School News Australia - Term 3, 2024 by Multimedia AU/NZ

SAFEHOOKS FOR YOUR SCHOOL

Our Classmate® range of school bag & hat hooks, offer a durable, safer alternative to sharp metal bag & hat hooks. The Classmate® range of bag & hat hooks, now four great designs and a wide range of colours to choose from. Suitable for installation indoors or out.

All New Stowmate® Aluminium BagTrac FS2400, designed specifically for use with your Safehook Ihook products. Stowmate offers End-Users and Specifiers a smarter, safer way to mount bag and hat hooks. Double sided, floor mounted storage.

Stowmate® FS2400 BagTrac

IhookMK2

FRONT DESK

Editor’s Note: Spring weather, bilingual education and mental

EDUCATION

ADMINISTRATION

FOOD

TEACHER’S DESK

EXTERNAL LEARNING

SPORTS

RECREATION

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

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.

Advertising Conditions

The publisher reserves the right to refuse to publish or to republish without any explanation for such action. The publisher, it’s employees and agents will endeavour to place and reproduce advertisements as requested but takes no responsibility for omission, delay, error in transmission, production deficiency, alteration of misplacement. The advertiser must notify the publisher of any errors as soon as they appear, otherwise the publisher accepts no responsibility for republishing such advertisements. If advertising copy does not arrive by the copy deadline the publisher reserves the right to repeat existing material.

Disclaimer

Any mention of a product, service or supplier in editorial is not indicative of any endorsement by the author, editor or publisher. Although the publisher, editor and authors do all they can to ensure accuracy in all editorial content, readers are advised to fact check for themselves, any opinion or statement made by a reporter, editor, columnist, contributor, interviewee, supplier or any other entity involved before making judgements or decisions based on the materials contained herein.

School News its publisher, editor and staff, is not responsible for and does not accept liability for any damages, defamation or other consequences (including but not limited to revenue and/or profit loss) claimed to have occurred as the result of anything contained within this publication, to the extent permitted by law.

Advertisers and Advertising Agents warrant to the publisher that any advertising material placed is in no way an infringement of any copyright or other right and does not breach confidence, is not defamatory, libellous or unlawful, does not slander title, does not contain anything obscene or indecent and does not infringe the Consumer Guarantees Act or other laws, regulations or statutes. Moreover, advertisers or advertising agents agree to indemnify the publisher and its’ agents against any claims, demands, proceedings, damages, costs including legal costs or other costs or expenses properly incurred, penalties, judgements, occasioned to the publisher in consequence of any breach of the above warranties.

The Multimedia Pty Ltd 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.

PO Box 1080, Noosaville BC, Queensland, Australia 4566

Phone: (07) 5440 5322 Fax: (07) 5604 1680 mail@school-news.com.au school-news.com.au

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

CONTRIBUTORS

Dr Zeynep Yaseen, Denyse Ritchie and Daniela Falecki

KEY

Spring weather, bilingual education and mental health days

Welcome to the Term 3 edition of School News!

Personally, I love this time of year. It’s that sweet spot between the freezing cold of winter and the unbearable heat of summer. This weather is ideal for enjoying the sun without the oppressive humidity or the risk of frost bite.

It is a very fleeting moment though, and these idyllic days will soon be replaced by full-on summer. Making the most of it, then, should be a priority! We have some suggestions for getting out and about with your students in this edition, like visiting zoos and wildlife parks or taking advantage of outdoor spaces at your school. We also examine the wellbeing benefits of external learning.

We are fortunate this term to have insights from Dr Zeynep Yaseen, Principal of International Maarif Schools of Australia.

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

Dr Yaseen discusses the bilingual teaching model used at her school, which sees students develop a rich understanding of both English and Turkish language and culture. Students at the school are excelling, and the benefits of bilingual education are evidenced in their personal outcomes, and their achievements that have been recognised around the country.

Dr Yaseen is very proud of the bilingual curriculum at Maarif and confident that the school is o ering one of the best bilingual education programs all over the world.

Have you ever wanted a day o to recover mentally and emotionally, or to look after your wellbeing?

Mental health days are becoming increasingly acceptable for adults, and our reporter Shannon Meyerkort investigates if this should be extended to students as well. For some young people, a day o school to address mental wellness can significantly improve engagement, focus and educational outcomes long-term. Shannon talks to the experts, and unpacks when a mental health

day might be necessary, what it might look like, and what it is not.

Will you be at EduTECH in August? If you are, come and say hi to the School News team! We love meeting our readers and finding out what you want to read about. Bring us all your suggestions for the Term 4 edition of the magazine!

If you haven’t got your tickets yet, there’s still time. Read our EduTECH pre-event coverage to help you decide which conference track is right for you. We also have a discount code for you to get 20 percent o your ticket price.

I hope to talk to many of you there. Have a great term. Gemma.

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

Should we let students have mental health days?

By Shannon Meyerkort, Industry Reporter

The idea of an adult taking a mental health day is commonly accepted and even encouraged. Should children have the same opportunity?

If the pandemic made anything simpler, it was the decision to keep children – or indeed anyone – home when they were sick. No longer are we expected to ‘soldier on’, and no one questions whether it’s the right decision to keep someone home when they have a temperature or sore throat. But what about a child who is mentally exhausted or suffering stress from continual academic expectations?

Linda Williams is a Senior Psychologist with more than 10 years’ experience working in mental health services, and the Clinical Lead at youth mental health service ReachOut. “Adolescence is a time when many young people will experience mental health difficulties for the first time,” she explained. “More than one in three young people in Australia is currently experiencing a mental health difficulty.”

Just like physical illness, mental health issues can affect anyone at any time, and be chronic or acute. It’s important to recognise, and make children understand, that our mental health is just as important as our physical health and requires the same level of care and compassion.

“It is really important that we acknowledge that mental health days are just as important for young people as they can be for adults,” Williams said. “A mental health day will look different for everyone depending on what they need to support their wellbeing in that moment. In many cases, it could include

Mental health days are just as important for young people as they can be for adults

a mix of seeking treatment (from a GP or a mental health professional), rest and self-care.

“It can be useful to parents and carers to discuss the plans for the day at the start of the day with their young person to set those expectations. In some cases, teachers might also support this process.”

Beneﬁts of a mental health day

Taking a day out to focus on mental health can have myriad benefits to a student who is struggling, from reduced absenteeism to enhanced focus. Recognising the benefits of a mental health day and being proactive in granting them, can sometimes prevent more serious issues from developing,

and teach the student the value of managing their mental health and building resilience.

On a larger scale, being more open and accepting of mental health days can reduce the stigma around asking for help and normalise the idea of mental health being as important as physical health.

When should kids have a mental health day?

A distinction must be made between a genuine need to rest and replenish one’s mental health and ‘chucking a sickie.’ Similarly, the growing tendency to take time off school for family holidays, or a day off to spend with family can muddy the waters of the true mental health day.

Educator and consultant, Linda Stade said “Chucking a sickie is when you just want a day off, and we all want that every now and again! However, from an educational perspective, it is self-evident that consistent attendance at school makes a difference to learning and wellbeing outcomes. When a child is able, they should be at school.

“There has been a recent trend to take kids out of school to have special parent-child time. This is often called a ‘mental health day’ but that devalues the needs of kids who are genuinely having mental health issues. I think they should be called ‘bonding days’ as they are often about building connection by playing hooky from school and work together,” Stade said.

“Mental health days have a bad rap and can be associated with slacking off or taking a day off when you aren’t unwell,” Williams added. “However, when we recognise that our mental health is as important as physical health, we begin to understand that looking after ourselves and

our young people includes when we aren’t in a good place when it comes to our mental health.”

Signs a student might need to take a mental health day could include resistance or adverse behaviours, an increase in complaints of stomach or headaches, friendship issues, withdrawal, declining grades or performance anxiety. Similarly, difficulties at home, such as a death in the family, divorce or separation can also be a trigger for poor mental health.

Different children will show different signs when struggling and may need a variety of supports. Some may be rejuvenated adequately from a single day to focus on their mental health, others may require more intensive intervention and help from a professional.

The role of schools

While it is the responsibility of parents and families to make decisions regarding their children, there are certain ways teachers and schools can provide support.

“Each school will have a different process when it comes to managing days off school for their students,” explained Williams. “Importantly, in some cases the young person may not want to disclose a mental health difficulty to the school. Processes which provide options and support students’ privacy are always the strongest.

“In addition to an open dialogue between schools and families, we know it can be really helpful when schools are proactive about letting young people know how to seek support for

their mental health. It then makes it easier for students to know where to turn for support if they need it.”

It’s important to remember that educators must also practise self-care when working with students who are struggling with their mental health. Ensuring there is adequate training for staff, as well as administrative and peer support is essential in supporting staff to support students.

Williams suggested teachers ensure they are informed. “There are also resources for teachers on how to build their knowledge and understanding about mental health issues and how they can support their students.”

What mental health days are not

A mental health day is not simply an opportunity to spend the day sleeping or binge-

watching television, but a chance to focus on the child’s wellness and the specific issues that are causing concern.

It’s also important that mental health days are not used as a means to avoid stressful situations at school.

Stade said: “When a child is struggling with academic or social issues at school, it can be so tempting for parents to keep them home where things are easier, and they can wrap their kids up in love. It’s understandable, but not necessarily the best approach.

“School may be the best place for them as it is where they can be offered specialised support and connection. School is where they can access their pastoral and academic staff and the support of their peers.”

Marisa Trio is a school psychologist with more than twenty years of experience

in primary and secondary settings. She cautioned that while it is tempting to allow children to stay home to avoid a stressful situation, sometimes this can actually do more harm than good.

“As adults, we understand that when it comes to anxiety, the only way out is through. It’s not always as simple as removing an obstacle. Most of us would fall into the category of preferring to avoid things we feel uneasy about. But the problem is that taking refuge in the safety of the home environment reinforces in the brain, the idea that ‘school equals threat and home equals safety’. The more time that is spent away from the perceived threat, the harder it is to go back”.

Trio added that if you get the sense that something is more than just a one-off, then someone needs to sit down with the student and find out the underlying issues.

Why bilingual schools in Australia?

By Dr Zeynep Yaseen, Principal, International Maarif Schools of Australia

The term “bilingual” refers to the use of two languages with equal proﬁciency.

Being bilingual has many potential advantages, such as increasing mental flexibility, improving intercultural skills (Mehisto, 2012, pp. 8, 18, 117), and expanding opportunities for global exchange for students, schools, and society. All children should have the opportunity to acquire an understanding of other languages and cultures from the earliest years of primary school (Clyne, 1995, p. 5).

Promoting second languages in primary schools has become an international trend, particularly in OECD countries (Della Chiesa

& Miyamoto, 2008; García, 2009), and has become a priority both publicly and politically in most developed countries (Cummins & Swain, 1986; Rixon, 2000).

