School News Australia, Term 4, 2024

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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

SPORTS & RECREATION

PRODUCTION, Richard McGill

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

CONTRIBUTORS

Ros Curtis AM and Daniela Falecki

Teacher shortage, different systems and planning ahead

Welcome to the final edition of School News for this year!

All school leaders and recruiters, as well as teachers on the ground, would know that attracting and retaining teaching sta has become challenging in recent years. In this edition’s Principal Speaks column, Ros Curtis AM from St Margaret’s Anglican Girls School, says the teacher shortage was predicted 35 years ago when she was an early career teacher, though little was done at the time to plan for or avoid it. Ms Curtis and her team at St Margaret’s are actively working to recruit, train and upskill teachers, for the benefit not only of her school community, but for the wider teaching profession.

Many of you may be unaware that Tasmania’s schooling system is di erent to the mainland states. Rather than staying at high school

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

until the completion of Year 12, Tasmanian students finish school after Year 10, and then go on to college to finish their schooling. In our Special Report this issue, our reporter Sarah Davison investigates this system and the e ects it has on Tasmania’s young people. The latest Productivity Commission report found that only 53.1 percent of students in

Tasmania completed Year 12. Some argue that the system needs to be overhauled, while others say the data must be considered within the Tasmanian context.

As the school yard empties and the sound of children abates for the school holiday periods, some school departments are gearing up for their busiest time of year. Maintenance and grounds sta in particular will be working hard. The long summer holidays are an excellent opportunity to complete some large-scale projects around your school that can’t be accommodated during term time. Installing modular building for increased classroom and administration space, assessing and improving safety in your

school carpark, resurfacing sport courts and fields, and updating your playground are all exciting projects that can be undertaken before school resumes next year. Our features on these topics, and many more, can help you plan for the year ahead.

The end of the year is an exciting time, with graduations, end of year concerts, class celebrations and the countdown to a well-deserved break. It can, though, also be a time of increased stress and pressure, with the additional end of year tasks to complete. Go gently with yourself, and your colleagues.

I hope you have a great term, and a restful summer break.

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.

Half of students don’t finish Year 12 Education in the island state:

By Sarah Davison, Industry Reporter

Tasmania’s school system stands out from the mainland states, and not just because it is disconnected from the continent.

For students in Tasmania, high school concludes at Year 10, after which they have the option to continue their education by enrolling in a college to achieve their Year 12 qualification (TCE).

In contrast to other states and territories where Year 11 and 12 are part of high school, Tasmanian students typically leave their high school and move on to college, which draws in students from across the region. This system does have its benefits, such as offering a

wider variety of subjects due to the larger student body.

However, the system has been a topic of debate for many years, with concerns primarily focused on the state’s Year 12 attainment rates. Currently, almost 47 percent of students in Tasmania do not plan to finish Year 12. The latest Productivity Commission report places Tasmania’s Year 12 attainment rates as the secondlowest in the country, ahead only of the Northern Territory, with just 53.1 percent of students achieving their qualification.

Despite a major overhaul of the education system a decade ago by the state Liberal government – extending some public high schools to Year 12 – it stopped short of abolishing public colleges. With only 53 percent of Tasmanians completing a Year 12 qualification, Tasmanian

students completing their TCE is at the lowest level since 2015.

By comparison, the national average stands at 76 percent and the Australian Capital Territory (the only other state or territory with a college system) has an attainment rate of 73.7 percent.

However, Australian Education Union (AEU) Tasmanian Branch State Manager Brian Wightman said that the Productivity Commission data needed to be looked at within the Tasmanian context.

“Tasmania has a high quality senior secondary system of colleges, similar to the ACT. Unfortunately, our colleges are the subject of unfair criticism because of the widespread misunderstanding and misreporting of Year 12 certification,” he said.

“The Productivity Commission says Year 12 attainment rates should not be compared between states and territories because each has different assessment and reporting criteria.

“Tasmania has a very narrow measure of Year 12 attainment, compared with other states, and so comparing our attainment rates with other jurisdictions is like comparing apples and pears.”

The data also fails to capture Tasmanian students who leave school at Year 10 to undertake an apprenticeship or enrol in a Vocational Education Training (VET) course.

Speaking on ABC’s 7.30, Tasmanian Education Minister Jo Palmer said: “We have children who are that age who are going into VET courses – we don’t measure that in the data.

Only 53 percent of Tasmanians complete a Year 12 qualification

“We have children who are going and getting wonderful apprenticeships – we don’t measure that in the data.”

Despite this, the Productivity Commission report has reinvigorated calls for reform, with University of Tasmania vice-chancellor Rufus Black adding his voice to the debate, saying the state was “not ready for the future with its education system” and called on the government to urgently make changes to support teachers and keep students “on track”.

“By the time we get to 2050, 80 percent of all jobs are going to require tertiary education – uni or TAFE. That means 90 percent of kids need to be finishing school, ready to go to uni or TAFE,” he said.

“We’re so far short of that at the moment, we’re barely above 50 percent of kids completing school with the qualifications we need. So we’ve got to care about education. We’ve also got to believe every child can do it.”

Economist Saul Eslake has been part of a local group advocating for better education outcomes in Tasmania. He argues that the college system creates barriers for students, particularly those from families where education has not been a traditional priority.

“It creates a barrier to people who come from families …

where education hasn’t been traditionally as highly valued as it is in other parts of the country,” Eslake told ABC’s 7.30.

He added that the system is “failing a significant proportion of Tasmanian students and their families.”

Also speaking on 7.30, Education Minister Jo Palmer said the dual system of Year 11 and 12 being taught at both high schools and colleges was all about offering choice. “I don’t think it’s perfect. I think there’s still areas that we can iron out and make it smoother,” Ms Palmer said.

“We’re trying to offer choice here.”

However, advocates for reform say that Tasmania needs to align with other states and offer Year 11 and 12 as part of high school.

“Until we create a system that every other state has, where it’s both the norm and the expectation that you will complete your secondary education where you started, we’re going to continue to have these problems,” Mr Eslake said.

In response to these concerning trends of low Year 12 completion, the state government has commissioned an independent review of Tasmania’s education system. The review will be led by former Northern Territory education department head Vicki Baylis, who will focus on improving retention, attainment,

and overall educational outcomes, as well as supporting teachers and implementing effective policies. The report is expected by the end of the year.

However, AEU Tasmanian Branch State Manager Brian Wightman said that teachers are frustrated that another review into Tasmanian education has been proposed as there are recommendations from previous reviews that are yet to be implemented.

“The most comprehensive review was the Gonski report into school funding and a decade on public schools are still waiting for the underfunding identified in that review to be fixed,” Mr Wightman said.

“Now that a review is underway, we are constructively engaged and hoping that the final report puts the views of professional educators front and centre.”

Mr Wightman added that the greatest barrier to improving education outcomes in Tasmania is funding and chronic understaffing.

“Meanwhile, we need the Tasmanian Government to prioritise securing a new school funding deal with the Commonwealth that will finally deliver minimum funding levels to every public school and fix the education staffing crisis,” he said.

“The most important change in Tasmania to enable students to achieve more is to fix the chronic funding and staffing crisis.”

It must also be noted that despite the damming data, it has long been understood that student achievement has close ties to the engagement of parents in their child’s education, the socio-economic status of the student’s family and the educational achievement of the student’s parents.

With this in mind, to improve the educational outcomes for Tasmanian students, policy makers may need further data on the links between educational attainment and other factors to help improve outcomes for students who may already be at a disadvantage when compared to their peers.

Attracting and retaining education’s biggest asset

By Ros Curtis AM Principal, St Margaret’s Anglican Girls School, Brisbane

The news is filled with stories about the current teacher shortage, which has no end in sight.

People blame the increased compliance load for teachers, the pressures brought on from the COVID lockdowns, the fact that Australian schools are 69th on the list of 77 OECD countries for the most disruptive classrooms, growing disillusionment with the profession, specifically poor resourcing, and the teacher retirement cliff. Regions and school systems have their own set of concerns, reflecting their special context and need for subject experts.

Generally, though, we are experiencing the current teacher shortage for two reasons: late and inadequate workforce planning by our governments and industry representatives; and a change in societal attitude to teachers, particularly their authority and the respect for the vital role all teachers play in the lives of young people.

The current teacher shortage was predicted when I was an early career teacher 35 years ago, but back then, 2020/2030 seemed a long way into the future. There has been a lengthy period of inaction that has led to the current and inevitable teacher shortage.

This inaction is almost unforgivable given that teachers are vital to the knowledge economy, and a lack of motivated, respected, and qualified teachers who can help create a highly skilled workforce weakens Australia. Government pundits refer to the shortage as ‘an unprecedented challenge.’ I tend to see it as a crisis, given the way teachers are always called upon to leverage improvements in our society.

The opening statement of The Hon Jason Clare MP, Minister for Education, 2022 paper on Teacher Workforce Shortages Issue Paper reiterates the value placed on teachers: “Teachers are the lifeblood of the education system and have the greatest in-school impact on student learning” (Clare, 2022, p.3). When the paper was published, it was predicted that the demand of secondary teachers would exceed the supply of new graduate teachers by approximately 4100 between 2021 to 2025 (Clare, 2022).

The information published by AITSL in the Australian Teacher Workforce Data reveals the extent of the problem:

• 24 percent is the percentage of male teachers in Australia.

• 38 percent of all registered teachers are aged 50 years and over.

• 12 percent of registered teachers are currently not employed in schools or are on leave.

• 10.5 percent of the teacher workforce in 2020 are intending to leave the profession in the next 10 years for reasons other than retirement.

Simon Kuestenmacher from The Demographic Group, in reference to just secondary teachers and noting it was similar for primary teachers, offered the following observation using the teaching population statistics (August 2023). Twenty-eight thousand secondary Australian teachers

will be needed in the next decade to fill the gap caused by teachers retiring plus 6000 more to cope with Australian migration. This does not take into account the replacement of teachers who leave the profession or go on leave.

He notes that Australia has never been able to graduate 3400 new secondary teachers per year who end up in schools, and even if we came close, there is a retention problem.

Simon Kuestenmacher also claims we are in a cycle that we will find difficult to turn around:

“More teachers than ever consider leaving the profession. The last few pandemic years were not fun, and pay is better in other industries. Also, remember that in any short-staffed industry, the existing staff gets worked half to death. This creates a downwards spiral. The more people decide to leave an industry, the more the remaining workers have to work, the more likely the remaining workers are then to leave the industry.”

Images courtesy of St Margaret’s Anglican Girls School

Given all this data, in December 2022, Education Ministers of all the states and territories agreed on a National Teacher Workforce Action Plan, which sets out a clear plan to address the national issue of teacher workforce shortages. The Action Plan (representing an investment of $337 million by the Australian Government) builds on a range of initiatives already underway in jurisdictions, sectors, and individual schools. However, is it too late? We are already in this crisis. The good news is that the Action Plan is in train, having identified several important actions across five priority areas. These priority areas address the primary drivers of teacher shortages and include the following:

1. Improving teacher supply – to increase the number of people choosing teaching as a career.

2. Strengthening initial teacher education – to ensure initial teacher education supports teacher supply and delivers classroom ready graduates.

3. Keeping the teachers we have – to improve retention by increasing support for teachers, enhancing career pathways, reducing unnecessary workload, and freeing up teachers to focus on core teaching tasks and collaboration.

4. Elevating the profession – to recognise the value teachers bring to students, communities, and the economy.

5. Better understanding future teacher workforce needs – to improve the information available for teacher workforce planning.

growth in their careers. The St Margaret’s Professional Learning Framework articulates the lens through which staff professional learning is viewed. The framework is underpinned by five principles that guide all professional learning opportunities at the school.

St Margaret’s has established a Centre for Teaching and Learning Excellence (CeTLe), of which some of the programmes are open to not only St Margaret’s staff but teachers from other independent South East Queensland schools. CeTLe is one of the strategies helping us to encourage teachers to join and stay in the profession.

These are all appropriate initiatives and, if executed well, will address the problem in the intermediate to long term. In the short term, however, schools will need to take the mantle wherever possible in these priority areas, in order to attract and retain teachers.

At St Margaret’s, there are several strategies we have implemented primarily complementing priority area three: improving retention and enhancing career pathways.

