School News, Australia - Term 1 - 2024

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The essential industry guide

Issue 31 | Term 1, 2024

Health & Safety 7 tips from Defibrillator experts First Aid Accident & Emergency Essential Reading for Principals • Department Heads • Teachers • Professionals

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INSIDE one term

FRONT DESK

Editor’s Note: Welcome to 2024!.........................................................................05

Special Report: Teaching digital literacy and remaining cyber safe..... 06 Principal Speaks: The transformative power of Trauma-Informed Positive Education................................................................................................... 10

Unlocking Potential: Navigating dyslexia in the classroom....... 14 Ensuring that students with dyslexia learn successfully............16 Dear Teacher: A letter from Sally Rippin............................................16 Profile – Shenton College: Walking the walk with school culture................................................. 18

ADMINISTRATION Classroom Furniture: Functionality and design in learning spaces...... 21 Quick, convenient school payments................................................................24 Better acoustics, better learning........................................................................26 Safety and security with visitor management systems.............................28

TECHNOLOGY AV essentials for your school...............................................................................30

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The views and images expressed in School News do not necessarily reflect the views of the publisher. The information contained in School News is intended to act as a guide only, the publisher, authors and editors expressly disclaim all liability for the results of action taken or not taken on the basis of information contained herein. We recommend professional advice is sought before making important business decisions.

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EDUCATION

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School News is distributed to primary, secondary and intermediate schools throughout Australia

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AI Collaboration and Security in the Classroom: Key trends in education for 2024........................................................................33

TEACHER’S DESK Prioritising wellbeing for effective education................................................36 Are your teachers surviving or thriving?..........................................................40

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Education in the great outdoors......................................................................... 41

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Learning while exploring Sydney........................................................................46

SPORTS & RECREATION Transforming space – How St Kevin’s College overcame spatial constraints with an innovative solution..........................................................50

HEALTH & SAFETY AEDS in schools: How to save a life..................................................................52

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EDITOR, Gemma Easton editor@school-news.com.au INDUSTRY REPORTERS Naomii Seah, Sarah Davison and Shannon Meyerkort.

PRODUCTION, Richard McGill ADVERTISING, Pip Casey advertising@school-news.com.au

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CONTRIBUTORS Peter Langham, Sarah Drysdale Skye McLennan and Daniela Falecki.

Reconnecting with nature through play.........................................................56

KEY

Functional outdoor areas for education and recreation.......................... 60

WHAT’S HOT...................................................................................62 Front Cover: First Aid Accident & Emergency

FRONT DESK

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

Term 1, 2024 | school-news.com.au

Shenton College in Perth is proudly public, proudly coeducational, and proudly inclusive. This, though, is more than a snappy tagline or marketing slogan. In our Profile this term, our reporter Shannon finds out how Shenton College is fostering a positive school culture, living out their school values and motto.

We are only a few weeks into the school year, and already some schools have faced disruptions.

It seems that unpredictable and volatile weather pays no attention to schedules, and refuses to reserve its attacks for the school holiday period.

Extreme heat, cyclones and floods have plagued communities, and schools have faced damage and unplanned closures, as well as serving as respite points for displaced people and families.

The resilience of communities has been tested, and once again, schools have emerged as beacons of strength and hope. Teachers, school staff, students and families have come together to support one another. I hope everyone is safe, and has to some extent, settled back into the routine of

Gemma Easton,

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

school and is adjusting to any challenging circumstances.

And with this in mind, it is timely that in this edition of School News, we spotlight teacher wellbeing, as well as positive wellbeing tools for schools. While we typically associate burnout and overwhelm with the end of the year, it can strike at any time.

We share some tips for taking care of yourself and each other.

Sharing his experiences with Trauma-Informed Positive Education (TIPE), Peter Langham has contributed the Principal Speaks column. During his time as Principal of Monterey Secondary College, Peter and his team have implemented effective strategies from TIPE, which have benefited both students and teachers. Staff job satisfaction and therefore retention have

improved, and students are seeing positive learning outcomes.

Cyber safety and digital literacy are important skills for all students.

In our Special Report, we look at how educators can navigate this sometimes tricky blend. While we consider young people to be digital natives, this does not mean they know how to safely navigate the digital world. Identifying misinformation, avoiding inappropriate content, and dealing with cyberbullies are just some of the pitfalls our young people face.

Positivity and optimism abound at the start of any new venture, and a new school year is filled with it. I hope you all have a tremendous Term 1, and enjoy this edition of School News.

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

• • •

Term 1, 2024 | school-news.com.au

FRONT DESK

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EDITOR’S NOTE

Welcome to 2024!

© Adobe Stock, stock.adobe.com

SPECIAL REPORT

Teaching digital literacy and remaining cyber safe

By Gemma Easton, Editor

stay safe. They are also vital in dealing at the coal face with critical incidents. The challenges schools face are not unique to any one system or region – they are increasingly common across Australia,” Ms Inman Grant said.

Whether it is saving documents to the cloud, browsing the net for information for an assignment, watching educational videos, learning via gamification, or typing a report using word processing software, all students will be online and use digital devices at some point each week. For older students, this is likely to be each day. Phones, tablets and computers are commonplace in most modern classrooms, with students interacting digitally with each other, their teachers, or with people external to the classroom or school.

And while this connectivity provides outstanding educational benefits, there are, of course, risks. Viruses and malware, as well as unwanted

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© Adobe Stock, stock.adobe.com

Education today requires students to be online, and on devices. Australian teens spend an average of 14.4 hours online every week.

images and videos, and even online predators can make the online world a scary and dangerous place. Accessing information can also be fraught, with a plethora of misinformation presented online as fact.

Speaking in 2022, eSafety Commissioner Julie Inman Grant said: “Complaints to eSafety have

increased substantially across all our reporting schemes since the pandemic, including those affecting school-age children.

“Almost two-thirds of young people aged 14 to 17 have been exposed to harmful content online and schools play a pivotal role in helping them develop the digital skills they need to

EDUCATION

Data from eSafety shows that 44 percent of Australian young people report having a negative online experience in the past six months, including 15 percent who received threats or abuse online. More than one in three young people report experiencing online trolling, and 53 percent report being cyberbullied.

Worryingly, 11 percent of Australian teens report having sent a picture of themselves to a stranger online. 30 percent of Australian women have been harassed online, and LGBTQ+ children are three times more likely to be bullied online compared to other children.

Children, then, need to learn both digital literacy and cyber safety. Navigating this blend can be a delicate and at times confusing process for students, and for educators.

Term 1, 2024 | school-news.com.au

Digital natives The current generation, and indeed the preceding one, is often referred to as ‘digital natives’. These young people have grown up with computers and other devices in their homes, schools, bedrooms and pockets.

With this, an implied level of responsibility has developed; we assume children and young people know how to use online devices and technologies because they have been around them their entire lives.

This may mean students are not adequately supervised or monitored to ensure they are using technology correctly and appropriately, or left to their own devices because adults assume the young person knows what they are doing. Research, though, suggests this may be misguided.

Julian Frallion from the Australian Council for Educational Research analysed research from the National Assessment Program – Information and Communication Technology Literacy (NAP-ITCL) and the International Computer and Information Literacy Study (ICILS) 2013 and 2018. The analysis revealed that in 2017, 46 percent of Australian Year 6 students, and 13 percent of Year 10 students could not identify the best software to use for given purposes. They also could not employ a critical perspective when considering digital information. Both of these skills are necessary in the classroom, but may become particularly important for remote learning and homework activities undertaken away from the classroom where no teacher support is available.

Further to this, there is little evidence to suggest that student’s digital literacy has increased over time. The digital

literacy of Year 6 students changed very little between 2011 and 2017, while Year 10 digital literacy has declined since 2011.

So while students access to ICT and digital devices is on the rise, there has not been a corollary rise in digital literacy.

Teaching Digital Literacy The Australian Curriculum: Digital Technologies outlines digital literacy capabilities for students. This is separated into two strands – knowledge and understanding, and processes and production skills. As well as learning about the nuts and bolts of the technology, like the differences between hardware, software and networks, students should also learn how to use digital technologies to create ideas and information, find, design and implement digital solutions, and evaluate solutions, as well as existing information.

The curriculum also includes Information and Communication Technology (ICT) Capability. Here, the curriculum states, students will “develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate ideas, solve problems and work collaboratively in all learning areas at school and in their lives beyond school.”

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ICT can be used for research, creating multimedia information products, data analysis, controlling processes and devices, and designing solutions to problems.

Learning the best browsers or databases for information gathering, the optimal search terms for relevant results, and identifying misinformation are important skills for the digitally literate. This extends to the responsible use of online sources and materials.

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A 2021 review into the ICT capability as presented in the Australian Curriculum, recommended it be renamed to Digital Literacy. This perhaps highlights the important and complex nature of this skill, beyond understanding the basics of using a computer.

With the name change came some updates to the elements and sub-elements of the capability, which now include: practising digital safety and wellbeing; manage digital wellbeing; manage online privacy and safety; and respect intellectual property.

Managing digital wellbeing includes the provision that students should be aware of the nature and impact of technology on their health and lifestyle, such as excessive screen time.

Inappropriate content Federal Government body Australian Institute of Family Studies (AIFS) reported that close to half of children between 9 to 16 years of age experience regular exposure to sexual images. Younger children, aged 9 to 12, are particularly likely to be distressed or upset by pornography.

Melinda Tankard Reist is a strong advocate for young people, and the Movement Director at Collective Shout. Tankard Reist works with schools and students around the country to educate young people, parents and educators about the many risks of the online world.

Speaking in 2023, she highlighted the damaging effects of inappropriate, and most often unsolicited, online content.

“Children are having their developing sexual templates warped by the toxic education provided by pornography exposure,” Tankard Reist said.

“We are seeing a rise of childon-child sexual abuse, sexual harassment, children making sexual groaning and moaning noises, girls threatened with rape if they don’t send nudes, and other porn-inspired behaviours in schools.”

Tankard Reist said girls are reporting more sexual harassment, touching, sexual moaning, rape threats, demands for nudes and unsolicited dick pics. Many girls do not feel safe at school.

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These observations are supported by the AIFS, which reports that in the absence of other reliable information, pornography can become young people’s main source for sex education.

Cyberbullying Defined by the eSafety Commission, cyberbullying is when someone uses the internet to be mean to a child or young person so they feel bad or upset.

It can happen on a social media site, game, app, or any other online or electronic service or platform. It can include: posts, comments, texts, messages, chats, livestreams, memes, images, videos and emails.

As with physical or ‘real-world’ bullying, students may in some instances unwittingly cause harm or offense to another student.

Young people must be taught to identify and understand what cyber-bullying is, to ensure they do not engage in it.

School-time mobile phone bans have been rolled out around the country, with all education ministers agreeing to a national commitment to ban, restrict or manage the use of mobile phones in government schools.

It is hoped that banning the use of mobile phones during school hours will reduce the negative impact from inappropriate use of mobile devices, and reduce unnecessary distractions in classrooms to help both teachers and students focus on learning.

Reducing incidents of

cyberbullying has also been cited as a reason for these bans. During school hours, students will get a break from what can be relentless attacks from digital bullies. Face-to-face social interactions between students may also improve, as students are not on their devices during break times.

The answers In May 2023, eSafety Commissioner Julia Inman Grant announced new tools to help prepare five- to eightyear-olds for life online.

“Our research shows 81 percent of parents with children aged 2 to 5 report their child is using the internet, so we have to start educating them at an early age,” Ms Inman Grant said. “Teachers, as well as parents and carers, can play a pivotal role in helping children develop digital skills to have positive, safe experiences online and develop good habits when using technology.”

The tools offer age-appropriate, curriculum-aligned resources to help prepare children for the increasing risk of exposure to online harm. Free, selfpaced, online professional learning modules for teachers include evidence-based advice and practical strategies for teaching online safety in the classroom. This comes after the Federal Government committed an additional $132.1 million in additional funding over four years, for eSafety in the 2023 budget.

EDUCATION

Clearly, digital literacy and cyber safety are important issues for our young people in an educational setting, and at home. Equipping them with the tools and resources to navigate the digital world is critical.

There are, though, no easy answers or simple solutions.

Schools around the nation are working hard to keep students safe online, and teach them to navigate the various pitfalls of living in a digital world.

To be effective, though, this education must extend beyond the classroom. Parents and families have an important role to play in keeping their students safe online. Awareness around the inherent risks of being online should be communicated to families consistently, as well as what the school is doing to mitigate these risks.

Online government resources, as well as private external providers can provide information and training to support schools in teaching digital literacy and cyber safety. PLD for staff, and workshops for students and parents can help raise awareness of safe online practices.

And to feel safe online, students must feel safe in the real world. Ensure your students know who they can reach out to if they see something inappropriate online, are being cyber-bullied, feel uncomfortable in the digital space, or are simply unsure if information they read is accurate.

Term 1, 2024 | school-news.com.au

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PRINCIPAL SPEAKS

Image courtesy of Monterey Secondary College

The transformative power of Trauma-Informed Positive Education

By Peter Langham, Principal, Monterey Secondary College, Franskston, Victoria

Classroom behaviour in Australia is out of control; Australian classrooms are in crisis.

I’m not going to make sweeping statements about the state of our classrooms. However, I am willing to concede that our world has changed rapidly. As a result of the rapid change, our young people are growing up in a world where they’re having vastly different experiences than the generations that came before them. Further to that already impactful change, they were thrust into a pandemic that robbed them of two years of their life, their education and their social development.

Headlines like those above get trotted out on a cycle in between the schoolyard fights and cyberbullying.

Those who have been in education for a long while would typically agree that our students are less able to self-regulate than they were in years gone by. Most would agree that the return to full-time schooling after the pandemic has further reduced our students’ abilities to regulate their behaviours.

Are they alarmist?

Sensationalist? Are they fair?

If we can agree that our students are less able to regulate their

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behaviours now than they were in the past, then we have two clear priorities: •

•

When our students are ready to learn, we must keep them ready to learn When our students are not ready to learn, we must help them to become ready to learn

This is the story of how Monterey Secondary College helped our community to become more ready to learn more of the time, and the ongoing work is keeping them ready to learn.

This transformation has seen our student’s perception of Effective Classroom Behaviour grow from the 1st percentile in Victoria in 2018 to the 87th percentile in 2022, similarly, Effective Teaching Time grew from the second percentile to the 90th percentile and High Expectations For Success grew from the second percentile to the 94th percentile over the same period.