Bilingual education refers to the presence of two languages in the instructional setting (Zelasko, 2003). It involves any form of education in which two languages are used to teach content from other areas of the curriculum (Australian Government Department of Education, 2006; Baker, 2011; Clyne, 2009; García, 2009; Ke, 2013).

NSW, the most populous state in Australia, has the largest government, Catholic, and independent school systems. According to Liddicoat et al. (2007), learning a language in primary schools in NSW, like in most states in Australia, has developed with limited vocabulary and cultural knowledge. Therefore, the development of competent bilingual communication skills is needed.

Although there are curriculum models for high schools, a systematic sequence hasn’t

been developed for primary schools, especially for new bilingual schools (Weiss, 2016). Using a bilingual education curriculum model is useful for bilingual schools to plan which subjects will be taught and learned through which language and over how much time.

At International Maarif Schools of Australia, we determine the guidelines for a more effective bilingual curriculum and propose to compose a new bilingual curriculum based on the evaluation of these guidelines. P10

Images courtesy of International Maarif Schools of Australia

By approaching the curriculum through a national perspective, we gain an international perspective on all facets surrounding bilingual curriculum.

Our curriculum serves to provide practice to place bilingual education in an international context. It is designed to develop cultural awareness and literacy in two languages—Turkish and English—for children from Kindergarten to Year 10. The education program is based on National Education Standards Australia (NESA) syllabuses.

At Maarif, Turkish and English teachers plan the lessons together based on the Australian curriculum, covering subjects such as Maths, Science, Art, Music, and Physical Education.

In practice, Turkish lessons are divided into smaller working groups for Turkish beginners and advanced students, with two teachers for each Turkish lesson. Additionally, one teacher always speaks Turkish and the other English to help students recognise that each teacher addresses them in one language at all times. To develop the two languages and avoid confusion, each teacher speaks to students either in English or Turkish, according to their area of specialisation.

The content of the curriculum is delivered in English and Turkish, reflecting both Australian and Turkish cultures, thus giving students a bilingual and bicultural education. Our curriculum is designed to develop cultural awareness and literacy in

two languages for children in the International Maarif Schools of Australia. Our language lessons engage our students through creativity rather than being boring. Instead of separating out the Turkish activities, the topics in all Key Learning Areas are taught in both languages from K to 2. Our kindergarten students learned the language the quickest and have participated in many competitions in Turkish.

For children of Turkish-speaking parents, we aim to strengthen their native language as a living language in the Australian school environment with an Australian curriculum. For nonTurkish-speaking background children, we aim to give them experience of another language and culture naturally.

Each of our native Turkishspeaking teachers is a qualified teacher, either in Turkey or at an Australian university. The children also work on the same skills as their Australian peers but in Turkish in some subjects. For example, if Year 2 students work on consistent subject-verb agreement in term one, they work on the same topic in Turkish in Turkish intensive classes.

Even in high school, one extra period is dedicated to sports and music lessons in Turkish. Students showcase their work in Turkish at the end of the year and throughout the term.

Last year, we created a spectacular two-hour musical led by our primary and high school students in Turkish. The project helped students focus on language, understand the cultural heritage, and build self-confidence and character.

Our school received invitations from Melbourne, and our students travelled there to perform the musical. The first musical involved 120 students, and the Melbourne musical involved 50 students. Students will perform the third version of our musical in October 2024 in Sydney again. We also received international invitations for our musical.

It was a significant accomplishment for students to stage a musical in a language different from their first language. The parents were impressed by the students’ performances. Music is also a key component in our school. We offer Turkish guitar lessons to our students, helping them gain expertise in many cultural and linguistic aspects. Non-Turkish-speaking parents are amazed by their children’s performance in Turkish instruments and language competency.

Currently, we have students up to Year 10, and in 2025, we will have our first HSC cohort. As a school, we plan to offer Turkish beginners,

P08

Images courtesy of International Maarif Schools of Australia

Turkish continuers, and Turkish extensions for our HSC students.

While existing research on bilingual education and the reasons why other countries have adopted a bilingual system is available, there is relatively limited information on how Australian schools have used and adopted bilingual curricula within their teaching systems.

Our school’s specific curriculum provides a national perspective on the usage of bilingual curricula in Australian public and independent schools.

We are very proud of our bilingual curriculum at Maarif and confident that we are offering one of the best bilingual education programs all over the world. We can clearly see the positive effects bilingual and bicultural education in our school with our students.

References:

Australian Government Department of Education Science & Technology. 2006, Teaching Languages in Primary School examples of current practice, Curriculum Corporation, Victoria, Australia, <www.curriculum.edu.au>.

Baker, C. 2011, Foundations of bilingual education and bilingualism, 5th edn, Multilingual Matters, Buffalo, N.Y.

Clyne, M. 1995, Developing second language from primary school: Models and outcomes, National Languages and Literacy Institute of Australia, Deakin, A.C.T.

Clyne, M. 2009, ‘Multilingualism in Australia’, Annual Review of Applied Linguistics, vol. 17, pp. 191-203.

Cummins, J. & Swain, M. 1986, Bilingualism in education: aspects of theory, research and practice, Longman, London.

DellaChiesa, B. & Miyamoto, K. 2008, ‘12th OECDJapan Seminar 2008: “Globalisation and Linguistic Competencies¿Responding to diversity in language environments¿’, Asian Englishes, vol. 11, no. 2, pp. 868.

García, O. 2009, Bilingual Education in the 21st Century: a global perspective, WileyBlackwell West Sussex.

Ke, S. 2013, ‘Bilingualism in schools and society: language, identity, and policy’, International Journal of Bilingual Education and Bilingualism, pp. 14.

Liddicoat, A., Scarino, A., Curnow, T.J., Kohler, M., Scrimgeour, A. & Morgan, A.M. 2007, An investigation of the state and nature of languages in Australian schools, Research Centre for Languages and Cultures Education, University of South Australia.

Mehisto, P. 2012, Excellence in Bilingual Education: A Guide for School Principals, CUP/ Cambridge International Examinations, Cambridge.

Rixon, S. 2000, ‘Optimum age or optimum conditions? Issues related to the teaching of languages to primary age children, Retrieved 5 November, 2012.

Weiss, I. 2016, `Becoming a Bilingual School: Perspectives of L2FLS Teachers & Principals¿, PhD thesis, University of Technology Sydney.

Zelasko, N.F. 2003, Bilingual Education.,<http://www.encyclopedia. com/topic/bilingualism.aspx>

WM BagTrac

STOWMATE BAGTRAC SYSTEMS

Stowmate ® Wall Mount Systems provide for a smarter, safer way to mount your Safehook bag & hat hooks. Wall mounted aluminium rail extrusions alter native to traditional wooden rails & bag racks.

Stowmate® FS2400 BagTrac

Stowmate ® BagTrac FS2400 when wall space is a

48 hooks on a 2.4m unit. Extend your system with optional inline bollards & rail extensions.

Stowmate®

Images courtesy of International Maarif Schools of Australia

The Human Library at St Mary’s Anglican Girls’ School

By Shannon Meyerkort, Industry Reporter

Imagine a library where the book speaks to you. Where you can ask questions if you don’t follow something, and the book actually responds.

Imagine a library where instead of pages, there are memories and instead of chapters, there are lived experiences. Welcome to the Human Library, where instead of borrowing a book, you can borrow a person.

Natasha Denham, Deputy Head of the Junior School (Curriculum) at St Mary’s Anglican Girls’ School in Perth explained the genesis of the Human Library. “If COVID taught us anything, it is that children love to feel connected to their learning in real-life ways, not just from a screen or the pages of a book,” Ms Denham said. “By being able to reach out to real people and hear their experience in real terms, it is not only so much more accessible for all students (including those with learning difficulties), but it is also much more engaging.”

The Human Library at St Mary’s is a database full of people from within the local community.

Stocked with former students, parents, grandparents and friends of the school, the library is a way of bridging the gap between classroom learning and real-world application. The books include a midwife, a crisis-management expert, lawyers and doctors, a florist, a sustainability-in-fashion expert, an Olympic gold-medal cyclist, an author and even a fighter pilot.

“Once on the database,” explained Ms Denham, “if our students are completing a project on their area of expertise, they can be contacted by our students for information, much like a student ‘borrowing a book’ from the library to garner information, they ‘borrow a person’.”

Your company is often just as valuable to our students as your knowledge

A school of inquiry

St Mary’s Junior School takes an inquiry-based approach to learning, following Kath Murdoch’s pedagogical guidelines from ‘The Power of Inquiry’. This involves creating a learning environment which cultivates curiosity and nurtures children’s innate sense of wonder, providing scaffolding to enable students to question, collaborate and research in a real-world context.

“A number of our staff undertook a teaching course through the Association of Independent Schools, WA called ‘Purposeful Pedagogies’, which included our students contacting local experts on a number of issues,” said Ms Denham. “Seeing this in action, and the benefits this had for our students’ communication skills, their confidence when speaking to adults, and the benefits to the work they produced, we decided that this would be something great to embed into our Junior School.

“Kath Murdoch also makes mention of Human Libraries,

and a few of our staff were passionate about including our ‘human resources’ in research projects that the girls undertake.

“In an ever-more digital world, connection is so important. Your company is often just as valuable to our students as your knowledge.”

Human Libraries are a relatively new phenomenon worldwide, with one of the earliest being established in Denmark in 2000, with a four-day event and more than fifty ‘books’. At a higher level, the libraries are a way of promoting inclusion and diversity and challenging prejudice. At the primary school level, the focus is more on real-world learning and connection.

The opportunity to speak with someone provides students with a level of engagement and accessibility that cannot be matched by books or even the internet.

“I also hope that the people who are ‘stocking our shelves’ get something out of it too,” adds Ms Denham. “As a teacher

it’s easy to feel the benefits of sharing your knowledge with young people, so I hope that the humans in our library get that same feeling of making a difference in education.”

Building a Human Library

In establishing their Human Library, the St Mary’s community rallied around the initiative, putting a call-out to current and former students, and promoting the library through old girls’ networks and newsletters.

“We are looking for as wide a range of people as possible,” said Ms Denham. “Our projects are often to do with sustainability, science, humanities, writing and so much more. The wider our range of ‘books’ (people), the richer the experience for our students.

“We ask that people who are interested in being a part of the Library leave their details, as well as their areas of expertise - this could be an area they have completed education in, an area of personal interest, an area they’ve held a career in.”

For other schools looking to stock their own shelves, Ms Denham offered the following advice: “Be patient as the volunteers trickle in at the start, and make it clear that they don’t have to be an ‘expert’! Many people are far too modest about their level of expertise; it’s not only about their knowledge in a certain area, but also about a willingness to share time with students and pass on whatever it is they know about a certain area, skill or pastime.”