In 2023, the school introduced a Professional Learning Framework to help guide all staff on a meaningful and impactful professional learning journey. Professional learning can take a variety of forms; however, importantly, it operates under the premise that all staff, no matter their experience or position, can acquire meaningful, professional

The centre’s Aspiring Senior Leaders Program for middle leaders is an 18-month inhouse programme aiming to impart broader skills, along with developing a knowledge and mindset required to lead a school. Meanwhile, an Early Career Teachers programme supports teachers just starting out in their careers with the development of their professional identity. In addition, the school offers workshops to expose earlier career teachers to how to manage their professional growth and experience so that they will be ready to apply for middle leadership roles such as Head of Year.

In 2019, we introduced the Born to Fly Scholarship aimed at supporting undergraduate teachers to gain further real-world experience and professional learning during their studies. The scholarship benefits not only beginning teachers but St Margaret’s experienced educators, whereby learning from each other generates best practice across the profession.

Images courtesy of St Margaret’s Anglican Girls School

As undergraduate teachers gain practical support and inspiration from our experienced educators, so too do our mentor teachers reflect on and critically analyse their own practice as well as develop their leadership skills.

A major issue driving the lack of teachers are worries of being overworked and under supported and the toll this takes on their health.

At St Margaret’s we have countered this by implementing innovative policies to ensure all staff work in a collegiate and positive environment.

Each year, we conduct a staff survey facilitated by education consultancy MMG. The 2023 survey exceeded MMG benchmarking data on all measures, in some cases by up to 18 percent. In addition, the Net Promoter Score, based on how likely staff were to recommend the school as an employer, was +44, where a score above 23 is considered ‘very high’.

Our teachers and support staff are seen and known and cared for in a holistic manner that promotes their mental and physical wellbeing as well as nurturing their professional ambitions.

St Margaret’s has a range of initiatives across both its pillars of staff support.

The first pillar is Wellbeing and some of the policies include:

• a highly active Staff Wellbeing committee coordinating events, publishing a termly newsletter, and managing a Wellbeing Hub on staff intranet

• random acts of kindness nominated throughout the year and coff ee vouchers

awarded at weekly catered morning teas for staff

• access to the school strength and conditioning gym and a staff swim squad in the school pool

• employee assistance off ering external, confidential counselling service, with a number of sessions free of charge

• wellbeing presentations given with guest speakers (doctors, psychologists and time management specialists etc)

• gift s of appreciation when staff attend camp taking them away from their own families and personal lives for several nights

• a significant upgrade to the staff room at the beginning of 2022 to assist with staff networking on both a professional and collegial level

• acknowledgement on World Teachers’ Day with a complimentary breakfast and small gift .

The second pillar is Professional Development and is implemented by:

• staff being encouraged to pursue further study, with subsidies for Masters study and a study day per semester

• staff applying for annual teacher exchanges, overseas and domestically

• an annual innovation award where staff put forward an innovation in an area they would like to pursue, and each year, two to three staff members are given a grant to facilitate this

• annual staff awards awarded at Speech Night for teaching and support staff – one for teaching excellence and the other for service to the community

• one-day Early Career Teachers workshop to help with development of professional identity.

I am proud that the steps we have taken to help mitigate the impact of the teacher shortage, not just at St Margaret’s but in the wider educational community, have been recognised and have seen the school awarded Employer of Choice for the last four consecutive years.

As an educator, I am deeply concerned for the future of the profession. Although the government’s Action Plan is a good one, the timeliness and the quality of its execution are critical. Politicians, both state and federal, need to act without delay. However, educators have a significant role to play. Teaching is and

can be a very att ractive career, and members of the profession need to encourage others to join it. By demonstrating unwavering support and care for staff, we can not only att ract and retain our biggest asset, but we can also show just how rewarding and positive teaching can be. The stronger our teaching workforce, the better educated our society will be and that has enormous eff ects on generations of young Australians. The future of Australia depends on us.

References:

Australian Government, Department of Education. (2024). National Teacher Workforce Action Plan. htt ps://www. education.gov.au/nationalteacher-workforce-action-plan Australian Institute for Teaching and School Leadership (aitsl). (2017). Australian Teacher Workforce Data. htt ps://www.aitsl.edu.au/research/ australian-teacher-workforce-data

Clare, J. (2022, August 8). Teacher Workforce Shortages Issues Paper. htt ps://ministers. education.gov.au/sites/default/ files/documents/Teacher%20 Workforce%20Shortages%20 -%20Issues%20paper.pdf

Kuestenmacher, S, (2023, August 10). Without enough teachers Australia won’t make the grade. The New Daily. htt ps://www.thenewdaily. com.au/opinion/2023/08/19/thestats-guy-teacher-shortage Kuestenmacher, S. (2024, April 6). A Growing Problem looms for Australian Schools as Teachers Flee. The New Daily. htt ps://www.thenewdaily. com.au/opinion/2024/04/06/ stats-guy-teacher-shortage Long, C. (2023, December 1).

Australian school students need lessons on how to behave, classroom disruption inquiry says. ABC News. htt ps://www.abc.net. au/news/2023-12-01/australiankids-disruptive-classroom-schoolbehaviour-report/103176212

Longmuir, F. (2023, January 30) Australia’s teacher shortage is a generational crisis in the making. How can we turn things around? ABC News. htt ps://www.abc.net. au/news/2023-01-30/pandemicexposed-australia-teacher-shortagestudents-schools/101886452

Images courtesy of St Margaret’s Anglican Girls School

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Chewton Primary School:

Embedding care for country into the curriculum

By Gemma Easton, Editor

A

small school in regional Victoria is proving that from little things, big things do indeed grow.

Located five kilometres east of Castlemaine, Chewton Primary School enjoys a stunning bush setting. A music garden, outdoor stage, cubby building area, wood-fired oven and interpretive play space complement the classrooms. Special events and celebrations are marked with cook ups around the fire, with food prepared using produce from the school gardens. Alongside their curriculum learning, students are taught to value and respect this special location and are keen to improve and preserve it.

The school’s sustainability efforts saw Chewton Primary School claim the title of Resource Smart School of the Year in 2024 and win a Resource Smart Curriculum Leadership Award in 2023. Recognising that sustainability is linked to understanding First Nations perspectives, the school developed a Reconciliation Action Plan which was nominated for a National Reconciliation Award.

Principal Bernadette McKenna said many of the initiatives undertaken at Chewton Primary School are about celebrating. “The key work we do is empowering children to make positive change in their local community,” Bernadette — as she is known to the school community — said.

“It’s recognising where we are celebrating First Nations culture, learning about Country and protecting it.”

The school’s sustainability journey started with Resource Smart Schools, a Victorian Government initiative. The program has a series of modules which participating schools must complete, including waste, energy, water and biodiversity. The school has a sustainability teacher on staff one day per week, who works with every class and helps students to focus on the core modules.

“Each class assumed responsibility for one of those modules,” Bernadette explained. “They had to learn about it, but they also had to run the learning for the whole school. I think what happens in a lot of schools is the sustainability is run through the Year 5 and 6 classes, but we wanted to embed it right across the school.”

Finding practical applications for learning within each module makes it more accessible to students. “We looked at what needed to be done in our environment. We’re really lucky that our school is surrounded by bush. But it’s on goldfields country, so the land has been damaged a lot by gold seeking,” Bernadette said. “There’s a lot of work to do in terms of restoring the land.”

Chewton Primary School works with local Landcare group Post Office Hill Action Group. Together, the school and Landcare have undertaken revegetation in the bush behind the school. “The kids plant the trees, but they also go and water in, and then care for it all. That’s ongoing work that we do.”

Connecting Country has also been involved in the school’s sustainability journey, running a series of workshops over the past several years. “They did a reptile count with the Preps and Year 1s which was really lovely,” Bernadette said. “We’ve also got a nesting box programme which Connecting Country helps to run, and they also incorporate a First Nations cultural component and teach the students about biodiversity.”

More than just extra initiatives or lunchtime projects, sustainability is embedded into the curriculum at Chewton Primary School.

Images courtesy of Chewton Primary School

“Our curriculum leaders have mapped where sustainability fits across the Victorian curriculum,” Bernadette said. “For instance, last term we had a whole school focus on endangered animals. The children had to do individual research, talk about an endangered animal, and looked at habitat. It was quite fascinating!”

Integral to sustainability efforts, Bernadette said, is considering and incorporating First Nations perspectives. Chewton Primary School is on Djaara Country, and works hard to build connections with Djaara and other First Nations people living in the community. “Our Koori Engagement Support Officer, (KESO), is Aunty Kerri Douglas, who is a Djaara Elder, and she’s also a primary teacher. She does a lot of work with our staff on planning and offers guidance on curriculum resources they can use in their teaching.”

The school also works closely with Nalderun Aboriginal Education Corporation, connecting with Djaara Elder Uncle Rick. A range of First Nations people visit the classrooms to talk to children throughout the year, teaching culture. “We also place a really high importance on all of our children having access to learning about Country on Country. The kids can tell you what Bunjil’s teachings are: for care for self, care for Country and care for others.

“We don’t see Indigenous perspectives as separate to sustainability, we see it as part of the same work,” Bernadette said.

Extending their First Nations connections with the broader community, in 2022 Chewton Primary School established a Reconciliation Walk. Exploring the theme for Reconciliation Week that year, Be Brave and Make Change, students across

every classroom participated in four weeks of activities.

“We approach Reconciliation Week as a month of learning rather than a week of feel-good activities,” Bernadette said.

Students applied their knowledge, making storyboards to showcase their learning. These were set up along Forest Creek, the route for the walk, for students, families and other visitors to engage with.

This year, the Reconciliation Walk grew, with more than

250 children from other schools joining the Chewton Primary School community.

All staff at the school have done work on Indigenous world views and are encouraged to incorporate First Nations pedagogy and process within their teaching. “We recognise we’re really just beginning there, and it’s work we’re really fascinated about in terms of how we bring that into our teaching and learning in the classroom.”

Minister for Environment, Steve Dimopoulos and local member Maree Edwards enjoy some homemade soup. Image courtesy of Chewton Primary School

Images courtesy of Chewton Primary School

Chewton Primary School students are encouraged to connect with the local community and share their knowledge. Students’ confidence and understanding of their learning is demonstrated through student-led projects, including the muesli bar project and the dog poop project.

“We know that soft plastic is the biggest waste issue, and now there is limited availability for recycling soft plastics,” Bernadette explained. To help raise awareness for this issue and combat it, working with parents, a group of students from within the student council – known as the Green Team –are making and selling muesli slices to the school community.

“We’re trying to make them cost effective so they don’t cost more than what you could purchase in the supermarket. We’ve still got a way to go because of the convenience for parents of just picking up stuff from the supermarket shelves. From our surveys we are seeing that people are significantly

reducing the amount of soft plastic, which is great.”

The Dog Poop project spawned from the students’ involvement in the River Detectives programme.

“They went down to the creek one day for testing, and they couldn’t believe how much dog poo was everywhere,” Bernadette said. Many people have their dog off the lead and there are no bins in the area. “The children came back and researched what dog poo does to the waterways.”

Following some scientific research, the students formed a group called the Dog Poop Protest. The group contacted Parks Victoria who manage the area and asked them if they could put up some signs. After discussions, Parks Victoria have agreed to put up some signs, including a printed poster designed by the students.

“The students are fundraising as well. They have tins in four different locations in Chewton so they can purchase some biodegradable dog poop bags,” Bernadette said.

“When I see that student led work around sustainability, it shows that we’ve got really strong foundational learning in science, but also linking in with how we can make a real difference locally.”

Recently, Minister for Environment, Steve Dimopoulos and local member Maree Edwards visited the school. Students shared some pumpkin soup with the minister, made from produce from their vegetable garden. Small groups of students shared information from the storyboards showcasing the sustainability initiatives. “They were so proud of themselves,” Bernadette said. “You could hear it in how clear they were verbalising their learning and what they were doing. It’s fantastic to see that sense of pride in what they do.”

Beyond explicit learning and teaching, Bernadette hopes that Chewton Primary School students develop a sense of pride in their work and their community. “We recognise how lucky we are to live in this beautiful environment, and we want to do the best we can.