EDUCATION

Monterey Secondary College - Challenge and Context Monday, August 19, 2019, was a pivotal day for Monterey SC. It was the day that our staff commenced our training with the Berry Street Education Model (BSEM), a two-year commitment to Trauma-Informed, Positive Education (TIPE) with the three subsequent days of training being spread across 2020 and 2021. In addition to the training, Dr Tom Brunzell, BSEM’s Education Director provided ongoing consultancy with school visits, phone calls and emails - Tom continues to support our journey and next steps.

My time at Monterey Secondary College started one week before our first BSEM training day. I stepped into the role of Acting Principal, the third Principal that same year. Some staff were seeing successes in some Term 1, 2024 | school-news.com.au

classes, many were working as hard as they reasonably could without strong support around them, and some were disengaged without any hope remaining. Many staff presented as though they were overwhelmed and intimidated by the behaviours that many of our students presented with.

The students, in most cases, were delightful people and great when one-on-one or in small groups, but in larger groups, one-upmanship and a desire to shock and intimidate staff could see a complete refusal to adhere to absolutely standard school behavioural expectations.

Between August 2019 and the end of 2021, we saw a significant turnover of staff, due at first to the instability in leadership and followed by the ongoing challenge of working in a complex school community during a pandemic.

However, during this period, all Monterey SC staff completed the Berry Street Education Model training in full.

Further, during this period, all Australian schools spent periods in lockdown, seeing us moving into and out of remote and flexible learning regularly. The lockdowns provided opportunities for us to implement parts of our TIPE approach, test for impact, and refine our practices when schools reopened.

By 2022, it was apparent that many industries were facing staffing shortages, it was evident that education was facing the same challenge with a shortage of teachers. The schools expected to be most negatively impacted were those in rural and/ or disadvantaged communities

Image courtesy of Monterey Secondary College

who already found it difficult to attract and retain staff. Monterey SC is located in Melbourne’s fourth most disadvantaged suburb and was already recognised by the Victorian Department of Education as a Hard to Staff School.

Attraction, retention and development of our staff became an increased focus due to the teacher shortage in 2022.

Whilst we had completed the BSEM training and leveraged the opportunities that the lockdowns presented, we had yet to establish our ‘new normal’.

Trauma-Informed, Positive Education Implementation Team Integral to our now embedded ‘new normal’ was the planning that our TIPE Implementation Team had started through 2021.

Particularly symbolic was the rollout of a TIPE poster set for our classrooms. The posters

are prominent features in all of our classrooms and were designed as visual reminders to our students and staff about the common language and common ways of working that we had committed to.

‘Ready to Learn’ Plans Our roll-out of Ready to Learn plans completely changed the way that a leader would speak to a student who was out of class - which was a chronic issue for us between 2019 and 2022. Before Ready to Learn plans, leadership would assume that the student was out of class without permission, with the conversation likely to start with a variation of “Why aren’t you in class? Where are you supposed to be?”.

Unsurprisingly, disengaged and defiant students tend to respond to that question with a fight-orflight response. In either case, the leader is likely following up with a consequence for the

student swearing at them (fight) or ignoring them and walking away (flight). Typically, the consequence would remove the student from something they most enjoyed at school (lunch time detention) or remove their opportunity to learn (suspension) - these consequences ultimately decrease engagement with school and/or access to learning, it’s quite counterproductive!

Through the introduction of Ready to Learn plans, our students knew that they could seek permission from their teacher to be out of the classroom for an agreed duration when they were overwhelmed or becoming dysregulated, typically five minutes. Now when a leader encounters a student out of class, the typical conversation is “Are you using your Ready to Learn plan?” and the student will typically show the leader a post-it note with a time, date, signature and the letters RTL scribbled on it.

ʴˈˆˇ˅ʴʿʼʴʚˆ ʿʸʴʷʼˁʺ ˃˂˅ˇʴʵʿʸ ˆˇʴʺʸ ˆˈ˃˃ʿʼʸ˅ ˆ˨ˣˣ˟˜˘˗ ˧ˢ ˢ˩˘˥ ʤʣʣʣ ˦˖˛ˢˢ˟˦ ˄˨˜˖˞ ˔ˡ˗ ˘˔˦ˬ ˔˦˦˘ˠ˕˟ˬ ˅ˢ˕˨˦˧ ˔ˡ˗ ˦˧˥ˢˡ˚ ˦˧˥˨˖˧˨˥˘ ʴ˨˦˧˥˔˟˜˔ʠ˪˜˗˘ ˗˘˟˜˩˘˥ˬ ʺʸˇ ʴ ˄ˈ˂ˇʸ ˇ˂ʷʴˌ

˪˪˪ʡ˧˥˔ˡ˦˧˔˚˘ʡ˖ˢˠʡ˔˨

Term 1, 2024 | school-news.com.au

EDUCATION

˜ˡ˙ˢʳ˧˥˔ˡ˦˧˔˚˘ʡ˖ˢˠʡ˔˨

ʤʦ ʣʣ ʪ ʤ ʥ ʣ ʩ ʩ

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Unconditional Positive Regard Similarly, the concept of Unconditional Positive Regard has completely changed the way that teachers and leaders work with our students. It is not common for those more ‘traditional’ teachers to assume that Unconditional Positive Regard is the same as operating a school without consequences, though that couldn’t be further from the truth.

The greatest learning for me in practising Unconditional Positive Regard occurred when I was expelling a student (the largest consequence I can issue). The student was expelled, due to this particular incident, there was no alternative; although all alternatives were considered.

Due to the expulsion, the sequence of events leading to the expulsion, and the societal issues in place at that time there were increased risks to this student’s mental health and well-being. Unconditional positive regard meant that the student received care, support and understanding throughout the expulsion process, which continued until the student had been integrated into their next setting.

Zones of regulation In our classrooms, the feelings check-in and staff noticing micro-moments provide our teachers with insight into the state of regulation that each student is currently operating in. When a student is in a state that is not optimal for learning, each teacher has a range of tools and supports that they can draw on to either improve the state of regulation for that student within the classroom or access supports external to the classroom to ensure that the student can engage again at the soonest time.

On-Call Support system Operationally, the TIPE Implementation Team and the School Leadership Team also designed and implemented what we believe to be one of the most intentional, robust and effective supports for managing complex behaviours, our On-Call Support system.

Our On-Call Support system utilises an instant messaging

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Image courtesy of Monterey Secondary College

platform and roster of leaders to respond to issues relating to behaviours that the classroom teacher requires support with. This enables the teacher to get immediate support when their early interventions aren’t working.

Sitting behind the support system is an analysis tool that enables: •

•

Our student managers to design bespoke interventions and plans for at-risk students.

Our student managers and wellbeing staff to notice increases or decreases in behaviours that require intervention.

•

Our coaches to have greater insight into the strategies that our teachers require to address their most commonly occurring issues.

•

Our leadership team to gain insight into our whole cohort and take a ‘pulse check’ on the whole school or a particular year level at any point in time.

The frequency and seriousness of our callouts have changed significantly between the beginning of 2021 and the end of 2023. There are now significantly fewer lockdowns, significantly fewer instances where we need to remove an entire class due to the behaviours of one student, and significantly fewer instances of furniture being thrown and

doors being slammed. All of those issues had dysregulated students at their core, but we’re now noticing, intervening and supporting our students to regulate or co-regulate before those significant incidents occur.

As a result of our insight into our students, we have designed programs for specific groups of students designed to meet their unmet needs. Depending on the student, the programs may address their immediate well-being, their social and emotional literacy, their learning stamina, or their literacy and/or numeracy needs.

Ongoing Professional Learning and Coaching As a result of our insight into our teachers, we address whole-staff professional learning where appropriate and provide one-on-one coaching, particularly to those in initial teacher education, early career teachers and those who are in their first year at Monterey SC. When I reflect on who I was as an educator before beginning at Monterey SC, I know that my immediate response to learning about Trauma-Informed, Positive Education would have been that it wasn’t something that I needed because my students’ learning wasn’t impacted by trauma. I was naive.

At Monterey Secondary College, in August 2019, the Trauma-Informed, Positive

EDUCATION

Education journey that we started on had to happen due to the unique circumstances of our community at that time. Shortly after, a pandemic struck and exacerbated the societal changes that have been occurring since we’ve been raising generations of ‘digital natives’. My wondering is whether all schools need to undertake a TraumaInformed, Positive Education journey in 2024 and beyond.

Regardless of whether a student suffers from “Big T” Trauma, “little t” trauma or no trauma at all, Trauma-Informed, Positive Education provides educators with a new set of language and, in some cases, additional tools to get the best out of their students.

The language set enables us to engage our students in ways that we might not have been able to, but even more importantly, it provides us with a set of language that enables us to fasttrack the development of our teachers to manage the complex behaviours that they will face in the ‘behavioural crisis’ that Australia is facing at present.

For school leaders, upskilling your teachers with TIPE expertise is likely to lead your school to have greater staff retention, decreased rates of burnout and greater employee satisfaction. I hold a strong view that Trauma-Informed, Positive Education is in the best interests of students, teachers, classrooms and schools.

Term 1, 2024 | school-news.com.au

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EDUCATION

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Unlocking potential:

Navigating dyslexia in the classroom

By Gemma Easton, Editor

Dyslexia is an alternative way of thinking, which affects an estimated 20 percent of Australian children.

This means that between one and five children in every Australian classroom has mild, moderate, or extreme dyslexia, or is a struggling reader. It is almost inevitable, then, that every teacher will work with at least one student with dyslexia during their career.

Dyslexia is often understood as difficulties with reading and writing, which can extend to numeracy and musical notation. It is characterised by challenges with accurate and/ or fluent single word decoding and word recognition. Students with dyslexia tend to think in pictures rather than words, and process information in a different part of the brain to word-based, neurotypical thinkers. It occurs across a range of intellectual abilities, and affects each individual differently.

concept, and then filling in the details. This means dyslexics are often credited as out-of-thebox thinkers, with the ability to come up with new strategies and solutions to problems.

Rather than understanding specifics first, dyslexic thinkers learn by developing a big picture or the overall idea of a

Much more than trouble with reading and writing, then, dyslexia can impact skills including planning and organising,

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Image courtesy of Scanning Pens

short-term memory and concentration, and information processing. This can make the classroom a particularly challenging environment.

All students with different learning needs, including dyslexia, must be supported to achieve their potential, and identifying dyslexia early is crucial. Not every student

EDUCATION

who struggles with reading and writing is dyslexic, so it is important to check for other learning or sensory needs which may be impacting a students ability to concentrate and focus.

Of course, students can have more than one additional learning need, so a dyslexic profile alone may not explain a student’s struggles in the classroom.

Term 1, 2024 | school-news.com.au

Schools should be equipped with the necessary screening tools and equipment, as well as trained staff, who can assess children for dyslexia, and provide ongoing screening, support, and feedback as required. Specialist external providers, such as an educational psychologist, can also provide assessments to screen for dyslexia, and assist school staff, students, and families to design a learning plan. An assessment for dyslexia should include a complete picture of the student’s history, including developmental milestones, medical history, previous access to education, and family aspects.

It is also important to provide accurate information to parents about what dyslexia is and how their child can be supported. With some learning adjustments and supports, dyslexic students can thrive in the classroom and will achieve on par with their classmates.

As with all different learning needs, the student should be seen as a whole person, rather than a specific challenge. Work with the student to build an understanding of their specific needs, and identify supports for learning and wellbeing. Including a range of different activities in a learning program, such as creative activities, group work, written and oral contributions, and tactile and sensory elements can help cater to the learning preferences of all students.

Simple learning adjustments in the classroom can help dyslexic students. Give explicit instructions, and repeat these in different ways to help with comprehension.

This will benefit the whole class, not just students with learning difficulties. Similarly, provide information in formats other than writing to help all learners process and understand tasks.

When assessing writing tasks, rather than focusing on a student’s weak spelling skills, look at their writing as a whole. This will help boost the student’s overall confidence and self-esteem.

A range of assistive learning technologies are available to support dyslexic students. These assistive technologies can help lighten the load for dyslexic students and those who support them, and help them to thrive in the classroom. Speech recognition software, writing assistance software, reading focus tools, Term 1, 2024 | school-news.com.au

Image courtesy of Scanning Pens

and text to speech readers can all be used in the classroom and at home. A simple first step may be letting students experiment with different font style, colour and size when reading texts online to determine their personal, optimal settings for learning.

Ongoing, regular PLD around dyslexia is important for all educators. Spotting early indicators, and providing sustained support for students as needed will ensure all students reach their potential. External providers can be engaged to deliver whole of school sessions to teaching staff. Support teachers – inclusive education, learning support aides, and teachers who work closely with dyslexic students may benefit from short courses or workshops.

auditorily, reducing the challenges associated with decoding written words. This auditory support not only enhances comprehension but also boosts reading confidence among students.

Text-to-speech devices provide real-time assistance, enabling students to independently navigate through written material which has the added benefit of reducing teachers’ workload as students need less direct assistance. This

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15

Dear Teacher...

A letter from Sally Rippin

By Shannon Meyerkort, Industry Reporter

Sally Rippin has been announced as the next Children’s Laureate, following in the impressive footsteps of former Laureates including Morris Gleitzman, Alison Lester and Jackie French.

As Laureate – which is a two-year role – Sally gets to promote her

Sally Rippin

area of practice and passion. But don’t expect her to spend two years telling children what to read.

“What I want to do is educate the adults – the kids are fine, they’re perfect as they are – but if I can use my position to raise awareness around kids with learning difficulties, then that’s my aim.

“In my role as the eighth Children’s Laureate, I would like to campaign for more resources within the school system for teachers to support kids who need it the most, as well as potentially

Ensuring that students with dyslexia learn successfully

By Skye McLennan, Director of Psychology, SPELD SA

peers because they were carrying out regular structured screening.

to provide support in five key areas, which allowed him to reach his potential.

Children with dyslexia are less likely to finish school or go to university. They are also at greater risk of developing mental health problems and ending up in prison.

However, some children with dyslexia thrive, and it’s schools that make the difference. ‘Harry’ is one of these students. His whole school came together

Early and continued Quality whole-class evidence-based teaching and monitoring intervention Harry’s Reception teacher used a structured synthetic phonics program for the whole-class literacy instruction, giving him the best chance of success from the start. The other Junior Primary teachers used the same program so that literacy instruction was integrated across the school. Harry’s teacher identified that he was progressing more slowly than his

Toward the end of Reception, Harry was enrolled into an evidence-based small-group intervention program. The intervention was run by a highly-trained staff member who delivered the program with fidelity. They gave him a carefully selected decodable reader to take home daily, to practise and consolidate his learning.