“Also, consider how to get your information out to the wider school community, such as grandparents. With many retired grandparents with a whole career or many years experience in a field, hobby or interest behind them, there is much to be shared and learned!”

Image courtesy of St Mary’s Anglican Girls’ School

Enhancing wellbeing through hygiene products

In the fast-paced world of education, the wellbeing of students and educators often takes a backseat to academic performance and administrative demands.

However, the importance of mental, emotional, and physical health in schools is incredibly important. At Solaris Paper, we are committed to supporting the well-being of both students and educators through our range of hygiene products, all designed to create a healthy and productive learning environment.

Our commitment to hygiene and wellbeing

At Solaris Paper, we offer a suite of hygiene products designed to promote cleanliness and health in educational settings:

Toilet Tissues: Our high-quality toilet tissues are essential for maintaining hygiene in school restrooms. Available in both standard roll and jumbo roll formats, they ensure that restrooms are well-stocked and can handle high usage volumes, reducing the likelihood of shortages and maintaining a clean environment.

Facial Tissues: Facial tissues are a staple in classrooms and common areas. Our soft and durable hypoallergenic facial tissues provide comfort and hygiene for students and educators, especially during cold and allergy seasons.

Paper Hand Towels: Hand hygiene is one of the most effective ways to prevent the spread of illnesses. Our paper hand towels are designed for efficient drying and can be placed conveniently in restrooms and hand washing stations,

encouraging regular handwashing among students and educators.

Soaps & Sanitisers: Our range of soaps and hand sanitisers are effective at eliminating germs, ensuring that hands are clean and reducing the risk of illness.

At Solaris Paper, we believe that the well-being of students and educators is the foundation of a successful educational environment. Our washroom products are designed to address the unique challenges faced by today’s educational institutions. By prioritising hygiene, we can create a more effective and enjoyable learning experience for everyone involved.

Balancing school budgets and maintaining hygiene is essential for a safe and healthy learning environment. As living costs rise, school procurement departments are under pressure to save money while improving hygiene standards. Smart procurement teams are showing that it’s possible to achieve both by using high-quality, affordable washroom products.

Bringing Comfort to your Everyday Hygiene.

For more information on how our products can enhance wellbeing in your educational institution, visit www.solarispaper.com. au or contact us at enquiries@solarispaper.com.au. Together we can make a difference in the lives of students and educators.

Inclusive environments for all learners

By Gemma Easton, Editor

We are fortunate in Australia to have classrooms ﬁlled with myriad students, each with their own special skills, talents, gifts and abilities.

Classrooms, then, must be equipped to accommodate a range of leaners, and The Australian Curriculum emphasises the need for schools to make reasonable adjustments to support students with special education needs. This can include students with a physical disability, as well as sensory, hearing and sight impairments, memory problems, social or behavioural problems, and

different learning abilities. Inclusivity is more than a nice to have, but a necessity for modern learning environments.

The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 outline the requirements for education providers to ensure that all students with disability can access education ‘on the same basis’ as their peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs.

David Campbell from Scanning Pens said creating inclusive learning spaces involves designing environments where all students, regardless of their backgrounds, abilities, or learning

preferences, feel welcomed and supported. “The term ‘Inclusive Classrooms’ has typically meant including students with special needs or disabilities. However, we are seeing a shift to include and focus on more than just those with specific needs.

“Making a class inclusive and accepting of all is not an easy feat. But it is certainly possible and worth all the effort. Some examples of steps in the direction of inclusivity include promoting respect and fairness, openness and accountability, and building trust and empathy,” Mr Campbell said. “Schools can also provide safe spaces, use inclusive language, and use multimodal and multisensory approaches

to teaching. Accommodations can also be made such as assistive technology”

Furniture

A suite of furniture options are available to help make classrooms inclusive. Specialist companies can advise on a range of chairs for assisted sitting, tables to accommodate wheelchairs, and ramps and steps to facilitate the use of high spaces, including sinks.

Mark Walters from Cap Furniture said inclusive classrooms teach students the fundamental importance of inclusion and equality. “Ensuring classrooms are accessible to all enables every student to feel a sense of belonging.

Image courtesy of Cap Furniture

Image courtesy of Scanning Pens

“Adaptive furniture ensures safety, improves fine motor skill development, facilitates concentration, and promotes socialisation. Appropriate furniture means less abled students can overcome barriers and feel less isolated.”

A range of different furniture is available to make classrooms inclusive and accessible. “Desks and chairs with adjustable heights and back rests can accommodate various seating options. Tables with tilt tops provide flexibility, and round tables or desks are ideal for multiple seating and improved collaboration.

“Toilet and wash basin steps with handrails can help all students access these facilities safely.”

Students learning needs will change over time, and their furniture should change accordingly. “For prep and kindergarten, focus on safety, durability, and comfort, and choose furniture that encourages exploration and play.

“Primary school furniture should be flexible and adaptable. Adjustable furniture is useful as it accommodates different sizes and learning preferences,” Mr Walters said.

“Collaboration is key in upper primary and secondary school, so use shared tables and mobile chairs which promote teamwork and creativity. Older students need ergonomic designs that support long study hours and varied tasks.”

We would love to work with school communities to develop innovative solutions not yet thought of

Technology

Tony Lee from Boxlight Australia said when we talk about technology in schools and classrooms most people think of laptops, tablets and maybe a projector or interactive whiteboard. “However, education technology extends to much more and the benefits to students are only just being understood.

“In a well-planned education space, there are new technology resources that provide seamless solutions for schools and classrooms. AV, sound, software and campus communication all work as one to create a userfriendly system that school administrators, teachers and students can all benefit from,” Mr Lee said. “The newest technologies including co-

ordinated communication systems, interactive panels, soundfield systems, STEM resources and 3D printing encourage active participation, bolster student engagement and make learning tangible and fun.

“These resources also facilitate modified teaching for students who may require additional assistance or support. As we know, students may have differing learning styles and interests and technology can easily help teachers and students adapt lessons and content to suit each learner. Technology can assist teacher collaboration, lesson preparation and reporting. When utilised correctly, it can significantly reduce teacher stress and fatigue, allowing teachers to do what they love for longer!

Image courtesy of Boxlight Australia

Image courtesy of SPELD SA

“The application of technology is limited only by teachers’ and students’ imaginations and creativity.”

Autism Spectrum Disorder and neurodiverse learners

Some people perceive, interpret, understand, and interact with the world differently. This means the way they best learn may not align with mainstream teaching models. Teachers and school staff should work with the student and their parents or carers to work out how best to support them.

While autistic and neurodiverse learners may have difficulties with some aspects of the school curriculum, they may excel in others. Encourage students to learn in a way that suits them, and to explore areas that interest them.

Equipping your classroom with a suite of sensory tools can help students to regulate their mood, or provide sensory stimulus. Items with different textures, as well as push and fidget toys are good options. Conversely, headphones or earmuffs can help dull the noisy classroom environment.

Schools can work towards true inclusivity of neurodiverse students, rather than just accommodating them.

Scanning Pen’s Mr Campbell

said: “There has been much written about neuro-inclusive classrooms which aim to accommodate neurodivergent students through specific supports and adjustments, such as sensory-friendly spaces, flexible seating options, and individualised learning plans.

“Not so much has been written about neuro-affirming classrooms which go a step further by fostering a culture that sees neurodiversity as a valuable aspect of human diversity, promoting acceptance and appreciation rather than mere accommodation.”

Hearing and Vision

Different types of hearing loss can impact a student’s communication, language development, and social interactions. Students who are Deaf or hearing impaired may use visual cues, speech, writing, Auslan and technology such as cochlear implants and FM systems to communicate. Making these tools regular features in the classroom will ensure students with hearing impairment feel included in learning. Consider introducing Auslan as a curriculum subject, enabling captions on all video content, and encouraging Deaf and hearing impaired students to collaborate to research and share how hearing aids and technology work.

Low vision can impact a student’s learning across the curriculum, depending on their condition and context. Students may have difficulty processing visual information, navigating new or changing classroom layouts, and organising personal belongings and schoolwork.

Depending on the level of vision, students may benefit from using dark pencils and felt-tipped pens and dark lined exercise books, hand-held magnifiers, and writing and reading guides. More high-tech solutions could include magnification software, voice recognition and screen reading software, and assistive technologies on laptops and tablets.

Collaborative support

For students to be adequately supported and their learning needs met, plans must be made in collaboration with the student, teachers and school staff, and family.

Kerry Williams from SPELD SA said understanding how students learn and the impact of specific learning difficulties for students is critical. When developing a student support plan, it is important to first assess

the student to establish what they can already do. “This is the starting point to plan specific, and achievable learning goals.

“Students with specific learning difficulties often need more repetition and practise to solidify learning. The amount of additional time can vary and it’s important that each student has as much time as they need to learn and retain new information. Contrary to popular belief, these students do not learn differently, they may just have deficits in very specific skills that requires more explicit teaching and practise,” Ms Williams said.

“Professional development can provide educators with effective strategies and advice on program selection and resources to support all learners, whether in the classroom or in an intervention setting.

“Schools and individuals can access training in a broad range of areas, including specific programs to support learning, and more generalised training relevant to working with students with learning difficulties. When selecting a program, it’s important to look for the evidence base and ensure it has sufficient quality research behind it.”

Image courtesy of Boxlight Australia

Image courtesy of Scanning Pens

Image courtesy of Cap Furniture

Image courtesy of SPELD SA

Choosing your classroom chairs

By Gemma Easton, Editor

Chances are, right now, you are sitting down.

Chairs and seating options are everywhere in your school – the classroom, staff room, library and reception area.

There is a lot of debate over the best way to arrange your classroom for optimal learning. Horse shoe, semicircle, u-shape and rows are all popular configurations, and experts suggest seating set up should be regularly changed to suit the activity and student preferences. Happily, there are a wide variety of seating

options to accommodate all learners, activities, and spaces.

Smarter than your average chair

Modern classrooms are moving away from the standard desk and chair model. And while seating is still essential in classrooms, it now comes in a variety of new and exciting iterations.

Bean bags have been shown to improve student posture, fully supporting the head, neck, shoulders, back and hips. They are particularly helpful in positioning young people with limited mobility function. Balance balls, another fun seating choice,

can also promote good posture and build core strength, helping to mitigate back pain which can result for a poor sitting position.

For floor work, floor cushions and mats can provide students with some comfort and support without the need for cumbersome furniture. These are small and light, making them a great portable seating option for when your class is working outdoors or moving to another area of the school.

Incorporating seating options like bean bags, balance balls and cushions may also help to differentiate learning activities for students.

More informal, conversational learning may take place in these relaxed seats, with pen and paper work at desks still happening in standard chairs.

Even the standard chair, though, has evolved. Innovations like wobble stools and saddle chairs help students to remain focussed at their desk. The design encourages students to maintain good posture and lets them move slightly while they work. Restless students, who find it hard to keep still, report great benefits from this style of seating.

