Education Matters (Primary): October 2018 by Prime Creative Media

A content rich, comprehensive, buyerâ&#x20AC;&#x2122;s guide for schools. www.educationmattersmag.com.au

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EDITOR’S NOTE

As I take on the editor’s role of Education Matters and send my first edition to print, it’s humbling to be welcomed on board as part of a knowledgeable and dedicated team. It has been interesting to converse with so many professionals working in or with the teaching profession, discussing the current state of Australia’s education sector along with the many issues it is faced with. Schools, principals and teaching staff take on so many ongoing challenges – adapting to technological changes and advances, the importance of preparing students for the jobs of the future, and student and teacher wellbeing, just to name a few.

Publisher: Christine Clancy christine.clancy@primecreative.com.au

Developing effective ways of identifying and dealing with bullying is another important area of discussion, which brings us to this edition’s Hot Topic article, ‘Taking action against cyberbullying’. Speaking with eSafety Commissioner, Julie Inman Grant, and Manager at the National Centre Against Bullying, Sandra Craig, we look at the prevalence of cyberbullying, its effects on the students involved, restorative ways of dealing with the situation, and some of the evidence-based resources available for use in the classroom.

Managing Editor: Toli Papadopoulos toli.papadopoulos@primecreative.com.au

Privacy and consent when it comes to the use of student photos is an additional challenge brought on by the digital age we live in, and this is further highlighted through the use of social media. What qualifies as informed consent? And, how can schools ensure they are complying with privacy laws? Colin Anson, CEO of Pixevety, a photo and video management platform, talks about what schools can do to ensure they protect the digital identities of their students. In our Beyond the Classroom pages, we showcase special features on before and after school care, and playgrounds. With a growing trend to outsource outside of school hours care to external providers, Sherpa Kids, Extend and LookedAfter discuss some of the key areas to consider. And, in our playgrounds feature, Director of Jeavons Landscape Architects, Mary Jeavons, highlights the benefits of creating a play space that encourages risk and challenge. In this issue, we also introduce a new section called The Last Word, bringing together several opinion pieces by a series of industry experts. Featured in this edition are eSafety Commissioner, Julie Inman Grant; Vice-President of the Catholic Assistant Principal’s Association of Western Australia, Tania James; and former Minister for Education and Training, Simon Birmingham, who writes for us for the last time ahead of moving into his new role following the cabinet reshuffle. Newly appointed Minister for Education and Training, Dan Tehan, will join Education Matters from the next edition, offering his views and insights on Australia’s education sector. It’s an honour to join you for this edition of Education Matters – Primary. If you have any feedback or suggestions, please feel free to email me at danielle.gullaci@primecreative.com.au. You can also sign up to our fortnightly email newsletter, The Whiteboard, by visiting our website educationmattersmag.com.au.

Chief Operating Officer: Brad Buchanan brad.buchanan@primecreative.com.au

Editor: Danielle Gullaci danielle.gullaci@primecreative.com.au Art Director & Production Coordinator: Michelle Weston Designers: Blake Storey, James Finlay Group Sales Manager: Terry Wogan terry.wogan@primecreative.com.au Advertising: Chelsea Daniel-Young chelsea.daniel@primecreative.com.au 0425 699 878 Client Success Manager: Justine Nardone Education Matters is a division of Prime Creative Media Pty. Ltd. 11-15 Buckhurst Street, South Melbourne 3205 Ph: (+61 3) 9690 8766 Fax: (+61 3) 9682 0044 Subscriptions Education Matters is available by subscription from the publisher. The rights of refusal are reserved by the publisher. Ph: (+61 3) 9690 8766 E: subscriptions@primecreative.com.au Articles All articles submitted for publication become the property of the publisher. We reserve the right to adjust any article to conform with the magazine format. Cover Image Grace Lutheran Primary School

Danielle Gullaci Editor

Copyright Education Matters is owned by Prime Creative Media Pty. Ltd. and published by John Murphy. All material in Education Matters is copyright and no part may be reproduced or copied in any form or by any means (graphic, electronic, or mechanical including information retrieval systems) without the written permission of the publisher. The Editor welcomes contributions but reserves the right to accept or reject any material. While every effort has been made to ensure the accuracy of information, Prime Creative Media will not accept responsibility for errors or omissions or for any consequenses arising from information published. The opinions of the magazine are not necessarily the opinions of, or endorsed by the publisher unless otherwise stated. All photographs of schools (including students) depicted in feature articles and advertisements throughout this magazine have been supplied to the publisher (and approved) by the contributing school. All material supplied by schools is done so with the understanding that such images will be published in Education Matters and may also appear on the our website: www.edumatters.com.au.

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contents PRIMARY October 2018 - March 2019

REGULARS Editor’s note 6

Advertiser’s directory

APPA column

President of the Australian Primary Principals Association, Dennis Yarrington, looks at the importance of being a reading role model.

News

A snapshot of some of the latest news and developments in the education sector.

Principally Speaking

Trudy Moala, Principal at Grace Lutheran Primary School in Queensland, talks about how she works to empower staff and students.

Hot Topic

In this edition, we investigate the impact of cyberbullying, and speak with the eSafety Office and National Centre Against Bullying.

FEATURES 34 Language encounters

What role do children’s rhymes and poetry play in language development? Senior lecturer in Education at the University of Technology Sydney, Dr Don Carter, highlights their significance.

50 Play is the way

Charles Sturt University lecturer, Rachael Jefferson-Buchanan, talks about the importance of play, and how fundamental movement skills can be taught to encourage physical activity beyond school.

52 Managing risk and challenge in playgrounds Mary Jeavons, Director of Jeavons Landscape Architects, looks at the positive effects of risk and challenge on the school playground.

67 The Last Word

Former Minister for Education and Training, Senator the Hon. Simon Birmingham; eSafety Commissioner, Julie Inman Grant; and CAPA WA Vice President, Tania James; offer opinion pieces on a variety of topical subjects.

70 Events diary

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ADVERTISER’S DIRECTORY HEALTH & WELLBEING

BEYOND THE CLASSROOM

26 Institute of Positive Education Associate Director of the Institute of Positive Education, David Bott, discusses the social, emotional and academic benefits of placing wellbeing science at the heart of education. TECHNOLOGY

62 Spartan School Supplies Spartan School Supplies has partnered with RagTagd, a smart tag being added to all of its jackets and windcheaters that enables alerts to be sent to parents or guardians when an item lands in the lost property bin. BEYOND THE CLASSROOM: PLAYGROUNDS FEATURE

28 Epson

54 PlayRope

Incorporating six Epson laser projectors, Coomera Anglican College in Queensland unveils a unique 360 degree immersive learning space called The Imaginarium.