In Grades 1 to 5, assessment data showed that his reading skills continued to lag, so his intervention continued.

Accommodations

Image courtesy of SPELD SA

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In Grade 2, Harry’s teacher began providing accommodations (verbal instructions, and text-tovoice software), and developed an Individual Learning Plan with input from Harry and his parents. She encouraged Harry to sit the NAPLAN, and EDUCATION

arranged for special provisions.

Wellbeing supports In Grade 6, a transition meeting with the high school was arranged. In Grade 7 the school counsellor helped Harry build self-advocacy skills. Each year, along with other students, Harry was given awards to recognise areas of strength, including language-based projects.

High expectations In Grades 11 to 12, Harry was granted special provisions for exams (extra reading time; access to a Reader/text-tospeech software). His careers advisor encouraged him to consider University pathways.

Harry graduated with excellent grades, effective learning strategies, and confidence in his abilities.

This article was written by Skye McLennan, Director of Psychology at SPELD SA. Skye and her colleagues at SPELD SA help schools build their capacity and confidence in supporting students with reading disorders by providing consultations, workshops, and resources.

Term 1, 2024 | school-news.com.au

female author. The mark you get at the end of school doesn’t define your life. For a lot of people who are neurodivergent, their best lives only start when they finish high school.”

building community awareness about how neurodivergency and dyslexia can play out in the classroom. We’re not judging these kids for being naughty or unintelligent – but looking at their behaviour as information and asking ‘What can I learn from what this child is telling me? And how best can I get the support I need for this child?’”

The goal for parents - and schools – is to help children find something they are good at to help them through. It could be anything: sport, drama, cooking, it doesn’t matter. Many high schools offer alternative streams – trades and non-ATAR paths – that allow children to achieve in the areas they are interested in, and learn in the ways that suit them.

Sally’s journey Sally’s youngest son was identified as Dyslexic when he was in Year 2. After missing some major milestones, she’d noticed he’d begun to plateau with reading.

Then the declarations began: ‘I hate school. I hate reading.’ His behaviour began to change.

“The main thing is to get them through high school with their self-esteem intact, and hopefully good at something so they can feel any sense of success, however small.”

Sally’s son was luckier than some. He had a parent who was able to get the help he needed, even if much of it was too late for truly effective intervention.

“It’s important for parents and teachers to know that if a child is playing up in the classroom, chances are they’re giving you information you should pay attention to”, Sally said.

“Getting our kids the support they need all comes down to early intervention, and any good teacher will spot a child who is struggling in the classroom.

That’s when we can aim to create a team around our kids.”

But, as Sally points out, early intervention requires resources that not all families have – time to spend helping your child at home, education and English skills that allow you to provide that help, and money to pay for expensive diagnosis and professional support.

For the kids who fall through the gaps – whose teachers don’t notice their struggles or aren’t trained in how to help or whose families don’t have the resources to get extra help – the consequences can be lifelong.

“For the first three years of schooling, we are learning to read, and after that, we are reading to learn,” Sally said. “If they haven’t learned requisite literacy skills by the time they’re in Year 3, they can quickly fall behind in every subject.”

The rules change in high school “Once your child hits high school, they no longer have Term 1, 2024 | school-news.com.au

A job for everyone

Image supplied

Teachers are among the hardest-working people I know

that one special teacher who is looking out for them; unlike primary school, they now have several teachers who may be teaching dozens of students, and who can’t be expected to take every individual child under their wing. That’s where kids can really struggle,” Sally said. “Once they’re in high school, it’s not a matter of catching up anymore, it’s a matter of getting through a certain number of subjects and hitting a number of milestones to get through high school.”

Sally emphasised that the message she wants to send isn’t to teachers: she believes it’s not up to high school teachers to ‘catch kids up’. The message is much broader: to all adults – teachers, parents and the wider community.

She adds that high school can be difficult for everyone, not just kids with dyslexia and learning or behavioural difficulties. “The high school environment, even if you’re good at school, can be a really difficult environment. You’re flung together with a bunch of people you have nothing in common with other than you’re the same age. I mean, what other place in society makes us do that?”

“The most important thing we can do as parents is just to tell our kids: You are more than your results at high school. When you’re in the middle of it, it can feel like a life sentence, but it’s not. It’s just one part of it. After having been a straight-A student right through high school, I ended up failing my Year Twelve exams for a myriad of reasons – I’m now Australia’s highest-selling

“All adults around the child should be telling them one thing: ‘You’re perfect as you are. High school is one small part of your life, and the way you get through these years is the making of the adult you will become.’”

EDUCATION

While researching her memoir Wild Things, Sally spent a number of years interviewing and speaking with teachers.

“I would never wish to sound like I’m against teachers – most teachers are incredible - but if they’re not given the tools to be able to support these children in the classroom, we’re expecting too much of them,” Sally said.

‘It’s our job as adults in Australia to push for an inclusive education system that teaches kids about the code of reading as soon as they start school. We need to teach phonics and decoding from Day One, and every child will benefit – it doesn’t matter if they’re Dyslexic or neurodivergent or have ADHD or are a natural reader. That is the job of our education system and teachers need to be taught about it in Teachers College.

“What I am rallying against is an antiquated education system, not teachers. Teachers are among the hardest-working people I know, but they work within a system that can be restrictive and unsupportive for students struggling with learning differences.”

The next two years with Sally Rippin as our Children’s Laureate could prove revolutionary for our children with learning difficulties.

It’s time we acknowledge that school is not the only path to success, and – as Sally says – we are more than our time in high school.

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PROFILE

Shenton College:

Walking the walk with school culture Images courtesy of Shenton College

By Shannon Meyerkort, Industry Reporter

Established in 2001, Shenton College is one of Western Australia’s largest and mostawarded high schools, a public co-educational facility of just over 2000 students in the western suburbs of Perth. The school is partially selective – offering a gifted and talented program – and also incorporates the Deaf Education Centre, the state’s only secondary deaf school.

Anyone who has attended an orientation or graduation at Shenton College in the past 15 years will have heard Principal Michael Morgan fiercely repeat the same statements: that Shenton College is proudly public, proudly co-educational and proudly inclusive. While he could have sent his own children to any of the excellent private schools that are nestled

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amongst the towering gums of the western suburbs, he insisted that they attend his school.

It is, he admitted during the orientation for the most recent cohort of Year 7s, the fastest way to find out what students really think and how well a school is really doing—the manifestation of a school’s culture.

Often, when we read about school culture in the news, it’s framed in adverse terms – a culture of bullying or toxicity.

Perhaps this is because it’s easier to identify culture when it’s negatively impacting us, like noticing a bad smell in the room.

But when things are working well, it can be harder to pin down.

cannot be addressed formally, although many have tried.”

Often, the idea of culture is mistakenly tied up with philosophy or values, but school culture can’t be embroidered in Latin on your blazer pocket nor printed beneath the school crest in the assembly hall.

Values and mottos can talk the talk, but only through actions and behaviours, can schools actually walk the walk.

More than words Adam Pengelly is the Associate Principal at Shenton College. He started at Shenton College as

an English teacher back in 2006, knowing little about the school which, at the time, was still in its infancy. “I never would have imagined staying in a school for as long as I have; what has kept me here is a strong alignment with the values of the school and a culture that is always looking to provide opportunities to enrich learning and promote growth.

“At Shenton College, we have a number of slogans and mottos Much more than Marks, Learning for Life; Proudly public, proudly inclusive, proudly excellent and it would be accurate to say that they are lived, they aren’t just words on posters.”

Adam Voigt is a former Principal who is now a prominent voice in the Australian education media conversation. He is also the founder and CEO of Real Schools, a burgeoning organisation focused on helping schools develop strong, restorative cultures. To School News he said, “School culture is best defined as a set of behaviours – those we encourage and those that we tolerate. These behaviours are enormous in number and EDUCATION

Term 1, 2024 | school-news.com.au

Images courtesy of Shenton College

While all schools ultimately have the same goal – to educate children – the process of doing so and the environment in which it is done varies wildly. But children flourish when they feel safe and seen, a culture in which positive growth can take place.

The Middle School at Shenton has a defined physical area, a separate timetable and a distinct group of staff and educators dedicated solely to Years 7 and 8. This has created a safe and separate space for the younger students who, for the most part, come from small feeder primary schools whose entire student population is on par with – or smaller than – the number of students in Year 7 alone. This is part of the Shenton culture, allowing the junior students to transition more slowly into the secondary environment.

Chantal Simpson has been the Head of Middle School at Shenton College for a number of years. Working at the College was appealing because of its structure. “I’ve been at Shenton College for nine years. What originally attracted me to the job was the fact that Shenton

Term 1, 2024 | school-news.com.au

College is that it challenges “the wider school community to adapt in order to genuinely include a deaf child – rather than expecting the deaf child to adapt to their environment.

This is quite a paradigm shift.”

Workplace Culture

was one of the last schools in Western Australia that still had a fully functioning middle school,” she explained. “As a middle years of schooling trained educator, this was considered the ‘holy land’ for me. I knew I had found a place where the values, beliefs and culture were going to match my own.”

This sentiment is echoed

by Dr Karen Bontempo, the Curriculum Leader at Shenton College Deaf Education Centre which is co-located within Shenton College. Auslan was introduced as an elective subject in 2014, while all students are

exposed to the language via interpreters at assemblies and drama productions and acknowledgement of the deaf community with signage and video captions in class.

Inclusivity is not simply a word on a crest when it comes to the deaf students at Shenton.

In an earlier report about the dual nature of Shenton College, she said “Deaf students can go into any of their classes and find a peer – deaf or hearing – who can communicate with them directly (instead of via an interpreter).” She added that what is different about Shenton

EDUCATION

Voigt says: “I’ve thought deeply about how to create a culture where the right behaviours are encouraged, celebrated and recognised, and also where undesirable behaviours are starved of oxygen. In simple terms, it’s about school leaders choosing to think a great deal more about how they are leading than what they are trying to lead.”

So in many respects, the culture of a school is also the workplace culture of the staff, with the two closely interlinked. As Pengelly puts it: “Young people are very quick to see hypocrisy - do as I say, not as I do. So that places an innate importance on both language, actions and processes to be consistent and cohesive in what [staff] are trying to achieve, and how they are working to achieve it.”

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Images courtesy of Shenton College

Strategic planning at Shenton ensures that the values the College is trying to promote are shared across all cohorts – students and staff. “The learning mindsets and values that we articulate are just as relevant for leadership, staff and parents as they are for our students,” adds Pengelly.

Simpson said that the workplace and broader school culture at Shenton College are quite similar in many ways, which explains why it is so strong. The core branding and philosophy of “Care, collaboration and curiosity” does not focus solely on the student body, but the entire community.

She elaborated: “The most significant difference for me is the level of trust that I am shown as a professional working here.

I have worked at Shenton as a classroom teacher, and now as a member of the Executive team. I have never felt ‘micro-managed’ at any level, and I have been trusted to get on with what I need to do in order to provide world-class opportunities for both staff and students. During my time as a teacher, my line manager and the leadership team, in general, were focused on removing obstacles from my path so that I could focus on the kids – which was the support that I really needed.”

Young people are very quick to see hypocrisy do as I say, not as I do

by the children and then run by staff. From running to robotics, LGBTIQ+ to Lego, there is a club for almost everyone. If a student is a Taylor Swift-loving, D&D-playing crochet-lover, they will be able to find a friend with similar hobbies. Pengelly says, “Year groups of over 500 can provide lots of opportunities, but you have to work and invest time into making sure students feel connected to each other and the culture of the school.”

However, he admits that for staff, the size of the school can also

come with challenges: “Schools tend to organise themselves into teams - learning areas or year groups - and as you get larger in terms of size and numbers, that can easily involve segregated silos where micro-cultures evolve that can lose contact with the bigger picture of the school.”

As a result, culture needs to be actively worked on and consciously considered. “If something is going to be sustainable,” Pengelly says, “it can’t stand still. I don’t think you can preserve a culture; you have

to actively renew and invest in it.

You have to make sure that your values, your mottos, and your beliefs are not just words on a crest or a business plan - they have to be lived, referred to and owned by all your community.”

Some practical ways to build culture include having a leadership team who are both visible and approachable, to students, staff and parents.

Visible, evolving artefacts such as classroom posters and policy documents that explain what is done and why. And finally, positively reinforcing the culture in practical and observable ways. Simpson explains: “Having awards that celebrate things other than academic achievement reinforces the idea that Shenton is ‘much more than marks’. These things become our rituals or school traditions that reinforce our culture.”

Making culture happen One of the advantages of having such a large student body is that individuals are more likely to find a group of like-minded peers. Helping students achieve this in the lower years is done partially through lunchtime clubs that are often initiated

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EDUCATION

Term 1, 2024 | school-news.com.au

CLASSROOM FURNITURE

Functionality and design in learning spaces

By Sarah Davison, Industry Reporter

A well-designed, thoughtfully laid out classroom can make a big difference to learning and teaching.

However, with trends and research changing constantly it can be difficult to know what current best practice for the learning environment is.

Flexible and functional An enduring trend in modern educational spaces is the adoption of flexible furniture.

Through embracing lightweight and easily movable pieces, educators can quickly reconfigure the learning environment. This flexibility empowers teachers to adapt the classroom layout to different activities and teaching methods, promoting dynamic and interactive learning experiences.

According to The University of Melbourne’s Learning Environments Applied Research Network (LEaRN), evidence shows that flexible learning

Image courtesy of Sebel Furniture

spaces have a “positive impact” including an increase in student engagement and deep learning skills, as compared to more traditional spaces.

“Well-designed flexible spaces offer more opportunity for differentiated instructions, including targeted explicit instruction to meet the needs of specific student groups,” LEaRN explained.

LEaRN also noted that half of

teacher participants in another survey said that flexible spaces are their preferred option for teaching and as spaces where students “learn well across the school curriculum.”

Flexible seating is another consideration in a dynamic classroom. Flexible seating provides students with a variety of seating options in the learning space, allowing them freedom to choose where they sit and the way in which

they feel most comfortable to learn. This could look like chairs, stools or sofas, or kneeling cushions and beanbags.

Particularly for students with sensory issues, flexible seating can empower students to choose seating options that best suit their needs.

Latest design trends When it comes to colour and overall aesthetics, the importance of a well-considered and designed learning space cannot be overstated.

In a landmark 2015 study, researchers found that students are more frequently off task when visual clutter overwhelms “their still-developing and fragile ability to actively maintain task goals and ignore distractions.”