Special seats for special settings

Areas like art studios, science labs and STEM spaces will have particular seating requirements. Here, high stools may be appropriate to facilitate work at benches. Chairs with adjustable heights will mean the same chairs can be used for different heights of desks. Opt for surfaces which can be wiped down easily, so they can be cleaned if there are any spills. Some specialist spaces, like science rooms, have specific safety requirements, so ensure seating adheres to these.

For reading nooks and chill out zones, soft, fabric seating is an ideal choice. Pair these with sumptuous cushions to enhance relaxation. Elements like curtains, or nooks built into a wall can add a sense of privacy, while still allowing for staff supervision.

Image courtesy of Furnware

Image courtesy of Sebel

Image courtesy of Resource Furniture

can make a world of difference!

learn more

The health beneﬁts of Bodyfurn® extend beyond ergonomic comfort for its user. Today, over a million Bodyfurn® Sled Chairs are in schools around the globe making a world of difference to students.

Introducing a variety of textures will make the space visually appealing and can help some students self-regulate through sensory stimulation.

Flexible, functional and affordable

Getting as much seating for your buck as you can may mean investing in flexible options. Modular units can be reconfigured in various ways, so one piece of furniture can accommodate individual work, group activities, and whole class learning.

Lightweight, stackable chairs that can be moved out of the general learning area will make transforming these spaces quick and easy. Adjustable chairs will be suitable for older and younger students, as they can be changed to suit the individual.

We asked some furniture specialists for more on school seating options.

Victoria Jackson from Furnware said student wellbeing has a big impact on academic performance, engagement, attendance, and quality of

relationships. “When students feel physically and emotionally comfortable in their learning space, they’re better prepared to learn and grow. Ergonomic, flexible, and engaging furniture can help with this.”

Bringing natural elements into the classroom can help support student engagement, and Ms Jackson pointed to a range of ways to introduce natural elements in your seating. “Incorporating wood look materials throughout the classroom and having chairs to complement them helps complete the space. Selecting earthy tones for your seating can

give your classroom a natural look and ensure students feel connected with the space.

“When designing optimal spaces to keep students focused it is important to understand individual student requirements. Some students will need seating that rocks or wobbles, whereas others will keep focused on standard seating,” Ms Jackson said. “Having tiered seating is another way to help students remain focused as they have a better view of the classroom. Bringing in textures to furniture can also help neurodiverse students self-regulate and stay relaxed.”

When refreshing specialist spaces like STEM rooms, art rooms and science labs, Jaime Hallett from Sebel recommends considering safety, as well as other equipment in the space.

“When reinvigorating these spaces some of the things that can be rolled out in all rooms would be introducing storage options to keep the space neat and tidy, as well as flexible furniture that can be moved around based on the teaching style or lesson.

“For the ultimate flexible seating, you need to tick a few boxes when it comes to the features of the product. Flexible seating needs to be easily moved and stored in the learning space. Keeping chairs lightweight and stackable allows teachers and students to move them around the classroom as needed. It’s also a great addition to have a trolley to move the chairs for quick and easy storage.

“Bringing in pops of colour in your seating is also a great way to create a vibrant space without compromising on the space requirements.

Image courtesy of Resource Furniture

Image courtesy of Furnware

Image courtesy of Sebel

Image courtesy of Furnware

For balancing durability and comfort in seating solutions, Ms Hallett urges schools to look for evidence of efficacy. “Ensuring the products you are placing in your classroom are backed by research and genuinely built to last gives you the durability for the product to last many years without losing out on comfort.”

Michael Merlino from Resource Furniture said investing in aesthetically pleasing and functional furniture is becoming a priority for schools. “This can be achieved by selecting seating options that offer a family of base designs, such as chairs

with sled bases, castor bases, upholstered versions, and stools. This versatility allows for the creation of formal, informal, and breakout spaces with a cohesive look and feel, enhancing the overall learning environment.

“The best student seating solutions combine ergonomic design, flexibility, and a variety of options to create a comfortable and adaptable learning environment. Everything from floor cushions, traditional sled base chairs and bench height stools work really well,” Mr Merlino said.

“Stackable sled chairs are still the most popular element of any learning space. Sled base chairs are preferred over four-leg chairs for safety, and for the ability to quickly stack chairs away and reconfigure spaces,” Mr Merlino said. “Soft seating continues to be popular for collaboration, in both common and classroom spaces as they allow students to go off and focus in dedicated and comfortable areas.”

To ensure seating is durable and sustainable, Mr Merlino recommends prioritising high-quality materials such as reinforced plastics, metals, and

durable fabrics. “Opting for eco-friendly materials is also crucial; this includes choosing furniture made from recyclable materials or sustainably sourced wood, which helps minimise environmental impact.

“Schools should verify the credentials of manufacturers, looking for certifications that attest to the durability, sustainability, and safety of their products. Reviews and case studies from other educational institutions can provide valuable insights into the performance and longevity of the seating options.”

Image courtesy of Sebel

Image courtesy of Resource Furniture

Resource Furniture creates modern, versatile space

By Gemma Easton , Editor

Recently, Westbourne Primary School repurposed some school buildings to create a contemporary resource centre and community hub, with outdoor learning spaces that draw all the classes together. Following design and construction, the school worked with the team at Resource Furniture to furnish the spaces.

Roelien Pistorius, Library Manager at Westbourne Park Primary said the space was to be modern, and as such, needed contemporary furniture. “The built-in tiered seating is loved when stories are read to classes, and is an easy meeting place when students come into the library. Pebble cushions are a favourite choice for sitt ing on the tiered seating, and are easy to move around the space to suit student need. The reading nook with the bean bags and reading booth are immensely popular choices and everyone makes a beeline to those spaces.”

Images courtesy of Resource Furniture

Innovative shelving, loose furniture and custom soft seating were used to complete the space. A variety of seating options were used to accommodate students of all ages, and facilitate a range of activities.

Image courtesy of Resource Furniture

Versatility was key to the project’s success, as the space is used for independent study, class lessons, group study, quiet individual reading, drawing and colouring, and indoor play like puzzles and construction. Flexible furniture options used include portable

ottomans in different sizes, pie tables and fusion tables which can be used together for group work or pulled apart, and seating that promotes mobility in different sizes.

Ms Pistorius said everybody loves the new space. “It is well

used before school, during lunch time, for lessons and for older students to come and do independent work. It is big enough to find a quiet spot to read but also have areas where you can play games with friends. We are fortunate to have such a magnificent resource centre!”

IP paging and PA systems Say it loud, say it clear:

By Sarah Davison, Industry Reporter

Schools require reliable systems to manage daily operations, coordinate emergency responses, eﬀortlessly host events and celebrations, and facilitate smooth interaction across campus. IP paging and PA systems are at the forefront of this.

Cutting-edge technology

The crackling old PA system of years gone by is no more, with modern systems integrating with existing networks, providing a unified platform for managing all communication needs. For instance, some of the latest advancements include digital signal processing (DSP) for clearer audio, wireless connectivity for flexible installation, and cloud-based management for remote control and monitoring. These technologies offer enhanced reliability and clarity, ensuring that messages are delivered promptly and accurately, which is crucial during emergencies. Additionally, essential communications such as school bells can be automated, allowing administration staff to ‘set and forget’ whilst still being able to adjust as required.

Design and system selection

Selecting the right PA system is pivotal for ensuring crystalclear communication with staff, students, and visitors across campus. Understanding the specific needs of the school is the first step. This includes evaluating the size of the campus, the number of buildings, and the typical communication challenges faced by staff and students. The sensory needs of the student cohort is another factor

which should be considered.

Next, scalability and flexibility are crucial. Schools need systems that can grow with their changing requirements, allowing for easy additions or modifications. For example, a modular system that supports both wired and wireless components can adapt to different areas of the campus without extensive reconfiguration. Additionally, ensuring compatibility with other existing systems, such as fire alarms and security systems,

can streamline operations and improve overall safety.

For school ceremonies such as graduations or whole-school performances specialist equipment may be required. Wireless microphones, and bluetooth music connectivity can be essential components to consider when looking to upgrade your current system to support events. It is important to also ensure your new system can play DVDs or CDs if this is something that your school will continue to require.

Portable PA systems and accessories

Many schools require adaptable and mobile communication solutions, particularly for outdoor events such as sports games, carnivals, or festivals. Significantly, portable PA Systems may also be invaluable in case of an emergency on campus, such as a fire evacuation.

Portable PA systems offer the flexibility to address these needs. These systems are lightweight, easy to transport, and quick to set up, making them an essential communication tool outside of the campus walls. Modern systems also come with wireless microphones and rechargeable batteries, providing robust performance without the constraints of traditional wired systems.

Image courtesy of Prolinx

Accessories such as additional speakers, and mounts can add to the versatility of these portable systems.

Emergency Announcements

In critical situations like fire evacuations, intruder lockdowns, and severe weather warnings, precise and prompt communication is paramount.

IP paging and PA systems are designed to efficiently relay emergency notifications and alerts, ensuring that vital information reaches every member of the school community and allows staff to respond to emergency events promptly. Advanced systems can also prioritise emergency messages over routine announcements, automatically interrupting ongoing communications to deliver urgent alerts.

Features such as pre-recorded messages, and integration with emergency services can enhance the benefits for the school community. Additionally, these systems can provide real-time updates and instructions, helping to manage the situation effectively and minimise confusion or panic.

Insights from the experts

Simon Dixon from Sandman Sound said the availability of IP systems gives schools full control of the paging system, so each classroom can be paged individually, as well as whole buildings and external zones. “Other advancements are the awareness around

audio sensory sensitivities and the affect they can have on learning spaces,” Mr Dixon said.

“Unfortunately, there seems to be an increased number of occasions where a school needs to activate their lockdown procedures. Due to this increase in the need

for safety, the utilisation of secondary activation points has been in higher demand; this allows people to activate an alarm in multiple locations if the situation requires.

“It’s fantastic to see the increase in tasks that schools are using their bell timers to perform. We

wholeheartedly support schools ‘thinking outside the box’ and we are always eager to help them customise their system to suit their specific needs,” Mr Dixon said. “Some schools are ditching the bell tone altogether and just playing music a few times a day to help students prepare for the upcoming period. We also have many schools playing mindfulness music, pre-recorded and personalised messages at a certain time each day.”

Zoran Aleksovski from Prolinx explained that school’s should think about what functionality is required from the PA system prior to installation. “Does the school

Images courtesy of Sandman Sound

require paging, emergency tones, lockdown tones, prebell, custom messaging for example in bushfire or flood prone areas, wet weather message, return to class message and so on.”

Schools should also consider whether internal and external speakers will be required, if music will be played through the speakers, and if separate building zones are required.