“Dja Dja Wurrung people call this area upside down country because it’s literally been picked up and turned upside down during the gold rush. I think we have a really strong connection to so many elements of history here, and I think the children have a strong sense of how important it is for them to look after Country, and to try and help it as well.

“I have such gratitude for where we are and for being able to have those connections.”

Images courtesy of Chewton Primary School

The Dog Poop Protest

Reconciliation walk storyboard

Mueseli slice for the mueseli bar project

The impacts of classroom clutter

By Gemma Easton, Editor

Got a cluttered classroom? It could be having more of an impact on you and your students than you realise.

The Royal Australian College of General Practitioners reported that clutter can affect our ability to focus, anxiety levels, and even sleep. It can also make us less productive, and impact our cognition, emotions and subsequent behaviours, including our relationships with others.

Princeton University researchers found that clutter can limit a person’s ability to focus and process information, which can in turn make them less productive and more irritable. One study found that clutter can be especially distracting for

students with overexcitabilities, or different learning needs. Conversely, removing clutter from a learning environment can lead to a 25 percent increase in brainpower for both students and teachers.

Mess and clutter can also be a health and safety risk. School bags, hats, lunchboxes and other items left on the classroom floor can get in the way when there is an emergency evacuation. Students with disabilities or mobility considerations may be significantly impacted if there are not clear pathways for them to navigate the classroom. For teachers too, clutter can become overwhelming and can disrupt lessons and waste time, as students struggle to find laptops, book bags and stationery.

This means innovative storage solutions that offer mobility and adaptability are a must in all classrooms.

Space-saving storage solutions

Jaime Hallett from Furnware explained that storage solutions can be integrated into furniture. “Opting for soft furnishings with built-in storage provides extra space without adding more items to the room.”

Grace Misso from Resource Furniture echoed this. “The best way to incorporate mobile storage within classrooms, whilst also saving space is by utilising multi-functional furniture. For example, mobile benches with below storage are recommended. It is ideal to utilise furniture with storage solutions to provide a functional purpose such as desks

or benching with incorporated storage below. This provides a more efficient use of space and consolidated footprint.”

A long, low seating tote trolley, for example, could include cushioned bench seating for students with pull out drawers underneath. Ottomans and couches can also incorporate storage, with a lift-up top for students and teachers to access items.

Lightweight bookcases and drawers on wheels will allow teachers and students to easily transport items between learning areas. This is particularly useful when moving heavy items, like a class set of books. Portable storage can also help to keep things neat, and may be useful for arts and crafts activities, maths activities that involve small pieces, or organising stationery supplies.

Teacher stations, which work as a mobile desk and storage unit, are becoming increasingly popular. Educators can quickly and easily move their desk to any area of the classroom, and still use their laptop or other device comfortably at a desk. All items remain to hand, and the teacher will not have to keep returning to their desk.

Image courtesy of Furnware

Ms Hallett said: “Utilising mobile storage solutions designed for teachers enables them to navigate the classroom freely, adapting to various teaching methods while keeping the space neat and organised. Storage units that double as teaching stations also create more room for different classroom activities.”

Keeping technology safe and secure

Mobile phone bans are now in place in all Australian state schools and many private schools. Secure storage options for phones including lockable cupboards and pouches can be installed in classroom spaces, ensuring phones remain out of use, though in site and protected from theft or loss. Some options also allow phones to charge while being stored.

Technology and personal devices are now ubiquitous in classrooms. With the prevalence of BYOD policies, it is essential to have secure storage and charging stations for these devices. Charging cupboards provide storage, charging and transport solutions all in one unit. Wall mounted and free

standing options are available, and some cupboards can accommodate a range of devices, including iPads and tablets, laptops and phones.

Students also require a secure location to store bags, text books and other personal items when not in use. For younger students, bag hooks may be a good option. Hooks are costeffective, easy to install, and keep school bags off the floor while providing students with quick and easy access. Streamlined by design, hooks will not take up valuable classroom or corridor

space, and help to facilitate easy movement around your school.

For older students who may have bulky and heavy items, including sports or musical equipment, lockers may be better suited. Ms Hallett said ensuring the safety of both students and their belongings in school is crucial. “To secure student devices, various furniture options with lockable storage are available. Lockers are an excellent choice for classrooms, allowing students to lock away their personal items. However, if space is limited, alternative

lockable storage solutions such as laptop cupboards, teacher units, and wall cupboards can be the best options.”

Ms Misso highlighted several advancements in modern lockers for keeping items safe. “The integration of student ID cards means that some lockers can be unlocked by students with their ID card. Advancements in smart locker technology have seen new solutions available that allow lockers to be managed by staff and booked remotely by students via a mobile app on their smartphone.

“Another development is the inclusion of charging ports within lockers,” Ms Misso said.

“Charging ports have become more in demand as technology is very popular (iPads, laptops etc) in learning environments. It is important to accommodate both the technology and conventional items such as textbooks in lockers.”

Clever storage solutions, incorporating versatile furniture and the latest smart-locker technology could improve the mood and focus for everyone in your classroom.

Images courtesy of Resource Furniture

A stunning new sustainable chair

Ace seating for the ultimate game-day experience

By Gemma Easton, Editor

Space can be a scarce resource in schools, so making the most of every square metre is important. Innovative solutions that save space while ensuring an area maintains maximum flexibility are highly valued.

Using a clever seating solution, Montmorency Secondary College has added functionality and practicality to its basketball court area, in partnership with Ace Seating Solutions. Retractable seating installed in the space has allowed the school to use the area as a multi-use venue.

The seating can be pulled out and used for school assemblies, sports events and school productions, with space to accommodate the entire school comfortably. When the seating is stacked away, the basketball court it sits on can be used as a normal court for PE lessons, training sessions and games. The dual functionality afforded by this seating solution is highly valued by school staff, students, and the wider community.

The Project was designed by world renowned Architect Sean

Creating a home team atmosphere was the optimum goal

Godsell and needed to meet the peak of specifications. High quality finishes such as carpet platforms, LED strip aisle lighting and flip up chairs were essential to make this retractable seating unit stand out from normal stadium seating. More than just a place to sit, the seating and surrounding detail create a high-quality environment suited to a range of events.

Jason Tully from Ace Seating explained. “We used the Hussey Seating Company retractable platforms, who have been in business for 150 years and provide superior quality products. The Centura Seat type used in this project is quickly becoming a fan favourite with this seat being installed at the Melbourne Cricket Ground, Optus Stadium, and Commbank Stadium.

“The reason for using the retractable seating is mainly due to requiring the space recovery while the seating is not in use,” Mr Tully said.

When the seating is not required, it retracts and stacks up against the wall in a very small, closed envelope of space allowing the courts to be used unimpeded. When the seating is required, school staff simply press a button and the seating is retracted over the courts into position, allowing the 1100 seats to be used for a range of different events. This simple set up is a significant time saving for staff, who do not need to manually unpack and stack individual chairs to accommodate school gatherings. This system has also eliminated the need to store large quantities of chairs to be used in the area, saving valuable storage space.

“It could be the whole school assembly, a theatre production or the Eltham Wildcats Basketball final, who share the stadium with the school. All events can be comfortably enjoyed with this seating system,” Mr Tully said.

As well as practicality for the school, the design focussed on the ‘gameday’ experience for the users. “Creating a home team

atmosphere was the optimum goal when we designed this system, both for teams from Montmorency Secondary College and for the Eltham Wildcats,” Mr Tully said. “Original designs had the front row of the 1100 capacity seating eight metres around from the court edge. By increasing the aisle width and adding extra seating rows this allowed the front row to be within 3.5 metres off the court edge to make the spectators and supporters feel like they are part of the game.

“Working directly for the Victorian School Board Authority was a great opportunity to showcase our products and demonstrate our commitment to deliver a quality system into this outstanding new facility,” Mr Tully said. “Since this project, we have worked closely with the VSBA to install our systems into multiple stadiums and performing arts centres in schools across Victoria.”

The large retractable seating system is now the envy of all other schools and teams that visit the Montmorency Secondary College and Eltham Wildcats Basketball Club.

Users enjoy the comfort of the seats, the attention to detail in creating an inviting atmosphere, and love the experience of every home game.

With Ace Seating and our modern indoor and outdoor range of quality spectator seating systems. Ace set the standard in Australia delivering quality systems from trusted long established suppliers combined with outstanding customer service. We understand it’s not just a product you are buying and that’s why we offer a full-service package of design, quotation, installation, a er-sales care and service for your investment.

Safety, aesthetics & flexibility with modern bag storage

By Naomii Seah, Industry Reporter

Student bag clutter is not only an eyesore, it’s a fall hazard and a fire concern as bags and other objects may block exits and entryways.

Traditional hooks and bag racks, however, may create more hazards, especially if they are old or worn out. Metal hooks can be sharp, and their low height, although ideal for younger students who aren’t able to reach high hooks, can cause injuries if students or staff stumble into them.

Additionally, some classrooms may find their hook and bag rack system is no longer suitable for the size of the classroom, and upgrades need to be found to ensure entry ways remain tidy and there is enough storage space for each student and their gear. Bag storage also needs to be attractive to ensure students will use it. Durability is paramount to ensure schools have optimal storage system for years to come even with everyday use and wear.

Rack it up

Classrooms and schools looking to extend their baggage space may wish to look at racks as one option. Bag racks offer

additional storage space for schools where roll is quickly outpacing capacity. This option is suitable for classrooms where wall-space is limited or not reachable for younger students.

Bag racks are functional and space-saving as students have access to both sides, providing more storage opportunities in a

compact space. Another bonus is that some bag racks are portable. This increases a classroom’s useable space by ensuring bag storage can be moved out of the way when necessary.

These storage racks can also be multifunctional. If they are no longer required for bag storage, these racks can be used for

hanging sports equipment, arts materials and more.

When considering durability, it’s important to look at the materials of storage solutions. Currently, strong and lightweight plastics like polypropylene offer a low maintenance, high durability and attractive option for classrooms. A variety of shapes and colours are available, and different models or methods of manufacture offer various advantages. Australian schools may be attracted to UV resistant coatings which can withstand the harsh sun and reduce fading for smart looking classrooms.

Hook it in

In the modern school environment, hooks are no longer of a simple and ubiquitous metal design. Now, there are options for a variety of configurations usually made of a more durable and safer material than metal hooks, which can become sharp or rusty over time. Options that include more than one “hook” enable students to hang a variety of things in addition to backpacks: water bottles, hats, shoes, jackets and more become easily accessible with additional hanging space. Modern hook options are also stronger than before, and able to bear additional weight, important for students who bring their own devices to school, or have after school activities.

Images courtesy of Linc Furniture

Len Hyde, Managing Director at Linc Furniture said that over the past thirty years, the shift from hard-sided school bags to backpacks hasn’t been matched by changes in school storage solutions.

In contrast to older, traditional bag storage solutions, modern hooks have become a popular option for their practicality, space-saving design, and cost-effectiveness. “Unlike lockers or traditional racks, hooks provide efficient use of vertical space, keeping bags off the ground in high-traffic areas like hallways and classrooms. This ensures clear evacuation routes while promoting student responsibility and organisation.”

However, Mr Hyde warns not all hooks are created equal.

“Traditional metal hooks with sharp edges are prone to breakage, posing significant safety risks, especially in areas where children run or play. Modern alternatives, made from injection-moulded, high-tech plastics, feature rounded edges and sturdy construction to ensure safety and durability,” Mr Hyde said.

“Additionally, freestanding hook systems offer schools more

flexibility than wall-mounted options alone. They can be placed in underutilised spaces like alcoves or outdoors, transforming dead spaces into functional storage areas. These systems are scalable and can adapt to growing student populations or evolving learning environments.”

Mr Hyde stressed that hook systems should be designed for indoor and outdoor use, with weather-resistant UV stabilised materials ensuring longevity.

“Customisation options, such as different heights, colourcoding, or finishes aligned with school branding, allow schools to meet diverse needs.

“As schools evolve, storage solutions must follow. Adopting modern hook systems – whether wall-mounted or freestanding – creates safe, organised, and adaptable environments that benefit students and staff alike, making schools ready for future challenges,” Mr Hyde said.

School bag storage is now more flexible, attractive and durable than ever before. Racks, hooks, or a blend of both can help students locate belongings easily, reduce classroom clutter, and help with health and safety compliance.