Instead, research suggests educators work towards a ‘middle ground’, where the learning space is not overly cluttered but still embraces colour and materials that speak to the natural environment.

Image courtesy of Resource Furniture

Term 1, 2024 | school-news.com.au

ADMINISTRATION

A 2021 study found that classroom spaces that are conducive to learning should feel natural and fresh, not cramped and stuffy.

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all help to create a calm and inviting environment well-suited for learning.

What the experts say Annabel Parletta from Resource Furniture said an effective way to create distinct zones in learning spaces is by using alternating coloured chairs.

“This adds visual interest, and allows for easy reconfiguration and rotation of these areas based on specific needs. The learning environment then becomes more dynamic and adaptable. By incorporating this simple yet effective strategy, teachers can create an interactive atmosphere.”

Image courtesy of Resource Furniture

“Students reported less stress and were more focused on a task in classrooms with more natural window views,” researchers noted.

If you don’t have open spaces outside your window, you can bring in plants and other natural decorations—“students displayed stronger feelings of friendliness and comfort

in the presence of these plants,” the research said.

When researchers added potted plants to high school classrooms, older students also expressed more satisfaction in their surroundings, paid more attention in class, and rated the lessons and their teachers higher, a 2020 study found.

“Incorporating indoor nature

can thus improve students’ satisfaction with their study environment, which may positively influence retention and students’ beliefs about their academic performance,” the researchers concluded.

In addition to greenery, embracing materials such as timber and natural fibres in furniture design can

Learning spaces can be made even more versatile with flexible furniture, which allows for easy reconfiguration.

“This adaptability enhances the overall learning experience, creating a more engaging and dynamic environment that fosters student engagement and collaboration. By using flexible furniture, teachers can transform the classroom space to suit the needs of

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22

ADMINISTRATION

Term 1, 2024 | school-news.com.au

different lessons, promoting active learning and ultimately improving student outcomes,” Ms Parletta said.

“By using height adjustable tables, a range of chair and stool heights (including gas lift chairs), furniture can be customised to cater to diverse age groups and meet specific accessibility needs. So, whether it’s providing a comfortable seating option or ensuring easy access for individuals with mobility challenges, these adaptable furniture solutions are a great option.”

Michael Hellyer from Sebel said that furniture plays a key role in a learning environment.

“Configurations and types of seating, desks and storage all play a role in fostering learning spaces that are conducive to critical thinking, collaborative learning, communication, and creativity.

“Castors on tables and trolleys allow them to be easily moved to the side of the room and away from desks to create an open space for floor-based activities.

Additionally, castors on tables enable students and teachers to

Image courtesy of Sebel Furniture

create new table configurations for group or individual learning.

“Flip tables are not only a great space-saving piece of furniture in the classroom, but nesting tables also allows for ease of collaboration. Look for a latch that allows users to flip and nest groups of tables with ease,” Mr Hellyer said.

“Accessways must be kept clear and classrooms should be uncluttered so that all students, regardless of accessibility needs, can safely manoeuvre the learning space. Having a chair or stool that can be tucked away or stacked is hugely beneficial for accessibility.”

Hellyer said it can be helpful

With space at a premium in learning environments, Mr

example, where students

to consider whether a piece of furniture offers more than one purpose – for example, a mobile tote seat offers a dual purpose, both a place to sit and the practicality of storage.

Desks with drawers are another can tidy away supplies.

We’ve helped create great learning spaces for over 70 years It’s at the heart of what we do, and we’re determined to lead the way in creating better products, that help students and teachers be their best.

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Term 1, 2024 | school-news.com.au

ADMINISTRATION

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Quick, convenient school payments

Image courtesy of Flexischools

By Gemma Easton, Editor

How much cash do you have in your wallet right now? For most people, the answer will likely be none.

As society moves away from cash in favour of digital payments, and we all carry less cash daily, it makes sense for schools to also reduce their reliance on cash. Digital payment systems provide a secure, easy to use solution, which can benefit the school, students, and parents.

Most existing payment points in your school can be incorporated into digital payment systems.

Terminals at pay points can integrate with your digital payment system, and allow for in-

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person payments. Some systems accept credit or debit cards, while other set-ups have system specific cards which can be used by students, parents, and staff.

Terminals could be set up at your school tuckshop, uniform shop, main office, or library.

Digital payment systems offer the added convenience of remote purchasing. Using an app or the school website, parents can order tuckshop, uniforms, or pay for excursions and other events. This eliminates the need for students to carry cash to school, which they may lose or have stolen. Parents are also in control of their purchases, and do not need to task students with purchasing uniforms or other school supplies. This may be of particular benefit

for families with younger students, who may not have the confidence to conduct these transactions themselves.

Ordering ahead can alleviate pressures on busy school tuckshops and uniform shops.

Staff levels can be adjusted on a weekly or daily basis, depending on the expected workload.

Stock levels can be more easily maintained, if staff know ahead of time what students will be purchasing that day.

Some systems incorporate school fee payments, providing a complete solution for managing payments. Automatic reminders for late payments, account reconciliation and accurate reporting can all be facilitated by digital payment systems. As well as reducing the likelihood

ADMINISTRATION

of errors, this can ease the workload on school finance officers, allowing them to focus on other tasks. Parents will also benefit from peace of mind that the school is accurately recording fee payments. This can increase families’ confidence in the school, and improve the overall perception students and parents have of the school.

Of course, with more people making payments to and at the school digitally, there will be less cash handling required by school staff. This can improve safety and security, and reduce the risk of theft. The need for staff to manually balance tills will be removed, and subsequently the incidences of human error in reconciling cash will reduce.

For some parents, knowing they Term 1, 2024 | school-news.com.au

© Adobe Stock, stock.adobe.com

4.7 STARS ACROSS 45K+ APP REVIEWS & 155M+ ORDERS OVER 15 YEARS

Easier for parents.

Better for schools.

Flexischools enables cashless payments and online ordering for schools.

Join 1650+ schools already using Flexischools to save time and money.

Canteen

It makes sense for schools to reduce their reliance on cash

will not have to handle cash may make volunteering in the school tuckshop more appealing.

James Biddle, Head of Sales and Marketing, Flexischools, highlighted the effect mobile phone bans have had on payments at schools. “Many of the schools we work with hadn’t considered the impact that mobile phone bans would have on the ability for students – particularly high school students – to make purchases at school.

“Canteens we work with in NSW reported a drop in over-thecounter sales, some in the vicinity of 20 to 30 percent since the mobile ban was introduced at NSW public high schools, driven largely by students being unable to access their phone to tap-to-pay during lunch and recess breaks.” Mr Biddle said.

“The simplest and most costeffective solution is for schools to turn their existing student cards or library cards into a payment device, by linking them with a digital payment system.

That way, parents can maintain a digital wallet, and the student Term 1, 2024 | school-news.com.au

Uniform shop Events and fundraisers

can simply scan their card at the school canteen, in the library for photocopying, or the school bookshop to buy resources, and the payment is made from the account. This means schools can maintain their phone-free policies, while students can still transact on campus without cash, or needing their phone.

Student cards or key tags for on-campus purchases

And there are more advantages for school canteens. “School canteens are under enormous pressure to reduce costs.

Volunteer labour is less available today, and increasing staffing costs mean that canteens often have to decide whether it is viable to offer their services to the community as regularly as they might like,” Mr Biddle said.

“By taking online orders and payments, most canteens tell us they save around two hours a day, by not having to handle cash, and take orders over the counter.

“Pre-orders also mean that the canteen can manage their staffing based on anticipated demand, and importantly, manage their food waste, by preparing food to order.”

ADMINISTRATION

Get started today

www.flexischools.com.au/schools

25

Better acoustics, better learning

By Naomii Seah, Industry Reporter

“To achieve the standards set by education authorities, measurements can be taken to determine the appropriate acoustic material to be fitted in a given space. For example, rooms used for collaboration and general learning have different guidelines for target reverberation times than smaller spaces.”

Effective teaching and learning often comes down to effective communication.

That’s why the sound environment of your classroom or learning space is so important.

Students learn by listening, observing and interacting not only with teachers and educators, but also with each other. Suboptimal acoustic environments can quickly become a problem for educators as poorly soundproofed classrooms or learning areas can create distractions and disruptions.

Issues with noise and distraction may be especially noticeable in younger students, as children are more sensitive to noise when building listening comprehension.

Additionally, too much disruption and noise may be overstimulating and stressful for children. The World Health Organisation (WHO) has noted that excess noise might exacerbate unwanted behaviour like irritability and aggression. As school is where children spend most of their time, addressing suboptimal acoustics could improve overall wellbeing as well as improving learning outcomes.

One common measure of classroom acoustics is to record reverberation time. This is defined as the time taken for a sound to fade to 60 dB after the sound source stops.

A higher reverberation time means teachers must raise their voice to be understood.

Proper acoustics therefore have implications for educator wellbeing as well as children.

A good acoustic environment will have a shorter reverberation time. This can be achieved by installing sound-absorbing materials like padded ceiling tiles, carpet and acoustic wall-

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Image courtesy of Autex Acoustics

Children are more sensitive to noise when building listening comprehension

panels. Soft furnishings like beanbags, pillows and cushions can also help absorb sound.

Another benefit of having sound-absorbing materials is to reduce the Lombard effect. This effect can often be observed during discussion time, where children’s voices become louder and louder to ensure they can be heard over one another. A good acoustic environment mitigates this effect as speech is intelligible at a lower volume – teachers and educators can be understood without raising their voice, and volumes at discussion times are kept to a reasonable level.

Learning environments outside of the classroom, like gymnasiums, auditoriums and halls can be extra challenging in terms of acoustics. Indoor sports surfaces and hardwood floors tend to be loud and can make squeaks and echoes when used. High ceilings also contribute to echoing. A solution favoured by many schools is acoustic panels. They can help with sound absorption and make spaces truly multifunctional.

Skilled installers can identify the best areas to install panels and banners so maximum sound absorption is achieved with minimal cost. Removable features such as rugs and curtains can also help to improve a space’s functionality, so it can be used for assemblies, teaching and learning, as well as sports games and performances.

To reduce reverberation, acoustics products with a Noise Reduction Coefficient (NRC) are typically fitted. “NRC ratings are used to quantify the absorption of a surface. A rating of 0.00 would mean a surface is completely reflective, while an NRC of 1.00 would signify that as an average of the mid frequencies between 250hz and 2000khz. 100 percent of sound that impacts a surface is absorbed and nothing is reflected back into the room,” Mr Jones said. “This is where high-performance products such as acoustically rated pinnable and velcro receptive linings can be employed to meet statutory requirements, help enhance learning outcomes, and create a healthier overall learning environment.”

Schools should also consider acoustics when building new structures. Acoustic considerations could range from the position of the building – is it close to roads, other classrooms, or high-use outdoor spaces? – to building materials. Carpeted, hardwood and linoleum floors all have implications for acoustic performance.

Large spaces like gymnasiums can be used effectively with longer reverberation times but are prone to noticeable flutter echoes due to their size. “Numerous studies have measured the noise levels in school gyms at being consistently above 80 dBA and often reaching 90+ dBA during team activities. These spaces can have noise levels close to those of busy industrial factories, meaning that OHS requirements should be considered for staff who spend many hours per day teaching in these areas.

Rob Jones, Technical Manager at Autex Acoustics said Australian state and territory education departments have mandatory standards in place to ensure appropriate acoustic objectives are achieved “Acoustic engineers are regularly engaged to test learning environments and confirm that relevant performance criteria are met.”

“Other specialist spaces like auditoriums and music production present challenges due to their use for activities that produce more varied acoustic environments. These spaces benefit greatly from careful initial planning, in consultation with an acoustic engineer, as sufficient volume and correct geometry is required for them to function.”

ADMINISTRATION

Term 1, 2024 | school-news.com.au

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Image courtesy of Passtab

Safety and security with visitor management systems

By Gemma Easton, Editor

At the start of any school term, and even more so at the start of a new school year, there will be a mix of familiar and new faces.

It can be hard to keep track of everyone that is on staff at a school, let alone contractors, parents and other visitors.

Knowing with confidence that everyone you see around your school campus is meant to be there is important. And being able to quickly and easily identify anyone who should not be is imperative.

Visitor management systems can help with this and ensure the safety of school students and staff. Usually consisting of hardware like a tablet or similar screen, management systems have many customisable features

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them to things they need to know to enjoy their visit.

Management systems have many customisable features

so the system can be tailored to suit your school’s needs.

Management systems can be used to check visitors in, and issue them with a temporary name tag. Then, anyone who sees this person around the school can be confident that they are authorised to be on site.

In the event of an emergency, visitor lists can be easily printed or retrieved on a mobile phone or laptop. All visitors to the site can then be accounted for, along with regular staff and students.

Systems can often be preloaded with important documents and information, for example current working with children check, teacher registrations, workplace health and safety induction, and any other relevant paperwork. Storing information and remembering returning visitors will save time, as people will not need to complete a lengthy check in process every time they visit the school.

Customisable welcome screens can offer a warm greeting to visitors, and alert

ADMINISTRATION

Some systems allow for contractors to sign in remotely via a mobile app. For large campuses, this will save time as contractors won’t need to visit the main office before moving to their work area. If many contractors are visiting your school at once, remote sign in will save the office or reception area from being inundated with people wanting to sign in. Additionally, this will make sign in possible out of hours when the school office is not staffed, for example for early morning construction work.

And signing in and out can be simplified for school staff.

Issuing each staff member with a card that they must swipe when arriving or leaving the school eliminates the need for manual pen and paper sign out books. Similarly, each staff Term 1, 2024 | school-news.com.au

Images courtesy of Passtab

member could be given a code to enter into the management system as they enter or exit the school grounds.

Again, this could prove invaluable in an emergency, as accurate records of who is on campus can be easily accessed. Visitor management systems often have options for more than one portable kiosk to be installed, meaning several sign in points can be set up around the school.

Some systems allow for notifications to be sent via text message or email to select or all staff in the event of an emergency. This could be useful in alerting people off site of the emergency, for example,

a teacher accompanying a class on an excursion. Tracking student movement in schools is essential, and often challenging.

Management systems can be used to sign students in and out, and record the information of the parent or guardian who accompanied them.

Laura Hunt from Passtab highlighted how visitor management systems can streamline administration tasks.

“Time consuming tasks can be automated, such as livechecking visitor accreditations such as Working With Children Checks, categorising visitor types, alerting key personnel, storing, and managing compliance documentation

and managing the induction process,” Ms Hunt said.