“Cable access will determine whether a conventional 100v line system would be advised. The other option would be an IP based PA system utilising the school’s existing network infrastructure,” Mr Aleksovski said.

For covered outdoor learning areas, Mr Aleksovski said a range of features can be incorporated into PA systems, including school bells, emergency tones, lockdown tones and prebells, wireless microphones, and bluetooth connectivity. The ability to control the COLA PA system audio remotely via an Ipad or wireless device can also be incorporated.

“A school can expand on its existing PA system providing the PA system headend is still operational and the equipment is current,” he said. “In some cases, additional hardware would need to be added to allow for expansion within the

existing PA system, and to achieve the school’s expectation and budget requirements.”

Linus Pinto from Advance Net said that because IP paging and PA are modular, they are highly customisable to suit individual school needs. “Schools can start with a basic system and slowly expand as required. For example, a school can start with an IP bell solution integrated into an existing legacy PA system and slowly add IP speakers as required.

“IP technology ensures easy integration with data networks and a high degree of flexibility in terms of configuration, operation and management. If there are

many speakers in a school, you can divide the site into zones and make announcements in one or more zones or to the entire school. You can also make announcements to individual classrooms, several classrooms, or to the whole school,” Mr Pinto said.

More flexibility is provided through administrator control of the system, which can be managed from a PC. “IP PA systems also allow integration of emergency call buttons, strobes and digital displays for effective communication to ensure safety and security of students and staff.”

Image courtesy of Prolinx

Image courtesy of advanceNET

and hydrated Happy, healthy

By Gemma Easton, Editor

Research shows that children need to be having substantial drinks of water throughout the day.

Rather than little sips here and there, a UK study found that children who drink at least 300mL of water at a time will have improved memory and attention. Particularly for memory, the study revealed significant improvements in children who had taken a drink of water 30 minutes prior to testing, compared to those who had not.

Australian children need to drink between 1200mL and 1900mL of water every day. More water is needed if the weather is very hot, as we know it can be in Australia, and if children are exercising or playing sport. Given how much time children spend at school, a lot of that water needs to be consumed during the school day. Staying hydrated will help students remain focussed and ready to learn, fight fatigue, and improve mood.

The Australian dietary guidelines recommend that people get most of their daily fluid intake from plain water. Schools could consider only allowing water in water bottles, and restricting the sale of sugary fruit drinks and sodas at the tuckshop. It is also important to have plenty of hydration options available at school.

Evelyn Prooper from Civiq believes that hydration in the classroom is vital. “Focused minds, improved concentration, and even better physical performance all hinge on students staying properly hydrated.

“We all know it can be difficult to get students excited about water,” Ms Prooper said

“Sugary drinks are so tempting. Think about it: those drinks win half the battle with their eye-catching packaging.”

Modern drinking fountains, though, provide many options to win the battle against sugar and single use plastic, and keep students hydrated.

Hydration by the bottle

Water bottles are now a common site in school bags and on desks. This means children can take a drink whenever they want, without needing to ask the teacher or leave a learning activity. There is, though, the potential for spills which may cause a significant disruption to the class. Constantly drinking can also distract some students from the task at hand, and having their water bottle in their mouth means students can avoid answering questions or participating in group discussions.

Alternatively, allowing students to have water bottles in the classroom, stored in a central location will ensure they can be easily accessed, while limiting disruptions to learning. For primary students, consider integrating regular water breaks into the day’s activities. Students could be prompted to take a drink at the beginning or end of a session, or when returning from break time. This will mean lessons can continue uninterrupted.

Scheduling a water break part-way through a learning session can serve as a brain break, ensuring students do not become fatigued and can stay focussed. Helping students to form these habits will assist them to get the water they need, and establish predictable and stable routines which can help children regulate their emotions. Particularly

younger students, including a toilet break or prompts to use the bathroom at the end of each lunch break or recess may alleviate additional disruptions.

Encouraging students to refill and reuse bottles can help cement sustainable and environmentally conscious practices more broadly.

Students who are in the habit of carrying a water bottle with them are more likely to extend this habitat beyond the school gates, meaning they (or their parents) will not need to buy water on the go.

Installing dedicated refill stations is preferable to using bubblers to fill water bottles. Taps that deliver a strong water flow, and which a bottle can be easily positioned under upright will make refiling water bottles much easier, which will mean students refill more often.

Ms Prooper said adding options to refill a bottle is a step in the right direction to ensure students stay hydrated. “Chilled water is a far more attractive option compared to lukewarm alternatives.

Filters remove impurities and improve water’s natural taste.”

Bubblers, fountains and taps

Drinking water must also be available to students outside the classroom. Students are more active during break times and will likely need to have a drink. A range of fountain and bubbler options are available to schools, from trough style to individual units. Added extras include chilling functions and filters to remove dirt and impurities.

To make sure drinking stations are well used, consider the optimal position for them. Areas where students sit to eat their lunch and near the tuckshop are good locations. For children to access during class time, some drinking stations should be centrally located near classrooms.

And modern drinking stations have evolved beyond boring and bland. Ms Prooper said there are many options to personalise your hydration points within your school. “Colourful graphics can feature your school

colours, logos and values. Or you could customise a design featuring your school mascot.

“This will remind everyone that staying hydrated is the ultimate power move, and every sip will become a celebration of community and school spirit.”

Creating a feature of your water points makes them a more appealing addition to the school landscape, and means you do not need to compromise on aesthetics.

Models are also available which are hands free, with the water flow activated by a sensor or foot pedal. This can eliminate a high touch point and reduce the spread of germs. In many instances, this is also a more practical solution as students do not need to have empty hands to easily access drinking water. Hands free options may also be more user-friendly for students with mobility difficulties.

A community effort

Ms Prooper said there is a growing trend in schools where the upgrading of school water fountains is spearheaded

by students. “I love seeing how schools work with their students to make water the coolest kid on campus.

“More and more we see students drive the process. They take the initiative to replace the old trough. Students ask us for a quote and fundraise to make it happen. P&C bodies provide pivotal support. It’s a real community effort.”

And while students are often the advocates for better drinking water options, change can be encouraged from anyone in the community. “Next time you’re on playground duty, take a good look at your water fountain,” Ms Prooper said. “If it doesn’t inspire a thirst for hydration, it’s time for a change.

“Talk to your P&C, explore fundraising options, or investigate what grants are available. You’ll be surprised by how many others share your vision. Because after all, bad hydration habits are simply something we can’t afford.

“Let’s make hydration the coolest kid on campus, and create a healthier school for all.”

You want supercharged brains and stellar grades?

It starts with hydration!

Imagine this: a scorching hot day... Your classroom’s a wasteland of glazed eyes and crumpled tests. Textbooks gather dust as focus fades faster than the morning bell. Why? Because your students deem the old bubbler about as appealing as yesterday’s cafeteria lunch.

We all know how important it is to stay hydrated. But here’s the real shocker: studies show it’s not just about physical discomfort. When students skip on water, their brains take a hit too, making learning a struggle.

Let’s be honest, would you drink from the old-school drinking fountain? Can you really blame your students for avoiding those rusty relics? It’s time to ditch the hydration drought and get your students fired up to learn!

Aussie-tough for the classroom jungle

Schools are batt legrounds for spills, rogue dodgeballs, and the occasional existential crisis. We’ve all been there. Civiq’s Hydrobank can take it all. Built with robust stainless steel, it stands strong, refill after refill.

From drab to fab: bye-bye bland, hello hydration hype!

Let’s face it – who wants to waste brainpower wrestling with a clunky water fountain? Students deserve better, and Civiq’s Hydrobank gets it! Eyecatching designs transform hydration into a celebration. Personalise your design with authentic Aboriginal art, your school colours, logo and values, and more.

The reﬁll shelf: Your one-handed hydration hero

The real magic lies in the refill shelf. Forget awkward balancing acts and craned necks. Students simply place their bott les right under the spout. It’s perfect for everyone, whether you’re a litt le shorter, in deep thought, or distracted by the coolest bird on campus.

Clean & cool: smart buttons for germfree guzzling

Hydration shouldn’t come with a side order of germs. That’s why Hydrobank’s activation buttons are strategically placed away from the refill spout. It’s a win-win – cleaner water, fewer worries, and more accessible hydration for everyone.

Built for chaos, made for champions

Civiq’s Hydrobank is more than a water station; it’s a gamechanger. It fuels a classroom of engaged, energised students, ready to conquer textbooks and ace tests. Ditch the tired old bubblers and embrace a world of happy hydration. Your students (and your sanity) will thank you for it!

EduTECH returns for 2024

By Gemma Easton, Editor

EduTECH, Australia’s biggest festival of education, returns to Melbourne on August 13 and 14.

EduTECH serves as the ultimate platform for 10,000 plus educators and training professionals eager to embrace innovation and foster growth while earning Professional Development. Visitors can immerse themselves in a diverse array of conference tracks, featuring thought-provoking seminars, partner conferences, and dynamic roundtables led by industry pioneers and experts.

Wherever you sit in the education lifecycle, EduTECH offers unparalleled opportunities for growth and development.

EduTECH offers a range of attendance options, from free events, to paid conferences and roundtables, gala dinner and much more. Choose the EduTECH adventure that best suits your needs.

Keynote speaker: Sal Khan

This year’s event will provide an opportunity to learn from a global leader in education, with a keynote address from Sal Khan, the visionary mind behind Khan Academy and Khan Academy Kids. In his exclusive keynote address, Khan will delve into the transformative potential of Artificial Intelligence (AI) in education. Gain insights on how AI can revolutionise student engagement, personalise learning experiences, and drive

academic excellence. Khan will also discuss his new book, Brave New Words: How AI Will Revolutionize Education (and Why That’s a Good Thing).

Paid conference

The EduTECH Australia 2024 paid conferences are a premier attraction for educators and industry leaders seeking to stay ahead in the rapidly evolving education sector. These conferences feature an extensive lineup of more than 350 expert speakers across multiple tracks, delivering cutting-edge insights and strategies on topics ranging from digital transformation and innovative pedagogies to leadership development and student engagement.

Attendees will have the opportunity to engage in deepdive sessions, panel discussions, and interactive workshops, fostering valuable connections and gaining practical knowledge to implement in their own educational settings. With a focus on future-proofing education, the paid conferences at EduTECH

Australia 2024 are designed to inspire and empower educators to lead with confidence in an increasingly digital world.

Free conference

Alternatively, the free component offers an equally exciting experience. Ignite your passion with free seminars on the expo floor, where thought leaders share insights on leveraging technology for student success.

Professional development opportunities

Educators crave opportunities to grow, experiment, and refine their craft. EduTECH Australia 2024 recognises this and explodes the traditional notion of professional development (PD) by offering a diverse and enriching spectrum of learning experiences.

