, whiteboarding software can be easily used by both students and teachers alike.

Term 4, 2020 | school-news.com.au

Smarter timetabling is here Edval helps you to create the best timetable for your school through powerful and intuitive software that revolutionizes the running of your school.

24, sales@edval.education www.edval.education

can also improve wellbeing and relationships within schools.

“Another great type of tool to help with wellbeing is a tool that facilitates sending short, anonymous surveys to give staff a voice and capture what it’s like to work at your school.

“Many technologies schools use on a regular basis have had to adapt quickly to remote learning and varied school attendance. We have seen fantastic leaps in flexible working features in timetabling, online parent teacher interviews, improved remote delivery of learning and more.”

Both specialists suggest introducing classroom technology into learning environments can assist with engagement in many ways. Some new technologies can even measure student engagement through cameras designed to record facial expressions, giving educators feedback on interest and engagement levels.

Image courtesy of Viewsonic

“Teachers can deliver the classroom to their students – this hybrid learning has been a great innovation of the COVID era.”

“Software in education is constantly being developed and improved and it can be delivered and downloaded quickly often for free,” he said.

“One of the main issues we want to address in Australia is that the land is very spread out and you can have people in remote areas where the infrastructure for technology is perhaps not as advanced as it is in the big cities. We want to address this by reducing bandwidth costs,” says Mr Zhang.

Education software is continually improved to increase student engagement based on analytics and machine learning. This appeals to teachers, who know that a student who is fully engaged will take more

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With the latest remote learning technology, teachers can use their time more efficiently and create more effective virtual learning environments for their students.

teach, the timetable is a powerful operational tool that can reduce teacher workload, improve their experience and help them be happier and healthier.

Teachers can, for instance, use technologies to convert messy handwriting into typed text, convert lessons into video files, organise digital assignments, place students into pairs or groups, provide feedback from a class, and provide staff feedback to school leaders.

“A school with more equitable workloads and flexibility for life outside of work have happier teachers. So smarter timetabling

Effective teaching tools create more effective interpersonal communication, helping to improve a school’s culture.

Images courtesy of Edval

active interest in the topic, and display stronger desire to fully understand it, going beyond what is required to simply pass an exam or complete an assignment. Ms Gardiner argues that the first-place schools should look when trying to help teachers is the timetable. “More than just where to be and who to

TECHNOLOGY

Term 4, 2020 | school-news.com.au

Bridge the gap between physical and digital learning with myViewBoard ViewSonic offers a complementary suite of hardware and software solutions to help your school deliver hybrid learning solutions.

As the pandemic took hold across the globe in 2020, students young and old had to adapt to a new style of distance learning.

However, with or without the global pandemic, we have long been headed towards this shift to remote learning.

Technological advancements and wider Internet access make the online education model an increasingly viable option for learning. Teachers and students are now equipped with digital assets at their disposal; transitioning from classrooms to learning management

systems, chalkboards to digital whiteboards, and textbooks to online files. With the growing use of these digital mediums, hybrid learning environments are becoming increasingly popular.

What is Hybrid Learning?

Hybrid learning is synchronous learning that teaches both in-person and online simultaneously, bridging the physical classroom and virtual learning spaces into a more complete education solution.

Why Hybrid Learning?

Hybrid learning is removing many of the traditional barriers to education. Hybrid learning can accelerate the growth of education institutions through improving how teaching resources are implemented by combining

physical classroom learning and remote learning. Hybrid learning can also facilitate demand for both in-person and remote learning styles with a single course.

Furthermore, it can streamline courses so that all students are learning from the same materials with equal opportunity.

Education institutions that implement hybrid learning benefit from improvements in student engagement and outcomes as well as significant savings on essential resources.

How ViewSonic Can Facilitate Hybrid Learning ViewSonic is a one-stop display provider to help education institutions ensure a smooth hybrid digital transition, offering a full range of hardware solutions.

ViewSonic employs an inhouse team of software developers who create software solutions that are focused on solving real-world problems that educators are facing.

The software is called myViewBoard, and it is an ecosystem of solutions that bridge the gap between educators’ existing platforms and lesson plans (such as Google Classroom and Microsoft Education) and high-quality classroom and interactive presentations. myViewBoard is your trusted partner on your path to hybrid learning transformation. It has reached more than 1 million users worldwide and is available for download at no cost, so get in touch with us today to find out more!

To learn more about ViewSonic’s education solutions, visit www.viewsonic.com/education/.

Or learn more about myViewBoard at www.myviewboard.com.

Make Hybrid Teaching Easier

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Find out more at www.viewsonic.com/au

Our Partners Term 4, 2020 | school-news.com.au

+61 2 9410 2522

TECHNOLOGY

ViewSonicANZ

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2020: the education technology

year no-one expected Paradigm shifts in education have always resulted in changes and challenges for teachers, students, and parents.

2020 has been a complete life changing experience for everyone in the education sector.

Teachers, students, and the wider community, have had to adjust to enormous changes. The closure of schools, partial attendance of students, staggered start, and finish times of schools for students has impacted on all other areas of our society.

Teachers were suddenly in a position of having to teach remotely using technologies they had not experienced or planned with before COVID-19.

Teachers and students needed to adapt to the new delivery of their lessons and parents had to play a far bigger role in supporting

Nerida McGeachie Intergrate AV National Education Manager

their children in their learning at home while often adapting their own work as they were required to work from home.

The inevitable rise of e-learning accelerated, and digital platforms were suddenly being populated at rapid speed with content that had never been considered before. Web based

video conferencing became the normal way to engage in real time with students’ teachers and parents. Different platforms like Zoom and Teams became the popular platforms of choice and all of this occurred in a matter of days and weeks instead of months and years and often with little training, insufficient bandwidth, and hastily prepared plans for successfully connecting with larger groups of students and delivery of lessons built for only face to face teaching.

This pandemic has utterly disrupted every education system from early learning institutions to universities across the globe. Racing to have the right technologies with the preferred hardware and software has been a race against time and COVID-19.

While research is now being done using both qualitative and

quantitative data investigating the impact the pandemic has had and is having on our younger people in education systems, we have no choice but to accept the challenges and support the move to e-learning and understand the functions of how to use digital platforms so students can succeed and achieve educational outcomes.

It was always inevitable that online education would eventually become an integral component of school education but the integration of digital technology in education has accelerated faster than anyone expected in the last 12 months.

So much capital investment is being made in new cloudbased technologies, hardware, and software, supporting this shift into digital platforms so quickly means the technology teams working

Images courtesy of Intergrate AV

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TECHNOLOGY

Term 4, 2020 | school-news.com.au

in education have become essential links in connecting teachers and students.

Education specialists involved in technology fields have become an essential resource to draw on as teachers navigate how these connecting technologies can deliver quality teaching and learning using these new and important tools.

Integrate AV’s team of educators are experienced in the delivery of curriculum in Australian schools and universities, providing professional development aligned to the

Term 4, 2020 | school-news.com.au

Australian teachers’ standards and in NSW are a registered provider of NESA. We have worked for some time using technologies demonstrating and supporting teachers in how to engage students when using a blended learning model.

Our role as a professional development provider has increased exponentially as the technology used in schools and other education institutions needs to be understood in a deeper and more meaningful way in the delivery of curriculum.

The nature of digital and online learning is not just being used

to “change up the lesson” or provide a “break from the normal’ or “re-ignite some engagement in students with a fun game”.

Digital platforms must provide a meaningful learning opportunity where teachers construct learning programs to ensure students are developing deep understanding and knowledge of content while also having the opportunity to develop 21st century skills. Students now more than ever before due to COVID-19 are limited or isolated from their normal learning environments. They

TECHNOLOGY

need to have the opportunity to communicate with their teacher and peers, collaborate and develop their ideas and skills , progress and grow their abilities to critically think and develop a deep understanding of what citizenship means to them living in a global community.

Nerida McGeachie has been in Education for nearly 30 years. Her early career as a teacher in the first purpose-built technology High School, Cherrybrook Technology high School, ignited a passion in using technology to transform and enhance the learning of students.

As Head Teacher of Teaching and Learning Nerida focused on what tools could be used and how best to embed these into a quality teaching and learning program with the best outcomes for all students and teachers.

Leading the Northern Sydney Regions Connected Classroom program and the Digital Education Revolution before taking the position of Deputy Principal in a NSW Department High School she headed up the team to roll out the training and development of teachers across the region to embrace and develop new ways of teaching and learning with their students and the curriculum programs. Nerida’s career has focused on transforming learning environments so teachers and students can tap into the right technologies and engage with content to achieve the best outcomes. As the National Education Manager at Integrate AV, Nerida and her team continue to investigate and support how learning can be made more engaging and relevant to students as technology and the world they connect with changes.