“All visitor information is easily accessed in a central dashboard where data can be viewed, sorted, and reports run. During a compliance audit, a school visitor management system can run reports and deliver information specific to each state or education groups requirements.”

to collect different types of information on arrival, use different naming conventions and have varying induction and compliance obligations. Other customisable options include how staff are alerted, the kind of tap card system they use, the security checks they require and the Student Information System they require integration with.”

A school visitor management system has many more customisation options than ones designed for business.

“Different schools, particularly when operating within different governing bodies, will be bound by different policy requirements.

This means they will need

Ms Hunt said other customisations for schools include terms of entry questions, visitor inductions, key register, language support, integration with the school’s student information system, incident response processes, and multicampus configurations.

Time in Lieu Effectively manage staff time in lieu hours

Time in

Lieu

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

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

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

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

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

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

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

For further information: Ph: 03 9800 1489 Email: team@invision.net.au

Term 1, 2024 | school-news.com.au

passtab.com

ADMINISTRATION

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Images courtesy of JANDS

AV essentials for your school

By Gemma Easton, Editor

Appropriate audiovisual equipment in schools can help foster collaboration, interactivity, communication, and creativity.

A broad suite of AV equipment is available to schools, including audio systems, recording and streaming equipment, audio systems, AV control systems, as well as touchscreens, interactive projectors and whiteboards. Not all of these items will be necessary for every school, though some key items would prove useful.

Learning in the classroom In the classroom, audio visual aids are important tools for the learning process.

Not everyone absorbs and processes information in

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the same way, so presenting information differently will help more students to understand and retain it. Visual aids such as PowerPoint slides and video clips can bring ideas to life and help students see things for themselves without leaving the classroom.

Conventional ‘writing on the whiteboard’ style of lessons can become more engaging with AV equipment. Interactive whiteboards and projectors make it easy to imbed links for students to explore videos or articles about the topic under investigation. Including graphics like graphs, tables and images provides visual aids which will help some students more easily grasp concepts.

For students with different learning needs, AV equipment can help accommodate their learning. Sound amplification, large font, soothing sounds and gamified learning can all make accessing classroom activities easier.

Multimedia approaches to classroom projects and assessment are becoming increasingly common. Students are often encouraged to incorporate a range of media into their work, including video, images, and music, as well as a written script. Having a suite of audio-visual equipment available to students will ensure they have the necessary tools to produce an effective multimedia project.

Microphones, video cameras

TECHNOLOGY

and audio recorders can all help students create professional quality projects. Equipment should be easy to use and easily transportable so it can be used by different students in a range of spaces around the school.

Recording equipment is also useful for capturing student work for later review, or to be shared with other classes or the student’s family. Software solutions are available to help with editing and distributing recorded content.

Term 1, 2024 | school-news.com.au

Collaboration

Microphones can be used in a wide range of applications, from podcasting, content creation, music performances, or presentations. In this sense, Moussa recommends considering “whether they need to be wired or wireless, handheld, lapel, headset, or gooseneck depending on presentation preference and performance requirements.” He also highlights the significance of audio clarity and professionalism, especially for video conferencing and remote learning.

For teachers, collaboration is becoming increasingly common.

Sharing lesson plans and developing these as a team can help ease the workload for individual teachers, and ensure cohesion of learning activities across a cohort. Audio visual equipment can also help teachers meet virtually. Cameras and audio equipment make meeting from different parts of the campus, or while at home, possible, allowing for greater flexibility around meeting times.

Portable Audio Loudspeakers are also a versatile addition to a school’s AV setup, praised for their ease of use across various events, presentations, and educational activities.

AV equipment can also allow guest presenters and speakers to virtually visit classrooms. A guest could address a class, year level or entire school via video link. Students could watch this all together, or at different times in smaller groups. Having the necessary equipment to record and distribute this content at the school will make this process simple.

Communication and creativity Exciting opportunities with audio visual equipment may include student produced podcasts and video news bulletins, and professional quality support at school performances. For students hoping to pursue a career in the media, familiarity with producing, editing and distributing content could prove particularly useful.

The ability to livestream events, or record and then distribute later means families can enjoy these events without having to

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Images courtesy of JANDS

be there in person. Having the necessary equipment to facilitate this onsite can be a substantial cost saving for schools, as external providers will not need to be hired to record the event.

From an industry insider “A good AV system provides the right tools and resources for teachers to intelligibly communicate, teach, and prepare students for the technologically advanced world outside the classroom,” said Jands Retail Applications Specialist, Blake Moussa.

Moussa believes student engagement can be boosted through the strategic employment of AV tools. He champions the selection of suitable AV equipment as critical for fostering a more interactive and engaging learning environment.

Tailoring the choice of essential lighting, audio, streaming, and video equipment to the needs and financial capacity of each educational institution is crucial.

Stage lighting is advised for performances and other events to enhance the atmosphere.

TECHNOLOGY

For schools aiming to broaden their AV horizons, Moussa suggests exploring studio monitors and DJ consoles.

For streaming school events, lectures, performances, or content creation, a projector or screen, cameras, and video streaming mixer can allow for fluid switching between different sources.

And although many AV devices are user-friendly, Moussa reassures that assistance is within reach when needed.

“Training can come from those who initially installed the equipment, distributors of the products, or dedicated online courses,” he explained, noting that schools often have teachers adept at guiding students and staff in using the technology.

Term 1, 2024 | school-news.com.au

AI Collaboration and Security in the Classroom:

Key trends in education for 2024 Personalised Learning Experiences

By Sarah Drysdale, COO and Head of Product, CommBox

In 2024, the landscape of education is transforming at an unprecedented pace, driven by the advent of artificial intelligence (AI) and an increasing emphasis on cybersecurity.

As we navigate through this year, several key trends are emerging, reshaping how educators and students interact, learn, and protect their digital environments. CommBox, at the forefront of integrating interactive touchscreens into educational settings, plays a pivotal role in facilitating these trends. Here’s a look at the major shifts in education for 2024, focusing on AI collaboration and security in the classroom from Sarah Drysdale, Head of Product at CommBox who has just returned from BETT in the UK, the world’s largest EduTech conference.

Microsoft’s AI technologies such as Co-Pilot, Speech Coach and Math Coach are making it possible to tailor educational content to the individual needs of each student. Interactive touchscreens, such as those offered by CommBox, are instrumental in delivering these personalized learning experiences. They allow educators to use AI-driven applications that can adapt in real-time to the learning pace and style of students, ensuring that every learner achieves their full potential.

Enhanced Collaborative Learning Collaboration is key in modern classrooms, and AI is making it easier than ever. In 2024, we’re seeing an increase in AI-powered tools that foster collaboration among students, both in-person and remotely.

CommBox’s Interactive Classic S4 are at the heart of this trend, enabling students to work together on projects, share ideas, and solve problems collectively, irrespective of their physical location and skill level. Teaching students how to collaborate with AI is a critical skill for future success.

Cybersecurity Education The importance of Cybersecurity in education remains a key

focus for 2024. CommBox is leading the way with highly secure CommBox Classic S4 and S4+. With a certified locked down CommBox OS operating system, CommBox’s secure, interactive touchscreens ensure that these lessons are delivered in a safe, controlled environment, protecting both students and educators from potential cyber threats.

Privacy and Data Protection As schools incorporate more AI and digital technologies into their classrooms, the importance of privacy and data protection has never been higher. In 2024, educational institutions are prioritizing secure platforms and tools that protect student data. CommBox’s commitment to security ensures that their interactive touchscreens are designed with privacy in mind, offering peace of mind to educators and parents alike.

Sustainable Technology

Images courtesy of Commbox & Integrate AV

Term 1, 2024 | school-news.com.au

Sustainability is a growing concern in education, and in 2024, schools are seeking environmentally friendly technology solutions.

CommBox is leading the way by providing energy-efficient interactive touchscreens that reduce the carbon footprint TECHNOLOGY

of educational institutions, aligning with global efforts to combat climate change.

As we embrace the opportunities and challenges of 2024, it’s clear that AI collaboration and security are at the forefront of educational innovation. With companies like CommBox leading the charge, educators and students are equipped with the tools they need to succeed in a rapidly evolving digital landscape. CommBox is available to assist educators as they strategically plan to roll out this new technology in 2024.

Sarah Drysdale has over 25 years of experience as a teacher and tech innovator. She holds an MComm, EMBA, and Grad Dip Edu. As the Head of Product at CommBox, Sarah partners with teachers, IT managers, and school principals to create the best interactive screen for Australian schools. Because she understands teachers’ needs so well, she’s passionate about making technology that changes the classroom for the better.

Integrate AV is a Commbox Platinum Partner and has a dedicated education team who can assist you with an interactive flat panel solution for your school. Integrate AV is a supplier on contract with the NSW Department of Education Multimedia Solutions 278 State Contract, QLD Department of Education Standing Offer QEDSOA-71789 and the Tasmanian Information and Communication Hardware C150 contract.

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Prioritising wellbeing for effective education

By Naomii Seah, Industry Reporter

As spaces where children spend most of their day, schools have an active role in promoting wellbeing, not only for children and staff, but for the whole community.

After all, a happy and healthy student is a happy and healthy member of the family. Happy and healthy families are the building blocks of happy and healthy neighbourhoods and community groups.

But protecting and nurturing wellbeing is not only an important part of community health, it’s also essential to promote teaching and learning.

According to the Department of Education, there is evidence of “strong linkages between student safety, wellbeing and learning outcomes”.

With this in mind, educators might look to the Australian Student Wellbeing Framework as the first port-of-call. Its five elements, as outlined by the Department of Education, are leadership, inclusion, student voice, partnerships, and support.

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Images courtesy of Langley Group Institute

Leadership acknowledges the powerful part that school leaders play in creating a positive school environment where others are respected and valued. Effective practices include school leaders consulting with the community and students to create shared visions and values. Leadership is also responsible for the safety and wellbeing of the community, and thus should guide communities toward a shared vision for the school.

Inclusion means that all members of the school community are given the

opportunity to participate in building a welcoming school culture that enables positive and diverse relationships. Here, effective practices include a robust system for recognising staff, student and community contribution – this enables community connectedness.

Student voice means having students be active participants in shaping their learning and social environments.

This may look like multiple opportunities for students to participate in decision making, and explicitly teaching social

TEACHER’S DESK

and emotional skills. Practical examples of teaching social and emotional skills may include short meditation or journaling sessions for students.

This encourages students to name and understand emotions, thereby supporting healthy communication and relationships.

Short mindfulness exercises like guided meditations and journaling have also been shown to help students with their self-management skills, and may even help reduce bullying.

Term 1, 2024 | school-news.com.au

supporting students, however they like to learn.

At Furnware, we want learning spaces to be comfortable, safe, and enjoyable where everyone’s personal needs are supported, so that every student can thrive.

We spent months observing, learning and seeking feedback from children, teachers and parents to better understand the challenges of today’s students. Here’s what we found:

To help combat these wellbeing challenges, we have partnered with Mindfull, whose mission is simple but significant – to create happy spaces for the next generation however they like to learn.

14%

Around 14% of Australian

Mindfull was established with a crystal-clear focus: to listen to educators, understand their pain points, and create exciting new products to meet evolving needs of students.

5–16%

It is estimated that Sensory

3–10%

Estimates suggest between

youth suffer from mental health conditions.

Processing Disorder affects 5–16% of school-aged children.

3–10% of NZ/AUS classrooms deal with Neurodevelopmental Disorders.

Learn more As we move into 2024, we’re excited to partner with schools to help students find their happy space. get in touch:

furnware.com 1800 133 155 aus.sales@furnware.com

Images courtesy of Furnware

Protecting and nurturing wellbeing is essential to teaching and learning

American author Janice Houlihan from the University of Massachusetts theorises that “mindfulness practices help the bully, victim, and any witnesses involved develop a deeper awareness of themselves, resilience, compassion, and a greater ability to regulate their emotional responses.”

The next key element of wellbeing, according to the framework, is partnerships.

This means seeking community input to the school, supporting connections between students and families and community groups. Leaders may wish to consult with community organisations and agencies, including building partnerships with Aboriginal and Torres Strait Islander families to ensure cultural inclusiveness.

Finally, support means that

school community, such as connectedness or inclusivity.

each stakeholder supports others on their journey to understanding wellbeing and how wellbeing in turn supports teaching and learning. This may look like engaging in professional development to ensure consistent and effective application of the school’s direction toward wellbeing and positive behaviour.

Addressing wellbeing in schools through implementing policies and effective practises is one thing, but how can school leaders know if these policies are having impacts on the actual wellbeing of their communities? Educators may look for local initiatives, or else come up with their own methods like self-administered surveys. These have the advantage of being customisable to answer specific questions educators may have about their

And while schools can make every effort to support student, staff and community wellbeing, this is not always enough. If you or a student or colleague is struggling, it is important to reach out to your GP or other health care professional.

School News spoke to some companies that are collaborating with schools to foster positive wellbeing.

The Langley Group Institute (RTO40655) has supported many schools in building wholeschool wellbeing, from parent education sessions, positive leadership development, social and emotional learning to build resilience, positive HR practices, wellbeing assessment at all levels and embedding a strengths-based approach across the whole employee and student lifecycle.

The team believe emphasising the importance of personal development and resilience helps students and teachers build the skills necessary to cope with life’s inevitable ups and downs. Teaching strategies for managing setbacks and encouraging a growth mindset instil a positive approach to challenges.

The Langley Group Institute helps schools in educating for flourishing. By fostering positive wellbeing in schools, educators play a pivotal role in shaping students’ academic success and their lifelong happiness and fulfilment.

Creating an environment that prioritises mental, emotional, social and physical health

38

TEACHER’S DESK

sets the foundation for a generation of resilient and flourishing individuals.

The 11069NAT Diploma of Positive Psychology and Wellbeing has supported many educators to build whole school wellbeing. Now, the Langley Group Institute has launched the 11250NAT Certificate IV in Wellbeing Science, open to anyone 16+ who wants to build their wellbeing and gain a governmentaccredited qualification. Both qualifications are the first of their kind in Australia and have strong proven results for thousands of graduates.

Furnware has partnered with a new product brand, Mindfull. The company evolved from many conversations with schools, parents, and occupational therapists.

Mindfull makes learning spaces more personalised, by creating stimulation through movement and tactile materials, as well as sanctuary through visual and acoustic screening.

This enables learners to find space within the classroom to interact and collaborate, or seek refuge, achieving separation without isolation.

Hutchins School in Tasmania was one of the first schools to incorporate the new Mindfull range into its learning spaces.