After the bell

After the bell at EduTECH is your golden ticket to immersive sessions, networking with industry leaders, and exploring

cutting-edge solutions without missing a beat during your workday. Held from 3pm to 7.30 pm on Tuesday, August 13, this exclusive event allows busy educators to dive into focused sessions designed to unlock powerful insights and ignite your teaching spark.

Expect to access the expo floor from 3pm, attend plenary sessions starting at 4:30pm, and engage in after-hours sessions from 5:30 pm to 7:30 pm. Plus, enjoy the lively EduPARTY and benefit from the integrated event networking app. Register for the After The Bell pass to gain access to these invaluable sessions and the closing plenary.

Roundtables

The roundtables at EduTECH offer a dynamic and interactive forum for educators to dive deeper into pressing EdTech topics and spark meaningful debates. Unlike passive panels, these intimate roundtables encourage delegates to brainstorm, challenge ideas, and collaborate with fellow education leaders. Participants will get hands-on, get vocal, and get connected, sharing insights and tackling real-world problems while forging lasting connections with like-minded peers. These sessions provide an invaluable opportunity to learn from both peers and EdTech experts, facilitating robust networking and an interactive learning experience.

Partner conferences

Join the Partner Conferences at EduTECH, hosted by renowned organisations.

Images courtesy of EduTECH

These parallel sessions provide an opportunity to engage with industry giants and specialised education groups, offering deep dives into specific areas of expertise. Attendees will benefit from tailored content, gaining insights from leaders who are at the forefront of educational innovation. Whether you are interested in cuttingedge technology integration, innovative teaching strategies, or professional development, the Partner Conferences

will enhance your EduTECH experience, equipping you with the knowledge and connections to drive educational excellence.

Expo

Embark on an educational journey through the Expo Floor where innovation and inspiration converge. Navigate through key zones dedicated to cuttingedge solutions, including cyber and cloud security, campus management, special needs and inclusion in education, facilities

Transform your school’s academic management

Experience the future of academic management with OneStudent, your ultimate cloud-based solution for student grading and reporting. Developed for modern educational needs, designed by teachers for teachers, OneStudent streamlines the entire process, from marking assignments to generating comprehensive reports. Say goodbye to juggling multiple spreadsheets and complex databases. With OneStudent, you gain real-time visibility and accessibility, ensuring efficient communication and collaboration among teachers, administrators, and parents.

management, designing effective learning spaces, sports and wellbeing solutions, and tools for workplace learning. Engage with leading education suppliers, networking with representatives from a diverse array of technology and service providers. This is your opportunity to explore new solutions, ask questions, and discuss your specific needs, all while immersing yourself in the forefront of educational innovation.

Networking

EduTECH promises a rich networking experience, with a plethora of avenues for connection. Alongside dedicated networking sessions, facilitated meetings, and a matchmaking app facilitating connections throughout the event, attendees can unwind at the EduPARTY following the first day and anticipate the return of the cherished Gala Dinner, hosted by comedian Claire Hooper. Complete with entertainment, a delectable three-course meal, and a keynote address, the Gala Dinner encapsulates the

essence of EduTECH, where networking takes centre stage.

Making a difference

EduTECH proudly partners with The Smith Family to champion positive change in education. This collaboration reflects a shared commitment to empowering students from disadvantaged backgrounds, ensuring they have equal access to quality education. Together, EduTECH and The Smith Family are leveraging their strengths to drive impactful initiatives, raise awareness, and advocate for educational equality.

Get involved now

Unleash your passion for education and empower the next generation! Register for EduTECH Australia 2024 at https://www. terrapinn.com/snarticle to explore cutting-edge solutions, network with inspiring leaders, and unlock a universe of professional development opportunities.

Use code SN20 before August 9 for 20 percent off on the conference pass of your choosing!

Our intuitive platform offers customisable features tailored to your school’s unique requirements, enhancing the accuracy and consistency of academic data. Automate grade calculations, enjoy seamless integration with existing systems, and access data from anywhere at any time. Plus, our affordable pricing model ensures value without compromising quality.

Join the many schools that have already transformed their academic management with OneStudent. Discover how our innovative solution can elevate your institution’s performance and streamline your workflows.

Image courtesy of EduTECH

BenQ’s world-leading smart boards

with Google Mobile Services integration

By Integrate AV

BenQ, is a global leader in Display Solutions for Education, and they have announced their next generation of interactive displays, the BenQ Board: Pro RP04 series and the BenQ Board Master RM04 series.

These boards are already the first to ship in ANZ to offer full support for Google Mobile Services (GMS) and are officially certified by Google Enterprise Devices Licensing Agreement (EDLA). But what exactly is Google EDLA and GMS?

What is Google EDLA?

EDLA stands for Enterprise Devices Licensing Agreement, a new program introduced by Google at the end of 2022. It’s designed to help solutions providers offer devices with built-in GMS. Now then, what is GMS?

What is GMS?

GMS, or Google Mobile Services, is a comprehensive suite of all of Google’s most popular apps and APIs bundled together and tailored for Android devices, enhancing functionality and user experience. Some apps include Google Search, Google Drive, Chrome, YouTube, and the Google Play Store, among other apps.

Advantages of having GMS on a Smart Board

The integration with GMS in smart boards offers many benefits, all of which revolutionise the education experience. The three most important one consist of:

Official access to the Google Play Store

The presence of the official Google Play Store allows users to download and install apps onto their board. Having Google Play—with its extensive library of educational games and productivity tools—available

on a large interactive screen opens up many possibilities in terms of teaching and work.

Seamless Integration with Google Tools

Previously, accessing Google for Education tools on large-format displays such as smart boards posed challenges. Now, with GMS integration, users can effortlessly install and access these tools (ex. Google Docs, Sheets, and Slides) locally, streamlining workflows and enhancing productivity.

Better Device Security

With BenQ Boards, schools can depend on Google’s builtin security features, like Play Protect, to protect them from malicious apps, phishing attacks, possible data leaks, and data loss. It also safeguards you from downloading potentially harmful apps to your devices and removes previously installed apps that exhibit malicious behaviour, providing peace of mind to educators.

What Makes the New BenQ Boards Different?

The BenQ Board Pro RP04 series and BenQ Board Master RM04 series are covered by the Google EDLA and are the first-ever smart boards from BenQ to offer built-in Google Mobile Services.

The new boards seamlessly integrate the latest BenQ hardware and software along with all the advantages of an EDLA-certified device.

Aside from access to Google Play and other Google collaboration tools, BenQ Board users can expect the following features:

A familiar and intuitive UI

The user interface of GMSintegrated BenQ Boards has the look and feel of a large tablet. Customise your teaching style by easily moving apps around and changing your screens depending on your teaching style or workflow.

Powerful education and collaboration tools

All BenQ Boards come with EZWrite, a feature-rich whiteboarding software designed for engaging classes and discussions. It also has InstaShare, a wireless screen sharing solution that gives users more flexible ways to share, present and collaborate. Hassle-free centralised management

IT administrators managing existing Google account lists can take advantage of the BenQ Identity and Access Management (IAM) system to synchronise their Google Workspace Directory and immediately carry over all user accounts into the BenQ ecosystem.

Management

Admins can also streamline management with BenQ’s AMS and DMS 3.0.

Schools that already have existing Google accounts can easily transition to using BenQ Boards without any extra setup. The BenQ Account Management System (AMS) allows IT and administrators to sync their Google Workspace Directory and instantly move user accounts into the BenQ ecosystem.

The BenQ Device Management Solution (DMS) also allows IT admins to control BenQ Board settings remotely and effectively. With DMS, they can monitor device analytics, manage apps, push device updates, and configure the power settings of both individual and groups of BenQ Boards.

Single Sign On (SSO)

This is the key difference that resonates with teachers and users: BenQ is the only education solution provider that integrates single sign-on and sign-off with all its interactive displays and services. Single sign-on integration provides teachers with the convenience of using a single set of credentials to log into all BenQ interactive displays and services, as well as other applications deployed by the school.

Log into your device with your school account to access cloud storage, device and account management, and communication systems without

having to log in again. Teachers can scan a QR code with their smartphone for quicker login or use one-tap login with their school-issued NFC cards. Once finished teaching, simply tap again with your NFC card to log out - of all open applications.

ClassroomCare®

BenQ Boards are the only Interactive Displays for Education with a set of healthfocused ClassroomCare® features aimed at prioritising positive learning outcomes without compromising on healthy learning environments.

Both the BenQ Board Pro and Master are the world’s first interactive displays equipped with Eyesafe® Certified 2.0

screens, helping to protect students’ and teachers’ eyes from high-energy blue light, which has been shown to cause eye strain and long-term vision-related issues. The Eyesafe® screens can do this while still maintaining optimal colour performance. The Radiance Protection Factor (RPF) scale is a crucial metric for assessing the level of blue light emissions and their potential impact on eye health. Currently, the BenQ Board Pro RP04 boasts an impressive RPF50 rating, whereas the BenQ Board Master RM04 achieves a rating of RPF35. In this scale, higher RPF numbers signify a more significant reduction in high-energy blue light emitted by a display, translating to better eye protection.

BenQ Board also features the Air Quality Sensors that monitor the levels of CO2, PM2.5, and other toxic pollutants in the classroom. This innovative feature not only has the effect of keeping students more alert, but also improves their cognitive ability, and safeguards their respiratory health. The RP04’s built-in Air Ioniser helps reduce particulate matter in classrooms, and enhances the overall air quality. It works by releasing negative ions, which helps purify the air by decreasing the amount of inhalable suspended particles. There are 2 ways to look at how an Air Quality Sensor and Air Ioniser can be used in the classroom.

The first for Teachers. Air Quality Sensors provide real time data on key environmental parameters by detecting temperature, humidity, dust and monitoring high CO2 levels that can cause student drowsiness. These sensors alert teachers and remind them to take necessary action, whether that be by switching on the air conditioning or simply opening a window.

Secondly, management can get involved. They will be able to check long term data for boards installed in classrooms. Through device management software on BenQ Interactive Displays, IT Staff can also remotely turn on the Air Ioniser, cleaning the air before students and teachers enter the classroom. Policies can be enforced by School Managers to make the purification of classrooms a morning routine, should the air quality metrics be consistently poor from the records they can see.

In addition, BenQ also stands as the World’s First in the industry to offer certified Antimicrobial Screens and peripherals, reducing the risk of germ transmission. They have a proprietary non-toxic antimicrobial coating, recognized by TÜV Rheinland, that is 99.9 percent effective against common bacteria and other disease-causing germs, making their solutions safe to touch.

Integrate AV is an approved supplier on contract for NSW Department of Education Multimedia Solutions State Contract, QLD Department of Education Standing Offer Arrangement QEDSOA-71789 and the Tasmanian Information and Communication Hardware C150 contract.

Make an impact with Crystal-Clear LED Signage Displays!