STOWMATE BAGTRAC SYSTEMS

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Images courtesy of Linc Furniture

Is this your school’s most used space?

By Gemma Easton , Editor

The staffroom is the chameleon of school spaces.

One minute it’s a place to make a toasted sandwich, the next, a meeting room; it houses staff pigeonholes and correspondence, and also everyone’s coff ee mug; celebrations occur here, as well as mentoring and team-building sessions, and sometimes even P&F meetings. How can you ensure your staff room is set-up to accommodate all of these functions?

Storage and amenities

First and foremost, the staff room provides a place to eat. Staff must have quick and easy access to cutlery and crockery, as well as washing up facilities. Ample bench space is necessary so that several staff members can prepare their meals at the same time.

For fast preparation of that allimportant cup of tea or coff ee, hot- and cold-water dispensers are invaluable. Systems can be integrated into the sink, or wall mounted. These units will also be well-used in summer, when the temperature is soaring, and staff need a cold drink in a hurry.

When planning storage for your staff room, consider all the places storage solutions could be incorporated. Low cabinetry along walls that doubles as seating, cupboards in high spaces for long-term storage, as well as bookcases and credenzas throughout the space can all add extra storage. Wall hooks can provide a

streamlined solution for storing hats, bags, coats and umbrellas.

To keep counters tidy, open storage or cupboards could be installed in kitchen islands and underneath benches. Wide, deep drawers can be useful for storing coff ee mugs, and cupboards should also be available for staff to store food. Labelling drawers, cupboards, and shelves can help staff return items to the right place. Consideration should be given to people with additional mobility requirements – can they safely access and use what they need in the staff kitchen?

Mobile caddies can be used in the staff room to store

Staffroom furniture should be versatile

stationery and staff items, allowing for secure storage and ease of access.

Tables and chairs

Flexible furniture, items on wheels and modular furniture that can be reconfigured will make your staff room adaptable for any situation. Stackable furniture like chairs and trestle tables can be stored out of the way when not in use.

Tables and chairs for eating are a must, and high tables with stools will allow people working from the space to sit or stand as they choose. Soft , comfortable couches are important for staff hoping to relax, and introducing large cushions to the area can also increase seating, encouraging staff to sit on the floor.

Mobile teacher stations, which can combine a whiteboard, desk, and drawers will give staff a flexible place to work from, collaborate with team mates, and keep items organised.

Images courtesy of Resource Furniture

Communication and acoustics

With the multitude of activities happening in the staffroom, it can get very noisy. Some attention to acoustics can help to remedy this.

Modern panel options can incorporate acoustic panelling, whiteboards and screens. Having these screens on castors so they are mobile means they can be moved around the staffroom as needed, and used to create zones within the space. Soft

furnishings can help to reduce reverberation and decrease noise, while curtains, acoustic pinboards and wall panelling can also be used. Many of these solutions can be retrofitted.

From those in the know

Grace Misso, Business Development Executive at Resource Furniture said staffroom furniture should be versatile. “To support the multifunctionality of these spaces, incorporate a range of different furniture options that allow for a range of seating styles. For example, soft seating can be

used in informal areas for both a group setting or individual use. Soft seating is the perfect addition to allow staff to relax and unwind or catch up with co-workers,” Ms Misso said.

“Bench height furniture is suitable for short term individual use such as meal breaks and individual privacy. It allows staff members to enjoy ‘me time’ without compromising on comfort or convenience.

“Mobile flip tables can be used for multi-functional meeting spaces such as small staff gatherings. They are easily

reconfigured to suit the group size and can be packed away as required,” Ms Misso said. “Schools should also consider the size when choosing tables. It is ideal to be able to function as both a standalone desk and clustered together to create a larger meeting space.

“We recommend polypropylene chairs for kitchen spaces and eating areas as they are easy to clean, lightweight, and very easy to move around. Choose suitable fabrics that are easy to clean and withstand a staff room environment.”

Images courtesy of Resource Furniture

Google EDLA BenQ Boards

By IntegrateAV

BenQ, is a global leader in Display Solutions for Education, and we have announced our 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 off er 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 off er 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 smartboards off ers many benefi ts, all of which revolutionise the education experience. The three most important ones consist of:

1. 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.

2. Seamless Integration with Google Tools

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

3. Better Device Security

With BenQ Boards, schools can depend on Google’s built-in security features, like Play Protect, to protect them from malicious apps, phishing att acks, 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 firstever smart boards from BenQ to off er built-in Google Mobile Services. The new boards seamlessly integrate the latest BenQ hardware and soft ware 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 soft ware 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.

Image courtesy of IntegrateAV

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 sett ings remotely and eff ectively. With DMS, they can monitor device analytics, manage apps, push device updates, and configure the power sett ings of both individual and groups of BenQ Boards.

Single Sign On (SSO)

This is the key diff erence that resonates with teachers and users: BenQ is the only education solution provider that integrates single signon 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 longterm 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 CO 2, PM2.5, and other toxic pollutants in the classroom. This innovative feature not only has the eff ect 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.

1. The first for Teachers. Air Quality Sensors provide real time data on key environmental parameters by detecting temperature, humidity, dust and monitoring high CO 2 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.

2. Secondly, management can get involved. They will be able to check long term data for boards installed in classrooms. Through device management soft ware 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 off er certified Antimicrobial Screens and peripherals, reducing the risk of germ transmission. They have a proprietary non-toxic antimicrobial coating, recognised by TÜV Rheinland, that is 99.9 percent eff ective against common bacteria and other diseasecausing 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.

Images courtesy of IntegrateAV

Smartboard?

Where history has a voice

Sydney Jewish Museum supports classroom teaching by bringing high school and primary school students face-to-face with history and culture.

The Museum’s programs help expand students’ content knowledge, empowering them to connect more deeply with the topic they are studying – in a way that is always safe and age-appropriate.

The Museum’s programs support the teaching of the Holocaust, Judaism, migration, human rights and historiography, through excursions and NESA-accredited teacher professional development sessions.

Starting next year, the Sydney Jewish Museum is embarking on a redevelopment project, which will enable it to significantly expand the exhibitions and programs it deliver, and to welcome many more visitors, teachers and school groups.

From 2025, the Education Team will continue to deliver quality, impactful and curriculum-linked educational programs at the Museum for school groups.

Hands-On Workshops for Primary School Students

Primary school students love engaging with hands-on workshops. The Museum offers topics such as Discovering Human Rights, Anne Frank, and Discovering Judaism.

The most popular workshop is titled ‘Migration Stories – Arrival Forever’. In this workshop, students work in small groups to unpack the contents of a mysterious old suitcase. Looking carefully at each object, students piece together the clues to uncover the history of their owner. Who was she? Where did she come from? How did she come to Australia, and what did she do here?

Year 5 and 6 students love this historical detective work.

Bringing history to life for High School Students

Mandatory History students in Years 9 and 10 benefit enormously from a day at the Sydney Jewish Museum.

For Years 9 and 10, the Museum offers workshops on Rights and Freedoms, and others relating to the Holocaust.

In the workshop ‘Understanding the Holocaust’, expert Museum Educators use the voices of Holocaust survivors, as well as artefacts they donated, to explore some of the key issues of Holocaust study. Students will engage with big questions like ‘How could this happen?’ and ‘Who is responsible?’ They will build source skills and empathy by engaging with primary source material from our own collection.

For students of Senior Modern History, History Extension or Studies of Religion, the Museum is a trove of educational opportunities, too, with workshops on Authoritarian States, Genocide, Memory and Memorialisation, and Windows into Judaism, among many more.

To meet your teaching needs, the Museum’s team will tailor your workshop with you, and will ensure that any day spent in the Museum is a day rich with learning and reflection.

If your class is studying a book set during the Holocaust, an excursion to the Museum will give deeper understanding of the relevant historical background. Students will learn to differentiate fact from fiction, and make links between their learning and real world experiences.

Every excursion to the Museum includes the opportunity to spend time with a Holocaust survivor in person, hearing their histories and asking them questions. This is a rare and valuable opportunity that shouldn’t be missed.

All workshops can also be paired with a guided tour of the museum. Expert guides work with small groups to make primary source artefacts come alive. They tell the stories behind the items on display, to engage students with the human stories that underlie the bigger history of the Holocaust.

Embracing Teachers as Learners

Sydney Jewish Museum caters to teachers as learners, too!

The Museum’s popular professional development days offer teachers a wealth of resources and teaching strategies, and provide 10 hours of NESA-authorised professional development.

These professional development days cover all the relevant dot points in the Modern History Power and Authority unit, preparing new teachers to present the unit, or adding depth for experienced teachers of Modern History. For more information about the Sydney Jewish Museum’s enriching programs, and to make a booking for 2025, visit sydneyjewishmuseum.com.au/learning or call 02 9360 7999

Sydney Jewish Museum, Photo: Katherine Griffiths Photography

BRING HISTORY TO LIFE

Sydney Jewish Museum supports classroom teaching by bringing high school and primary school students face-to-face with history and culture.

The Museum’s programs help expand students’ content knowledge, empowering them to connect more deeply with the topic they are studying, in a way that is always safe and age-appropriate.

The Museum’s programs support the teaching of the Holocaust, Judaism, migration, human rights and historiography, through excursions and NESA-accredited teacher professional development sessions.

Starting next year, the Sydney Jewish Museum is embarking on a redevelopment project, which will enable it to significantly expand the exhibitions and programs it deliver, and to welcome many more visitors, teachers and school groups.

From 2025, the Education Team will continue to deliver quality, impactful and curriculum-linked educational programs at the Museum for school groups

For more information about the Sydney Jewish Museum’s programs and to make a booking for 2025, visit sydneyjewishmuseum.com.au/learning

Learning outside the classroom in 2025

By Sarah Davison, Industry Reporter

External learning continues to be a valuable educational experience, helping to reinforce and strengthen curriculum aligned classroom teaching.

And as the school year draws to a close, it is worthwhile considering what external learning opportunities might be right for your students in 2025.

Studies have consistently shown the benefits of external learning on student achievement and overall well-being. According to School Activities Australia, excursions provide another dimension to class-based learning, reinforcing ideas and concepts with hands-on experiences.

Research published in The Journal of Human Resources found that external learning delivers a host of positive social and academic outcomes.

“If schools make culturallyenriching field trips an integral part of the education experience, all students – especially those whose parents have a harder time accessing these experiences on their own – would benefit,” said Jay P. Greene, one of the study’s co-authors and a senior research fellow at the Heritage Foundation.

In the study, researchers assigned more than 1000 fourth- and fifthgrade students to two groups. One group participated in three to six “culturally-enriching” field trips, while the other group stayed in the classroom.

The study found that students in the field trip group “scored higher on end-of-grade exams, received higher course grades,

were absent less often, and had fewer behavioural infractions,” compared to students in the control group.

Exposure to new experiences is a key advantage of external learning. Outside the classroom, students can observe native wildlife, explore different cultures, and visit iconic buildings and landmarks. These encounters provide opportunities to interact with things that are not available within the school grounds, expanding students’ horizons in profound ways.

Excursions and field trips have also been found to promote greater social ties for students. School excursions often require small group work, providing students an opportunity to socialise with peers they may not ordinarily interact with inside of the classroom setting. When it comes to learning about sustainability and

the natural world, learning outside the classroom offers a powerful way for students to engage with environmental and sustainable concepts in a hands-on, meaningful way. By stepping into natural environments, students can observe ecosystems firsthand, learn about biodiversity, and develop an appreciation for the planet’s resources. Trips to national parks and wildlife rescue centres can introduce students to real-world sustainability practices and foster a deeper connection with native flora and fauna.

Additionally, eco-focused activities such as tree planting, beach cleanups, or a trip to your local recycling centre or waste management station can help students understand environmental stewardship and foster a sense of responsibility for the natural world.

Images courtesy of StudyNT. Credit: Tourism NT/Shaana McNaught

Images courtesy of Old Treasury Building

Immerse Students in History at the Old Treasury Building

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

In a Costs

Visiting historic sites or landmarks is an impactful way to make history come alive for students, providing them with immersive experiences that go beyond classroom resources. These visits allow students to explore important landmarks, walk in the footsteps of historical figures, and gain a deeper understanding of Australia’s history. Whether touring historic homes, visiting war memorials, or looking at ancient Indigenous artefacts at the

museum, external learning allows students to engage with the past in a tangible and memorable way.