The feedback has been very positive, with plans to roll out Mindfull throughout the rest of the school in 2024.

As we move into 2024, Furnware is excited to collaborate with schools across Australia to help more of our learners to ‘find their happy space’.

Term 1, 2024 | school-news.com.au

Cultivating positive wellbeing:

Nurturing growth and flourishing in schools In the dynamic landscape of education, fostering positive wellbeing in schools is paramount for the holistic development of students.

Beyond academic achievement, a school’s role extends to nurturing emotional resilience, fostering social connections, and instilling a sense of purpose. Creating an environment that prioritises positive wellbeing contributes to the overall success and happiness of students.

To cultivate positive wellbeing, schools must embrace a multifaceted approach. First, promoting a supportive and inclusive atmosphere is crucial. Establishing a sense of belonging allows students to feel secure, reducing stress and anxiety. Implementing inclusion programs and encouraging

open communication channels further reinforces this sense of community.

their kind in Australia and have strong proven results for thousands of graduates.

There are many practical steps a school can take to support the wellbeing of students.

Whole school wellbeing includes students, teachers, school and community.

individuals with the knowledge and skills to apply science and practical interventions to increase own and others levels of wellbeing. The training prepares individuals to apply principles and practices personally and professionally – in the home, in the school, in the workplace, and in working with others.

The Langley Group Institute (RTO40655)

Government Accredited Training

Emphasising the importance of personal development and resilience helps students and teachers build the skills necessary to cope with life’s inevitable ups and downs.

Teaching strategies for managing setbacks and encouraging a growth mindset instil a positive approach to challenges.

LGI has supported many schools in building wholeschool wellbeing, from parent education sessions, positive leadership development, social and emotional learning to build resilience, positive HR practices, wellbeing assessment at all levels and embedding a strengths-based approach across the whole employee and student lifecycle. Our courses are designed to equip

The 11069NAT Diploma of Positive Psychology and Wellbeing has supported many educators to build whole school wellbeing. And now the Langley Group Institute has launched the 11250NAT Certificate IV in Wellbeing Science, open to individuals 16+ who wants to build their wellbeing and gain a governmentaccredited qualification. Both qualifications are the first of

By fostering positive wellbeing in schools, educators play a pivotal role in shaping students’ academic success and their lifelong happiness and fulfilment.

Creating an environment that prioritises mental, emotional, social and physical health sets the foundation for a generation of resilient and flourishing individuals. Join the Langley Group Institute in educating for flourishing.

Join the Langley Group Institute in building the wellbeing skills students and educators need to create flourishing individuals and school communities.

Email:

contact@langleygroup.com.au

Telephone: +61 3 9005 8189 Website:

langleygroupinstitute.com

Find out more and enrol today!

Term 1, 2024 | school-news.com.au

TEACHER’S DESK

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Are your teachers surviving or thriving?

We enter the profession to help young people grow and learn, but find ourselves in a system that values compliance over care.

Our days are spent prioritising others, leaving us little time to rest and restore. The truth is we nurture the wellbeing of our students, but neglect our own.

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

If you want to become the teacher you always dreamed of being, you need to nourish your wellbeing with strategies to help you thrive.

‘I can barely keep my head above water.

How could I possibly thrive at work?’ If you’re a teacher, I’ll bet you’re asking yourself this question.

People who thrive at work report less burnout because they can generate resources rather than deplete them. Thriving makes us more likely to experiment with new ideas and seek new ways of working. When people feel energised, they engage in proactive behaviours helping

People who thrive at work report less burnout because they can generate resources rather than deplete them. them better manage daily challenges. Thriving people generally feel they are cocreating their environment, which builds further resources such as high quality connections (Spreitzer, G., et al., 2004).

Just as fertiliser enhances the growth and vitality of plants, learning to THRIVE can have the potential to revitalise our passion, resilience and wellbeing at work. It’s not about being perfect or being a machine, its having the social and emotional skills to respect ourselves as a human being not a human doing. This means acting with awareness, compassion and care.

In my new book “THRIVE Practical Strategies to nourish Teacher Wellbeing” I share over thirty strategies to help you enjoy your work more.

Each concept represents a key element that, when implemented with intention and purpose, can significantly transform how we think, feel and respond at work.

Drawing on science to help us shift the narrative from stress to wellbeing as well as practical strategies to help us do our job well. After all, wellbeing at work is not the sole responsibility of individuals but a shared collective between workplace processes and people.

This book is not just a manual of techniques and practices.

It is an invitation to embark on a transformative journey — one that encompasses personal growth, professional development and the realisation of you as a human being first and a teacher second.

THRIVE is an acronym that gives us a toolbox of resources to help you feel better and function well at work.

This includes:

www.teacher-wellbeing.com.au

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•

Exploring how we use (T) time

•

Observing how we think in our (H) head

•

Establishing supportive (R) relationships

•

Noticing our positive (I) impact

•

Connecting to our (V) values

•

Regulating our (E) emotions

TEACHER’S DESK

Term 1, 2024 | school-news.com.au

Education in the great outdoors

By Naomii Seah, Industry Reporter

Outdoor education has an important position in any curriculum.

Being outside represents an open learning environment that cannot be replicated in the classroom, museum, lab or any other indoor learning space. Outside the classroom, children are given opportunities to connect with the environment and each other, and thereby understand their place in the world.

Being outdoors also has tangible wellbeing benefits. An outdoors education supports health and physical fitness, and helps meet curriculum requirements like creative thinking and ethical understanding. Outdoor education is also the beginning of a life-long relationship with the environment and self.

It enables children to learn the skills to take care of their personal and social needs.

According to Outdoor Education Australia, outdoor education is “instrumental in the teaching of self-reliance, interdependence and leadership, the development of adventurous spirit, managing

Term 1, 2024 | school-news.com.au

personal risks, safe journeys in nature, the value of lifelong outdoor recreation for enjoyment, health and wellbeing, understanding nature through direct experience and for developing deeper human-nature relationships.”

Importantly, outdoor education in Australia, with its diversity of environments and Country, is also instrumental to developing “Aboriginal perspectives of land and country and sustainability” as outlined in the Australian Curriculum.

Images courtesy of Venture Corporate Recharge

Outdoor education can also incorporate many other learning areas like Geography, History, Science, Mathematics, English and Art, making it well placed for interdisciplinary learning.

First Nations’ history, culture and stories knowledge can also be incorporated into many of these subject areas.

External learning opportunities can be incorporated into the curriculum for any age group, and there are many activities that can be modified to be age appropriate. Experiences can range from an excursion as simple as a short walk and discussion, to adventure sports like abseiling.

EXTERNAL LEARNING

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Images courtesy of WAITOC

There are several outdoor educators in Australia that are trained and qualified to guide your cohort through any number of activities to enrich and expand their skills and knowledge.

Learning experiences can range from half- to full-day and even overnight stays. School camps, for example, provide multiple opportunities for students to experience new and exciting activities that will push their limits and build confidence and teamwork skills. Available activities are diverse, and can be tailored to provide the desired learning outcomes. Risk level can be altered to be age appropriate, and this can be discussed with external providers. For older students, a higher level of risk and a more advanced problem-solving scenario may be beneficial for building life skills like independence.

There are endless combinations that can encourage learning outcomes like team-building, leadership, problem solving and resilience. These can be effectively combined with other areas of the curriculum to maximise learning. Kayaking through natural bodies of water can facilitate geography and history learning. Orienteering is both a strategic challenge and a lesson in natural landscapes of the area. Mountain biking

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can encourage quick decision making and problem solving.

Outdoor education may not even necessarily involve physical education at all, rather, being outdoors while experiencing art or learning about science and geography can facilitate learning by providing a suitable backdrop. Aboriginal art often utilises natural materials and imagery and can be a suitable subject for outdoors education.

Foraging in the bush, depending on the terrain and weather, can also be an accessible activity that has lots of learning opportunities, whether that’s cooking up bush tucker or identifying flora and fauna.

Accommodation can also be tailored to the experience.

Camping trips may be suitable for some cohorts looking to maximise their skillbuilding and teamwork. Other accommodations are fully serviced and may be suitable for those with accessibility or other support needs.

For a sample of external learning opportunities available, School News spoke to some school camp and excursion providers.

Aboriginal tour guides take school groups on unique immersive learning journeys which have been a core part of their culture for millennia. Vital

ancestral knowledge and life skills have been passed from one generation to the next through the practice of observation and hands-on demonstrations in an outdoor classroom. It is the reason Aboriginal culture continues to thrive as the world’s oldest continuing living culture.

WAITOC – the Western Australian Indigenous Tourism Operators Council – has created a special brochure showcasing more than 60 on-country cultural tours and camps which all feature multisensory learning experiences for school groups of all backgrounds and ages. Students are given rare opportunities to experience hunting and foraging; learn bush medicine and bush survival skills; make tools; and take part in traditional song, dance, and story to help foster a meaningful appreciation of Aboriginal culture.

Outdoor-based activities and classroom incursions are designed to build confidence and resilience among students, encourage group collaboration and cooperation, and plant the seeds for a deeper connection to Country in the hearts of the younger generation.

Venture Corporate Recharge offers training hubs at Mount Lofty and Blewitt Springs, along with natural surface

EXTERNAL LEARNING

rock climbing, incursion-based activities, and mobile rockclimbing walls. Picture a day at Venture starting with inclusive activities at the Mount Lofty Adventure Hub, encouraging interactive and educational engagement. The morning and early afternoon are dedicated to teamwork on the belayed High Ropes Challenge Course or Rock-Climbing Tower. As the day progresses, students collaborate on problemsolving, leveraging newfound team skills and appreciating each other’s strengths.

Empower your students to become future leaders with Venture’s Adventure-Based Wellbeing activities. These engaging programs teach students to approach education positively and mindfully, fostering collaboration, friendship bonds, and aligning seamlessly with your curriculum and outcome requirements.

The Outcome Focused Activities cover group dynamics, leadership training, problemsolving, resilience, and personal responsibility, delivering lasting impacts, proven effective for various youth groups and behavioural issues.

For more than three decades, Wilderness Escape Outdoor Adventures has been at

Term 1, 2024 | school-news.com.au

Images courtesy of Wilderness Escape Outdoor Adventures

the forefront of providing unparalleled outdoor education experiences for students ranging from Primary to SACE levels.

In collaboration with schools, the team offer distinctive opportunities for students to connect with their surroundings, uncover their potential, and cultivate vital life skills, all while fostering strong relationships with peers and educators.

As South Australia’s largest provider of outdoor education programs, Wilderness Escape has gained national recognition for its leadership in schoolbased experiential education.

Term 1, 2024 | school-news.com.au

Wilderness Escape employs an outcome-based approach and a deep understanding of experiential learning theory to design programs that yield optimal results. Its focus revolves around key concepts, including developing diverse skills through safe and active participation, building communication and collaboration skills, promoting personal health and mindfulness in natural settings, enhancing decision-making abilities through independently led journeys, fostering a growth mindset, and deepening an appreciation for natural environments.

EXTERNAL LEARNING

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Learning while exploring Sydney

By Sarah Davison, Industry Reporter

There are 3300 schools in New South Wales, with about 1488 schools located in Sydney. And whether metro or regional, all schools are looking for engaging outside the classroom experiences.

From the Opera House and the Royal Botanic Gardens, to art galleries, museums and wildlife parks, there is something to suit every curriculum and age group in Sydney’s CBD.

Educating through excursions Studies have consistently shown the benefits of school excursions on student achievement and

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overall wellbeing. According to School Activities Australia, excursions provide another dimension to class-based learning, reinforcing ideas and concepts with hands-on experiences. Excursions have also been found to promote greater social ties for students.

School excursions often require small group work, providing students an opportunity to socialise with peers they may not ordinarily interact with outside of the classroom setting.

Educating students about different cultures, histories, and perspectives can also be facilitated through excursions.

Visiting museums, landmarks, religious or cultural institutions, allows students to develop a greater appreciation of Australia’s multiculturalism and diversity, broadening their worldview and fostering cultural sensitivity.

Images courtesyof the Sydney Jewish Museum, Photos: Katherine Griffiths

A visit to Sydney may provide unintended benefits

EXTERNAL LEARNING

Term 1, 2024 | school-news.com.au

Book Your School Group Accommodation Here.

Fast Free Quotes.

Dorms, Motels and Apartments.

Australia-Wide.

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Nature reserves can showcase Australia’s native flora and fauna and encourage a love of the natural world. Wildlife parks, zoos and aquariums are also popular excursion choices, providing students with the opportunity to get up close to wildlife from across the globe whilst learning about wildlife conservation initiatives.

Why Sydney?

In a vibrant city like Sydney, there are a wide range of activities for educators to choose from, placing students in environments that promote learning, engagement and most importantly, fun! The city’s proximity and connectivity to other towns and cities makes it an ideal spot to base your school trip. From Sydney, you can then travel to neighbouring areas to explore snow fields, beaches, national parks, landmarks, and national institutions.

A cultural melting pot, students interested in visual and performing arts will find much to enjoy in Sydney. World class museums, exhibitions and performing arts venues can be found throughout the city. Similarly, sporting teams may enjoy exploring stadiums and fields. Opportunities to collaborate with local sporting teams, theatre or music groups may also be available.

For students in rural areas, a visit to Sydney may provide unintended benefits. Students will be able to experience the hustle and bustle of a big city, and see how it differs from

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Images courtesy of The Urban Challenge

their hometown. This may prove particularly useful for senior students, who may be contemplating a move to Sydney or another big city to undertake further education, or to seek employment. Experiencing the city firsthand will leave them better informed as to whether they would like to move to the area, or a similar busy city.

Visiting Sydney can also help students develop some soft skills, like resilience, team work, and problem solving. Away from home and out of their comfort zone, students may need to manage their finances during the trip, make decisions about what to eat or wear each day, as well as navigate the city.

Students could be tasked with planning a day of activities, and incorporating travel arrangements and budgeting.

For a more relaxed school trip, educators can engage external providers to organise your entire stay, or facilitate certain activities.

To inspire your Sydney adventure, we spoke to some experience providers from the area.

The Sydney Jewish Museum offers a wide range of innovative programs and resources for students and teachers, covering a range of subjects and levels.

The team supports your classroom teaching by bringing

EXTERNAL LEARNING

high school and primary school students face-to-face with history and culture. Programs at the museum help expand students’ content knowledge, empowering them to connect more deeply with the topic they are studying, in a way that is always safe and age-appropriate.