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I N TERACTI V E Panels

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(Main Learning Display)

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Durable and commercial-grade SMART Board display Features

4K Ultra HD resolution Accelerated Life Testing LED rated for 50,000 hours Fully heat-tempered, anti-glare glass Silktouch frictionless surface ENERGY STAR certification Regulatory and environmental certifications SMART Assure Warranty

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Professional training & Development Integrate AV offers comprehensive training and professional development, including NESA-accredited courses for NSW teachers.

For enquiries or more information, please email

training@integrateav.com.au or call us on

1800 742 748 We have extensive courses already developed focussing on a wide range of education technology topics, such as:

Creating innovative interactive lessons and resources Using interactive classroom technologies for immersive teaching Using SMART Notebook to promote student engagement Tools and strategies for remote and distance learning Gamification of content for increasing student participation Technological tools for feedback and assessment

The best indoor aerial adventure in Adelaide, Melbourne and Perth!

ATPA certification. Latitude is also compliant member of the ATPA and can assist schools with undertaking their Risk Assessment plans prior to booking.

For an excursion that provides a combination of fun, physical education, activity and exclusive school pricing, look no further than Latitude.

Home to over 3,000sqm of unique climbing structures, interconnected trampolines spanning a huge free jump, highperformance area, dodgeball, basketball and a giant Air Bag, an 8m high suspended obstacle course and unique ninja-parkour course ‘The Grid’, there is no better place to watch your students fly-high.

With 3 locations across Australia, all students from Prep to Year 10 have the opportunity to enhance their physical, social, mental and emotional development during a Latitude excursion. Depending on the objective of your visit, Latitude offer ‘free play’ sessions

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Whether you’re looking for a structured school program or a fun session to let loose, a Latitude excursion which encourages, excites and challenges limits is the one to choose. and structured educational programs which can be tailored to suit your curriculum and students’ needs during your choice of a 60, 90 or 120-minute visit. Catering packages are also available.

Latitude understand that every student’s ability is different, and your dedicated crew leader will ensure every student has a fantastic experience at their own pace, in an inclusive and safe environment. From

building confidence scaling the climbing walls and conquering The Grid, to mastering team work on the dodgeball court, and honing their agility and skills on the trampolines, the best of Latitude will bring out the best in your students.

The safety and wellbeing of all students is Latitude’s number one priority. All Latitude venues are built to a premium standard which have been awarded the

EXTERNAL LEARNING

Visit latitudeair.com or call Latitude’s Functions Team on 1300 123 528 to discuss exclusive school pricing and create a tailored program to suit your students.

Latitude Adelaide, 13-15 Fosters Road, Greenacres 5086 Latitude Melbourne, 590 Waterdale Road, Heidelberg 3081 Latitude Perth, 57 Joondalup Drive, Edgewater 6027

Term 4, 2020 | school-news.com.au

Actioning outdoor education

opportunities for 2021

By David Carroll, Industry Reporter

ŠSolisImages - stock.adobe.com

Learning outside of the classroom delivers positives aplenty but many Australian school students have missed out on the traditional ‘learning outside the classroom’ opportunities this year due to restrictions triggered by the coronavirus pandemic.

The COVID-19 restrictions have forced many Australian schools – in some states more than others – to either cancel or modify their regular camps, excursions, field trips and outdoor learning programs.

Schools and teachers are now being encouraged to reintroduce outdoor education opportunities as soon as the situation allows, with extensive research reinforcing the benefits of good quality outside learning experiences as a valued contributor in a holistic education.

In the heart of Darwin City

we make

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Experiences outside the classroom are often among a studentâ&#x20AC;&#x2122;s most treasured memories of their school years. They provide a chance for students to bond with their peers in an alternative setting and have the potential to ignite creativity and problemsolving skills, foster life skills such as co-operation and interpersonal communication, build confidence, promote independence and stimulate a sense of adventure.

They also allow students an opportunity to apply their knowledge and build bridges between theory and reality with research showing these experiences â&#x20AC;&#x201C; when well planned, safely managed and personalised to meet the needs of the school and

EXTERNAL LEARNING

student â&#x20AC;&#x201C; can deliver a deeper understanding of concepts and have the capacity to raise academic achievement.

The benefits of outdoor learning have been highlighted in the Australian curriculum where it states outdoor learning can be instrumental in the â&#x20AC;&#x153;teaching and learning of self-reliance, interdependence and leadershipâ&#x20AC;?.

A long-term study undertaken by the Outdoor Youth Programs Research Alliance (OYPRA) further highlights the positive effects of learning programs that take place outside the classroom walls.

The three-year study, published in 2018, found students who participated in camps and outdoor education opportunities were more independent, less anxious, work harder at school and felt more important in the school community. The statistics were the same regardless of the school, the type of camp, or studentâ&#x20AC;&#x2122;s gender.

A key consideration when planning an outside learning activity is the partnership between school and provider.

Term 4, 2020 | school-news.com.au

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Students who participate in camps and outdoor education opportunities are often more independent, less anxious, and work harder in school

To deliver students the best possible learning opportunity, teacher and school should also be clear about the goals of the proposed experience and that it is connected to their in-school curriculum. The duty of care around outdoor learning experiences also extends to safety with most education departments providing clear guidance on best practice. Considerations include behavioural guidelines around conduct while outside school grounds, risk assessment, emergency procedures and communication protocols.

Outside learning experiences can include 10 minutes exploring school grounds or a week-long kayak down the river. There are established programs that give schools the opportunity to support curriculum needs in arts, health and physical education, social sciences and languages, science, mathematics, and technology.

Each experience provides students with the opportunity to do and learn new things and Australia is blessed with boundless outdoor learning opportunities, from exploring an art gallery, undertaking a multi-day hike to attending a space camp.

Now it is just a matter of deciding what will be best for your students in 2021.

ŠAlexander Rochau - stock.adobe.com

The quality of the ongoing partnership between the teacher and the outside-the-classroom provider before, during and after the visit is considered vital to maximising the benefits.

Escape & explore Planning a school camp? Choose the best!

Wilderness Escape Outdoor Adventures is the largest provider of Outdoor Education programs in South Australia, and are recognised nationally as a leader in the ďŹ eld of school based experiential education.

We work in partnership with you to deliver quality Outdoor Education programs for students, from lower Primary to SACE level.

Wilderness Escape offers unique opportunities for students to engage with the world around them, whilst discovering more about themselves, developing meaningful life skills and fostering relationships with their classmates and teachers.

We provide varied camping experiences of increasing difficulty for each year level, which teach your students concepts and skills

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that will set the foundation for life and personal growth. As the level of challenge and experience increase, the students develop increased positive emotion through their achievements.

Our fully qualified Outdoor Education Facilitators are passionate about teaching your students the skills necessary to effectively participate in outdoor adventures while injecting a large degree of fun and life learning into every program. Our school camps operate throughout South Australia and Victoria, from rural to metropolitan areas, with the option for provider transport to all locations.

EXTERNAL LEARNING

Term 4, 2020 | school-news.com.au

Camps offer

the best LEOTC! School camps have been an essential part of Australian students’ education for decades.

Camp activities are designed to support pastoral curriculum through the development of personal qualities and attributes such as resilience, independence and inclusion, using fun and engaging activities as the teaching medium.

Camps have come a long way since the days of rough and ready accommodation, bulk catering and unstructured activities.

Today’s camps are comfortable for teachers and students alike, offer varied and nutritious meals

and are staffed by highly trained and experienced professionals.

The Australian camp sector is extremely well regulated with a strong culture of compliance. Our members have the resources, training and experience to provide the highest level of care for your staff and students, along with the willingness and ability to work with your school to maximise the educational benefits of camp.

The Australian Camps Association is the national peak body for camps and associated providers. With a membership drawn from across Australia, we are sure to have a site or activity to suit your students.

Our enquiry portal will help make choosing your next camp or outdoor activity easy. Visit http://auscamps.asn.au/booking-enquiry to find the provider that works best for you.

The National Zoo & Aquarium is particularly unique as it features a combined aquarium, metropolitan zoo and an easily walked open-range section and the AdventureLand playground which features a total of 55 activities including various sized fibreglass animal sculptures for children to explore and play on.

Our recently introduced tours feature the chance to get up close and personal to some of our favourite residents. Get face to face with a dangerous carnivore on our Awesome Roarsome tour or stand in awe of our gentle giants on the African Savannah Safari.

Term 4, 2020 | school-news.com.au

The Guide is distributed to all schools in Australia each year.

Contact us for your FREE copy today!