While learning usually happens in class groups, external learning opportunities can be delivered flexibly. Rather than taking a whole class or year level on an excursion, students could undertake external activities in music, drama or sporting groups, or for students with a particular interest in a topic. This means the learning experience

can be tailored specifically to that group of students.

Many external learning experiences are facilitated by staff from the site your school group is visiting. This means students will have access to an expert in the field, who can provide new information and fresh insights. Students will benefit from the opportunity to talk to and ask questions of external learning facilitators, to extend their knowledge and pursue lines of

Explore the Northern Territory with NT Learning Adventures

The ideal classroom is in the great outdoors, making the Northern Territory (NT) the perfect destination for school excursions. NT Learning Adventures helps ignite your students’ imaginations with inspiring experiences that bring the Australian curriculum to life.

For help planning your NT Learning Adventure, please contact Tourism NT. P. 08 8999 6395 W. ntlearningadventures.com

E. education.tourismnt@nt.gov.au

enquiry which interest them.

Incorporating dynamic and engaging excursions into the curriculum is essential for schools aiming to provide students with a well-rounded education. By aligning external learning opportunities with learning outcomes, schools can ensure that students develop practical skills, build social connections, and retain classroom knowledge – all while having fun and staying engaged.

wildlife experiences

Images courtesy of The Sydney Jewish Museum

Inspiration for your 2025 external learning adventures

A wide range of external learning opportunities are available for school groups around the country. Watching performances from orchestras and theatre groups, exploring museums and art galleries, visiting important historical and cultural sites, and enjoying adventure activities on school camps and excursions are all excellent ways to reinforce classroom learning.

The Northern Territory Government’s tourism department (Tourism NT) has worked with tourism businesses, schools, national parks and other services to create NT Learning Adventures (NTLA). A collaboration of tour, transport, accommodation, attraction and experience providers, NTLA partners offer specialised services for the education sector. The program aims to make it easier for educators and school excursion organisers to choose the best options for their students.

The Northern Territory authentically connects students to the living culture of Australia’s Aboriginal peoples with unrivalled opportunities for cultural immersion, authentic exchange and two-way learning. From the majesty of Uluru to the detailed rock art in Kakadu, it’s the ideal destination to deliver on many learning outcomes of the Australian curriculum.

The Sydney Jewish Museum in Darlinghurst was established by Holocaust survivors who wanted a space to share their stories and give history a voice. Their voices remain at the centre of everything at the museum, making the study of history and culture more meaningful and relevant.

The museum’s curriculumlinked programs are designed to complement the work done in classrooms extending your students’ knowledge, and enabling them to further develop their critical thinking and empathy.

The museum offers two-hour, three-hour and full-day excursions that include talks from Holocaust survivors, a guided tour of the museum and curriculum-linked workshops with expert educators covering a range of topics including the Holocaust, Judaism, Power and Authority, Human Rights, Historical Texts, Historical Fiction, Film, Migration and more.

The Old Treasury Building is a unique resource for students and teachers. Programs aligned to the Victorian Curriculum discuss various topics including democracy, the gold rush and early Melbourne.

Excursions to the Old Treasury Building, delivered by professional guides, take students from the original gold vaults, designed to hold the precious metal from the 19th century Victorian gold fields, to the Executive Council Chamber, where Victorian bills become law. Along the way they’ll discuss how Melbourne evolved from early settlement to Marvellous Melbourne, and expose the underbelly of how colonisation impacted the local First Nations peoples.

Students will consider everyday struggles for democratic rights, including women’s rights and the fight for First Nations recognition. They will also discuss the Ballarat Reform League and influence of the Eureka Stockade on Victorian governance. Temporary exhibitions help to flesh out these stories.

In addition to the Old Treasury Building’s one-hour paid programs, extensively researched articles covering a multitude of topics are available for free online.

World Science Festival Brisbane returns to Queensland Museum Kurilpa and across Brisbane from March 21 to 30, 2025.

For the inventors, explorers, creative thinkers and scientists of tomorrow, engage your students in curriculum-aligned STEM programming with some of the world’s greatest minds.

Program highlights include Epic Engineering, a multi-media stage show for students in Years 7 to 12, presenting the future of groundbreaking innovation and inspiring projects that made the impossible possible; and Patch Theatre’s Queensland premiere of Superluminal, an enchanting blend of bold visual design, collaborative storytelling and interactive play for students from Prep to Year 3.

WSFB is also pleased to introduce Labs Unlocked for

the 2025 Schools program. Students in Years 9 to 12 are invited to step inside some of Brisbane’s most exciting labs for an inspiring introduction into genetics, biomedical research and ecological engineers.

Hartley’s Crocodile Adventures is one of the longest operating tourist attractions in the Cairns region, and is a member of the Advance Eco Tourism Accredited Hall of Fame. Nestled in the heart of the Wangetti Valley, this sustainable 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 and the sustainable crocodile farm.

A new Hartley’s Croc Centre will open in November 2024 as a unique educational and interactive attraction. The centre takes visitors on a journey through ‘Croc Time’, featuring First Nations information, crocodile hunting through to conservation and eventual protection. Hartley’s and local history is explored, then concluding with croc wise messages and recent DES research.

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. 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.

Images courtesy of Queensland Museum Kurilpa

Image courtesy of Hartley’s Crocodile Adventures

Planning educational travel for 2025: Steps for success

By Susan McBride, Latitude Group Travel

As we look ahead to 2025, the landscape of educational travel is evolving, driven by a renewed emphasis on experiential learning and global awareness.

Latitude Group Travel, a leader in crafting curriculum-linked, experiential learningbased tours, offers a unique perspective on how to plan educational travel that is both enriching and transformative. Here’s a comprehensive guide to planning educational travel for the next year.

The importance of educational travel

Educational travel goes beyond traditional classroom learning, providing students with immersive experiences that foster personal growth, cultural understanding, and academic enrichment. These trips can ignite a passion for learning, enhance critical and creative thinking skills, and provide an insight into real-world applications of classroom concepts. As we plan for 2025, it’s essential to recognise the profound impact that well-designed educational travel can have on students.

Customisation and curriculum integration

Your chosen travel partner should be developing an itinerary specific to your needs and goals. You should do much better than getting something off the shelf. One of the standout features you should seek out is a company’s commitment to creating individually crafted itineraries that align with specific curriculum goals. This approach ensures that each trip is not only educational but also directly relevant to the students’ academic journey.

When planning educational travel for 2025, consider the following steps to ensure a customised and curriculum-integrated experience:

1. Identify learning objectives: Start by defining the educational goals of the trip. What concepts or skills do you want students to explore? Whether it’s history, science, language, art or a mixture of subjects, having clear objectives will guide the planning process.

2. Collaborate with experts: Work with educational travel specialists to design an itinerary that meets your learning objectives. Ensure that whoever you work with uses your curriculum as a basis to develop the tour, develops a specific itinerary just for your school and understands concepts such as the Cross Curriculum Priorities and the General Capabilities. Their expertise in curriculum integration should ensure that every

activity and destination is purposeful and educational. The company you have chosen should be able to guide you into finding the very best opportunities for learning and should definitely listen to what you wish to achieve from the tour.

3. Incorporate experiential learning: Focus on hands-on, immersive experiences that bring classroom concepts to life. This could include museum visits and classroom workshops, cultural exchanges, scientific explorations, workshops, role plays, working with primary or secondary sources and much more, or historical site tours coupled with a research program about the site. Your chosen company should be able to provide research for before, during and after the tour to draw together student learning

Safety and risk management

Safety is paramount when planning educational travel. A robust risk management system and extensive in-country contacts provide peace of mind for educators and parents alike. Here are key considerations for ensuring safe travel in 2025:

1. Conduct thorough risk assessments: Evaluate potential risks associated with each destination and activity. This includes health and safety protocols, emergency procedures, and local safety conditions.

2. Implement safety protocols: Develop and communicate clear safety guidelines for students and staff. This includes health precautions, behaviour expectations, and emergency contact information.

3. Stay informed: Keep abreast of global travel advisories and health guidelines via Smarttraveller, the government’s Department of Foreign Affairs and Trade website.

Images courtesy of Latitude Group Travel

Sustainable and responsible travel

As we plan for the future, it’s crucial to consider the environmental and social impact of educational travel. A commitment to responsible travel practices, offering schools the opportunity to carbon offset their trips and engage in socially conscious travel are also very important aspects of travelling on a school tour. Here’s how to incorporate sustainability into your travel plans:

1. Choose eco-friendly destinations: Opt for destinations that prioritise sustainability and conservation. This could include national parks, eco-resorts, or communitybased tourism projects.

2. Engage in community projects: Incorporate community service or learning projects into the itinerary, being careful to ensure that whatever program you work with is above board and highly ethical. This not only enriches the travel experience but also fosters a sense of global citizenship and social responsibility.

3. Promote environmental awareness: Educate students about the environmental impact of travel and encourage sustainable practices, such as reducing waste, conserving resources, and respecting local ecosystems and offsetting your carbon footprint.

Planning and logistics

Effective planning and logistics are essential for a successful educational trip. Comprehensive

support ensures that every detail is meticulously managed, from transportation and accommodation to activities and meals. Here are some tips for seamless planning:

1. Start early: Begin the planning process well in advance to secure the best rates and availability. This also allows ample time for fundraising and preparation.

2. Communicate clearly: Keep all stakeholders informed throughout the planning process. This includes students, parents, teachers and travel partners.

3. Prepare students: Provide pre-trip orientation sessions to familiarise students with the itinerary, cultural norms, and safety protocols. This helps set expectations and ensures a smooth travel experience.

Conclusion

As we prepare for educational travel in 2025, the experience and initiative of an educational travel expert offers invaluable insights into creating meaningful and impactful experiences. By focusing on customisation, safety, sustainability, and meticulous planning, educators can provide students with transformative travel opportunities that extend learning beyond the classroom. Embrace educational travel with confidence, knowing that each journey is an investment in the growth and development of our students.

Planning educational travel not only enriches students’ academic experiences but also prepares them to be thoughtful, informed global citizens. Let’s make 2025 a year of discovery, learning, and unforgettable adventures.

Safety measures for a stress-free school carpark

By Naomii Seah, Industry Reporter

School pick-up and drop-off times can be stressful if carpark areas are not carefully managed.

Amongst the chaos of multiple parents and lots of students trying to find their way, shared pedestrian zones create an increased hazard. Happily, there are many interventions that can be used to improve carpark safety.

Do some research then make a plan

Lindsay Stead from Area Safe said the first step in ensuring carpark safety is to conduct a traffic flow analysis. “Start by understanding the current traffic situation around your school. Identify peak times, main entry and exit points, and areas prone to congestion. This analysis will serve as the foundation for your traffic management plan.

“Next, implement safety measures to the area, which could include installing visible signage, blindspot mirrors, speed humps, and marked crossings to manage vehicle speeds and ensure pedestrian safety,” Mr Stead said.

Reducing the speed of incoming vehicles will make collisions less likely, and if they do occur, harm is minimised. This can be achieved by clearly signing the area with the speed limit, narrowing pick up and drop off areas, and installing measures such as speed bumps and cushions.

Schools may also wish to think about whether a one-way system can be implemented within school carparks of concern. This ensures

that traffic is manageable and improves pedestrian safety.

Line marking or physical barriers like steel bollards can assist in clearly defining pedestrian and car zones in shared areas. This will reduce the number of pedestrians in the way of oncoming traffic and lessen the potential for collisions. “Bollards and barriers can protect vulnerable areas and create safe walkways for students and staff,” Mr Stead said.

Make it clear with defined zones

Establishing clear zones, and using signage for families to drop off or pick up their children, can enhance carpark safety.

Additionally, separating drop-off and pick-up zones from designated guest parking can improve traffic flow, thereby improving carpark efficiency and safety.

“Clearly marked and strategically located drop-off and pick-up zones can significantly reduce congestion,” Mr Stead said.

“Ensure these areas are away from the main flow of traffic and have enough space to prevent bottlenecks. One-way traffic flow is recommended for enhanced safety and reducing congestion.”

For afternoon pick-ups, ensure students have a safe, sheltered area to wait for their caregiver or school bus. Establishing organised groups for students to wait in, for example year level or house groups, can make moving off from pick-up zones quicker.