For high school students, two-hour, three-hour and full day excursions are available, both onsite and via Zoom, that include talks from Holocaust survivors, a guided tour of the Museum and curriculum-linked workshops covering a range of topics including History, English, Studies of Religion, Legal Studies and more.

Term 1, 2024 | school-news.com.au

The team believe that students staying together in a communal setting will collaborate on projects, share ideas, and build lasting friendships. This will help to reinforce learning experiences from educational excursions to renowned institutions like the Sydney Opera House, museums, and botanical gardens.

Image courtesy of The Urban Challenge

Primary school students can enjoy engaging excursions that include age-appropriate talks from Holocaust survivors, a guided tour of the Museum and curriculumlinked workshops with expert educators covering a range of topics including migration, human rights and Judaism.

Established in 1994, Just Group Accommodation understands the range of learning opportunities available in Sydney for school students. Staying in group accommodation, students can experience all

that Sydney has to offer, and gain firsthand experiences that enrich their understanding of subjects including art, history, and science.

Just Group Accommodation will help your school source the right accommodation for your next excursion anywhere in Sydney. Offering a wide range of hotels, motels, dorms and apartments Australia wide, the team can work to your budget and location preferences, and ensure the safety of your travelling school group.

Students residing in group accommodations gain firsthand experiences that enrich their understanding of subjects such as history, art, and science. Whether you are visiting for learning, sport, or other extracurricular activities, Just Group Accommodation will ensure your students enjoy all the benefits of this vibrant city, which serves as an immersive classroom, exposing students to diverse cultures, historical landmarks, and educational institutions.

The Urban Challenge provides the ultimate real-world experience to more than 8000 school students every year.

Small teams, each with a teacher and The Urban Challenge guide, embark on an unfolding adventure through Sydney and

surrounds to complete unique urban activities, clue chases, meals and much more along the way – all via public transport.

Each team member has a functional role that contributes to the running of the team, and everyone must work together to take responsibility for the team’s money, transport, timings and meals.

Parts of the Challenge are run via an interactive website where teams are required to upload blogs and photos and checkin for their next day’s itinerary.

There’s also a Program Page for those at home wanting to follow along and even participate in the adventure.

On multi day Challenges, teams will stay in YHA youth hostels, on Cockatoo Island and other city group accommodation overnight, enabling participants to experience this style of accommodation in a supervised and structured way.

A family owned and operated company, The Urban Challenge is proud to have been specialising in Urban Programs in Sydney since 2006.

Sydney Jewish Museum’s Immersive Programs

The Sydney Jewish Museum offers a wide range of innovative programs and resources for students and teachers, covering a range of subjects and levels.

The team supports your classroom teaching by bringing high school and primary school students face-to-face with history and culture. Programs at the museum help expand students’ content knowledge, empowering them to connect more deeply with the topic they are studying, in a way that is always safe and age-appropriate.

For high school students, two-hour, three-hour and full day excursions

are available, both onsite and via Zoom, that include talks from Holocaust survivors, a guided tour of the Museum and curriculum-linked workshops covering a range of topics including History, English, Studies of Religion, Legal Studies and more.

Primary school students can enjoy engaging excursions that include age-appropriate talks from Holocaust survivors, a guided tour of the Museum and curriculum-linked workshops with expert educators covering a range of topics including migration, human rights and Judaism.

For more information please contact Sydney Jewish Museum on 02 9360 7999 or visit sydneyjewishmuseum.com.au Term 1, 2024 | school-news.com.au

EXTERNAL LEARNING

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Transforming space How St Kevin’s College overcame spatial constraints with an innovative solution Schools are constantly faced with spatial constraints, particularly those in inner-city areas where land is scarce.

was created using APT’s Poligras H2OZ and the terrace was completed with Poligras Olympia CP. The soft-fall surface installed under the playgrounds was completed by another contractor.

St Kevin’s College in Melbourne, Victoria had not one but two challenges to overcome. First and foremost, they needed more car parking space for staff, but there was no available land. Second, they wanted a sports oval that could be used all year round and required less maintenance than natural turf.

The solution? A new underground car park with a synthetic sports oval and play area on top, as devised by head contractor, Building Engineering, in collaboration with Chandler Architecture and Interior Design.

Grassports Australia, known for their expertise in school projects and premium quality Australian-made products, was selected to install the synthetic sports surface.

“Sports facilities in schools primarily serve the educational and extracurricular needs

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of students. Our aim is to enhance the overall educational experience and promote physical fitness among students. We aim to create a space that is mainly tailored to the children’s needs and wants; nice bright areas with lots of games and space for the children to play,” Sam Evans, Business Development Manager, Grassports Australia.

The recently completed 4500sqm sports and recreation

rooftop space at St Kevin’s College boasts a large sports oval encased by a 4-lane athletics track, a striking terrace with line markings for four square and chess, and two exciting playgrounds.

Grassports Australia recommended the use of APT’s Australian-made Ligaturf HB250 turf with a 40mm insitu shock pad layer for the sports oval; perfect for AFL, soccer and rugby. The athletics track

SPORTS & RECREATION

In line with the growing demand for sustainable products and practices, Grassports met the expectations of St Kevin’s College by using materials such as repurposed infill for the oval and a 40mm shock pad made from old rubber car tyres. Plus, they minimised transportation carbon emissions by using locally-made artificial turf from APT Asia Pacific. When it’s time to replace the turf Grassports has also investigated endof-life recycling through RE4ORM Recycling - Australia’s first turf recycling facility in Barnawartha, Victoria.

“Feedback from the staff, students and parents has been amazing,” Evans continues.

“They have said that the area has really come to life with the colour and the kids have been enjoying every aspect of the new area.”

Term 1, 2024 | school-news.com.au

US Open, Tokyo Olympics, FIFA Headquarters, Newcastle High School…

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

1800 652 548 I info@aptasiapacific.com.au I aptasiapacific.com.au

AEDS in schools:

How to save a life

Image courtesy of First Aid Accident and Emergency

By Sarah Davison, Industry Reporter

In a country where more than 25,000 people annually face sudden cardiac arrest, Automatic External Defibrillators (AEDs) are important in public spaces.

Sudden cardiac arrest is a time-sensitive medical emergency

With a survival rate averaging just 1 in 10, the accessibility of AEDs becomes a pivotal factor in determining the outcome of a critical situation. The availability of an AED at your school can mean the difference between life and death for staff, parents, students or passers-by who suffer a sudden cardiac event.

school staff to become first responders before paramedics arrive. Sudden cardiac arrest is a time-sensitive medical emergency, and immediate intervention is crucial for a positive outcome. Early access to CPR and defibrillation increase a patient’s chance of survival, so ensuring an AED is accessible to staff and students is important.

One of the primary reasons defibrillators are essential in schools is the rapid response, enabling educators and other

In a medical emergency, a defibrillator checks the heart rhythm and can apply a measured electric shock to

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Conversely, without early defibrillation with an AED, less than five percent of cardiac arrest victims survive to be discharged from hospital.

And while ambulances are often able to quickly respond in metro areas, for schools in regional or remote areas, having an AED on hand could be the difference between life or death.

restore the heart to its normal rhythm. It will only deliver a shock if necessary, which means first responders cannot hurt someone by using a defibrillator.

Having an AED available on site is a positive first step. Ensuring all educators, staff and school volunteers are trained in basic first aid as well as when to use an AED is essential.

Early CPR and access to a defibrillator can significantly increase the chances of surviving a cardiac arrest. In fact, defibrillation within the first few minutes of having a sudden cardiac arrest increases the chance of survival to more than 70 percent.

Alarmingly, recent Heart Foundation research showed more than half of Aussies wouldn’t feel confident stepping in if they witnessed someone having a cardiac event. The survey of 7000-plus Australians also found a lack of awareness about AEDs.

HEALTH & SAFETY

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Images courtesy of First Aid Accident and Emergency

one AED located at the sites main administration building; that AEDs must be purchased from reputable suppliers and be compliant with Australian Standards; and that AEDs must be placed in an area that is reasonably accessible and not exposed to environment where possible. AEDs should be made available for community use wherever possible.

Nearly one in three people had never heard of the device, and 52 percent would not feel confident using an AED if they thought someone was having a cardiac event.

For schools, this means that staff and volunteer onboarding should include information about where the school’s AED and first aid kit is located and what to do in an emergency situation.

Heart Foundation General Manager of Heart Health, Bill Stavreski, urged Australians not to feel hesitant about using the lifesaving device in an emergency. “There’s a fear factor around defibrillators, but they are designed to be user-friendly and you don’t need to have medical training to help save a life,” he said.

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

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

For schools, first aid training for students could potentially increase overall school safety as Term 1, 2024 | school-news.com.au

more students are able to also become first responders. For high school students looking for casual or part time employment, having a first aid certificate could also place them in good stead for gaining employment.

If you are installing an AED on school grounds, be sure to work with a reputable company that can assist you in selecting an appropriate location for the AED as well as provide an extended warranty and technical support.

Your school defibrillator can be used again and again for many years providing that you follow the parts maintenance and replacement recommendations

by the manufacturer. These devices do not have an expiry date and remain operable and effective as long as all the parts are kept in good working order.

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

Scott Whimpey, Director at First Aid Accident and Emergency, said the new policy from Department of Education Western Australia is a great guide to base decisions off when purchasing an AED. “The policy stipulates that every public-school has at least

HEALTH & SAFETY

“Now more than ever, state and federal governments are looking at ways to implement these life saving devices into community and business sectors,” Mr Whimpey said. “This has also been highlighted by the recent decision from the South Australian Government’s Automated External Defibrillators (Public Access) Bill 2022 which passed in November 2022.

“As part of each states policy for schools, teachers and non-teaching staff should be trained in CPR and First aid. This generally includes training in the use of an AED which covers all aspects of how to use the AED and how to maintain the device.”

Mr Whimpey said ideally, the AED should be accessible within three minutes of anyone in the school. “We recommend that the AED be placed at least in the administration block and where possible on an outside wall.”

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Be prepared to save a life:

7 tips from a Defibrillator expert Being prepared to save a life by having a defibrillator is a crucial step in ensuring the safety and well-being of staff, visitors and students. Scott Whimpey, Director of First Aid Accident & Emergency (FAAE), shares his expert advice. As a qualified a trainer and assessor, and medic with a host of emergency first response experience, Scott knows what tools your school needs.

compliance with any educational department requirements. Other considerations should include durability (eg dusty, hot, and cold environments), replacement part cost and expiry, and device warranty period.

FAAE HeartSine and LifePak defibrillators have the highest durability rating of IP56 and come with an 8-year warranty.

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Compliance with department guidelines is crucial for the effective implementation of AED programs. Maintenance programs and checklists help ensure that AEDs are kept in proper working condition. All FAAE Defibrillators perform a regular self-check and come with a maintenance schedule for you to implement. Checking your device is simple. You don’t want a flat defib on a wall.

FAAE are a Registered Training Organisation (RTO32508) and are public access defibrillator specialists. They have over 17 years’ experience implementing AEDs across Australia. The FAAE team train over 25,000 students per year and have set up over 6,000 Defibrillators in the community to date. They even successfully resuscitated one of their students who had a cardiac arrest in a first aid course!

They know most primary and secondary schools already have a defibrillator, but the FAAE team have found there are gaps in their use, accessibility, maintenance and compliance. If your school doesn’t already have a Defibrillator, then having one won’t be far away from your priority list.

Here’s some important points to consider when thinking about your School Defibrillator:

1

Schools are community hubs

Schools are not only places of education but also have a large number of staff and visitors making them community hubs. A defibrillator can be a valuable asset during community events and other activities in and outside of school hours. AEDs should be made available for community use whenever possible. This extends to the potential life-saving benefits beyond the school premises. Ideally mounting it in a cabinet on the outside of the administration building is recommended. This gives the local community access in an emergency at all times.

2

Risk assessment and integration

Conducting a risk assessment helps identify high-risk areas where AED placement is most critical. Integration tips involve seamlessly incorporating AEDs into the school’s emergency response or critical

Compliance

Scott Whimpey, Director First Aid Accident & Emergency

incident plan. Scott suggests having a Red Card or Bat Phone System to help with this.

Having a well-implemented AED program in your school is a proactive step towards creating a safer environment. FAAE offers a comprehensive solution for schools looking to adopt these life-saving devices.

3

Accessibility and placement

Defibrillators should be strategically placed with visible AED signs for quick access, ideally within 3 minutes of anywhere in the school.

Most schools are now installing second and third AEDs for this reason. Consideration should be given to the purchase of a mobile bundle option for offsite activities. FAAE offers a range of housing options to suit. The new West Australian Education Department policy mandate highlights the importance of having at least one AED in the main administration building. The policy is a great guide for your school and highlights that AEDs should be in areas that are easily accessible.

4

Selection criteria

AEDs must be purchased from a reputable supplier and comply with Australian Standards.

Consideration should be given to factors such as ease of use, child-friendliness, and

6

Training

Teachers and non-teaching staff should be trained in CPR and First Aid, including the use and general maintenance of AEDs. Training is essential to ensure a prompt and appropriate response in an emergency. Make sure your team are familiar with your model AED and how it works as not all defibrillators are the same. FAAE include an instructional use video with every defibrillator purchase.

7

Child inclusive devices

Most defibrillators have child capability in one form or another however, some are much simpler to use than others. This should be part of your purchase consideration. Adult and child capability means a defibrillator can have its shock adjusted to be suitable for a smaller body under 25kg for a child of around 1-8 years.

Scott recommends the LifePak CR2 defibrillator for primary schools as it can change from adult to child mode at the push of a button.

FAAE offers comprehensive school defibrillator bundles that include AEDs, mobile, indoor and outdoor options, and monthly maintenance programs. Features such as TGA approval, compliance with Australian Standards, and eight years of after-sales expert support make FAAE a reliable choice.

For more information contact First Aid Accident & Emergency on 07 5520 5068 or visit www.faae.com.au

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HEALTH & SAFETY

Term 1, 2024 | school-news.com.au

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Images courtesy of Austek Play

Reconnecting with nature through play

By Naomii Seah, Industry Reporter

In the modern world, it can be difficult to connect with the outdoors; nature play can buck this trend.

can assist in designing spaces that suit site-specific features and honour the community.

Wooden surfaces enable a sensory connection with natural materials for children, and can be sculpted into all manner of play structures like swings, climbing frames and sculptures.

Nature play is not just a pastime; it’s a philosophy

Throughout the years, new toys have come and gone, and different types of play and activities have been popular for children. As technology progresses, so too do the types of play children are exposed to. Toys have even become high-tech, with robotic and mechanical toys like Furby taking the market by storm. In the modern era, devices are the “toys” of choice, offering access to whole online worlds and new ways to connect with friends.