Save time with our FREE Booking Enquiry Service visit -

http://auscamps.asn.au/booking-enquiry

We Make Finding Your Next Camp EASY! www.auscamps.asn.au

Wild Ideas at the National Zoo & Aquarium

The Zoo for you Get up close and personal with some of the world’s most amazing creatures at the National Zoo & Aquarium, Australia’s only combined open range zoo and aquarium.

Our annual Guide to Camps and Outdoor Activity Providers has been a resource valued by principals and teachers for more than 20 years.

For an all day experience, why not check out our Wonders of Wildlife Tour, taking you behind the scenes to check out all that a working Zoo has to offer!

As well as amazing animals, the National Zoo & Aquarium features stunning themed landscapes including waterfalls, a vast fern gully and beautiful picnic and BBQ areas.

Visitors are able to experience the unforgettable with an overnight stay at the internationally recognised Jamala Wildlife Lodge. There is truly something for everyone at the National Zoo & Aquarium!

Unlike any other zoo experience, students visiting the National Zoo & Aquarium are immersed into the life of a zookeeper!

Whether it is meeting friendly animals or learning what it takes to care for wild animals, it is sure to be a memorable educational experience.

Book now for an exciting Discovery Learning Session!

To find out more visit: www.nationalzoo.com.au or www.jamala.com.au EXTERNAL LEARNING

W: nationalzoo.com.au E: frontdesk@nationalzoo.com.au P: 02 6287 8400

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Hey, Teacher, leave those kids alone!

This is the key principle of the outdoor classroom - extending children the freedom to experiment and take ownership of their activities, allowing them to explore, imagine, try new things, learning alone and with groups.

Ultimately, what children learn most deeply is what they have explored by themselves.

This means that truly engaged teachers take a back seat, observing and responding rather than leading.

Quality learning occurs naturally when children become engaged with the environment and the people in it. Physical activity is instrumental for their development and health, the open space offers opportunities for big movement, vigorous social play, and refinement of motoric

42

classroom context, cultivate cultural awareness, gain new skills and expand their creativity with activities that include hunting and gathering, making tools and implements, foraging and cooking using only natural resources. They foster a deeper understanding of the unique cultural identity of the first Australians.

Cultural camps, excursions and incursions can be tailored to suit individual needs, curriculum requirements, specific age groups and programmes.

Wula Gura Nyinda – Shark Bay

skills, and most importantly, hands-on interaction in new, outdoor environments enhances engagement and passion - they really start to ‘live’ their learning.

world today. Aboriginal cultural tours and camps treat students to an immersive opportunity to explore authentic, project based learning in an outdoor

This experiential method of teaching has been part of traditional Aboriginal culture for millennia, passing on skills and ancestral knowledge from one generation to the next through demonstrations and practice of lore and customs has preserved the ancient traditions, making it the oldest living culture in the

EXTERNAL LEARNING

Explore the range of options available at over 40 locations across Western Australia and download our brochure at www.waitoc.com

Koomal Dreaming – Margaret River

Term 4, 2020 | school-news.com.au

©Tverdokhlib - stock.adobe.com

Teachers benefit from healthy school food options

By David Carroll, Industry Reporter

It is widely accepted that school communities and teachers play a key role in helping children develop healthy eating habits, but workload demands mean some educators are failing when it comes to positive role modelling.

Research by The Australian Institute found almost 3.8 million Australian workers routinely don’t take a lunch break, with 50 percent of them saying it’s because they are ‘too busy’.

Teachers are among those who regularly skip lunch, pointing to their workloads and hectic schedules as reasons why.

One New South Wales high school teacher, who has spent more than 30 years in the industry and is now serving at a school with a student cohort of about 800, said she often skips lunch because of the demands on her time.

“I would probably miss lunch three or four times a week,” she said.

Term 4, 2020 | school-news.com.au

“Usually during the break is when you are most needed by the kids. And no day is the same. If we have an incident, or a child needs your attention, or a parent comes in … there’s no way you can schedule your day to actually include breaks unless you put aside things that might need attention.

“You prioritise everything else before yourself. I know for me, sometimes I don’t eat until 4pm because I forget, or I just don’t have time.”

A primary school teacher based in Sydney said he “regularly” skips lunch due to a hectic schedule.

they were aware that skipping a proper lunch or meal break makes them less productive.

Science also shows skipping a meal affects your ability to concentrate, leading to a decrease in your performance.

It can also make you feel irritable and tired, but the high school teacher said it is often unavoidable.

“I know that there are some teachers who do really want to make sure their eating habits are right, and I’ll go through fads where I’ll get myself really sorted, but when it’s stressful, when it’s report time, that goes out the window,” she said.

don’t eat it all in one sitting it doesn’t matter, you can come back to it because you don’t get a lot of time to yourself.”

Simple solutions for school leaders to help teachers stay healthy: •

Protect teachers’ time.

Provide clear guidelines regarding student and parental support to ensure teachers can access their scheduled breaks.

•

Reduce tasks that have little or nothing to do with teaching or supporting students.

•

Create a pre-order and priority queue for teachers at the tuckshop. For those teachers who do not bring a lunch, make it quick and easy for them to grab something healthy from the tuckshop.

•

Supply healthy snacks for staff meetings and professional development gatherings.

•

Create water stations around the school and offer bathroom breaks so staff can stay well-hydrated.

“It’s the same in every school.”

“Take today for instance. Between classes as I was grabbing something off my desk, I picked up a little can of sardines and literally ate it over the bin. Took me about 10 seconds,” he said.

Positive modelling by school staff is considered crucial to developing healthy eating habits among students and while it is sometimes difficult, the teacher said planning ahead is the key.

“That’s normal because the extra activities have to go into the breaks so there goes lunch.”

“To have a good diet at school you have to be super prepared,” she said.

Teaching is a demanding profession and yet 50 percent of those people surveyed by the Australia Institute said

“You’ve got your food there ready to eat. Usually something you can eat and put away, you don’t have to heat up or if you

FOOD & BEVERAGE

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COMPOSITION® PEEL ‘N’ STICK Composition® Peel ‘n’ Stick is a pinnable, Velcro™ receptive acoustic wall-covering perfect for education and office environments.

Designed to control echo and reverberation, Composition’s acoustic properties promote a focused and productive environment. The simple adhesive backing makes install easy, giving you the creative freedom to mix and match colours and textures to create unique patterns. A great alternative to paint, Composition Peel ‘n’ Stick is 100% polyester, UV resistant, and durable – ensuring an amazing, blemish proof finish.

C Autex P 1800 670 160 E webenquiries@autex.com.au W www.autexglobal.com

ELECTRONIC INFORMATION BOARD A professional electronic sign at your front gate provides an opportunity to showcase your organisations brand and visual identity. It enables passersby to engage with activities and allows your organisation to build upon its reputation within the local and wider community. There are always a number of events occurring at schools on a weekly basis which can be promoted to the local community via an information board. It can also be a great way to remind people through various visual cues on the organisations values and mission to build a strong internal community.

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SPACIO STUDENT CHAIRS SPACIO combines simplicity with a solid frame and functionality. It has a compact back and soft design that provides strength, flexibility and comfort.SPACIO is available with optional arms and padded seat and accessories such as writing tablets and under-seat baskets to offer a versatile solution in learning spaces. Now available in a new range of exciting colours.

C Resource Furniture P 1300 577 267

C Electronic Signage Australia P 03 9894 1963

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E info@esignsaus.com W www.esignsaus.com

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WHAT’S HOT

Term 4, 2020 | school-news.com.au

SALTO XS4 ONE ELECTRONIC LOCK Say goodbye to the risks and costs of mechanical keys with the SALTO XS4 One. The most popular electronic lock in the SALTO smart access control range, the XS4 One offers schools affordable, real-time access control for both external and internal doors on campus. Designed for high traffic environments and easy to retrofit, this lock is packed with the latest technology for future-proof compatibility. Create a safer school and save time with full audit trails, the ability to remotely manage doors, instant revocation and granting of access rights, and emergency lockdown.

C Salto Systems P 0447 778 873 E h.flett@saltosystems.com

WEATHERPROOF BAG/PORT RACKS Quantum Library Supplies uncovered bag racks for indoor and weatherproof covered bag racks for outdoor use. Custom sizes made to order in a variety of colours. Covered bag racks are encased with 3mm aluminum panels with attractive hard wearing powder coating and shelves feature three folds for superior strength.

Bag racks can also be suspended as shown in the top left photo, as well as on the same level. All bag racks made to order and are built to individual requirements. Bag racks are available in two, three and four tier options in both covered and uncovered designs. Large range of powder coat colours available.

CUSTOMISED PLAYGROUNDS Loved by thousands of students across Australia, Austek Play design and build customised playgrounds which can be modified and adapted to suit any school’s budgetary or size requirements. With a completely modular system that features an extensive range of activities, our playgrounds are designed with the physical, mental, and social development of children in mind to ensure students can truly get the best out of break time! When you purchase a new playground from Austek Play, you can be certain that you are investing in a top-quality, purpose-designed area from one of the most committed and qualified playground companies in the market!