When designing or updating a playground, there are many things to think about. Playground specialists and consultants, PlayRope, explain how well considered designs can influence the nature of the play.

30 Pixevety Pixevety CEO, Colin Anson, reveals how schools can make the most of their photos and videos through a unique platform that supports schools in becoming privacy compliant.

32 National FutureSchools Expo Centred around the areas of technology, environment, pedagogy and curriculum, and aimed at the entire K-12 sector, the National FutureSchools Expo is Australia’s largest education showcase. CURRICULUM

56 Willplay When tasked with designing a play space to suit a broad age group, Willplay thought outside the square, delivering a solution that challenges and encourages imagination. 58 Omnitech According to Omnitech Playgrounds, creating a challenging and inclusive play space can help foster the development of many important life skills that extend beyond the school gates. 60 a_space

36 Early Life Foundations Founder of Walker Learning, Kathy Walker, discusses the importance of bringing evidence-based practice into the classroom and using neuroscience as a basis for teaching and learning.

Playground designer at a_space, Jessica Mew, sees the school playground as an extension of a student’s learning, giving them the freedom to explore and learn in their own way. BEYOND THE CLASSROOM: BEFORE AND AFTER SCHOOL CARE FEATURE

PROFESSIONAL DEVELOPMENT

63 Extend

40 Corwin Since St Bernard’s in Melbourne took part in the Collaborative Impact Program four years ago, the school has adopted several practices to ensure learning success for all of its students.

42 Monash A free online space for teachers called TeachSpace has been launched, offering a range of resources and materials based on the latest research from specialist educators from Monash.

44 Lindamood-Bell For many students with dyslexia, even with extensive reading support, sight word recognition remains difficult. Lindamood-Bell has launched its Seeing Stars program for reading fluency and spelling.

For any parent, deciding whether or not to return to work can be difficult, but it is a choice that shouldn’t be led by guilt, says Darren Stevenson, CEO of out of school hours program, Extend.

64 LookedAfter With the introduction of the Child Care Subsidy, outside of school hours care is changing. Technology like LookedAfter helps schools to run their own programs by taking care of the backend. 66 Sherpa Kids With more schools now outsourcing their out of school hours requirements, General Manager at Sherpa Kids Australia, Michael Rasmussen, explains the importance of enlisting a quality service.

46 EduTECH Sir Ken Robinson has been announced as keynote speaker at EduTECH, the largest education event in the southern hemisphere and Asia Pacific region. 48 AITSL CEO of the Australian Institute for Teaching and School Leadership (AITSL), Lisa Rodgers, discusses the ongoing support the organisation provides to teachers at all stages of their career. 10

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APPA COLUMN // Dennis Yarrington

If you read, you will succeed BEING A READING ROLE MODEL AND ENCOURAGING CHILDREN TO READ FOR FUN HELPS TO IMPROVE READING ABILITY AND CONTRIBUTES TO BUILDING A STRONG READING CULTURE, SAYS DENNIS YARRINGTON, PRESIDENT OF THE AUSTRALIAN PRIMARY PRINCIPALS ASSOCIATION (APPA).

DENNIS YARRINGTON PRESIDENT, AUSTRALIAN PRIMARY PRINCIPALS ASSOCIATION (APPA) Dennis Yarrington was the founding Principal of Harrison School in Canberra. He has a Masters in Educational Leadership, Masters in Special Education and a Bachelor of Education. He has been involved in education for more than 30 years; holding positions that include teacher, executive teacher, consultant, principal of a small country school, principal of a large regional school and principal of a special school; along with establishing a large metropolitan P-10 school. He has also been involved with concept designs for new schools in the ACT. Mr Yarrington has presented at state, national and international conferences on leadership, school culture and implementing learning communities. He was Vice-President of the Australian Government Primary Principals Association and is currently the President of the Australian Primary Principals Association. He has experience in developing leading schools in the integration of technology, 21st Century learning tools and structures and an inclusive school community. This includes teaching and learning communities and a coaching culture to improve teacher performance.

As we move through Term 3, National Literacy and Numeracy Week and Book Week will be highlighted. While much has been said about what should be happening in schools to improve reading, it is timely we look at what’s actually happening and share some success stories. In saying this, APPA has been vocal in questioning a national ‘one size fits all’ approach, such as a phonics test, as the way to improve reading. APPA’s position is that there are two key approaches for schools – an explicit focus on the teaching of reading, and the role teachers and parents play in modelling reading. Let me outline one example of a school that has focused on reading and achieved success. The title of this article, “If you read, you will succeed”, is what greets parents, children, staff and visitors as they enter WoodLinks State School in Queensland. It is very clear, reading is the number one priority for all in this school community. The approach ensures everyone understands the importance of reading but, more importantly, aims to invoke a love of reading. Walking around the school, one cannot help but sense that reading is a much favoured activity. Like students, staff and the principal are also immersed in the reading culture. This culture is led by Lesley Gollen, Scholastic National Reading Leader Award winner, and Principal Vicki Caldow. Reading is happening everywhere and begins at the start of the day with a book read by a staff member at the school’s Reading Club. Children are reading independently, in groups or with adults. There is explicit and targeted teaching, with the focus on growth, success and enjoyment. The emphasis at WoodLinks is strongly supported by Scholastic Australia’s Kids & Family Reading Report (2016), a study of the attitudes and behaviours of Australian children and parents towards reading for pleasure. The report notes, “It

education matters primary

is not a mystery that the more children read, the better readers they become, and the better readers they become, the more they enjoy reading. It’s a tried-and-true premise.” The report also identified that independent reading at school, parental involvement at home, and the power of book choice are vital aspects to supporting children becoming frequent readers. How important is it that the primary school library is at the centre of a reading culture? WoodLinks has a magnificent and vibrant library from which students and teachers then create their own reading space in every classroom. A strong outcome shows that having parents who are reading role models is crucial for older children. For younger children, using specific strategies such as limiting screen time and making reading a routine encourages reading books for fun. However, what was more important was, “… frequently reading aloud to kids is a powerful predictor that children will become frequent readers, and kids love it. Nearly nine in ten children say they love(d) or like(d) being read aloud to a lot, with the main reason being that it is a special time with their parents.” We also know the power of teachers reading to classes and being a reader. The shared reading time allows children to engage with books and the story being told. Children can select books for reading and therefore, as the Scholastic Report found, “More than 90% of children agree that ‘my favourite books are the ones that I have picked out myself’ and 89% say, ‘I am more likely to finish reading a book that I have picked out myself’.” Being reading role models will value-add to improving children’s reading ability. The role of the principal in building a strong reading culture was vital. The report also found that, “Children whose