Find the right tools for your school

When choosing and installing carpark safety measures, schools must think about the needs of the school and its community. For instance, what material should speed bumps be made of – is it durable for the sort of vehicles common in the school community?

For carparks near pedestrian areas, wheel stops can ensure that cars do not come onto footpaths and create hazards. Convex mirrors may help drivers of large cars, and they may be necessary on blind corners. “Clear and standardised signs are also useful to guide traffic flow and inform drivers of rules and procedures,” Mr Stead said.

Schools may also want to create pedestrian-specific markings or barriers to separate cyclists and pedestrians from oncoming traffic. This can be achieved with bollards, or with line painting, or perhaps

even redirecting foot and cycling traffic away from vehicle areas. These measures should also be considered for staff carparks to ensure compliance with health and safety standards. Access is an added consideration for staff carparks. Signage, barriers, boom gates and more can be employed to ensure that staff carparks are not occupied by parents or students, and remain secure and available exclusively for staff.

Finally, a crucial component of carpark safety is education, especially for younger students. While much road-safety learning will happen at home, it is important to reinforce these messages in the classroom. Students should be taught road safety and how to follow signs, particularly in busy areas.

Similarly, your school community will need to be educated about procedures specific to your school carpark.

Supervision is also key to effective carpark management. Students, particularly early learners, should be supervised in drop off and pick up areas to ensure they stay clear of cars. Staff supervision may ultimately improve traffic flow and carpark efficiency, if staff report recurring issues they observe while on duty.

State-specific road safety resources and programmes may be available for your school. Ensuring students and staff know how to behave appropriately in shared zones as both pedestrians, drivers and cyclists can help ensure a safe and orderly experience for the whole community.

Images courtesy of Area Safe Group

How do you walk the tightrope between compliance and care?

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

“The leadership team doesn’t care about us. They only care about the data.”

How many times have you heard this? Probably more than you’d like to admit. Schools are hectic places, full of endless to-do lists and piles of paperwork that often feel more about ticking boxes than nurturing human beings. Here’s the kicker: we teach because we care about people. We care about kids, their growth, and their futures. So how do we navigate this impossible tightrope between compliance and care?

The compliance conundrum

Let’s get real: compliance in schools is unavoidable. It’s all about the data, policies, and the administrative hoops we jump through to keep the system running. It ensures standards are met, accountability is maintained, and the school operates like a well-oiled machine. But at what cost?

When we’re drowning in paperwork and deadlines, it can feel like we’re reduced to nothing more than data collectors. We become cogs in a machine, and our worth gets measured by outputs, attendance figures, and test scores. We end up asking ourselves: where’s the space for what really matters?

The heart of teaching: Caring for people

Teaching is, at its core, about relationships. It’s why we got into this profession. We care deeply about our students

– about their social and emotional growth, not just their academic progress. We’re in it because we want to make a difference, not just hit KPIs.

But here’s the tension: the demands of compliance often push that purpose to the background. When you’re scrambling to meet deadlines or fill out another set of forms, it’s harder to maintain the connection with your students that makes the classroom a thriving space.

And here’s the truth: without that connection, everything else suffers – student outcomes, staff wellbeing, the whole culture of the school.

Striking the balance

So how do we strike a balance between compliance and care? It starts with recognising something that seems radical, but really isn’t: teacher wellbeing is essential. It’s not a luxury, it’s not a bonus, and it’s not an afterthought. It’s a necessity.

When teachers feel supported, they perform better. Simple as that. They’re more effective in the classroom, and they’re more capable of fostering the kind of environment where students thrive. It’s not about choosing between compliance or care – it’s about finding a way for both to coexist.

Here are some practical ways to make that happen:

1. Prioritise teacher wellbeing. Schools need to get serious about supporting their staff. That means cutting unnecessary admin, providing the right resources, and creating a culture that values teachers as individuals, not just as data points.

2. Encourage open communication

Let’s talk. Schools should be places where teachers feel heard. When leadership listens to the concerns of staff and involves them in decisions, it shifts the culture from top-down control to meaningful collaboration.

3. Invest in professional development.

Professional development isn’t just about new teaching techniques. It should also build teachers’ emotional and social skills. When educators are equipped to manage stress and foster positive relationships, everyone benefits – teachers, students, the entire school community.

4. Foster a collaborative culture.

No teacher should feel like they’re on an island. By encouraging staff to collaborate and support one another, we can reduce the isolation that leads to burnout. Let’s share the load, share best practices, and build a school culture where no one feels like they’re in this alone.

5. Recognise and celebrate successes.

When was the last time you felt genuinely appreciated? Schools need to get better at this. Whether it’s a big win or a small victory, recognising the hard work of teachers boosts morale and fosters a sense of belonging.

Walking the tightrope

Finding the balance between compliance and care isn’t easy, but it’s crucial for the sustainability of the teaching profession. After all, student wellbeing begins with teacher wellbeing. It’s time we stop just ticking boxes and start really caring for the people who make learning happen.

You can read more tips and tools like this in my book THRIVE: Practical Strategies to Nourish Teacher Wellbeing. Visit teacher-wellbeing.com.au

Level up your school playing surface

By Sarah Davison, Industry Reporter

Physical education and sport have demonstrated positive impacts on young people’s physical, mental, and cognitive health and development, helping to build effective longterm physical activity behaviours as adults.

In the first long-term study of its kind, published in the Journal of Physical Activity and Health, researchers followed the sports participation of more than 4000 Australian children from age four to 13. They then matched this data with academic trajectories up to 21 years of age. Overall, they found that continued sports participation during school years was linked to lower absenteeism, better attention and memory, higher NAPLAN and end-ofschool scores, and higher odds of studying at university.

Lead author Katherine Owen noted that many factors contribute to a decline in sports participation during adolescence, but the study emphasised the importance of finding ways to keep young people active and engaged. “We know all too well

the link between educational attainment and improved health status. This study suggests that making sport more of a priority in school could be one way to influence this,” Dr Owen said.

Upgrading and resurfacing outdoor school sports surfaces

is crucial for promoting student engagement in sports and enhancing overall school spirit. A well-designed, visually appealing surface not only boosts participation but also contributes to the safety and life span of sports facilities.

Jarrod Hill, CEO at SPORTENG explained: “There is no doubt that an unsuitable surface can seriously affect the experience of playing sports, especially if it’s a recurring issue,” Mr Hill said. “Whether it’s a natural turf that doesn’t drain properly, artificial grass with poor traction, or an acrylic surface with no grip, playing on these surfaces can make competition difficult and unsafe.

“While it may seem excessive to meet the standards set by sport governing bodies, doing so ensures a safe and compliant field of play. It also gives players confidence that the surface will perform consistently and safely, regardless of the type of sport being played”

Images courtesy of APT Asia Pacific

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.

Proudly installed by West Coast Sporting Surfaces

Which surface is best?

Schools need to accommodate a wide range of sports, and each sport has specific requirements regarding surface materials, dimensions, and markings. For instance, tennis courts may be constructed from a red, porous material, providing optimal conditions for ball bounce and drainage, while netball courts typically utilise acrylic surfaces for durability and performance.

Rugby league and AFL fields often require tough natural turf or synthetic alternatives that can withstand wear and tear. Meanwhile, athletic tracks may be made of rubber, providing athletes with cushioning and grip for optimal performance. Tailoring the surface to each sport enhances gameplay and safety, ensuring that students can enjoy the best possible experience.

In some instances, a multi-court surface is the best choice.

Andrew McKay, Managing Director of Easy Turf, and APT

Asia Pacific installation partner said there has been growing demand for multi-application courts and fields. “Schools can turn unused or unsafe areas into amazing multi-use spaces that are inviting, exciting and help motivate kids to play and be physically active.

“Upgrading school sports facilities also creates a sense of pride amongst existing students and teachers and makes the school more attractive to prospective parents and students. New facilities may also enable schools to hold inter or intra school sports events, and artificial surfaces offer all-weather, all-year playability for increased usage,” Mr McKay said.

SPORTENG’S Mr Hill agreed, saying, “Using a mix of surfaces helps cater to different sports. In particular, synthetic surfaces can help manage the wear and tear on natural turf by reserving it for specific sports, ensuring it stays in good condition.”

When choosing between synthetic surfaces and natural turf, schools must weigh the pros and cons of each option. Synthetic surfaces offer durability, lower maintenance costs, and consistent playing conditions, making them ideal for high-usage areas. They can withstand various weather conditions and provide a level surface year-round. In contrast, natural turf can provide a more traditional

playing experience and is often preferred for both aesthetics and environmental benefits. However, this option requires regular maintenance, which can be resource-intensive.

Keeping your surface tip-top

Whatever the surface, Mr Hill from SPORTENG said planning is key to meeting the needs of the people who will use your sport field. “A good

Images courtesy of SPORTENG

planning process should involve consulting with end users and key stakeholders to understand their challenges and ensure the right field of play is designed. This includes gett ing the right size, grading, surface type, and underlying profile. It’s also important to consider how often the field will be used and the level of competition, as these factors influence performance during the design phase.

“By the end of the planning phase, a school should have a clear understanding of its needs for the field of play, the site’s limitations, and an estimated cost for the project,” Mr Hill said.

To ensure your surface stays in top condition, Easy Turf’s Mr McKay outlined some safety and maintenance measures schools can take. “It’s important to keep synthetic surfaces clean from debris and spillages and remove

any moss and algae that may appear in damp or humid areas.

“Take the time to regularly inspect the lines, joins and base of your surfaces and call on the installer if you need assistance with repairs or maintenance. Sports fields with infill, particularly those will rubber infill, will require regular cleaning and de-compacting of the infill.

Schools are also encouraged to regularly sanitise their synthetic

surfaces to keep them hygienic and safe,” Mr McKay said.

“It’s strongly encouraged to consult with a synthetic surface installation expert, not just a landscape architect, before commencing work on a synthetic surface to ensure budget, timeline and expectations can be met. Have clear results in mind so the scope of work can be determined accordingly.”

Image courtesy of APT Asia Pacific

Image courtesy of SPORTENG

The tools to keep your grounds green

By Naomii Seah, Industry Reporter

Having well maintained green spaces is essential for any school.

For one, maximising athletic potential of students at the school requires properly maintained sports surfaces. Sports fields can also be playing areas during break times, or outside of school hours. They can be hired to local sports or cultural groups and represent a potential source of revenue and important space for community building. Schools can also utilise fields and green spaces to hold events like school fairs or fun days. They are invaluable community resources that deserve to be looked after and treasured.

Given the multiple uses for school fields and green spaces, and their value as an asset, it’s natural that schools should be investing in maintenance and care of these resources. Regular upkeep of natural surfaces includes mowing, weeding and monitoring ground condition such as areas of

sparse coverage, the potential for invasive vegetation, wet areas leading to uneven terrain and more. Tackling these issues requires the proper equipment. There are a variety of tractors, ride-on and push mowers available to schools as groundskeeping solutions.

Compact tractors are a versatile tool for proper grounds maintenance, and there are many options to suit your school’s needs. The appropriate size of the tractor will depend on the size of the field needing maintenance. Full-size football and rugby pitches are often a major draw for families looking to extend their young person; proper maintenance of such fields will require a tractor with more horsepower. For primary schools, smaller sports pitches are often more appropriate and versatile for

High-quality, sharp blades are crucial for a clean cut

student and community needs. A smaller tractor might be appropriate in this instance. One great advantage of tractors is their versatility due to their many attachment options. Some of the more basic options are the many mower heads on offer. These range from finishing mowers for a uniform grass height to flail mowers for the robust mowing necessary with some thicker grass species used for sports like rugby.

For terrain where poor drainage is an issue, an aerator attachment may be the solution. Over time and with use, soil is compacted, leading to waterlogging and unhealthy grass. By puncturing soil and allowing air and nutrients to effectively penetrate the ground, the health of the playing surface can be maintained in the long

term. Premium sports surfaces will also require seeding and fertilising, which can be achieved with a spreader attachment. Plane attachments for levelling playing surfaces may also be an appealing option for schools where uneven ground is an issue. Finally, spray attachments can make field maintenance easy for groundskeepers, covering large surfaces while maintaining precision of application and minimising environmental harms.