Bright ideas, brighter displays

Step into the future of communication with cutting-edge LED Signage Displays from CommBox! Designed to deliver vibrant, dynamic messages, these screens ensure that your presentations, school notices and signage are seen and understood.

Aspect Ratio: 16:9 or 9:16

DIGITAL SIGNAGE CAptivate with dynamic content

So, what is real systematic phonics teaching?

By Denyse Ritchie, Teacher, Teacher Trainer, Author, Honorary Chair of Literacy and Fellow, Murdoch University, Western Australia

Phonics is essential as part of the teaching process to take learners from oral to written language.

Simply, phonics is the process of teaching how the 26 letters of the English Alphabet are used to represent the 44 spoken sounds of English. English is a morphophonemic language which means that it is based on both phonics and meaning.

It is important to remember, when learners start school at five years of age, they have an average acquired vocabulary of over five-thousand words (words which they can speak and understand). The words a child can speak are made using 44 individual speech sounds. When we teach how to read and spell spoken words, we teach how the

letters of the English Alphabet are used to represent the sounds we speak. One of the difficulties in learning to read and write in English is that the code is not a transparent code, that is, each letter of the English Alphabet does not represent only one sound and speech sounds can be

represented in various ways. The way a sound is represented will in many cases be meaning based.

Morphemes are the smallest units of meaning in a word, and morphemes are represented by phonics patterns. Teaching phonics helps explain the reason

a morpheme is written a certain way. Teaching morphemes makes word study fun and helps children quickly understand and make connections between words for meaning.

Teaching ‘tw’ is a morpheme link to meaning two, helps teach connected words such as twin, twine, between, twist, twenty, twilight and so on.

The phonics in words can quickly change with the change in the morpheme. When teaching the word ‘sign’ which has three phonemes s-i-gn, the phonics changes when the word changes to signal, s-i-g-n-a-l, the ‘gn’ is no longer representing just one phoneme/speech sound.

Unfortunately, over the decades, people have tried to simplify phonics when setting the foundation to literacy teaching. Unfortunately, this simplification has led to the cycle of phonics being valued or demonised, and this cycle has been repeated now for decades.

Image courtesy of THRASS Institute

It is exciting that the cycle is now dialled to ‘value phonics’ but this may quickly change once again, if those now championing phonics continue following the rigid path of ‘synthetic phonics’ as the only phonics process to be used in our classrooms. Research evidence has always been clear on the value of phonics, sadly the teaching process employed to teach phonics can very quickly determine its value as an essential element in literacy learning. In fact, when taught incorrectly, phonics can have disastrous effects on literacy acquisition. Understanding what systematic phonics teaching really means is the key to successful and sustainable phonics teaching.

Here and now in Australia there is a misguided understanding

that ‘systematic phonics teaching’ means a sequential and laborious ‘diet of phonics’ in a particular instructional order, delivered only using a ‘synthetic phonics’ teaching process that is supported with ‘Decodables’ reading books. Many learners are left waiting for phonics sequences to catch up to their needs and as such are being held back in the reading and writing/spelling processes. What they are being taught is not transferable or sustainable in the world of print around them. It gives no agency for implicit learning or the ability to problemsolve at their level of need.

This misguided understanding of ‘systematic phonics teaching’ will once again distort the ABSOLUTE POWER of phonics in literacy teaching. The

‘misconceptions’ by some of how phonics should be taught will once again see phonics devalued as it creates a psycholinguistic guessing game of how the English code and orthography works. We need a middle ground in the ‘polarising war’ of teaching reading in which explicit and comprehensive phonics teaching is part of a systematic process that provides for sustainable and transferable learning.

Systematic phonics teaching means that phonics is routinely taught as part of our literacy teaching system, not ad hoc, or not at all, and not only. Phonics is directed at word-level instruction and is the teaching process of learning to identify the letters and letter combinations we use to represent sounds in words (graphemes). We teach the graphemes (phonics patterns for sounds) to build our visual memory and orthographic mapping of words for sight vocabulary. As we build our understanding of these patterns, we build our reading and spelling ability. It is important and indisputable that phonics should be taught

in all the recognised ‘teaching’ forms, to build the understanding of the phoneme-to-grapheme and grapheme-to-phoneme relationships in all words. Importantly, phonics must be used across the curriculum and grades. Phonics is an essential part of systematic word study teaching and underpins the teaching of morphemes and etymology needed for building oral and written vocabulary.

The process of ‘synthetic phonics’ (part to the whole blending of graphemes to phonemes) is best to serve the teaching of blending used in the decoding process, but it is indisputable that learners must also be explicitly taught analytic phonics and phonics in context. These phonics strategies build the orthographic mapping of words to develop our sight vocabulary. Along with handwriting, this rich mixture of phonics teaching supports the development of reading and writing to supersize literacy outcomes. Time to rethink what is best for all our learners.

Images courtesy of THRASS Institute

Teachers, too tired to thrive?

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

Is it possible for educators to thrive when demands are high and resources are low? This question has become increasingly relevant as funding cuts and rising demands in compliance and accountability are draining the life force out of teachers. According to the Teacher Wellbeing Report 2022 (TES AUST), the reality is stark:

• Less than half of educators feel valued.

• Half of educators think their workload isn’t manageable.

• More than a third of educators wouldn’t recommend their school to friends.

• Only a quarter of educators feel like leadership makes good decisions.

What is thriving?

Thriving is more than just surviving; it’s about flourishing. Imagine a plant full of vitality, adapting flexibly to weather conditions, and staying strong despite challenges. That’s thriving – an ongoing, dynamic state of growth and health.

Thriving at work

Gretchen Spreitzer, a leading researcher on thriving at work, describes it as the opposite of burnout. It’s a psychological experience comprising vitality (energy) and learning (cognition). Thriving means experiencing both these

elements together, leading to a willingness to grow rather than merely surviving. Vitality is about feeling energized and zestful at work, living life fully. Learning involves acquiring or applying knowledge to build capability and confidence, adapting successfully, and developing oneself.

What does this mean for educators?

Schools are not just learning institutions for students but for staff as well. Educators are constantly learning new things, which demands mental, social, and emotional energy. Without restoring this energy, we risk burnout.

Educators who thrive experience growth and momentum, marked by a sense of vitality. It’s a feeling of energy, passion, and excitement. They are engaged and invested in what they do. They have a spark about them that has a ripple eff ect on those around them.

Daniela Falecki, Images courtesy of Teacher Wellbeing

Why do we need to learn to thrive at work?

Thriving individuals tend to be healthier, more engaged, and perform better at work. They report less burnout and better job satisfaction. They are buff ered from stress and negativity, taking fewer sick days and feeling more committed to their organization.

Thriving individuals are more open to experimenting with new ideas and seek out new ways of working. They engage in proactive behaviours that help them manage daily challenges. Thriving people share resources and collaborate more with others, creating high-quality connections. They generate resources rather than deplete them, making them more resilient.

How can we thrive at work?

To thrive, we must shift the narrative of teacher wellbeing from managing time to managing energy. Understanding how we use mental, social, and emotional energy at work and

how to recharge daily is crucial. Wellbeing at work is a delicate balance between demands and resources. If most demands are out of our control, let’s focus on building our resources.

You can find more practical ways you can thrive at work in my book “ THRIVE - Practical Strategies to nourish Teacher Wellbeing”. This includes:

• 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

The path to thriving in education may be challenging but it not impossible. By focusing on managing energy, embracing a growth mindset, and supporting each other, we can reclaim our vitality and passion for teaching. Let’s nurture our life force and create a flourishing educational environment for ourselves and our students.

Exploring the world with educational tours

By Naomii Seah , Industry Reporter

Travelling can be a transformative experience.

Immersive, stimulating, exciting and engaging, a trip abroad can cement deep learning as well as facilitate lifelong passions for students. Educational experiences abroad are endlessly customisable for specific curricula. A trip might encompass cultural and language exchanges, opportunities in sporting excellence, music expeditions, STEM learning and more.

An international trip can not only help achieve tangible learning goals, it will also leave a lasting impression on students which they bring with them for the rest of their lives. This includes improvements in confidence, flexible and broad thinking, and improved knowledge retention.

Educational trips abroad can often be a child’s first international experience. This can open up a whole new world of opportunities for children as

they experience a new language, culture and environment for the first time. Such experiences have been shown to improve selfconfidence and independence, traits which will benefit learners as they continue into adulthood.

International trips place learners into unfamiliar situations where they must practise critical

thinking. This can include learning new ways of seeing the world as they continue on the journey of cultural and language exchange.

Practical experiences are also a foremost method for improving knowledge retention. As learners experience immersive overseas environments, they

are provided opportunities to not only use their theoretical knowledge learnt in-class through visiting museums, landmarks, participating in workshops and more, but also to practise soft skills like verbal and non-verbal communication, teamwork and cooperation.

International trips can also improve student-teacher relationships as trust is built. These constructive relationships can improve learning outcomes far beyond the end of the trip, increasing intrinsic motivation and encouraging excellence.

Altogether, an international experience can be crucial for expanding a child’s worldview, which is particularly critical as an individual develops. An international experience can expose students to different religions, attitudes, experiences, politics and perceptions. This can improve future problem solving and resilience.

These benefits can be applied to several subject and curriculum areas, so no matter what the purpose of the trip, teachers and students can see these benefits, as well as certain subject-specific ones.

Images courtesy of Lattitude Group Travel

One of the most common reasons for an international trip is to facilitate language learning. And no wonder, as it is a very effective way to improve language comprehension and speech. Many studies show that language immersion leads to higher levels of fluency, especially when motivation is high. Motivation is facilitated by cultural immersion, especially when interacting and connecting with people who speak the target language.

Sports excellence is another motivator of international travel. Access to resources such as world-class equipment and meeting with experienced coaches and athletes can lead to improved athlete motivation and performance.

Music expeditions can see similar benefits. Musicians may also enjoy learning about another culture’s musical heritage.

International travel also affords access to different ecosystems and world-class facilities that can improve engagement and understanding of STEM.

Jenny Murphy from Latitude Group Travel highlighted a range of benefits offered by educational tours abroad.

“Educational tours expose students to different cultures, languages, and global issues, broadening their understanding and appreciation of the world beyond their local environment. It helps them become active global citizens.

“These tours provide handson learning experiences that bring classroom subjects to life. Students can see realworld applications of what they’ve learned, deepening their understanding and

engagement. Travelling abroad also encourages independence, adaptability, and problem-solving skills. Students often return with increased confidence and a greater sense of responsibility.

“Unlike school camps, which are typically local, educational tours abroad immerse students in new cultures, offering a deeper understanding and appreciation of global diversity. These aspects make educational tours abroad a powerful complement to traditional school camps, providing a broader and more impactful learning experience.

“Engaging a specialist operator offers numerous advantages for schools planning trips abroad,” Ms Murphy said.