C Quantum Library Supplies P 1800 773 373

C Austek Play P 1300 433 364 E info@austekplay.com.au

E info@quantumlibraries.com.au W www.quantumlibraries.com.au

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SMART 6000S - INCORPORATING TOOLSENSE™ TECHNOLOGY! The brand-new SMART 6000S series incorporates ground-breaking features, including the revolutionary ToolSense™ technology. ToolSense™ allows educators to bridge physical and digital learning. ToolSense™ technology opens endless possibilities for actively engaging students with their learning. The SMART 6000S panel recognises and cleverly interacts with real-world physical objects to provide a tactile and truly “hands on” educational experience. By combining SMART’s industry-leading touch and ink technology with ToolSense™, you can bring the future of interactivity into your students’ hands. Contact Integrate AV for more information.

C Integrate AV P 1800 742 748 E smart@integrateav.com.au W integrateav.com.au

Term 4, 2020 | school-news.com.au

WHAT’S HOT

45

No room for error with

chemical storage

By David Carroll, Industry Reporter

leak-proof containment sump, spill-containment measures, appropriate venting, locking mechanism and self-closing doors.

Schools are expected to be safe environments, yet they are home to numerous chemicals, which have the potential to harm the health of students and staff alike.

The relevant guidelines must also be observed when it comes to the location of the individual cabinets with some jurisdictions requiring the flammable liquid cabinet and corrosive liquid cabinet to be kept at least three metres apart.

Most of these chemicals are classified as dangerous goods and or hazardous substances and the handling and storage of them is controlled by specific legislation, regulations and codes.

Dangerous goods are defined as items or substances that may present an immediate safety hazard through exposure to their explosive, flammable, radioactive, corrosive, or toxic properties.

They are easily recognisable by the diamond-shaped sign displayed on the substance label.

Examples include compressed gases, flammable liquids including petrol, explosives, and oxidising substances such as pool chlorine.

Hazardous substances are classified based on their health effects, both short and long term.

They can enter the human body in several ways including inhalation, ingestion and contact through the skin. Examples include acids, caustic substances, disinfectants, herbicides and pesticides, and solvents and thinners.

The health and safety requirements for handling and storing these different chemicals tends to be specific and schools should refer to individual state or territory education department websites for the latest health and safety requirements.

It is also important to consider where the storage containers are sited. Avoid placing them near room entryways and exits to minimise incidental access and keep them well away from any possible ignition sources. Also ensure the top of the cabinets are not used as shelves.

Images courtesy of Bronson Safety

have a range of chemicals that they need to be conscious of treating appropriately,” he said.

“The first thing they should do is create a manifest of all the chemicals they have.”

An up-to-date register allows for the chemicals to be categorised by class which in turn allows them to be stored appropriately.

“The separation of hazardous materials is crucial,” Mr Albergo said.

“While the volume of chemicals being stored at schools is

not great, there is still the potential for fire or explosion.

Another one which people overlook is the risk of creating a toxic vapour or toxic gas.”

To ensure appropriate storage, Mr Albergo recommends schools provide separate dangerous goods storage cabinets for both acid and alkali corrosive liquids, flammable liquids and oxidising agents.

Cabinets should have a thermal barrier which has been fire tested and certified to comply with the Australian Standard.

Other requirements include

Security is another major consideration. Storage cabinets should be securely locked when the chemicals are not in use and access to the dangerous goods and hazardous substances should be restricted to authorised and trained personnel only.

Maintenance of the cabinets is another key requirement.

“Of all the storage cabinets that are in schools, I would say 95 per cent are not properly maintained,” Mr Albergo said.

“They should be cleaned and maintained regularly.” As part of the maintenance process, check chemical containers and their seals or stoppers for deterioration and replace as necessary. Ensure all containers are clearly labelled and include date of purchase.

Correctly dispose of chemicals no longer in use and ensure minimal quantities of chemicals are stored on site by regularly reviewing the chemicals held in storage.

There are, however, safety guidelines that apply to all schools. We wanted some industry guidance on this, so we approached Jemal Albergo from Bronson Safety for his view and he said the first thing schools should do is identify what chemicals you have onsite.

“Schools generally are pretty good when it comes to handling and storing chemicals, but they

46

Environmental conditions in which chemicals are stored also play an important part in chemical safety with temperature, moisture, light, pressure and atmosphere to be considered.

The SDS for the chemical, plus the container label, should be consulted for optimal storage conditions of individual chemicals.

HEALTH & SAFETY

Term 4, 2020 | school-news.com.au

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Vandals versus victors and vanquishers

By Mandy Clarke, Industry Reporter

Mindless vandalism, arson, and theft are a scourge on too many schools.

Indeed, just last month, a group of Aussie teenagers were charged with causing $50,000 of damage to a school in Sydneyâ&#x20AC;&#x2122;s west. The boys, reported to be all aged under 17, allegedly broke into Westfields Sports High School in Fairfield West, and ran amok in classrooms.

They spray-painted walls, and damaged property.

However, school vandals are not always mindless teen offenders.

This was the case of a recent rampage reported in a school in New Zealand, the police identified two primary school kids as the culprits based on the tiny footprints left at the scene of the crime. The two pint-sized terrors had wreaked absolute havoc throughout their school one Sunday afternoon!

Modern schools are often filled with expensive digital technologies and are at high risk of a break-in. Schools also invest in expensive technologies, design machinery, laser cutters, 3D printers and many other costly learning aids, so prioritising security is more important than ever. Your schoolâ&#x20AC;&#x2122;s security needs must be reassessed regularly because prevention is vital to your security procedure and protocol.

Risk assessment is the first step, and many education departments and security suppliers can provide your school with a tailor-made assessment tool. If you find that your school meets certain risk requirements, it may qualify for government funding towards installation of intruder alert systems and more.

Alternatively, if your school has suffered property damage in the past, the government may pay for a formal security audit. For schools that do not

48

Image courtesy of Salto Systems

meet the criteria for additional funding, you can undertake your own audit by following the risk management tools provided online by your state department or use a licensed security consultant.

Once risk areas have been identified, there are many ways to strengthen security: clearly signposting alarm systems, CCTV and security patrols is a simple way to help deter vandals and thieves. Experts suggest placing your signs behind a see-through fence, or somewhere clearly visible but difficult to deface or hide behind.

Security lighting is also important as it will prevent blind spots or dark shadows in CCTV footage and strong visibility will act as

a deterrent if would-be vandals know they will be seen. Security lighting and infra-red lights have the added benefit of surprising trespassers, discouraging them from entering. The sudden bright lights may trigger neighbours to keep an eye out or call police.

Professionals should be brought in to install lights where they will be most effective and most difficult to deface or disarm.

One of the best ways to secure a school is to establish a strong perimeter. With a solid boundary fence, onlookers will note that the school is secure, and students, parents, and teachers can feel safe during term-time. Fencing is popular, as trees or landscaping can be scaled, and walls feel too

HEALTH & SAFETY

imposing. There are a variety of available fence materials and even anti-climb designs ideal for preventing school break-ins.

Customisable high security fencing designs are also available to schools concerned about appearance. Access control systems offer a high level of security and can integrate well with secure fencing.

Security systems combine electric locks with CCTV control, alarms and boundary fences, plus additional functions like automated door locking, pin code access, key cards, and fobs.

Access control systems (you know, the access cards commonly used in hotels) can also be used in schools.

Term 4, 2020 | school-news.com.au

State school implements SALTO for affordable and smart access control

proven for schools. The flexible and cost-effective package met the College’s current and future needs, and has already demonstrated a great return on the school’s investment dollars.

Narre Warren South P-12 College is a unique Victorian state school.

Home to over 2000 students and 200 staff, cultural diversity is a feature of the College with at least 50 ethnic groups being represented.

The College was using a mechanical key system for its security needs; however, as keys multiplied, it became increasingly complex to manage and guard against key duplication and copying. The costs of re-keying and replacing locks would also be significant if keys were lost or not handed back. To address these issues and provide a safe learning environment for students, the College worked with Eclipse Security Systems to install a SALTO smart access control system.’

Replacing keys with smart access control gives the school much more control over its security. Smart online wireless locks on main entrance doors enables the school to incorporate these doors into its lock down procedure. At busy student drop off and pick up times in the morning and afternoon, the school gates are automated to improve traffic flow and ease congestion. And since

Narre Warren South P-12, like many state schools, hire out their sports and meeting facilities to third party groups outside of school hours, the new access control solution makes it much easier to manage access for these short term visitors.