But one type of play that has stood the test of time is nature play. The outdoors is rich in different materials and opportunities to explore.

Sticks are transformed into magic wands, or used as hut construction tools; they can be a shovel, a bat, or a walking stick.

With nature play, children are only limited by their imagination.

Recently, nature play has come to the fore in studies as an important activity that should be encouraged in our young people, especially as technology begins to dominate most of our daily interactions. Children use technology as learning aides, and then they use more screentime to switch off –

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The design of nature play spaces is also fully customisable to your school’s environment.

Excess timber or existing nature structures like trees and boulders can be incorporated into a nature play space. Slopes don’t have to be a hindrance, rather the natural features can be highlighted and incorporated.

videos and movies and games are all sound entertainment after a busy day of thinking.

Playing outdoors has been shown to have a range of health and wellbeing benefits.

Unstructured nature play can help students make new friends and interact with different people outside of their usual circle. The wideness of outdoor spaces encourages movement, exploration and curiosity. This in turn can help students test their physical limits, and explore safe risk-taking. Physical activity

can help children develop strong muscles, bones and joints, develop and maintain a healthy heart and lungs, and move and balance with flexibility. There is even evidence that engaging in nature play can result in better emotional regulation and social skills among children.

Using natural materials and placing moveable items and loose parts within a play space is one of the easiest and most intuitive ways to create a space conductive to nature play. Playground providers

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Nature and outdoor play have so many benefits, and with some additional care, it can be easy to encourage students to get back into nature. To find out more about the beneftis of nature play, and how to incorporate it into schools, we spoke to some industry experts.

Glenn Williams from Austek Play said that nature play is not just a pastime; it’s a philosophy that supports the benefits of unstructured, outdoor play.

“It’s about letting children, and the young at heart, explore the natural world, fostering a deep connection with the environment while igniting a sense of wonder and curiosity. Think climbing trees, building forts, splashing in puddles, and feeling the earth beneath your feet – it’s about embracing the untamed beauty that surrounds us.

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Austek Play is committed to delivering both enjoyment and safety. Our approach involves meticulously designing each play space and outdoor fitness areas to cater to specific needs, diverse objectives, varied locations, and budget considerations.

With a focus on durability and sturdiness, our products are manufactured locally and internationally, specifically tailored to thrive in the diverse conditions of the Australian climate. Supported by outstanding after-sales service, we assure you that your newly installed playground will maintain its safety, resilience, and excitement for many years.

Call us today and Discuss your needs with our friendly team on 1300 433 364 or visit www.austekplay.com.au

Prequalified Contractor Under NSW Scheme SCM0256

“Research shows that exposure to nature enhances cognitive function, boosts creativity, and improves concentration. From creating imaginary worlds among the trees to problem-solving through natural obstacles, students develop critical thinking skills while immersed in the wonders of the outdoors. Natural play spaces stimulate creativity as children engage with the environment in unstructured ways,” Mr Williams said.

“We believe that play is an essential part of every child’s educational and developmental journey. Every child deserves a space to play, explore, and connect. Natural playgrounds are inherently inclusive, offering a variety of sensory-rich experiences that cater to diverse needs and abilities. Accessible paths, sensory gardens, and nature-inspired activities ensure that every student, regardless of ability, can participate fully.

“Recycled locally sourced Australian timber integrates with surrounding landscapes, and is durable and aesthetically pleasing, while intelligent and deliberate use of 100 percent post consumer recycled (PCR) HDPE sheets and plastic timber profiles, provides an alternative option.”

Madelyn Smith from Timber Creations said the best elements for a nature playground get students to really engage with natural materials, with ideas including mini-cities and fairy gardens around existing trees and roots, self-build cubby structures with sticks, leaves and bark, and interactive loose-parts play, such as sorting bowls and mud-kitchens.

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Images courtesy of Timber Creations

The best materials for nature play are collected from the local area, so students can gather loose parts from around the school

“The best materials for nature play are collected from the local area, so students can gather loose parts from around the school, as well as companies delivering locally sourced rock, leaves, wood and mulches that will suit the local ecosystem.

This means there are no negative

impacts for local wildlife, and the timbers are acclimatised to the weather, reducing excess cracking. The materials will eventually breakdown naturally, ensuring a positive environmental impact.”

Interesting natural terrain with slopes, trees or mounds

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provide greater scope to create exciting natural playspaces, though Ms Smith said fully flat grounds can still be made interesting. “Different levels can be added through building up with nature inspired structures, log and sandstone retaining walls with mulch, and adding some visual height with totem poles and sculptural elements,” Ms Smith said.

“Timber is the best material for playgrounds, as traditional carpentry methods can be used to create structures that will remain strong and structural, without the long-lasting environmental impact of plastics and metals, which can last hundreds of years in landfill.”

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Discover, Play and Explore

custom designed playgrounds for schools Timber Creations are experts in one-off, no-hassle, custom playspaces, designed specifically for the individual school environment.

Using a ‘design and build’ holistic approach, Timber Creations make playgrounds to suit the space available, no matter what it is utilising the landscape and existing natural features to create incredible playspaces full of wonder.

The timber play elements will entice students to explore and investigate through natural colours, shapes and textures.

Due to Australia’s tough climate, our local trees grow in fascinating ways, and there is no timber like ours in the world!

Timber Creations collect the most interesting pieces and create playspaces with a unique sense of joy and connection to the land.

All the play pieces by Timber Creations Nature Play are custom handmade on the Central Coast NSW. Timber Creations is currently servicing Sydney, Newcastle, Hunter, and Central Coast regions, with other locations possible by request.

Have all the hassle taken out, and all the excitement put back into play, and contact Timber Creations for an iconic playground built to your budget, your environment, and your special interests! timbercreations timbercreationsau timbercreationsau

www.timbercreations.com.au

Images courtesy of Astra Street Furniture

Functional outdoor areas for education and recreation

By Sarah Davison, Industry Reporter

small-group work and laptop use. Additionally, ensuring outdoor seating options are accessible for all members of the school community is key.

Moving lessons outdoors can bring a breath of fresh air to the learning experience for primary and secondary school students as well as their teachers.

Findings from a 2018 study show that learning outdoors is not just an opportunity to break up the school day, it also helps students focus once they return to the classroom.

In the study, grade three students from two classes were assigned to conduct about half of their biology lessons outside (on a nearby patch of grass) and half inside the classroom during an academic year. Results showed that when the students received outdoor biology lessons, they were significantly more engaged in their next instructional period

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In secondary schools, flexible outdoor spaces should accommodate lunch time socialisation, outdoor learning and whole-school events.

on all measures, than if they’d received biology lessons indoors.

This held true for different teachers, different times of day, and different times of year.

According to lead researcher Ming Kuo of the University of Illinois at Urbana-Champaign, this research was important as it had real world implications. “Kids can actually pay better attention in class after an outdoor lesson,” she said. “This is nice for teachers, because you don’t have to stop teaching and you

still get that bump in attention.”

Designing and upgrading outdoor spaces to accommodate educational activities requires careful consideration.

One key aspect is outdoor furniture, which should be durable, weather-resistant, and age-appropriate.

Picnic tables with benches or circular seating arrangements can foster collaboration and group activities. Cafe-style seating is a great option for older students as it allows for

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Large open areas can be designed to suit school-wide gatherings, performances, or annual events such as school fairs. These spaces should be designed to facilitate inclusivity as well as being aesthetically pleasing.

Lunchtime can be transformed into a more engaging experience by designing dedicated outdoor eating areas for students.

By providing options to suit all ages, friendship groups of all sizes can gather to socialise over their lunch.

Integrating nature into any outdoor learning environment also has numerous benefits.

Term 1, 2024 | school-news.com.au

Images courtesy of Astra Street Furniture

Kids can actually pay better attention after an outdoor lesson

Incorporate greenery through planters or even create a community garden space to provide a connection to the natural world. When incorporated alongside classroom learning, gardening can be a priceless educational tool, teaching students about ecology, sustainability, and the importance of environmental stewardship.

By incorporating durable and age-appropriate furniture, creating flexible spaces, and integrating nature, schools can provide students with a dynamic and engaging learning environment that allows them to expand beyond the traditional classroom setting.

Lindsay Stead from Astra Street Furniture said when considering outdoor furniture for schools, safety and durability are paramount. “Steel frames, with its strength and stability, can withstand the rough-and-tumble play of students while offering a secure and stable seating

Term 1, 2024 | school-news.com.au

option. However, it’s essential to ensure that steel furniture is properly treated and maintained to prevent rust and sharp edges.

“Aluminium, while not as strong as steel (depending on the profile), is still a viable option for frames or slats due to its lighter weight, which may reduce the risk of injuries on loose-placed furniture when children move or play in the vicinity. It is important that they are designed to withstand harsh weather conditions and require minimal maintenance to keep them looking their best and safe to use.”

Mr Stead said that while hardwood slats have an attractive natural grain, they require continuous maintenance.

“Recycled composite plastic slats behave like timber and are maintenance free although they can be heavy and don’t tend to last as long as aluminium. Plain or woodgrain aluminium is 100 percent maintenance free, easy to clean and extremely strong

making it the ideal material for the school environment.”

Table settings are designed to enhance the functionality and social appeal of outdoor spaces. They act like a magnet to bring students together during break times and provide the infrastructure for other functions including outdoor classrooms or community events.

“Tables come in a range of design configurations, sizes, colours, and materials, with or without

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shade covers, making them a versatile option for any breakout space or outdoor learning area,” Mr Stead said. “Student groups can benefit from every size and shape of picnic setting as the seating capacity can vary from six to eight students on small settings right up to banquet size settings that accommodate 30 students! Table settings are an excellent investment as they stimulate well-being, social interaction, inclusion, comfort, durability, and safety.”

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S ’ T A H W

T O H

DID YOU KNOW NOT ALL HAND TOWELS ARE CREATED EQUAL? The traditional paper towel that you tear off from a roll, or pull out of a dispenser, is a dry crepe paper. The making of this involves pressing the fibre sheet, when it is in a wet state, to remove the water. Technological improvements in the drying of paper have created a new type of paper under Sorbent Professional, often referred to as TAD. With this type of paper, water is removed – and the paper is dried – by blowing air through the sheet (hence the name Through Air Dried – TAD). This process means the fibres in the paper are not as compressed as dry crepe. This allows the fibres to create a mesh, with air pockets in between the fibres, and improves the properties of softness, thickness, stretch and most importantly, absorbency. When wet hands touch the TAD paper, the water quickly makes its way into those air pockets, compared to dry crepe, where it takes longer for the water to be absorbed into the paper.

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FLORENCE BIN SUITE Astra Street’s Furniture NEW Florence Bin Suite is a game-changer in discreet and stylish waste management, essential for maintaining the pristine appearance and efficiency of your space. This premium bin enclosure, designed and made in Australia by Astra Street Furniture, offers elegance and functionality with its variety of design options. Choose from open or covered tops, three colour top selections, multiple slat types, and two sizes to seamlessly integrate into your school’s aesthetic. Crafted for durability and designed for both indoor and outdoor use, the Florence Bin can stand alone or be securely bolted down. Florence bins feature heavy duty slatted doors, premium stainless steel camlocks, the option to bolt down or leave freestanding, 3 large stainless steel hinges, and come equipped with full height striker plates.

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GLX-D+ DUAL BAND DIGITAL WIRELESS

C Astra Street Furniture P 1300 889 821

GLX-D+ Dual Band Digital Wireless is the perfect solution for musicians and presenters who want to go wireless with confidence, and without complexity. Every aspect of its operation is managed automatically and with total reliability, allowing you to focus on your performance. With new Dual Band Wireless Technology, GLX-D+ can operate in both 2.4 and 5.8GHz, more than doubling the available bandwidth while also intelligently avoiding interference for reliable, dropout-free audio.

W astrastreetfurniture.com.au

C JANDS W Jands.com.au WHAT’S HOT

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STOWMATE BAGTRAC FS2400: ELEVATE YOUR SCHOOL STORAGE Discover the perfect complement to our Stowmate wall mounted units—the Stowmate BagTrac FS2400. This versatile dual sided unit is designed to hold up to 48 bags, all while maintaining a compact footprint, making it ideal for areas with minimal space and where wall space is limited. Stowmate BagTrac FS2400 features a sleek design and durable aluminium construction, ensuring a tidy safe environment for students and staff alike to store their Bags. Its super-strong build requires minimal maintenance, making it a reliable storage solution for busy school environments. With customisable options, you can tailor the unit to fit your school’s unique needs, creating a seamless and efficient storage solution. Don’t miss the chance to transform your school’s storage capabilities. Embrace Stowmate BagTrac FS2400 and experience the difference it can make in your school.

MOBILE DEFIBRILLATOR BUNDLE

C Safehook P 07 3511 1668 W safehook.com.au

Have you asked yourself how long would it take to get your schools defib to someone on the oval? Or what would happen if one was needed at offsite excursion or sports day? If it’s more than 3 minutes you should consider another defib for your school. Getting an AED on a patient in the first 3 minutes of a cardiac arrest increases their chance of survival by as much as 70%! FAAE’s mobile bundles are a great solution you can take anywhere your school might need one. They are an all-inclusive grab and go pack housed in durable waterproof tough case.

C First Aid Accident & Emergency P 07 5520 5068 E sales@firstaidae.com.au W faae.com.au

BRING FUN & INTERACTION WITH BENQ & SNOWFLAKE! 72” COMMBOX LED BANNER CommBox LED Banners are the perfect solution for any school looking to instantly showcase vibrant signage and messaging. They are easily mobile and can transition from one location to another with ease. You can easily schedule images, videos, create playlists and send any content to any LED Banner screen from anywhere. The banners are remarkably bright even in direct sunlight, and you can even connect more the one banner together for a more dynamic effect.

Ideal for both in class and distance learning, NUITEQ Snowflake gives you access to teacher-made curriculum-aligned lessons anytime, anywhere. Paired with the latest BenQ Interactive Display, teachers can increase classroom engagement, lesson retention and overall gamified fun! Snowflake has streamlined single sign-on and data synchronisation for Canvas and a powerful AI assistant, helping to increase collaboration and continue learning even in a remote environment. Contact BenQ for special offers on BenQ Board and Snowflake Software at BenQ.com.au C BenQ W BenQ.com.au

C Integrate AV P 1800 742 748 W iav.com.au Term 1, 2024 | school-news.com.au

WHAT’S HOT

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