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principal encourages reading books for fun are more likely than those without encouragement from their principal to read frequently, to think reading is important and to love reading books for fun or like it a lot.” If you are a principal or primary school leader, how often do you read to children? The APPA report, Principals as Literacy Leaders: Confident, Credible and Connected (2012), clearly identifies the key role principals have in the teaching of reading. Norm Hart, APPA president at the time, noted, “From the research, we know that the role of the principal is a key factor in the effectiveness of students learning to read at school.” APPA led the development of the Principals as Literacy Leaders (PALL) project which highlighted The Big Six of Reading (Deslea Konza), a researchbased synthesis of the critical elements of reading development. APPA continues to advocate for this professional learning and focus on reading. These key areas for reading should be evident in every classroom. For more information and access to the guides go to: www.appa.asn.au/publications/ Education Matters AD 2018.pdf 1 1/8/18 11:47 principals-as-literacy-leaders/

THE BIG SIX OF READING •V ocabulary Knowledge is fundamental to being an independent and successful reader and writer and is comprised of the words that are understood when heard or read. •O ral Language is the foundation for the development of literacy skills and is considered to be a strong indicator of later reading, writing and overall academic achievement. •P honological Awareness is an individual’s awareness of the phonological structure, or sound structure, of spoken words and is an important and reliable predictor of later reading ability. • L etter-sound Knowledge (Phonics) instruction is an essential component of a comprehensive literacy program because it is a high-yield strategy to draw upon when attempting to name words that are not immediately known. • F luency is a key contributor toward independent and successful reading and is comprised of three components: accuracy, rate and prosody (expression). •C omprehension is about understanding authors’

messages and responding to these messages in a range of ways. In addition to schools providing that focus on reading, APPA calls for teacher education providers to ensure graduates not only have high levels of literacy themselves but also are highly competent at teaching reading. Anecdotally, many principals indicate a real concern about the competence level of graduates to teach reading. This trend can be reversed by ensuring that the teaching of reading component in the teaching course is clearly demonstrated in practice through professional experience sessions in schools. APPA would encourage all principals to have a strong partnership with Initial Teacher Education providers to ensure the practice of teaching reading in the classroom is reflected in the learning of the graduate teachers. Dennis Yarrington President Australian Primary Principals Association

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NATIONAL EDUCATION NEWS

Action plan to prevent school violence Automatic suspensions of students who assault others or

support is in place to help improve the student’s attitudes and

instigate a fight is being considered as part of the Western

behaviours, and achieve a long-term reduction in violence and

Australian Government’s plan to reduce violence in schools.

aggression.

Earlier this year, Education and Training Minister for WA,

A ‘good standing’ policy in all government schools is also

Sue Ellery, announced a review of the current policies and

being considered. A student who assaults or instigates a fight

procedures in place to prevent and respond to violence in

with another student would lose their good standing within

schools, after videos were released showing violent fights in

the school and would not be able to participate in school

Western Australian schools.

social activities, such as the school ball or interschool sports

“I am shocked and appalled by some of the violence we have seen in our schools this year and something has to change – we need to get tougher,” said Minister Ellery. “The

competitions. They would be able to earn those privileges back by demonstrating positive behaviour. The final action plan will be developed in consultation

majority of students do the right thing and come to school

with stakeholders and will involve policy, school and

ready to learn and contribute, but we do not want to continue

community responses with support for students, school

hearing stories about students or staff being attacked in

support staff, teachers, school leaders and parents.

places that are designed for learning.” Stakeholders, unions, professional organisations and peak bodies from across the education sector have agreed to be

It will include clear, long-term policies about when students should be suspended or excluded, what a school’s duty of care is and how to manage repeat offenders.

involved in the development of a Violence in Schools Action

“I’m under no illusion that this is a big issue and it will

Plan, to be released later this year for implementation from

be impossible to completely eradicate violent incidents, but

2019, to help reduce intentional violence in schools against

we must do better. To do that, we need the support of the

students and school staff.

whole community. These issues do not start and finish with

Changes being discussed would involve updates to the existing Department of Education’s Student Behaviour policy. Under the proposed changes, schools would be required to strengthen the processes for a student’s return to school so

the school bell and schools alone cannot address this,” said Minister Ellery. “We all have a responsibility to teach our young people that violence is never the answer.”

AITSL welcomes new directors The appointment of five new directors to the Board of the

Trevor Fletcher, Dr Geoffrey Newcombe AM and Ms Melanie

Australian Institute for Teaching and School Leadership

Saba have served with distinction and helped progress much-

(AITSL) will help drive the organisation’s focus on supporting

needed reforms,” Professor Hattie added, as he welcomed new

“Research has shown that enrolments in STEM subjects are at a 20 year low, despite projections indicating that 75 per cent of the fastest growing occupations will

and promoting high quality teaching and school leadership,

directors Beth Blackwood, Renez Lammon, Dr Peter Lind, Mark

according to AITSL Chair Laureate, Professor John Hattie.

Mowbray and Professor Donna Pendergast.

require STEM skills.”

duties and obligations with the utmost care and diligence. Our

Dr Karen Lee-Waddell, CSIRO Astrophysicist

“I’d like to acknowledge the astute directorship of AITSL

“It will be a pleasure to work closely with all the new

for promoting excellence and supporting teachers and leaders

directors, including those who are school principals or certified

to have the maximum in-school impact on student learning.

as highly accomplished teachers, because AITSL’s focus will

We are fortunate to have had directors who exercise their

always remain on the students we are ultimately here to serve.” The newly appointed directors will join Chair Professor

Directorship is wise, passionate and expert and this serves us

Hattie and Deputy Chair Chris Wardlaw PSM; along with

well,” Professor Hattie said.

directors Dr Jennifer Buckingham, Mr Tony Cook PSM and

“Colleagues Professor Tania Aspland, Stephen Elder OAM,

education matters primary

Mr Rob Nairn, who were reappointed for another term.

STEM professionals visit Australian classrooms Around 90 STEM professionals and a further 50 Members of Parliament visited

“I was primary school-aged when someone first pointed the constellations

classrooms around the nation as part of Australia’s largest volunteer STEM education

out to me. All these years later I am still looking up at the night sky, only now I use

program.