Brett Dyer, the College’s Property and Maintenance Manager, liked the fact that SALTO could offer a solution that was

“The most important thing for us is to ensure that we are doing everything we can to safeguard our children. Our new access control system furthers this goal,” says Brett. “We particularly like how easy it is to use and program, especially the issue and management of contactless smartcards for external user groups. The scheduled automatic locking and unlocking of external doors and gates is a huge time saver, and so far we’re pleased with the product and the capabilities it now gives us.”

Contact SALTO Systems on (03) 8683 9782 or visit www.saltosystems.com.au

SECURE YOUR SCHOOL WITH SMART ACCESS CONTROL Say goodbye to the headaches of managing physical keys with our keyless, wireless, and cost-effective solutions.

COVER EVERY ACCESS POINT Stand-alone or integrated into existing systems - there are options to suit every door, building and budget.

COMPLETE VISIBILITY & CONTROL Automate your campus by specifying when doors lock, open, for who and for how long.

REAL-TIME EMERGENCY RESPONSE Individual teachers can lock their rooms, or the manager can instigate a campus-wide lockdown from a central point.

COST-EFFECTIVE & EASY TO INSTALL Installed on doors with existing locks, so there’s no need for additional modifications or wiring. Perfect for retrofits or new builds.

Term 4, 2020 | school-news.com.au

HEALTH & SAFETY

For more information, please call (03) 8683 9782 or email info.au@saltosystems.com. www.saltosystems.com.au

49

Workplace first aid

training could save your life managing the multitude of health and safety risks associated with running a school and highlight the importance of having a thorough first aid policy.

The model Work Health and Safety Act (WHS) 2011 amended 2019 requires that a person conducting a business or undertaking (PCBU) ensures their work environments are safe places.

In schools, this means risks must be assessed and procedures put in place to reduce the chances of injury for the duty holder, students, staff, and visitors alike.

Fortunately, most Aussie children are very healthy, safe, and well in their school environment and able to develop, learn, and establish foundations for their future wellbeing.

Still, accidents will always happen.

According to statistics from the Australian Institute of Health

and Welfare in “2016–17, around 66,500 children aged 0–14 we hospitalised for injuries, a rate of 1,445 per 100,000 children”. The stats also highlight that boys were 1.5 times as likely to be hospitalised for injury than girls.

Moreover, Indigenous children and those living in remote areas were far more likely to be hospitalised with injuries. During this time, falls accounted for close to half

of children hospitalised with injuries and the second leading cause of injury was road accidents (including both traffic and non-traffic).

Accidental poisoning was followed by accidental drowning and submersion.

These figures reinforce the need to be diligent when it comes to

This contactless technology can be programmed to allow or restrict access to certain parts of the school at different times of the day. Teachers and principals might have cards with full access to the whole school, but cleaners and gardeners may only need access to some doors within certain time periods.

The technology can go so far as allowing access to storage facilities or cupboards to limited people at specific times.

50

First aid requirements vary from one workplace to the next, and one school to the next depending on the nature of the work, the types of hazards in the environment, the size and location of the school, as well as the number of adults and children.

electronic access control (EAC), schools need to consider the flexibility of the solution and how it meets their needs both now and in the future.

“Hardwired EACs are costly to install, so a good option is wireless access control using battery operated smart locks because without cable they can be deployed for a fraction of the cost of hardwired EACs - allowing you to secure both perimeter and internal doors with the same budget. Also, they are perfect for heritage buildings where pulling cable is not possible.

The latest tech for control systems is even simpler, it is the use of smart phones instead of cards. This means that schools can grant access to anyone at any time to any door by simply allowing access via the app on their phone.

CCTV is also a very effective security tool, especially when it comes to reviewing incidents.

It acts as a great deterrent, reducing the risk of untoward or criminal behaviour and increasing safety for all. CCTV is also simple to install and can be used with an access control system. It is possible for your entire school security to be

The Safe Work Australia Code of Practice on first aid in the workplace July 2019 states you must provide appropriate first aid care for your school community, ensure first aid equipment is appropriate and accessible and provide facilities for administering first aid. It is also vital that your school has an adequate number of workers trained to administer first aid.

managed from one location.

The system can be set up with a variety of sounds and alerts coordinated to correspond to security events, such as doors being left unlocked, intruders detected on site or even in a lock down emergency.

Industry opinion: SALTO Systems’ Hayden Flett gives advice on what to consider when upgrading your school’s access control system...

He said: “When upgrading from a master key system to

HEALTH & SAFETY

“Stand-alone or integrated into existing security platforms, wireless technology provides the same functional benefits: audit trails, the ability to grant or revoke access quickly, remote management of doors, and most importantly, the execution of emergency lockdowns.

“Finally, managing shortterm visitors in specific time windows is easily done through the system without the need to lend and chase keys.”

Term 4, 2020 | school-news.com.au

The Code provides information on using a risk management approach and tailoring first aid to suit the circumstances of your school. It provides guidance on the number of first aid kits, their contents and the importance of having clear first aid signage.

Other duties of care include keeping records of injuries, illnesses, or ‘near miss incidents, this information can prevent further injuries and help with decision making for future first aid requirements. You must also keep Safety Data Sheets (SDS) for all hazardous chemicals handled, used or stored, they provide essential information about exposure and first aid requirements.

To be recognised as a qualified first aider requires the completion of an approved first aid qualification. Nominated first aiders are required to keep their qualifications up to date with a certificate. There are numerous providers who deliver first aid training but the Act states that as a minimum first aiders should hold “nationally recognised Statement/s of Attainment issued by a

Registered Training Organisation (RTO) for the nationally endorsed first aid unit of competency Provide First Aid or a course providing equivalent skills”.

However, in some cases a higher level or additional training may be required, for instance – if your school is in a very remote location. Furthermore, it is important to remember that if a student or member of staff has an existing medical condition the first aider should be trained to respond to that condition. An example of this might be severe allergy, asthma, or severe epilepsy.

The contents of your first aid kit should be replenished at regular intervals and while kits come in all shapes and sizes there are some basic supplies that you should stock. These include, but are not limited to, bandages, sterile dressings, adhesive wound dressing strips, sterile eye pads, antiseptic liquid, stainless steel scissors and splinter forceps, accident register and pen or pencil, first aid booklet, list of local emergency numbers and disposable gloves.

The responsibility to provide

a safe learning environment extends beyond the school grounds to include any places that are visited for school purposes, such as official excursions and camps. A first aid procedure should be in place when leaving school for activities.

While the school may not be able to influence and control all of the risks associated with education outside of the classroom activities, it needs to ensure it consults with any external providers to ensure that they are suitably qualified and have robust systems in place for the management of health and safety.

Finally, you should regularly review your first aid arrangements to ensure. Always review your first aid practices and procedures against any newly identified risks and you might even consider running ‘practice’ first aid emergencies. Evaluate any incidents that have occurred since the last evaluation and measure the effectiveness of the first aid provided.

A word from the experts: School News spoke to first aid trainer and supplier…

Katie Van Woerkom, the Training Team Leader with St John Ambulance Australia (Vic) Inc. She said: “Teachers can complete their CPR and First Aid training with St John (HLTAID001 and HLTAID003) as well as their Asthma and Anaphylaxis certificates as required. Basic First Aid training (HLTAID003) must be completed every three years, while a refresher course in CPR (HLTAID001) must be completed annually.

“Students can also complete their CPR and First Aid training with our 001 and 003 courses, or else simply complete the HLTAID002 - Provide basic emergency life support course, which is a common basic first aid course for younger adults/secondary school students and fits in with their school day timetable.

“Remember that St John can come out to workplaces and schools to ensure these are kept up to date, replace any items needing such and ensure there are enough kits per students/ employees in the workplace.”

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It was very well presented with the available resources on hand.

Questions and activities were targeted and engaging for the students. It was also very inclusive for all students of all abilities.

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Term 4, 2020 | school-news.com.au

HEALTH & SAFETY

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Scoreboards turn sporting fixtures into events

By David Carroll, Industry Reporter

Streaming: Many of today’s scoreboards offer internet connectivity and the quality of the high-resolution displays on the market means they can also be used to stream video or screen movies, providing the option to use them for more than just sports days.

School sport remains a key element of education and a quality scoreboard elevates the experience.

Many of the latest video scoreboards can be programmed to display team and player profiles, stream live footage and replays, and display school announcements and advertising – all adding to the atmosphere of the event.

For schools planning to install a new scoreboard, there is a dazzling array available that can satisfy almost any criteria; from low-tech, flip-style scoreboards to high-tech customised multipurpose video scoreboards that include the latest full-colour electronic display technology.

Some scoreboards come complete with a brightness control which can be used to adjust the display to account for the conditions, an important consideration in an outdoor setting.