Compact tractors are a great option for schools serious about maintaining their field and athletic spaces. However, some schools may find the attachment options overwhelming for their needs and might prefer to consider ride-on mowers. Ride on mowers may be more appropriate for schools with large green spaces, some of which may not be sports fields. Ride-on mowers also have a variety of versatile options for ease-of-use, comfort, and any budget. For small schools with limited staff, there are a variety of user-friendly models on the market that can achieve basic tasks like cutting and mulching.

Image courtesy of Hustler

Different models will have different features to select from depending on the school’s needs and context. These include zero-degree turn options for compact areas and ultimate manoeuvrability, which may reduce use time and save costs. Front-mount mowers offer better handling and better steering response, especially on hilly areas. However, mid-mount mowers may be more manoeuvrable around complex landscaping designs and trees, with faster speeds. For smaller areas or particularly difficult terrain, a push mower might be the right choice. They can be electric, petrol or manually powered. Petrol is usually the choice for larger areas of lawn, but for environment and air quality reasons schools may prefer electric mowers, which can come with powerful batteries for strong motors. For simple, small areas with regular mowing schedules, a reel mower might be a good fit.

For all tractors and mowers, proper maintenance is required to keep the equipment in top shape and green spaces looking trim.

For some industry insight, School News spoke to David Kennedy from Hustler

“Opt for a machine with a wide cutting deck. This allows for more grass to be cut in a single pass, reducing the overall time spent mowing. Ideally, the cutting deck will be made of fabricated steel to take a few knocks and last longer, reducing ongoing maintenance

costs compared to pressed decks that can crack easier. Also look for a powerful engine, to ensure the mower can handle large areas and thick grass without slowing or getting bogged down.

“High-quality, sharp blades are crucial for a clean cut and to minimise the need for frequent blade replacements,” Mr Kennedy said. “Rugged and dependable

quality of manufacturing is also important, so that it can continue to perform to a high standard throughout its life.”

Operator comfort is another essential for long mowing sessions, to reduce fatigue and increase productivity. “Footoperated deck-height adjustment, arm rests and high-back seats change every minute and hour spent on the job noticeably.”

Mr Kennedy cautioned schools should ensure adequate safety features are included in their chosen machine. “Roll-over protection bars, seat belts, and clear visibility to ensure safety of the operator, students and staff are all essential.

“To ensure their mower is an investment for the future, it is paramount that schools choose mowers with a proven legacy of reliable performance, from a reputable manufacturer. Steer clear of un-tested machinery that is not substantiated by large area mowing experts.”

Images courtesy of Hustler

Hustler here for the hard work

Hustler zero-turn mowers

are a powerhouse in the realm of lawn maintenance, especially for large municipal and school zones.

Their robust construction, advanced capabilities, and reliable performance make them a top choice for professionals of large area mowing.

With 60 years of trusted manufacturing standards and industry-leading knowledge, every Hustler zero turn is built with a keen focus on the machine’s capability, confidence, and construction materials.

Unmatched Capability

High-Performance Engines

Power and Reliability: Hustler mowers are equipped with powerful engines, such as the Kawasaki V-Twin engines, which deliver exceptional horsepower and torque. This ensures that the mowers can handle thick grass, uneven terrains, and extensive areas with ease.

SmoothTrak™ Steering

Precision and Control: The SmoothTrak™ steering system provides precise control and effortless maneuverability. This feature is crucial for navigating around obstacles and ensuring a clean, even cut in complex landscapes.

Large Fuel Capacity

Extended Operation: With dual fuel tanks offering up to 45.4 litres of capacity, Hustler mowers can operate for extended periods without needing frequent refueling. This is particularly beneficial for large zones where downtime can be costly.

HyperDrive® System

Industrial-Grade Performance: The HyperDrive® system features industrialgrade pumps and high-torque wheel motors, providing unmatched durability and performance. This system includes an 11-litre reservoir, oil cooler, and

hot oil shuttle, ensuring the hydraulic system runs cooler and lasts longer. The Super Z HyperDrive® is backed by a 2-year/No-hour commercial warranty, highlighting its reliability and longevity.

Confidence in Machinery

Durable Construction

Welded Steel Frame: Hustler mowers feature a welded steel frame that provides unmatched durability and strength. This robust construction ensures the mowers can withstand the rigors of daily use in demanding environments.

Fabricated Decks

Heavy-Duty Performance: The mowers come with fabricated steel decks, which are far superior to stamped decks. These decks are designed to handle heavy impacts and provide a consistent, high-quality cut.

Commercial-Grade Components

Reliability and Longevity: Hustler mowers incorporate commercialgrade components, such as HydroGear® transmissions and cast steel deck hangers. These elements contribute to the overall reliability and longevity of the machinery.

Superior Construction Materials

7-Gauge Steel Decks

Strength and Durability: Ranging from 54” (X-One) to 104” (Super104) in cutting deck size, The 7-gauge fabricated steel decks are designed to withstand toughest mowing conditions. They provide the strength needed to handle thick grass and rough terrains without compromising on performance.

Vented Pulley Covers

Easy Maintenance: The vented and tool-less removable pulley covers make maintenance straightforward, allowing for quick and easy access to critical components. This design feature helps keep the mower in optimal condition.

Hustler Zero-Turn Mowers is Here To Work

Increased Productivity

Faster Mowing: The zero-turn capability allows for quicker mowing times compared to traditional mowers. Hustler mowers can reach speeds of up to 20.9 km/h, significantly reducing the time required to cover large areas.

High-Comfort Operation

Comfort & Convenience: With the deluxe high back I3M suspension seat with armrests, The Super Z range and Super 104 come fully equipped with modern comforts to make a day on the job, a pleasure. Complete with a cup Hholder, open rear design for easy engine maintenance, and an optional tow hitch

Cost-Effective Performance

Fuel Efficiency: The efficient engines and large fuel tanks reduce the frequency of refueling stops, saving time and operational costs. Additionally, the durability of Hustler mowers means fewer repairs and replacements, further reducing long-term expenses.

Enhanced Safety

Safe Operation: The wide stance and low centre of gravity of Hustler mowers provide stability, reducing the risk of tipping over on uneven terrain. In addition to roll-over-protection bars and safety belts, this feature is particularly important for ensuring the safety of operators in large, open areas.

Optional extras include RearDischarge mower decks for additional safety considerations.

Commercial Warranty

The Super Z, X-One, and Super 104, are equipped with 2-year/ No-hour commercial warranties to assure each operator that their

machine is up to the job, and will work as hard any lawn manager.

Ideal Models for Large Areas

Hustler Super 104®

Wide-Area Mowing: The Super 104® model is ideal for large-scale commercial use, featuring a 11-gauge fabricated deck, high fuel capacity, and powerful engines. It offers a 104 inch width of cut, zero-turn precision, and speeds up to 17.7 km/h, making it perfect for extensive mowing tasks.

Hustler Super Z®

Commercial Grade: The Super Z® model is also ideal for large-scale commercial use, featuring a 7-gauge fabricated deck, high fuel (45L) capacity, and powerful engines. It is designed to handle extensive mowing tasks with ease.

Conclusion

Hustler zero-turn mowers stand out for their robust construction, highperformance capabilities, and reliable operation. These mowers not only enhance productivity and cutting quality but also offer cost-effective and environmentally friendly operation. With models like the Super 104® and Super Z®, Hustler provides versatile solutions that meet the demanding needs of large-scale lawn maintenance. By investing in Hustler zero-turn mowers, municipalities and schools can ensure their green spaces are well-maintained, safe, and aesthetically pleasing, ultimately contributing to the overall quality of the community environment. Trust the original inventor of the Zero Turn manufacturing since 1964, Hustler is Here To Work.

Super Z HyperDrive

Hustler X-One

Grounds maintenance done right.

With a Hustler on your team, grounds maintenance is a walk in the park. Rear discharge options available for safe mowing in public spaces.

Put Hustler to the test with your team. Scan to find out more and book an on-site demonstration.

A breath of fresh air: Fans for school spaces

By Gemma Easton, Editor

It’s getting hot outside, and inside as well.

As the weather warms up and summer approaches, keeping staff and students cool is a priority. Fans are an important ingredient in your cool-school mix, and can do more than just lower the temperature.

Proper ventilation and air circulation are crucial for good air quality in classrooms. Research published by the University of New South Wales in 2021 found that poor air quality in the classroom can affect student health and wellbeing, as well as learning capacity through concentration loss, tiredness and fatigue.

The lead author of the study, Associate Lecturer Dr Shamila Haddad, said children are particularly vulnerable to the impacts of poor air quality. “Poor indoor air quality in classrooms is a critical problem given that students spend a substantial amount of their daytime in the classroom,” Dr Haddad said. “Pollutant exposure during developmental stages may produce lifelong issues such as respiratory infections and upper and lower airways disorders.”

Another study from RMIT researchers found that Victorian classrooms have very poor air quality, with carbon dioxide levels in many classrooms far exceeding the maximum acceptable standards. Australia’s National Construction Code (NCC) specifies CO₂ concentration levels of less than 850 parts per million (ppm), averaged over eight hours, for acceptable air quality. The study found CO₂ concentrations in Victorian classrooms ranging from 912 to 2235 ppm, and up to 5000 ppm at certain times. These concentration levels, the researchers said, indicate very poor ventilation and slow air exchange between indoor and outdoor air.

Opening windows and doors to ventilate classrooms is not always possible. Blocking out external noise from other school activities, traffic or construction, or shielding from extreme weather may mean keeping windows closed is best. In these situations, fans can help to improve the air quality in your classrooms.

Kyle Brown from Mammoth Fans said installing fans, particularly high-volume, low-speed (HVLS) fans, in large school spaces provides numerous advantages beyond just cooling. “They significantly improve air circulation, which helps enhance indoor air quality by preventing stuffiness and reducing the buildup of airborne pollutants and allergens.”

Many large spaces in schools like gymnasiums, sports halls and auditoriums can be decades old, and built in a time before air conditioning became commonplace. These areas

can benefit substantially from the addition of HVLS fans. “By distributing air more effectively, these fans can also reduce the need for air conditioning, leading to substantial energy and cost savings. HVLS fans also promote a comfortable and consistent temperature throughout large spaces, creating an ideal environment for students to stay focused and engaged in their learning,” Mr Brown said.

A well-ventilated, climate controlled space is particularly important for large areas. Every teacher and school leader is familiar with the fidgeting and chatter that can ripple through an assembly hall when students find it difficult to concentrate. Beyond this, ensuring proper air circulation in large spaces can help to disperse air-borne pollutants, and help to keep staff and students healthy.

As well as fans for classrooms, staff rooms and other small

spaces, a range of large industrial fans are available for schools. Many of these fans are low noise, require minimal maintenance and can be easily installed by qualified suppliers.

“When installing fans in schools, key factors to consider include the size and layout of the space to ensure proper air circulation and coverage,” Mr Brown said. “Schools should also evaluate the energy efficiency of the fans to reduce long-term operational costs. Additionally, noise levels, durability, and safety features are crucial to maintaining an environment that is conducive to learning and protecting the students.”

Mr Brown highlighted several significant technological developments that have been made in HVLS fans. “Advanced motor designs, such as directdrive motors, have improved energy efficiency and reduced maintenance needs compared to traditional gear-driven systems. Some HVLS fans now include smart controls and integration with building automation systems, allowing for real-time adjustments based on occupancy or temperature. Additionally, modern designs offer quieter operation and optimised blade shapes for better airflow, making them more effective in large spaces like schools, warehouses, and gyms.

“PMSM technology is one of the most advanced examples of fan engineering on the market today,” Mr Brown said. “Compared with traditional brush and AC motors, the Permanent Magnet Synchronous Motor provides a larger, more comfortable air volume that is both dynamic and quiet.”

As you move around the rooms and buildings of your school, take a deep breath. Is the air quality in your school the best it can be? If not, fans may be a welcome addition to all areas of you school, both big and small.

Images courtesy of Mammoth Fans

info@mammothfans.com.au mammothfans.com.au

More space fast with modular buildings

By Gemma Easton, Editor

Adding a new Year 5 class, expanding the library’s collection, introducing a new technology area or establishing a dedicated music room are all worthwhile endeavours for a school. These projects, though, may all be hampered by the same thing – a lack of space.