Australia’s most powerful survey radio telescope. I want to show students how

Open to primary and secondary school teachers and qualified STEM professionals, the STEM Professionals in Schools event was held as part of National Science Week, which ran from 11-19 August 2018. It aims to bring real-world Science, Technology, Engineering and Maths (STEM)

exciting STEM careers can be and, ideally, inspire some to follow that path.” Students are being encouraged to learn more about different types of STEM careers by participating in a presentation by a STEM professional and undertaking activities to identify the types of STEM professionals in their own neighbourhoods.

into the classroom in an effort to increase student engagement and participation in

CSIRO Education and Outreach Director Mary Mulcahy used the event to call for

STEM subjects. This year, organisations such as the CSIRO, Bureau of Meteorology,

more STEM professionals to take up the challenge of engaging the next generation.

and Defence Science and Technology were among those involved. “Research has shown that enrolments in STEM subjects are at a 20 year low, despite projections indicating that 75 per cent of the fastest growing occupations

“STEM professionals can make subjects come to life by sharing their work and their excitement about what they do,” she said. “We want teachers to be able to draw on the resources that STEM professionals

will require STEM skills,” said CSIRO Astrophysicist, Dr Karen Lee-Waddell, who was

can offer all year round, so we are calling for more STEM professionals and teachers

among the scientists taking part.

to join our STEM Professionals in Schools program.”

NATIONAL EDUCATION NEWS

Indigenous education: addressing the gap A team of academics have completed a review into the impact

school attendance, and post-school pathways, and eventually

of racism on the education of Aboriginal students, as part of the

school choice and engagement when those students become

Aboriginal Voices Project.

parents.”

The review involved a team of 13 academics, working across

Dr Kevin Lowe of Macquarie University completed a review

10 institutions, to complete an analysis of recent Australian

on factors affecting the development of school and Aboriginal

research.

community partnerships. Seven major themes emerged from the

On 19 June 2018, they reported their findings to policy

research, including the historic effects of colonisation, institutional

and program managers in the Department of Prime Minister

practices that damaged engagement, and the importance of

and Cabinet, the Commonwealth Department of Education and

leadership in establishing successful collaborations.

Training, AITSL, ACARA and other agencies working on developing

His findings suggested that parents “looked for authentic

Commonwealth policy in support of Aboriginal and Torres Strait

opportunities for collaborations that had the purpose of

Islander students.

transforming their children’s educational opportunities.”

The issues covered included literacy, numeracy, racism, school leadership, remote education and school-community

an agreed purpose of schooling, a holistic approach to learning,

partnerships.

quality teaching practices, and access to language and cultural

Three academics completed a review on the impact of “Communities prefer purposeful engagement that is directly linked to a specific cohort’s education outcomes. It is important for schools to develop meaningful, two-way relationships with families and the community built on trust and respect between the parties.” Dr Kevin Lowe, Macquarie University

He said that factors shown to feed student success included

programs.

racism on Aboriginal students’ education. According to their

“Communities prefer purposeful engagement that is directly

summary, “The research demonstrates that both students and

linked to a specific cohort’s education outcomes,” said Dr Lowe.

parents have high expectations for achievement, but exposure to

“It is important for schools to develop meaningful, two-way

persistent and repeated negative representations of indigeneity or

relationships with families and the community built on trust and

Indigenous academic ability from teachers and the media leads to

respect between the parties.

disengagement, de-identification and reduced wellness. “Empirical evidence demonstrates that racism negatively

“Teachers’ beliefs determined their success in the classroom. Teachers’ often had strong preconceptions about Aboriginal kids

impacts the experiences of Aboriginal and Torres Strait Islander

and communities even if they had little or no experience in these

students from primary school, through high school, and to later

communities. Many thought that the kids can’t be engaged,

life, when those students become parents, employees and Elders.

or can’t be given challenging activities, meaning they’d dumb

“The impacts on students are harmful, wide-reaching and

down materials. This highlights the need for ongoing professional

life-long, and influence academic achievement, attitudes to

development that helps teachers to challenge their understanding

language, emotional wellbeing, physical health, self-concept,

of what Aboriginal communities can and can’t do.”

Trial program for students with disabilities Over 100 schools across Victoria will take part in a

the focus away from a student’s medical diagnosis,

school and life,” said Victorian Minister for Education,

pilot program that aims to better assess the learning

instead focusing on their educational needs.

James Merlino. “It’s vital that our schools inspire a

requirements of students with disabilities and additional needs. The new assessment focuses on a student’s

It is based on a key recommendation in the 2016 review of the Program for Students with Disabilities, which found that a strength-based approach would

lifelong passion for learning and having a disability or additional need shouldn’t be a barrier to that.” A range of primary, secondary, combined and

strengths and functional needs, to identify any

maximise the independence and achievement of

specialist schools in Victoria will take part in the six-

adjustments or support required at school level.

students with disabilities.

month pilot.

Drawing on the International Classification of

“Building the Education State means creating

The program is part of the Victorian Government’s

Functioning, Disability and Health developed by the

an inclusive education system that gives students

inclusive education initiatives for students with a

World Health Organisation, the assessment shifts

of all abilities the chance to succeed and thrive in

disability and/or additional learning needs.

education matters primary

PRINCIPALLY SPEAKING // GRACE LUTHERAN PRIMARY SCHOOL

A collaborative approach TRUDY MOALA, PRINCIPAL AT GRACE LUTHERAN PRIMARY SCHOOL IN THE MORETON BAY REGION OF QUEENSLAND, SPEAKS TO EDUCATION MATTERS ABOUT THE IMPORTANCE OF EMPOWERING STAFF AND STUDENTS.

WHAT IS GRACE LUTHERAN PRIMARY SCHOOL’S PHILOSOPHY AND HOW DOES IT GUIDE YOU AND YOUR STAFF? As a Lutheran school, we have a Christian ethos, but we are also very future-oriented. This view to the future can be seen in the flexible, agile learning that takes place in our classrooms, and in the design of our facilities including our buildings and the design of our furniture. Our staff are collaborative and involved in regular professional dialogue with each other and outside specialists. I am always impressed with how well the teaching staff involve themselves with any professional development on offer and the change they are willing to embrace.

HOW DOES GRACE LUTHERAN PRIMARY SCHOOL DIFFER FROM OTHER SCHOOLS? Most primary schools in the independent sector are connected to a secondary school but we are a standalone primary school, with an enrolment of about 400. There are not that many independent primary schools around, so we are very focused on young children – transitioning them into school, and then getting them ready for secondary school. Apart from our academic work, we also have a strategic intent with our extra-curricular offering. There is a strong focus on areas such as Performing Arts and STEM. We also have a compelling Japanese language program, and our sporting program is developing too. It’s about

Ms Moala visits classrooms on a daily basis to get to know each of the school’s students.