What to consider when it comes to sourcing a new scoreboard for your school:

Visibility: When planning where to locate the scoreboard, be it indoors or out, ensure it is placed where it is visible to the maximum number of spectators.

Cost: Price is often the deciding factor when it comes to planning a purchase but don’t immediately rule out the more sophisticated scoreboards. With the cost of technology coming down, some of the high-tech alternatives are becoming an option for more and more schools.

Durability: Outdoor scoreboards must withstand the elements so sturdy, waterproof, and rustproof construction with a durable finish is required. Polycarbonate panels can be installed over LED displays for further protection against the elements and vandalism and for impact resistance in the event of an errant ball. For

Size: Determine where the scoreboard is to be installed and purchase accordingly. Bigger is not always better. The size and shape should suit the available space.

Readability: The importance of size also impacts on readability with the character display a crucial consideration. Most manufacturers provide options with character display ranging from 100mm400mm. Scoreboards for smaller court-specific sports – like basketball and netball – where the crowd is reasonably close, may only require a 100mm-150mm high character but those on a large field – like rugby union, rugby league or hockey – will need a board with 300mm character display or bigger.

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Image courtesy of Big Screen Video

indoor scoreboards, protective nets or cages are available.

Customisation: If the scoreboard is to be used primarily for just one sport, consider a sport-specific scoreboard which can result in lower purchase price. If, however, the facility and scoreboard are to be used for multiple sports, there are numerous multi-purpose scoreboards available which include built-in custom layouts to suit the chosen activity.

Communication: Options include wired, computerbased and wireless controllers.

The key to all is ensuring the software and controllers are user friendly to avoid repeat training for novice users.

Branding: When planning the shape and size of the scoreboard, consider the potential for including advertising and signage on the cabinet. Digital options can also provide commercial opportunities with many delivering the capacity to screen advertising and promotional deals.

Whatever your final choice, it must be remembered today’s scoreboards communicate much more than a match result.

Supplier experts soundoff on scoreboard specs to excite students School News Editor, Rosie Clarke, asked scoreboard experts Nick Birrell, from Electronic Signage Australia and Saul Heffernan from Big Screen Video to fill us in on the latest tech and trends.

“Some of the most popular resolution options for an outdoor video board are a 6.67mm, 8mm or 10mm pixel pitch,” Mr Birrell explained. These “provide a great viewing experience no matter where spectators are situated”.

“An outdoor video board should have a minimum brightness of 6000 nits so be sure to check.”

Mr Birrell told us that LED video boards cater to any sport required and some suppliers can customise the screen layout to a school’s liking. They make “a great showpiece for a school or club”. LED Video Boards can be operated via a direct cable connection or via a wireless connection and can be used to display images, videos, movies, player profiles and much more.”

Image courtesy of Electronic Signage Australia

SPORTS & RECREATION

Mr Heffernan revealed: “In terms of the best and boldest in LED Term 4, 2020 | school-news.com.au

scoreboards, schools should be looking for a solution that can provide high brightness levels to cut through sunlight with the ability to maintain this aesthetic over the long-term. A high-quality LED diode, teamed with a reliable service network and complete with the right software will ensure a sound investment that will last.

Cutting-edge, user-friendly scoring software that has the ability to feature a dynamic mix of onscreen scores, advertising and live video replay, while hosting a large variety of sport scoring systems, and of course wifi or TP Link capabilities is critical to successful operation and delivery.â&#x20AC;? â&#x20AC;&#x153;For schools that are budget conscious,â&#x20AC;? he advised, â&#x20AC;&#x153;look for a solution that offers a broader pitch with longer viewing distance, scoring software that shows simply scoring and imagery. A good standard solution can show scoring and still feature â&#x20AC;&#x2DC;staticâ&#x20AC;&#x2122; advertisements/messages/ images during breaks in play.â&#x20AC;?

Are custom designs the way to go?

According to Mr Heffernan, the advantage of choosing an LED

scoreboard is that it can come in whatever shape and size schools prefer. â&#x20AC;&#x153;To this point, every scoreboard is, essentially, custom designed. Of course, there are a range of standard sizes for schools to choose from, based on popular preferences, but custom designs based on distance, structure and pitch requirements are also possible. We can also customise the software solution to suit the school; this can be the scoring software or for alternate use of the board, opening up opportunities for movie nights, events, school concerts, etc.â&#x20AC;? â&#x20AC;&#x153;While custom-designed scoreboards have their benefits,â&#x20AC;?

Mr Birrell said he would encourage schools to invest in full colour video boards â&#x20AC;&#x153;due to the versatility and functionality they can provide, as opposed to a customdesigned scoreboard that typically caters to two sports or lessâ&#x20AC;?.

Full colour video boards can also be used for things outside sport, including movies, live streaming and television services, as well as for advertising, messages, and open days or assemblies.

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SPORTS & RECREATION

53

Maintaining powerhouse green space

By Rosie Clarke, Editor

Educators are breaking down old school barriers between outdoor and indoor learning with innovative green classrooms.

Filing outside for a quick lunch is no longer the status quo because schools have caught on to the effectiveness of outdoor learning.

Every space on campus is a potential learning space, and there are infinite ways to make use of a well-maintained lawn or sports field in an education setting.

The knock-on effect is that maintaining grassy green space has become a full-time gig for schools, particularly in multi-use areas where sports, playtime, and outdoor lessons are in near-constant rotation.

Image courtesy of Briggs & Stratton

Do different spaces require different maintenance?

We spoke to a couple of industry experts who specialise in grassy maintenance equipment for schools to find out their perspectives.

Australia’s Matthew Stead. “This makes the lawns looks good while removing clippings so that students don’t walk them into the classroom. An added advantage is the collection system acts like a vacuum cleaner for the litter that is left after breaks.”

“The best option for mowing around the admin blocks and classrooms is a machine with a grass collection system,” according to Walker Mowers

He added: “Generally, sports fields are flat and open, so it is more efficient to use wider decks on these parts to cover more ground quickly.”

Green spaces are vital for learning and wellbeing

By David Carroll, Industry Reporter

The value of green space in schools continues to rise with a growing body of evidence supporting claims that access to natural surroundings improves a child’s mental and physical health.

A study out of the US has demonstrated that exposure to green space - including native vegetation, vegetable gardens and lawn areas where children can learn and play - helps individuals recover from the mental fatigue that disrupts attention and concentration that are requisites for academic learning.

Other research links access to green space to academic achievement on several levels while a study conducted by the team at Spain’s Centre for

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Mr Stead had advice for schools considering finance options: “The general principle for finance is to use finance sources for depreciating assets and your own funds for appreciating assets. As maintenance equipment is a depreciating asset, it’s a good idea to use a leasing option. Interest rates are low which helps a lot. A good recommendation is to have a three to five-year lease with a 15 to 20 percent balloon. Updating the machinery at the end of the lease keeps the machines fresh and reliable, the balloon at the end of the lease reduces the repayments, and the school can consistently budget for their maintenance equipment.”

Damien Souter from Briggs & Stratton advised: “Where large walk-behind mowers had previously been used, these areas are increasingly

“The benefits in relation to children are really apparent,” she said.

“If you’ve got a school that has really rich, green, outdoor spaces that are shady, that are comfortable … you’ll find there is a much deeper engaged form of play and that benefits learning.”

Green schoolyards can include: • • • • • • • •

Evidence from research in educational psychology also indicates lessons in nature have a positive effect on subsequent classroom engagement.

Ms Wright said an increasing trend in Australian schools is the transformation of previously outof-bounds areas into natural play and learning spaces. “Everywhere we go now we are seeing what used to be the out-of-bounds areas are now inbounds,” she said.

Queensland-based open space planner Angela Wright said the studies serve to reinforce the importance of green space in school environments.

“They were always the natural areas under the trees, along the fence lines and they are now more and more becoming the nature play spaces.”

memory increased by an average of 22.8 percent over the study period.

Research and Environmental Epidemiology found green space at schools boosted brain development.

The 12-month study of 2593 primary school children aged seven to 10 found “exposure to outdoor surrounding greenness was associated with a beneficial impact on cognitive development in school children” with participants’ overall working

outdoor classrooms native and pollinator gardens stormwater capture traditional play equipment nature play areas edible gardens trees and shrubs sports facilities

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Term 4, 2020 | school-news.com.au

Image courtesy of Walker Mowers Australia

maintained by a piece of ride-on or stand-on machinery featuring a collection system or rear discharge cutting deck.”

Evolving technologies have also had an impact: “The greatest technological advancements come from engine manufacturers where more advanced materials, finer tolerances and systems like electronic fuel injection and electronic throttle control are helping to significantly reduce the emissions of petrol engines, while improving reliability and power-to-weight ratio.”