Typically, school enrolments grow year on year. And while an increase in student numbers will be manageable for most schools for some time, all the available classroom space will eventually be exhausted. Modular buildings are an excellent solution to help schools expand their indoor space.

Any construction project will require considerable planning, consultation of stakeholders, and funding. This takes time and needs to be managed competently. For schools that need space right away, modular buildings are a great alternative.

Thomas Rolland, Director at MODCON Solutions – Modular Construction Consultants, said modular buildings are well-suited for a variety of applications in schools. “Modular buildings provide flexibility, speed of construction and cost-effectiveness. A modular construction solution can be adapted to suit almost any requirement that a school has a need for.”

Built offsite and then transported to the school, these structures can be in place much quicker and with far less disturbance than a permanent building.

“Construction times are reduced drastically when comparted to traditional methods of construction, and there is minimal on-site activity which means less disruption for the school’s daily operations,” Mr Rolland said.

Site preparation and construction of the building can happen concurrently, meaning the project will be completed within a short time frame.

“There are also cost efficiencies, which can reduce the overall project costs compared to a traditional build, directed mainly towards labour and site costs.”

Modular construction is completed offsite, which means that most of the time, schools opt for delivery of these near completed buildings to occur over a term break. “It’s always great to see the reaction of school communities when they return from school holidays and see a brand-new building installed when two weeks prior there was nothing there,” Mr Rolland said.

As well as helping students and teachers with the provision of more space, the quick installation time of modular buildings is beneficial to school leadership and staff managing the project. Of course, schools are busy places, and time spent project managing a building construction takes staff away from their regular day-to-day duties.

Images courtesy of MODCON Solutions

This may mean more staff need to be employed to absorb some of the workload, which is an extra cost to schools. A quickly completed modular building installation will relieve this pressure.

Inside, modular buildings look much like regular classrooms. They can be air-conditioned and solar powered, and come with a range of different options for windows and doors. Spaces will enjoy the same light, fresh air and climate control as other areas of your school.

Growing schools may look to modular buildings to provide extra classroom space temporarily. This will allow time for funds, designs and permits and approvals to be finalised for a permanent construction, without leaving classes short on space. Many companies offer leasing of buildings. Schools, then, can enjoy the advantages of extra space without a large outlay of money. Hiring buildings

is also great if classrooms become unusable for a period of time due to flooding, damage, or scheduled refurbishments.

With the variety of configurations available for modular buildings, though, they can prove a valuable asset to your school more permanently. Double storey buildings, so your school grows up rather than out, can save space, as many rooms can be added within a small building footprint. Rearranging modular buildings into different configurations, or moving them to different areas of the school as needs change, provides added flexibility.

“Some other factors that help differentiate modular construction compared to traditional methods include the ability to work within a controlled environment which in turn leads to less delays, the ability to have consistent quality control, safer working conditions, improved overall project control,

and reductions in wastage,”

Mr Rolland said. “If needed in the future, modular buildings have the amazing potential to be relocated or even have additions added onto them.

“We like to prioritise form following function of the space required. Ultimately for

schools the specific purpose is to create amazing spaces for children to learn in and staff to teach in. Consideration should be given to how the building fits into the landscape of the rest of the school, and how it can be designed to ensure it seamlessly integrates with the surrounding area.”

With over 15 years of experience in modular construction for the education sector, MODCON Solutions works closely with educators and administrators to create efficient, tailored solutions for every project.

We partner with schools from the initial planning and design through to project completion, ensuring a collaborative approach that meets the

Images courtesy of MODCON Solutions

Plan and prepare the perfect place to play

By Naomii Seah , Industry Reporter

The UN Convention of the rights of the child states that children have the right to play.

This clause recognises that for children, play is an essential part of development and is non-negotiable. (1) For schools then, playgrounds are not just a nice-to-have extra, but a vital part of the school grounds that contribute to students’ health and wellbeing. It’s imperative that playgrounds

be accessible for all children and fi t for purpose.

When using playgrounds, children’s play is less structured, as opposed to more organised, adult-led play. This is important, as children learn self-awareness, risk perception and management, identity and social and motor skills.(2) Additionally, up to 40 percent of children’s daily activity happens on the playground.

Planning for play

Nathan Lee from Willplay shared some emerging design

trends for playgrounds. “The use of recycled timber and plastic composites and timber look aluminium are becoming popular. Schools are also opting for larger, more visual play locations, allowing the school to have a legacy project. The play area then becomes a selling point for prospective parents,” Mr Lee said.

“It’s important to check the warranty - imported equipment can have long lead-times for parts. Some warranties can be lower than the expected renewal life of the equipment.

“Schools are most often supporting Australian manufacturers of play equipment, especially independent family-owned businesses. This reduces lead-time and the project’s environmental footprint, as well as keeping the money locally,” Mr Lee said.

Madelyn Smith from Timber Creations said the biggest consideration when planning and designing a school playground is the site itself, and the groundworks, drainage and surfacing you may require.

Image courtesy of Willplay

Discover, Play and Explore

individual school environment.

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

Awkward areas? No problem.

Slopes and trees provide extra features for the play area!

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

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

custom designed playgrounds for schools

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

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

the excitement put back into your

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

“Often schools are so focused on the exciting parts of the play equipment, and don’t realise how expensive these landscaping requirements are.

“Consider building up, rather than excavating for the playground. This saves on digging machinery and should not inhibit drainage, saving tens of thousands. You can also use existing surfacing and retaining

walls creatively to maximise play value, and minimise surfacing spending. Make sure the area is not too damp though, to reduce ongoing maintenance costs.”

Including everyone

Children with disabilities are often not afforded equal access to play. Recent years, though, have seen the rise of inclusive playgrounds. School leaders

looking to improve inclusivity in their own playgrounds could consider modifying access points to existing spaces, as entry is one of the biggest barriers to play. Wide, obstaclefree pathways that are flat and firm are the gold standard of inclusive playground design. Circular playgrounds also improve access.

Ms Smith from Timber Creations

said accessibility and inclusion means making sure that all children can play within the space. “It’s about consideration and integration – designing a playground to meet the needs of most students and then seeing what little changes can be made to make sure all students can use it.

“Often there are easy, practical solutions that can be adapted

Images courtesy of Timber Creations

at no extra cost, for example, having clear signage for wayfinding as well as usage of equipment, and adapting some accessories to suit different mobilities, such as a ramp instead of a step, or adding railings or pull up bars. Ramps and accessible equipment can be woven through the space next to climbing equipment so children can play alongside each other and create games.” The design of the play area itself can encourage inclusive play. Best practice studies suggest equipment should be accessible to all children and modified for a range of abilities and ages.

Images courtesy of Synthetic Grass and

Sensory components should be included and appropriately situated throughout the play area to avoid overstimulation. Introducing different textures and materials, reflective surfaces, sounds and colours are all ways to make playgrounds inclusive and exciting. “Materials are also important, and having inviting textures and colouring can go a long way for inclusion. It’s essential to talk to students or advocates about what they need to access play and challenges they may have faced in the past in playgrounds,” Ms Smith said.

Here at Synthetic Grass & Rubber Surfaces, we focus on helping all schools in NSW and ACT to upgrade their surfaces to Rubber Wetpour or Synthetic Grass. From playgrounds, to multipurpose courts, common areas and much more….

Rubber Surfaces

Parts of the play area should be set up for solitary play, and play components should be recognisably shaped to stimulate imaginative play. Features that allow users to orientate themselves, communicate and understand the play space are also crucial for an inclusive design. Additionally, shade is necessary to provide cover from the Australian sun.

Besides looking at inclusive design, playgrounds should also be designed to suit their physical environment. An attractive design which reflects community values and spirit will encourage use, amplifying the benefits of play for children like increased physical activity and mental stimulation. Playgrounds are often close to green areas, which have been shown to improve wellbeing. It’s

important that playgrounds are designed to work with existing natural features like trees.

When designing and upgrading playgrounds, schools should consider the age of their users. Equipment designed for older children is often unsafe for younger users as their motor skills and cognitive abilities are not as developed. School leaders

can begin by considering the gross motor skills and cognitive requirements of playing with equipment.

Age and ability are very important in play area design, Willplay’s Nathan Lee said. “Some children of the same age are more capable than others due to earlier physical development or greater confidence.

Image courtesy of Synthetic Grass and Rubber Surfaces

Images courtesy of Willplay

“Playground equipment design is self-regulating and should be structured in a way that allows the children to progress to higher, more advanced areas when they have the physical ability and confidence to do so. Remember that a school year is a long time and designing equipment that is too ‘young’ will mean the kids advance and outgrow the equipment.”

Making it safe

Great playgrounds are designed to help children learn about risk and risk management, which means that most playgrounds will need designated fall zones. Many materials are available for cushioning surfaces such as rubber matt ing and mulch, wood chip, turf and sand. Each surface comes with accessibility, maintenance, cost and upkeep. Leaders can consult the Australian Standards for Playground Equipment and Surfacing if in doubt, or ask their preferred provider.

The team from Synthetic Grass and Rubber Surfaces said all sport surfaces need to comply with Australian Standards.

“This covers off safety surfaces to ensure all kids are protected from critical head injuries.

“Designs within playgrounds need to suit the project but also need to be practical for installation as well. Surface providers should off er consultation for designs and be able to provide your school with recommendations.

“Regular maintenance of both rubber wetpour and synthetic grass surfaces is paramount for the longevity of the surface. Your surface provider may off er custom maintenance contracts to suit your needs and budgets.”

References

(1) Schipperijn, Jasper, Catherine Damsbo Madsen, Mette Toftager et al. “The role of playgrounds in promoting children’s health – a scoping review”, International Journal of Behavourial Nutrition and Physical Activity 2024 no. 21(2024):72, doi: 10.1186/s12966-024-01618-2

(2) Brown, Denver M. Y., Timothy Ross, Jennifer Leo, Ron N. Buliung et al. “A scoping review of evidenceinformed recommendations for designing inclusive playgrounds,” Frontiers in Rehabilitation Sciences 2 (2021), doi: htt ps://doi. org/10.3389/fresc.2021.664595

FITNESS RECREATION

WI L LP L AY PLAY

Image courtesy of Willplay

WHAT’S HOT

LIVERPOOL COVERED SETTING

The Liverpool Setting Covered is a premium product with carefully designed heavy duty aluminium frame powder coated black. The setting can be bolted down or left freestanding. Standard slat options include Merbau Hardwood, Anodised Aluminium, Wood Grain Aluminium - Western Red Cedar and Wood Grain Aluminium - Blonde Oak. Custom slats are available on request.

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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.

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HUSTLER ZEROTURN MOWERS

Hustler zero-turn mowers are ideal for large municipal and school zones due to their robust construction, high-performance engines, and advanced features like SmoothTrak™ steering and HyperDrive® cooling systems. They offer extended operation with large fuel capacities and durable fabricated steel decks. Benefits include increased productivity, consistent cutting quality, enhanced safety, and trusted manufacturing since 1964. Machines like the Super 104® and Super Z® range are perfect for extensive mowing tasks, providing reliable and efficient performance. Investing in Hustler zero turns ensures durable, safe, and reliable quality for your area. Trust the original zero turn creator and the innovator of large format mowing.

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SUSTAINABLE TURF SOLUTIONS FOR SCHOOLS

Sustainability is the future of sports fields, and SPORTENG is leading the way with innovative turf solutions for schools. Our Turf Agronomy Maintenance Services not only keep your sports fields lush and safe but also incorporate sustainable practices like optimized irrigation and environmentally friendly care techniques. Whether it’s a soccer pitch or rugby oval, we ensure your fields are resilient and eco-conscious, supporting both top performance and a greener future. Keep your students playing on high-quality, sustainable turf all year round!

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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.

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HUSTLER SUPER S AND FASTRAK MOWERS

The Hustler Super S and Fastrak mowers are perfect for the medium sized lots of 2 – 4.5 acre areas. For commercial jobs in smaller accessways that require maintenance, the 36” Stand-On is the tool of choice. For larger mowing tasks, options for commercially applicable Fastrak ranges from 48” to 60” in cutting decks. Hustler has been the market leader in zero turns since 1964. Pioneering the zero turn product changed the professional landscaping industry indefinitely and such innovations are supported by our commercial warranty guarantees and Hustler Mowers commitment to being Here To Work.

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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.

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