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HOW DO YOU ENCOURAGE WELLBEING AMONG YOUR STAFF AND STUDENTS? Being a Christian School, we have input from the local congregation to support our staff. The school also pays for a support group that allows any of our teachers to attend some sessions if they would like to. We try to have a good staff social culture, hold regular morning teas and have places that teachers can go that are comfortable. I also meet with staff to determine any pressures, to see where I can help. We have two deputy principals who are very focused on ensuring all teaching staff are supported in the classroom, and in their lives in general too.

Ms Moala with the school’s captains.

allowing the children to experience fun and joy with these sorts of activities, not just giving them more academic work. As we have a robust community involvement at our school, this year we are taking parents and students on a 10 day trip to Japan. This optional tour involves over 30 participants and our Japanese teaching staff are looking forward to showing our families Japan and how important our language program is at our school. WHAT IS THE HISTORY OF THE SCHOOL? Grace Lutheran Primary School will celebrate its 50th birthday in 2021. Our history is that the school came out of the congregation, which is located just across the road from us. It was originally a onestream school, but has now moved up to a threestream school. There is a history of connection to the congregation but also to the wider community. The school now has students of many different religions and is very multi-cultural. There are strong connections to Moreton Bay in the Redcliffe area and to the marine environment because the beach is just two blocks away. Many of the children take part in EcoMarines activities, where they are encouraged to look after the marine environment. The group also studies how the marine environment is being impacted by litter or waste.

IN WHAT WAYS HAS THE SCHOOL EVOLVED SINCE IT WAS ESTABLISHED ALMOST 50 YEARS AGO? When we look back nearly 50 years ago, Grace Lutheran Primary School was situated in an outlying area. It was a small school on the Redcliffe Peninsula with only one class at every year level. The school is growing all the time and we try to constantly improve our practice. Staff have a real commitment to the children and to providing the best they can for them. It has continued to be a very professional and well run school, with a strong curriculum focus. We started providing a community for the congregation and are now really reaching out into the wider community. HOW DO YOU PROVIDE SUPPORT AND LEADERSHIP TO YOUR STAFF? I try very hard to empower our staff. I try not to lead with a top down approach. It is very much about forming teams – seeking out their opinions on things, looking at what they want, what themes they want to see, what facilities they think we need – and then determining what we need to do to put plans into action. I am very strategic in my leadership. I ensure there is lots of consultation and then start making decisions that may impact staff now or in the next three years or so.

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WHAT ROLE DO YOU PLAY IN THE DAY-TO-DAY ACTIVITIES OF THE STUDENTS? I go out around the school every day, visit classrooms and make sure I speak to children individually throughout the year so that I can get to know them better and find out more about them. There are a few roles I need to play as a Principal – there is a social and emotional role, as well as an academic role. WHAT ARE SOME OF THE CHALLENGES FACED BY TEACHERS IN THE PRIMARY SECTOR? For teachers of today, there is a huge range of administrative tasks that weren’t there 20 or 30 years ago. Today’s world is very data-driven, which adds to the stresses of being a teacher. It does bale up a lot of their time and impacts hugely on a teacher’s world. I try very hard to make that as seamless as possible by using technology so that it is quick and easy, but still manageable and worthwhile. WHAT HAS BEEN YOUR MOST MEMORABLE MOMENT EITHER AS A TEACHER OR SPECIFICALLY IN THE ROLE OF PRINCIPAL? Something memorable happens every week that either makes me laugh or blesses me. Children continue to amaze me. We have a philosophy here at Grace Lutheran Primary School of ‘don’t dumb it down, but push it up and see where the children will go’. We ask children to be independent, to have choices and to be empowered. Teachers regularly come to me saying I didn’t think the children could do

PRINCIPALLY SPEAKING // GRACE LUTHERAN PRIMARY SCHOOL

Children constantly dazzle me with what they can do and what they can achieve. When we think back to around 10 years ago, children were supported in absolutely everything they did, now it has turned to us standing back and seeing what they can do, with scaffolded support of course.

this, but look at what they are doing. Children constantly dazzle me with what they can do and what they can achieve. When we think back to around 10 years ago, children were supported in absolutely everything they did, now it has turned to us standing back and seeing what they can do, with scaffolded support of course. It is amazing what children can achieve when we take a step back.

it provides. I know that if I speak with any one of my teachers, they can give me a better understanding of where any particular child is at. I do however have a massive problem with the My School website. I don’t think that NAPLAN results should be publicly advertised so that parents can go in and compare schools, as some of the parents using

Ms Moala taking parents on one of the school’s Principal Tours.

WHAT TRAITS MAKE FOR AN EFFECTIVE AND SUCCESSFUL LEADER IN EDUCATION TODAY? I think you need to be a learner and you need to hear what people are saying. You can listen, but sit there and think of what people are really saying and then try to get to the bottom of whatever the issue is. If I don’t continue to learn and grow each day in this profession, then I shouldn’t be here. There is always a lot to learn about people, about children and about their families; and that’s something I really enjoy. WHAT ARE YOUR FEELINGS ABOUT NAPLAN AND ITS EFFECTIVENESS? I don’t have a big problem with NAPLAN but I do have a problem with it for students at Grade 3. I believe it is wrong to place eight-year-olds into such a stressful environment. I think that some sort of benchmarking is not a bad thing, but obviously there is a huge statistical issue with NAPLAN in terms of the kind of information

the website don’t have the statistical background to properly read the figures and end up making assumptions that aren’t based on facts. I think that rather than having the government saying that this is how you do it, perhaps we should have more input from teachers. The billions of dollars that is spent on NAPLAN is a waste of money for the sort of data we get out of it. It would be more cost effective to select perhaps 50 schools at random across the country in order to collate the data.

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The Out of School Hours (OOSH) care sector is intensely regulated. So, it’s important that procedures are followed correctly. When you partner with us we will take care of your OOSH services set-up in full. We’ll manage all your administration, recruitment, training, staff rota, parent communication and compliance obligations. And we’ll buy all food and resources locally from retailers in your area. Secondly, the franchisees are all part of a highly professional group with centralised resources geared to ensuring State and Federal regulatory compliance and enabling development of engaging programs for the children we care for. We’ve developed a fun and flexible, engaging programme of before and after school activities that is syllabus-led and can be tailored to fit the individual requirements of schools and their curriculums.

Fun, flexible and engaging OOSH/OSHC programmes that are syllabus-led. Sherpa Kids Australia are currently working with local schools in Sydney, Adelaide and Canberra areas. Sherpa Kids presents your school with the opportunity to make real a difference for your local community by providing out of school care. Please contact the team at Sherpa Kids to find out more.