As such, he said: “Manufacturing processes are improving the maintenance requirements on modern petrol engines are reducing, with some modern petrol engines on ride equipment now only needing an oil change every 500 hours.

Mr Souter also explained that “there is an ongoing shift in the turf industry toward improved safety” and that this is important “for operators in terms of ergonomics and labour reduction, but also in terms of thrown object hazard reduction for bystanders and buildings”.

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55

Bag storage that’s colourful, clean, and considered

By Rosie Clarke, Editor

It only takes one student to throw, kick, or dump their bag on the ground for it to become a trend.

In seconds, bag will be thrust upon bag until the walkway is barely visible.

Your school will be particularly prone to floor pileups if it does not have enough storage to accommodate everybody’s bags.

So many options to choose from Bag storage can be standard or custom, sleek, or colourful: schools can opt for indoor or outdoor shelves, bag racks or innovative, colourful bag hooks.

Outdoor solutions work wonders for schools with limited space inside the classroom or hallways.

Indoor solutions can provide fast access to students and keep classrooms organised.

Not only is it unsightly, but it’s a trip hazard and can interfere with learning if students are then unable to fetch what they need or spend too long looking for a spot to put their stuff.

A more pressing consideration in 2020, modern bag storage is easy to keep clean and it keeps students’ belongings up off the floor. It also minimises crosscontamination as students no longer need to rifle through other people’s bags to reach their own.

Sometimes the simplest intervention works the best and, in this case, bag storage is your best friend.

Safety first: make sure the storage you consider is safe for the age of your students and for the environment.

If you don’t think you have space for storage, consider custom solutions. Effective classroom management and having an organised classroom are intertwined, both influence student behaviour and contribute to creating a more productive learning environment.

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Storage solutions best suited to your school: Industry viewpoint

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Does the storage solution you choose need to be fixed to the wall or is free-standing a better option? Check weight limitations on hooks and racks and discuss safety features with the suppliers. Some school bag racks can be galvanised for outdoor use if required.

Is the storage sturdy enough?

Make sure it is tried and tested and will outlive all the pulling and tugging from little hands and heavy bags. Remember as students get older their bags get heavier; you do not want them to end up ‘hanging’ from the floor!

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Quantum Libraries’ Colin Matthews is passionate about matching schools with bag storage solutions. He has worked with more than 50 schools and shared some of his observations with us this issue. “’Bag racks’ as a whole market is open to many designs and

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options,” he says. “Some are on sloping ground surfaces, some integrate with stairs, others are hanging off the side of buildings. I have worked with schools on internal bag rack installations, and external bag rack installations.

“Some were even designed to replace old asbestos bag racks in the state school system.”

He notes: “My last 10 projects have involved various lengths, as well as two, three, and four-tier bag racks.” For schools that need to store bags outside, exposure can be a big problem, so Mr Matthews recommends waterproof, tiered bays. Bag racks can also be installed in steep locations, he confirms.

An installation can even be “suspended off the face of steps or decking, out into a void, it just needs custom-built suspension brackets under the units”.

He recommends that schools aim for custom bag storage designs that can more optimally meet their unique needs: “While standard two, three and four-tier bag racks are commonplace, the flexibility of customised designs for narrow spaces, such as replacing hand rails and suspending them off pathways and decks, forms much of the work in the education market.”

Term 4, 2020 | school-news.com.au

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CASE STUDY

Dromana Secondary College delights with new permanent modular building

By Mandy Clarke, Industry Reporter

Alan Marr is the principal of Dromana College, one of Victoria’s most highly regarded coeducational secondary schools.

He told us that some of the school’s older classroom buildings were no longer effective learning spaces, so the decision was made to replace them with a permanent modular building.

Through a tendering process, modular construction industry pioneer ATCO was chosen for the project and their design team worked closely with the school to create a modern learning space. The new architecturally designed modular building was constructed offsite, meaning the project was completed faster and caused far less disruption than a traditional building.

By June 2020, the stylish construction was open, providing six new learning spaces for happy students. The space presents large sliding doors that open the classrooms into a common area to encourage collaborative educational opportunities, as well as a spacious common area that features an open style kitchenette and internal locker area.

Mr Marr said: “The building it is really attractive and provides us with a very effective learning space. The design works well for us and we especially appreciate the acoustics, natural light and ventilation.”

The new building does feature cutting edge design with water efficient appliances and ample natural light and ventilation but most of all the building perfectly reflects Dromana Secondary College’s vision and needs.

Mr Marr added: “I have been principal for 15 years and this is the most efficient project I have ever been involved in. It came in on time and on budget.”

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Term 4, 2020 | school-news.com.au

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Why schools are moving towards modular

By David Carroll, Industry Reporter

School leaders and government departments are having to consider how best to meet future learning requirements as a growing student population places increased demands on existing school infrastructure.

Figures from the Australian Bureau of Statistics show that almost 950,000 students were enrolled in the nation’s 9503 schools in 2019.

That was up almost 55,000 students on the year before and forecasts show that over the next 10 years enrolments in the public school sector alone are expected to grow by more than 270,000 students.

“They are easier to build and are less disruptive than the construction of traditional classrooms,” he said.

“Because it’s all manufactured off site, which can take eight to 10 weeks in the factory, we’re only on site for six to eight weeks rather than the six to 12 months for a traditional construction.”

Prefabricated buildings use the same materials as traditional construction methods and must adhere to the same building codes ensuring they are no longer secondclass substitutes. The flexibility of the designs means that all that needs to be done is for the school to identify what is required and contractors and consultants can create a plan to suit.

Could COVID encourage more modular designs in regional schools?

By Mandy Clarke, Industry Reporter

The predicted growth means more classrooms are needed at new and existing schools. But rather than pursue the conventional construction methods for their new learning spaces, many education departments and schools are now opting for modular prefabricated options. The modern version is nothing like the old-style demountable classrooms but rather they are flexible structures that can be customised for individual schools and include classrooms, school halls and libraries, and can be delivered in multi-storey and multi-classroom blocks.

Clint Cunial, business development manager at portable building manufacturer ATCO Structures and Logistics, shared his industry perspective with us this issue.

He says modular prefabricated buildings are not very different from traditional builds but offer some distinct advantages.

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Images courtesy of ATCO

Clever build options expedite the building process and eliminate the high level of disruption that extensive construction projects can have during class time.

History tells us that the size of many school communities either grow or diminish over time, and this can depend on many factors, work, changes in the environment, social change, natural disasters, and infrastructure.

For the most part, city schools and fashionable suburbs grow while regional schools downsize; however, after 2020, the size of a school may not be as predictable as it once was.

It could get harder to predict how much a small coastal or regional school will need to grow to meet the demand of folks re-locating away from the big city. In our post-pandemic

world, more parents and children could be working from home. If this happens, experts suggest that many families may choose to move away from highly populated cities and large schools to smaller towns.

Schools are very expensive to build, expand, or upgrade but cost is not the only issue: planning a building project within a school environment is a very complex matter. How do you easily build around an entire school population?

Modular buildings make sense because they are constructed off-site and assembled on-site, relatively quickly. Schools can work closely with their modular building design team to create a unique modern learning environment that meets the needs of both the school and its students.

Cleaner, greener builds for our schools Because these builds are constructed off-site in modules, they are able to minimise disruption; they can be

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worked on during term-time and installed over the school holidays. That is not the only drawcard though. Off-site construction significantly reduces waste, which makes them more sustainable options than traditional school builds.

In fact, University of Melbourne researchers suggest that modular buildings reduce construction waste by up to 40 percent, which is a huge reduction considering Australia dumped 6.7 million tons of construction waste into its landfills in 2017 alone.

With schools pushing to create a culture of sustainability within the curriculum, it may come as no surprise that schools are now opting to expand and refurbish their physical learning environments with more sustainable modular options.

The Victorian School Building Authority’s Permanent Modular School Buildings Program has promised to deliver 101 modular school buildings across the state by the end of 2020. It will be interesting to see how the trend evolves next year!

Term 4, 2020 | school-news.com.au

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61

Inclusive playground designs to thrill learners

By David Carroll, Industry Reporter

Playground designs have undergone a shift in recent years with a strengthening push for inclusive play spaces that serve the sensory, physical, cognitive, social and emotional needs of all children, regardless of ability.

Play is recognised as essential to the healthy physical, social and emotional development of all children. Itâ&#x20AC;&#x2122;s importance underlined by Article 31 of the United Nations Convention on the Rights of a Child, which states that play is the right of all children.

Through play children develop important learning and life skills such as exploring, identifying, negotiating, risk taking and imagining. Play builds executive function skills, content knowledge and creative thinking and helps children hone their co-ordination, balance, gross- and fine-motor skills.