“Firstly, these operators provide logistical expertise, handling all travel arrangements, accommodations, and activities, which saves teachers significant time and effort. This allows educators to focus on preparing students for the educational aspects of the trip.

“Specialist operators also design customised, curriculum-linked itineraries that align with the school’s educational goals. This ensures that the trip is not only enjoyable but also enhances students’ learning experiences through experiential learning activities such as workshops, simulations, and guided tours.

“Moreover, these operators should prioritise safety and security, implementing robust risk management systems and maintaining extensive contacts on the ground. This ensures a safe travel experience for students and peace of mind for parents and teachers. They also handle unexpected issues efficiently, ensuring a smooth and stress-free experience for everyone involved.”

Image courtesy of Lattitude Group Travel

Conservation, exploration and education at zoos & wildlife parks

By Gemma Easton, Editor

An up close and personal animal encounter is not something your students will forget in a hurry.

Excursions to zoos and wildlife parks will expose students to a range of animals and their habitats, helping to reinforce classroom learning on animals, as well as conservation and environmental protection, and empathy and care for living creatures.

At times, people question the morality of keeping animals in enclosures in zoos. Well-run, reputable modern zoos and wildlife parks, though, are not a prison for animals. Zoos and wildlife parks play an important role in the care and conservation of many species, some of which are endangered and at risk of eradication in the wild. Often, parks are set up in the animal’s natural habitat, with ample space for them to roam and explore.

Many zoos and wildlife parks also act as animal hospitals, caring for sick and injured wildlife.

Education is essential to environmental conservation. Zoo staff are experts in their field and can help empower the next generation to make decisions which will positively impact the environment, and potentially protect an animal’s habitat. Seeing an animal up close can make it real, especially for younger students, as students

understand that it needs to eat, rest, shelter and play much like we do. This in turn can help students understand the need to be environmentally responsible to protect animals and mitigate habitat destruction.

One study found that educational outcomes are enhanced by the structure of zoos, where education and entertainment are merged. Exciting, interactive environments, zoos and wildlife parks show students that discovery is exciting, and learning is an adventure.

Similar to other informal learning environments like museums and galleries, zoos and wildlife parks encourage unstructured exploration, and give students agency over their learning. Left to explore the space on their own, students will seek out exhibits which interest them, and form inquiry questions for further investigation. Conversations with educators, either at the zoo or in the classroom, can help reinforce this independent inquiry.

Another study from the US National Library of Medicine found that guided tours of zoos raise students connection to nature, including an interest in plants and animals. The benefit was most pronounced in students with an initially low or medium level of connection to nature.

Visiting zoos and wildlife parks can also instil in

students a healthy sense of fear. Understanding that wild animals are dangerous and should not be approached is important for all children.

An added, and perhaps unintended benefit of a visit to a zoo or wildlife park, is the extra physical activity your students will enjoy. Light exercise like walking, and exposure to sunshine have both been linked to improved physical and mental wellbeing. A day away from the classroom and exploring while learning may invigorate your students, making them more energised when you return to normal lessons.

Zoo experiences can be curated to suit any age range or group size. Your students will benefit from specialised knowledge from an expert, which will enrich their learning experience. Many facilities offer resources to complement zoo visits so students can consolidate their learning back in the classroom.

If your school group can’t make it to a zoo or wildlife park, some providers offer at-school experiences, brining wildlife to your students.

Wild ideas for your next excursion

Hartley’s Crocodile Adventures is one of the longest operating tourist attractions in the Cairns region. Moving to new premises in 2002, it is Advance Eco Tourism Accredited. Nestled

in the heart of the Wangetti Valley, the wildlife sanctuary offers visitors the opportunity to see crocodiles in a natural melaleuca wetland lagoon, as well as cassowaries, native and exotic reptiles, kangaroos and birds in an expansive woodland forest as well as the sustainable crocodile farm. A new Croc Wise interpretive centre is now under construction.

The Hartley’s team pride themselves on providing each school group with individual attention, with an experience that is best suited to their specific learning requirements. The team enjoys sharing their knowledge, insights and stories about the natural world, and how to be safe in crocodile country. They are also renowned for their snake shows and safety talks.

More than 250 metres of timber boardwalks and pathways will take students on a journey of discovery through eucalypt woodlands, notophyll rainforest and wetlands for an authentic wildlife experience. All wildlife exhibits are open to public viewing, including the komodo dragon, alligators, cassowaries, wombats, koalas, emus, lizards, kangaroos and wallabies.

A range of entertaining and educational experiences can be enjoyed at Hartley’s Crocodile Adventures, including snake show, koala talk, crocodile farm tour and cassowary feeding.

Images courtesy of Hartley’s Crocodile Adventures

Fostering Future Olympians:

School sports facilities for next gen athletes

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

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

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

Glen Eira College, Melbourne

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

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

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

Emmanuel Catholic College, Perth

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

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

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

Belgrave Heights Christian School, Melbourne

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

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

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

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

Sustainable and accessible outdoor furniture

By Sarah Davison , Industry Reporter

Spending time outdoors connects us to the places we live and for students, can result in better outcomes for learning and overall wellbeing.

In the 2018 Muddy Hands Report, 88 percent of teachers said that students are more engaged in learning when taking lessons outdoors. Spending time outdoors has been linked with improved mental and physical health for children and young people.

A growing body of evidence also shows that access to green space such as parks, trees, shrubs and grass is linked to children’s healthy development and can off set the negative eff ects of traffic emissions.

However, creating the perfect outdoor sett ing for both educational purposes and for enjoyment during lunchtime and recess comes with specific considerations. Ensuring any outdoor space is both sustainable and accessible is more important than ever before.

Accessibility

Ensuring that outdoor furniture is accessible to all students, including those with disabilities, is a crucial aspect of creating an inclusive school environment.

Lindsay Stead from Astra Street Furniture said: “Outdoor furniture should always be inclusive and accessible to ensure all students can use it.

“[For example], has consideration been given to requirements for wheelchair picnic sett ings?”

With this in mind, it is essential to choose furniture that is easy to reach and use for students with mobility aids. This extends

Outdoor furniture should always be inclusive and accessible

to students who may need mobility assistance for a short period of time, for example, while recovering from an injury.

This includes tables with sufficient clearance for wheelchairs, benches with armrests to assist with sitt ing and standing, and seating at various heights to accommodate diff erent

needs. Pathways leading to outdoor seating areas should also be wide enough for wheelchair access and made of a smooth, non-slip surface.

Schools should also consider the placement of outdoor furniture to ensure easy navigation. Integrating tactile floor indicators and clear signage can help visually impaired students

navigate outdoor spaces more easily and ensure that students with mobility aids have clear signage to navigate the path.

Additionally, schools can work with disability access consultants or involve students with disabilities in the planning process to ensure that the designed outdoor space is truly inclusive.

Images courtesy of Astra Street Furniture

Mr Stead also highlighted the importance of determining what the primary use of the outdoor space will be, as this will guide the design process and furniture choices.

“Different configurations are needed for different social situations or outdoor learning styles,” he said. “For instance, does the teacher or carer need to sit opposite the wheelchair, alongside the wheelchair, or at 90 degrees to the wheelchair?

“For outdoor classes, how many students need to group together at the one table? All of these questions need to be asked before accessible outdoor furniture is purchased.”

Sustainability

With increasing pressure to reduce our carbon footprint and model sustainable practices to the next generation, schools must prioritise environmentally conscious choices.

To make sustainable decisions about outdoor furniture options, Mr Stead said schools firstly need to carefully consider the real and measurable green credentials of a supplier including the six pillars of sustainability.

“Is the product Australian Made? This reduces freight emissions.

“What percentage Recycled Content does it have? This means that less raw materials are required.

“What is the Lifecycle Expectancy? Longer life equals less wastage and less products need to be manufactured.

“Can the product be repurposed at end of life? This means that less products need to be manufactured.

“What is the product’s Carbon Star Ranking? Have you selected a high-ranking product with low carbon by comparison?

“What is the Carbon Content Score of the product measured in kilograms of CO 2 equivalent?

A low carbon score means that less off-setting will be required to achieve Net Zero.”

Choosing furniture made from recycled or sustainably sourced materials is one way to reduce the environmental impact, for example, furniture made from recycled plastics, reclaimed wood, or certified sustainable timber. Additionally, selecting furniture that is made from durable materials such as aluminum, can help reduce waste by minimising the need for frequent replacements.

Schools can also look for furniture with modular designs that allow for easy repair and replacement of

parts as required, extending the overall life of the piece.

Another consideration is the manufacturing process. Schools should seek out products from manufacturers who prioritise eco-friendly practices, further supporting sustainability goals.

Finally, schools can incorporate greenery around their outdoor space by planting trees, native plants and shrubs or building a community garden.

Incorporating accessibility and sustainability into the design of any outdoor space can help schools create an area that will provide longevity, and remain an important feature in the school for years to come.

Images courtesy of Astra Street Furniture

WHAT’S HOT

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.

C Integrate AV P 1800 742 748 W iav.com.au

VERSATILE ELECTRIC TABLES!

Discover the perfect solution for versatile, height-adjustable tables with our Electric Lift Tables! Ideal for both children and adults, these tables cater to everyone, including those with disabilities or wheelchair users. With a height range of 570mm to 1160mm, they adapt eﬀortlessly at the touch of a button. Perfect for home, oﬀice or classroom settings, they promote a ready sitting posture for kids and a Sit-Stand work environment for adults, reducing fatigue and back pain. Customisable in our Brisbane workshop, our steel-framed tables are strong, stable, and built to last. Contact us for a quote tailored to your needs.

C CAP Furniture P 07 3392 6649

E sales@capfurniture.com.au W capfurniture.com.au

REPLACE YOUR OLD BUBBLER WITH A HYDROBANK

With three fountains and three taps, you’ll provide easy access to fresh and clean drinking water. With minimal waiting periods! student tested and approved. Water bottle refill, cool art. Worried about kids being kids? Durable, robust design withstands the demands of a busy school environment. Personalise your Hydrobank with school logos, colours, or even authentic Aboriginal art.

C Civiq – The Art of Hydration P 1300 600 300 E hello@civiq.com.au W civiq.com.au/schools

ORBIT DRUM STOOLS

We are thrilled to introduce the new Orbit Drum Stools from Astra Street Furniture! Part of our Orbit Suite, these stylish stools are available in 10 standard colours and feature a sleek black or grey base with a coloured top. The stools can be left freestanding or bolted down. As part of the Orbit Suite, they can be seamlessly mixed and matched with other Orbit products, allowing you to create a cohesive and unique outdoor setting. Explore see our website for how the Orbit Drum Stools can elevate your outdoor areas?

C Astra Street Furniture P 1300 889 821 E sales@astrastreetfurniture.com.au W astrastreetfurniture.com.au