HOT TOPIC // Cyberbullying Research shows a strong correlation between face-to-face bullying and cyberbullying.

Taking action against cyberbullying CYBERBULLYING CAN HAVE A SERIOUS EFFECT ON THOSE INVOLVED, WITH THE POTENTIAL TO IMPACT ON A STUDENT’S SOCIAL, PSYCHOLOGICAL AND EVEN PHYSICAL WELLBEING. BUT WHAT ARE SOME OF THE WARNING SIGNS THAT A STUDENT IS BEING CYBERBULLIED AND WHAT MEASURES CAN WE TAKE TO HELP PREVENT IT? Cyberbullying is the act of intentionally inciting hurt towards another person through the use of technology, such as phones or computers. Some of the ways cyberbullying can be carried out include text messages, emails, social media, chat rooms and websites. And, the effects of cyberbullying don’t always end as soon as the bullying stops. For some, it can contribute to low self-esteem and reduced academic performance, with long-reaching consequences. eSafety Commissioner, Julie Inman Grant, who commenced her fiveyear-appointment to the role in January 2017, defines cyberbullying as a social and behavioural issue that plays out in a technological sphere, pointing out that it is not caused by the technology itself. “With that said, apps and social media services are misused to bully and harass others. Widely used apps by young people are generally the platforms of choice, however we know other apps, like anonymous messaging apps, can also be a breeding ground for this insidious behaviour,” she says. “As apps and technology continue to evolve, we are working to encourage industry to better protect young users by building safety by

design principles into the development process – at the outset, before a new app or product is released.” According to Sandra Craig, Manager at the National Centre Against Bullying (NCAB), at The Alannah & Madeline Foundation, taking a restorative view of the bullying situation is a more effective approach than simply labelling those involved in the incident as victims and bullies. “Roles can and do switch very easily – the bullying student one day can be targeted the next. So it’s important not to demonise kids who are bullying, but to look at their behaviour and see how it can be amended,” she says. An initiative of the Alannah & Madeline Foundation, NCAB is a peak body that aims to advise and inform the Australian community on the issue of childhood bullying and the creation of safe schools and communities, including issues relating to cyber safety. “When we talk about restorative solutions, we’re talking about a philosophy that acknowledges that when a person does harm to another person they also harm themselves and the whole community. That harm needs to be repaired. The process of reparation means educating young

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Though cyberbullying is visible to others online, it is often hidden from parents and teachers.

people to understand that others have been affected by their behaviour and involves a plan for their future behaviour. The key thing is for the bullying to stop. This is usually all the bullied kid wants: punishment is a point of view that tends to deny growth of empathy and civil behaviour,” explains Ms Craig. “Needless to say, restorative processes are not a quick fix. While some schools expel students, there is evidence showing this is a poor outcome for the student and those close to them, at the time and into the future.” In 2015, the eSafety Office was established with a mandate to coordinate and lead the online safety efforts across government, industry and the not-for-profit community. It is legislated to take action on any cyberbullying material that is likely to be seriously threatening, seriously intimidating, seriously harassing or seriously humiliating to an Australian child. Research from the eSafety Office shows that 1 in 5 Australians aged 8 to 17 experience cyberbullying, while 1 in 4 are physically bullied. “From the 900 cyberbullying reports into our office, the average age of a target is 14, and girls report more so than boys. We also know that the majority of reports appear to be peer-based and an extension of the face-to-face bullying a child might be experiencing within the school gates,” says Ms Inman Grant.

Figures show a strong degree of equivalence between those who are bullied on and offline, and those who bully in both ways. “There is a growing consensus that many, if not most adolescents who are victimised online or by text messaging also experience traditional forms of bullying at school,” adds Ms Craig.

She highlights a research paper titled ‘Impacts of traditional bullying and cyberbullying on the mental health of middle school and high school students’ (2015), published in the Psychology in the Schools academic journal, Vol. 52 (6); where authors Craig Hase and Simon Goldberg from the University of Wisconsin; and Douglas Smith, Andrew Stuck and Jessica Campain from Southern Oregon University; cite a number of researchers who have compared traditionally bullied and cyberbullied victims, referencing the following rates: • Juvonen and Gross revealed overlap rates of 65% in ‘Extending the school grounds? Bullying experiences in cyberspace’, as published in the Journal of School Health (2008); • Hinduja and Patchin reported overlap rates as high as 85% in ‘Cyberbullying: An exploratory analysis of factors related to offending and victimization’, as published in Deviant Behavior (2008); • While some investigators reported overlap rates to be as high as 93%. “Here at the National Centre Against Bullying, we see bullying as a relationship based problem – that is, something has broken down in a relationship. That having been said, the best place to address the situation and work towards restoring the relationship is within the place where the bullying occurs – most

The eSafety Office has created a video game called The Lost Summer to address online safety.

education matters primary

HOT TOPIC // Cyberbullying

The eSafety Office reports that 1 in 5 Australians aged 8 to 17 experience cyberbullying.

often a school, but also at sporting clubs, businesses, etc,” says Ms Craig. NCAB identifies several types of cyberbullying. These include: • Assuming the identity of another person and representing them in a negative manner. For example, posting embarrassing or nasty messages that can damage their relationship with others; • Sending anonymous texts; • Posting anonymously on a website; •M ean, insulting, rude or offensive content sent directly to the target; • Spreading rumours; • Sending or distributing sexual messages or images; • Outing or sharing secrets; • Creating hate sites; and • Exclusion. The most common types of cyberbullying reported into the eSafety Office include serious threats of harm or incitement to suicide, the setting up of fake profiles and the posting of offensive or upsetting photos. “But, young people also tell us that covert bullying and social exclusion are distressing forms of online drama they experience,” adds Ms Inman Grant.