It is also through play that children develop friendships and a sense of belonging to a

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Images courtesy of Austek Play

peer group. This is particularly important for disabled children with studies revealing children with disabilities who play with typically developing children grow and develop an understanding of their own abilities and strengths and develop a more positive image of themselves.

For this to occur in the playground, play areas need to be both accessible and relevant.

The arrival of wheelchair-friendly swings in the early 2000s was

one of the first concessions to making Australian playgrounds more accessible but inclusivity play advocates say more needs to be done as these swings can isolate the child instead of including them.

The inclusion of a single, isolated piece of play equipment in a playground also falls short of new inclusive play space guidelines such as NSWâ&#x20AC;&#x2122;s Everyone Can Play policy, released in February 2019.

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The aim now is for inclusive playgrounds which allow all kids to use the facilities together and there are lots of ways schools can achieve this with relatively minor design modifications.

Playground features to consider might include modified swings or flying foxes that all kids can use side by side and raised sandpits or water troughs that kids who use wheelchairs can easily reach. Carousels which are flush to the ground, wheelchair-friendly mazes

Term 4, 2020 | school-news.com.au

and pictures of nonverbal communication symbols are other great inclusions.

the access and possibility of elevated-level activities and consider the thrill levels and the social benefits of elevated levels.

Glenn Williams, managing director of Austek Play, said when planning a play space for schools it is also important to consider the age groups.

Support thrilling and challenging play: Offer thrilling activities such as spinning, swinging, swaying, bouncing, gliding or sliding, along with graded play challenges – some that are easier and some that are harder.

“User age group and ability level has a huge impact on the various types of equipment used within designs,” he said.

“As the age of the users increases, the way they interact with their peers evolves. Most are no longer motivated by imaginary play but have an increased desire to test their skills in a challenging environment.

“They also socialise differently, and it is important to include spaces within the play space for students to interact with their peers.”

Mr Williams was also passionate about encouraging schools to work on inclusive designs for students who are on the autism spectrum as well as students with physical needs. He said that there are new equipment installations which feature

Image courtesy of Imagination Play

built-in sensory activities such as a fidget spinners and light switches. “They dramatically improve accessibility for children on the autism spectrum by providing a place to self-regulate their sensory input,” he told us.

“The sensory activities help children who are on the spectrum alleviate stress without having to leave the playground. It gives them a secure place to relax or refocus before heading back to play.”

Points to consider when planning a play space: Access to relevant ground-level activities: Surfacing to and around play activities needs to be accessible for both foot traffic and wheelchairs, there should be varied access possibilities into and onto play activities and play activities should support varied body positions.

Access to relevant elevatedlevel activities: Consider

Support social interaction: Provide activities that can be done in conjunction with others. Two of each parallel play options are also great for training social skills.

Variation in play activities: Provide physical, social, cognitive and sensory activities and offer spaces for breaks such as seating.

Be safe: Safety is important for any playground and inclusive playgrounds are no exception.

Inclusive play spaces should address the most current safety standards while still maintaining their ability to provide opportunities for developmental challenge and exploration.

Complementing your school’s unique spirit.

ī

Austek Play have been designing and constructing playgrounds Ĕ QLD and NSW since 2000. We offer a convenient and stressfree process, from customising a design that brings your school‘s playground vision to life, through to installation and handover.

Our fantastic after-sales service will ensure that your new playground remains a safe, durable and exciting environment for many years to come!

Bespoke, Innovative Playground Designsī

Term 4, 2020 | school-news.com.au

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Accessible, inclusive schoolgrounds and play spaces

By Mary Jeavons, Founding Director, Jeavons Landscape Architects

For the family of a child with a disability, it makes an enormous difference if their school tries to fully include their child in all aspects of school life.

This is much more than physical design, though the removal of physical barriers is a critical starting point.

The school culture also needs to make sure that social inclusion and full participation follow, for more than just the three R’s.

The difference between physical access, and social inclusion is explained below: For example, a school is planning an excursion to the zoo. To the child in the class who uses a wheelchair, this is far more than just the physical question of transport.

For most young children, going on the bus together is part of the fun of the outing.

For the school, it requires a bit more effort and forethought, to book an accessible bus in advance.

They are not always available at short notice. It is always easy to just grab a maxi taxi at the last minute.

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Images courtesy of Jeavons Landscape Architects

If this is the outcome, physical transport (i.e. ‘access’) is perfect.

Inclusion is zero. The child with the disability travels alone and is once again socially isolated from the fun of a bus trip with their friends.

This is the difference between access and inclusion. A small amount of consideration of what this means to the child, and their family, and the small task of planning ahead, makes a big difference.

Outdoor play Play at school for children with disabilities requires both physical access and social inclusion to be addressed. Most children want to play with their friends and to have the same options, convenience, and choices as everyone else.

Many children with disabilities are constantly under the supervision of an adult. A relatively independent lunch time, where they are able to

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play with their friends (and without adults) would be invaluable, but good planning and design will determine whether that can happen.

Play is not only a valuable means of social bonding for children; it is a powerful form of learning. To ensure that children with all kinds of disabilities benefit from these vital aspects of school life, the design pointers below may help your school prioritise and address access and social inclusion.

Term 4, 2020 | school-news.com.au

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Master Planning in Schools Jeavons Landscape Architects specialises in the design of school grounds, play spaces and inclusive outdoor learning settings of all kinds.

We understand the importance of school grounds and the well-being of students, staff and families. Through careful consultation we can assist schools to meet the outdoor needs of students, resolve conflicts between activity zones, identify priorities and plan for long term goals.

We are offering the School News audience the opportunity to watch our Webinar on Master Planning for Schools Grounds for free.

If you are involved in Master Planning at your school this Webinar has important information for you.

Go to jeavons.net.au/access before 9 December to watch our free Webinar.

(03) 9387 7337

www.jeavons.net.au

info@jeavons.net.au

Ten tips to make play more accessible and inclusive 1.

2.

Fully accessible routes around the school.

Unnecessary steps, edges, spoon drains, trip hazards and steep rough slopes can block children from accessing some spaces.

Eliminating these to create fully accessible routes around the school that include key play and social spaces would be a huge benefit. If these are not all possible to address economically, focus on the most socially critical. Safer routes that lower the risk of tripping or tipping over from a chair will make it easier for students with disabilities to move with other children instead of requiring an adult.

Hard courts - fully wheelchair accessible.

Courts are often a focus of many activities at school and are one place where wheels can be used to an advantage.

Link access to other paths and minimise spoon drains and other level changes.

3.

More diverse spaces on school grounds. If a child is unable to do some physical activities, like climbing or running, make sure there are other things to do that they can participate in. All children will benefit from diverse play options.

4.

Play equipment to maximise options for usability. Some children could climb to a higher deck, and access a slide, if there is firm support for their feet and something stable to help keep their balance.

Add a stair with handrails as an option (alongside more challenging ways up).

5.

6.

Under-deck spaces. Play equipment optimised for accessible pretend play could include some larger decks (approx. 1800mmx1800mm square) with headroom underneath (min 1800mm height is ideal); maneuvering space on an accessible surface; and props for pretend play underneath.

In other states, consider a range of seat types that provide back support; easily accessible surfacing, and take care with the positioning of equipment such as swings to prevent collisions (especially for children with vision or cognitive impairments).

7.

8.

Moving equipment. In Victoria, carousels, swings, and rockers arenâ&#x20AC;&#x2122;t allowed in mainstream state schools.

Ground level activities that are fully accessible. These could include design cubbies, sand play areas, interactive and musical items, social and sensory play spaces to minimise barriers. These are the activities that most children can participate in if they can physically get there.

Accessible sensory gardens. Many children, including those on the autism spectrum, will enjoy the sensory qualities of gardens, especially if they are in a quiet location and are designed with accessible path routes, textures and colour, spatial variety, and resilient plant materials that invite play (i.e. collectible flowers, leaves, and pods). Interactive art works, and textured building and paving materials heighten the sensory experiences.

9.

Nature zones for all children. Even a rough compacted dirt track will help provide access to habitat areas, perimeter planting and other rougher areas within school grounds for children of all abilities to participate in environmental activities and play.

10.

Food gardens to maximise participation. Design productive gardens so that all children can reach some of the garden beds, access them front on, move between the beds on a reasonably firm path thatâ&#x20AC;&#x2122;s wide enough for a chair or walker; and reach a potting bench or seating area.

Upgrading each of these elements within an existing school represents a major investment. It is advisable to consider commissioning a Landscape Master Plan that addresses access and inclusion as well as the myriad other issues that arise across school grounds.

This would enable your school to plan and budget a staged approach over time and make the best use of available funds, grants and other resources.

Image courtesy of Jeavons Landscape Architects

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