While cyberbullying is often visible to peers online, she explains that it may be hidden away from parents and teachers. “Of further concern, our research shows only 55% of young people spoke to an adult, and just 8% spoke to a teacher or principal about a negative online issue. So, while it may be difficult for teachers – and parents – to pinpoint if a young person is suffering, there are signs to look out for. These include a change in friendship groups, a decline in school grades, they appear upset, nervous or secretive when using their devices or their attendance at school slips.” Ms Inman Grant says that if a teacher becomes aware of a student who is being cyberbullied, they should follow the school’s policy or procedure on handling bullying and cyberbullying. “Generally, we encourage a trusted adult to listen carefully in a nonjudgmental manner, find out as much information as possible and ask students to collect screenshots for evidence. Encourage them to use the reporting and blocking tools on the social media service or app, and to report to the eSafety Office if the harmful content has not been removed within 48 hours. If the child is struggling to open up, encourage them to contact Kids Helpline, which can provide 24/7 confidential advice and support,” she explains.

education matters primary

“The most important thing we can do to combat cyberbullying is to prevent these behaviours from occurring, by educating and equipping our young people with the four Rs of online safety for the digital age: respect, resilience, responsibility and reasoning. These skills should be reinforced consistently throughout a child’s educational experience. There are a range of evidence-based resources currently available and mapped to the National Curriculum, including online safety education resources developed by the eSafety Office.” Ms Inman Grant points to the eSafety Office’s Young & eSafe website, which offers lesson plans targeted towards Years 9 and 10, with practical exercises to reinforce respectful and responsible online behaviours; the award-winning Rewrite Your Story video series that addresses the complex issues of cyberbullying and how to deal with its challenges, accompanied by lesson plans; and the recently launched video game, The Lost Summer, designed specifically for the classroom and targeted at students from 11 to 14 years of age. The Lost Summer is the first video game to be created by the eSafety Office. Encouraging digital intelligence and online safety skills among students, it immerses players in a futuristic environment

where they are required to exercise skills such as critical thinking, empathy, resilience, respect and responsibility to complete challenges and advance through the game. “As we know, gamification is a great way to engage students and allow them to practice skills in a fun and interactive environment. The Lost Summer is an engaging way to get young Australians thinking about the social and emotional skills they need to navigate the online world safely. We’ve created a gamified experience that will resonate with young people as they learn the importance of digital intelligence,” says Ms Inman Grant. The video game also aims to address issues with in-game bullying, with research from the eSafety Office showing that 17% of those aged 8 to 17 who play multiplayer games online were bullied or abused during gameplay. “Young people are bound to encounter negative online experiences – it’s not if but when. We need to provide young people with solution-focused strategies to ensure they

can bounce back from tough situations. The Lost Summer empowers young people to be agents of positive change online,” Ms Inman Grant adds. Both the eSafety Office and NCAB agree that the key to reducing bullying starts with prevention. When it comes to preventing and addressing bullying, NCAB advocates a whole-school approach that involves all members of the school’s community rather than relying only on programmatic solutions. The Alannah & Madeline Foundation’s eSmart Schools initiative, now in use at over 2300 Australian schools, is a holistic system designed to assist schools to address bullying, cybersafety and wellbeing through its organisation, policies, curriculum, pedagogy and relationships with families. The Foundation also offers ‘Connect’ seminars and workshops on topics that include cybersafety, gaming, bullying and respectful relationships. In addition, the eSafety Office is now offering a new series of professional development webinars for teachers, including modules on Preventing and

Managing Cyberbullying, and Safety and Respect Online. “As schools are often at the coalface of these social issues, they play an important role in preventing, identifying and responding to cyberbullying incidents. We encourage schools to implement robust policies and procedures for dealing with online issues such as cyberbullying, and to review these on a regular basis,” adds Ms Inman Grant. “It’s important these policies and procedures are widely consulted on – with staff, parents, and students where appropriate. Policies should be promoted and even sent home for parent or carer’s signatures to ensure the whole school community is aware of the expectations and procedures in place should this behaviour occur. The eSafety Office provides an eSafety checklist and a parent communication and engagement strategy for school leadership teams to help improve current policies and the ways they communicate about online issues with parents.”

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HEALTH & WELLBEING // INSTITUTE OF POSITIVE EDUCATION

Pyramid of passion POSITIVE EDUCATION IS THE SCIENCE OF EDUCATION THAT SEEKS TO HARNESS CUTTING-EDGE RESEARCH FROM SOCIAL, COGNITIVE, NEURO AND LIFE SCIENCES; AND COMBINE IT WITH WORLD-LEADING PEDAGOGICAL AND EDUCATIONAL PRACTICES. DAVID BOTT DISCUSSES HOW IT IS BENEFITTING STUDENTS ALL OVER THE WORLD.

In 2008, Geelong Grammar School (GGS) was the first school in the world to implement a whole-school approach to wellbeing based on the science of positive psychology. Ten years on, Positive Education is being applied by thousands of schools around the world as educators and researchers increasingly appreciate the social, emotional and academic benefits of placing wellbeing science at the heart of education. Having supported more than 1500 schools around the world with their Positive Education journeys, the GGS Institute of Positive Education team is proud of its contribution to this pivotal development in education.

David Bott is the Associate Director of the Institute of Positive Education. He has been involved in training thousands of teachers from hundreds of schools around the world in designing, implementing and sustaining individual and whole-school approaches to wellbeing.

However, one of the many challenges faced in the early years of Positive Education was determining how to fully embrace parents in the journey. Although parents were always an important consideration, we probably underestimated the critical role they need to play in the transformational change we envisaged. Perhaps this is because school systems are used to innovation being a top-down process. Senior leadership typically assumes responsibility for development and subsequent downstream communication of strategy and programming. In many ways, with Positive Education we trusted the science, we embraced the philosophy and we brought it to life without necessarily incorporating parents as genuine partners in the development phase. Among the many lessons we are continuing to learn about wellbeing, one of the most important is that parents are the foundation of a child’s Positive Education journey. This concept is depicted in the Pyramid of Passion (pictured top-right).

In situations involving school-wide, sustainable development, there are four layers of stakeholders. As schools evolve, it is imperative that direction is given from senior leadership (including school council) at the top of the pyramid. This layer provides the catalyst in the short-term and resources in the long-term that are necessary for sustainable change. Next, the change must be supported and invested in by the teaching staff. It is this layer that constitutes the cultural bedrock of a school and the layer that directly interfaces with students. Thirdly, change needs to be effectively and sensitively communicated to students who, ideally, perceive the change as worthwhile and beneficial. Finally, parents need to be on-board with the change to maximise support at school and at home. The pyramid depicts senior leadership as the change agents most heavily invested in the school-transformation process. However, what happens when we consider this pyramid from the perspective of an individual child’s wellbeing? Who is most passionate about little Charlie’s wellbeing?

The GGS Institute of Positive Education has supported over 1500 schools around the world in embracing Positive Education.

education matters primary

The Pyramid of Passion shows that parents are the foundation of a child’s Positive Education journey.

Of course, senior leadership care about Charlie. But in a large school, they may not even know Charlie’s name or much about Charlie as an individual. Charlie’s teacher likely has a much deeper relationship with him/her because they spend so much time together. In a primary setting, a teacher might spend four or more hours a day with a student. Charlie is even more invested and passionate about his or her wellbeing than the teacher, and is

likely to constantly seek opportunities for personal growth, contribution and happiness. However, it’s possible there’s someone even more passionate about Charlie’s wellbeing – the parent. The importance that many parents place on their child’s wellbeing often exceeds their own. The principal, teachers and students matter – but perhaps the parent matters more. The Pyramid of Passion illustrates each stakeholder’s significance in whole-school change processes and in individual wellbeing. Although parents may not drive school strategy, they absolutely constitute the foundation of a child’s wellbeing. This is why the long-term success of Positive Education, in many ways, pivots on the involvement, support and partnership of the parent community. This lesson can be particularly significant in primary school settings. In these early school years, the fundamentals of life-long wellbeing are formed. Students are learning about themselves, others and their world. They are developing foundational skills of character, resilience and relationships that they will depend on throughout their lives. As we have continued to learn, some of the key

strategies that GGS is now employing include: •O ffering Positive Education parent and grandparent training and workshops; • I nviting parents to wellbeing focus days and incursions; • F orming a Positive Education Parent Committee; and • Designing a Parent-Child mindfulness workshop. While we acknowledge that the pyramid model is a simplification of a complex, interconnection of relational experience for each child, and that not all children are fortunate enough to have a nurturing family environment, the lesson remains pertinent for schools – what happens at home significantly impacts the work we are doing to nurture our students’ wellbeing. As we continue to place wellbeing science at the heart of education, let’s not forget that parents belong at the heart of each child’s education.

Buyer’s Guide Institute of Positive Education Ph: 03 5227 6222 Web: www.instituteofpositiveeducation.com

TECHNOLOGY // EPSON

Imagine that DESIGNED TO ENHANCE STUDENT ENGAGEMENT AND INSPIRE IMAGINATIONS, COOMERA ANGLICAN COLLEGE IN QUEENSLAND HAS UNVEILED THE IMAGINARIUM, A UNIQUE 360 DEGREE IMMERSIVE LEARNING SPACE.

Created as part of a new facility called The Pod, which incorporates the latest in immersive and interactive technology, The Imaginarium is designed to take learning to a whole new level – outside of the traditional classroom. “The Pod is our future focused building. It was built partly to replace existing facilities, but also needed to provide a resource to cater for the College’s educational needs in the future. To be future focused, the building needed to be technology rich, promote high student engagement and allow students to work collaboratively,” says David Dobbie, Business Manager at Coomera Anglican College. He describes The Imaginarium as a 360 degree immersive learning room that serves as the centrepiece of the new facility. “There was a lot of discussion about the application of virtual reality in education, with a great deal of current focus on wearable headsets, which we acknowledged would be a constant challenge for

our younger students – so a space that provided an immersive experience without the need for wearable technology was how The Imaginarium came about. There is nothing else like it in the P-12 school space that we are aware of. We had to find an immersion level that we felt was age appropriate – not too interactive, or over stimulating – so as to maximise the educational value of the facility. “When the facility was opened at the start of 2018 I made a point of watching the reactions of the students when they first walked in – their expressions of awe, excitement and amazement were priceless. It made all of the work that went into this project worth it.” The Imaginarium incorporates six Epson EB-L1300UNL laser projectors, which are combined with immersive interface technology, to seamlessly combine and project images at an 11:1 aspect ratio, onto a curved custom built 360 degree wall, that extends for over 33 metres.

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A seventh projector has been included into the design, which can function as a stand-alone projector to cater to traditional screen uses. “These are high-end commercial grade laser projectors. The College has excellent IT professionals who were heavily involved in working with our audiovisual consultants throughout the project. When we posed questions about what we were trying to achieve in the space, the recommendation was that Epson was potentially the best in the market for us to achieve what we wanted, was extremely reliable and within our budget requirements,” says Mr Dobbie. “It’s about enhancing learning and inspiring imagination. The Imaginarium is an impressive facility and we know we are having a positive impact on our students and their learning. For educators everywhere, there is a need to ensure that students are engaged, inspired, curious and creative in their learning. Technology needs to play a part in assisting educators with this

“It’s about enhancing learning and inspiring imagination. The Imaginarium is an impressive facility and we know we are having a positive impact on our students and their learning. For educators everywhere, there is a need to ensure that students are engaged, inspired, curious and creative in their learning.”

Epson laser projectors are used to project images onto a custom built, curved 360 degree wall.

process. It is not feasible, or affordable, to provide this technology in every learning space, however we have now created a space where students are almost forced, in a very positive way through their environment, to be engaged, inspired, curious and creative in their learning. It has been designed to be easily used by teachers as well, allowing us to easily develop and deliver our own content, which was also an important design element,” explains Mr Dobbie. From the moment The Imaginarium was unveiled, it has continued to gain a great deal of attention – locally, around Australia and even overseas. “The Imaginarium has attracted quite a lot of interest as news continues to spread. There have been several schools and universities that have seen the facility and are being inspired to develop similar facilities of their own. We expect to see more of this type of facility being constructed in schools, and all levels of education in the near future,” adds Mr Dobbie. The Imaginarium has even attracted the attention of Mr Stephen Hunter, Computer Resources Manager for the International Space Station at NASA Johnson Space Centre in Houston, Texas, who visited the

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College recently as part of an educational outreach program. “Mr Hunter was impressed with The Imaginarium and used the facility to engage with our students during his time at the College. With the Space and Aeronautical Industry tipped to be worth billions of dollars in the future, and the employment opportunities that come with that, our students are certainly well placed to be inspired to pursue these opportunities,” says Mr Dobbie. When looking ahead, he adds, “Schools are still dealing with what virtual reality and augmented reality means for the future. To be effective in an education space this technology has to be multi-user, interactive and collaborative. Simulators are being used extensively in many areas including medicine, university education, gaming, engineering and the military, with pilots doing much of their training without ever flying a real plane. There is more and more simulation based training, so if it is good enough for adults, then why aren’t school-aged students getting to experience it until they go to university? Appropriate age-based simulation is definitely an opportunity that can be achieved by working closely with companies such as Epson. We’re living in very exciting times in terms of technological advancement. The challenge for schools is to look at how this technology can be used in an educational setting, and then being able to implement it within appropriate timeframes and obviously budgets.” With the success of The Imaginarium now clear, Coomera Anglican College is in the planning stages of developing a future focused Secondary facility, which will complement and expand on The Pod, in the near future.

Buyer’s Guide Epson Australia Ph: 1300 361 054 Web: www.epson.com.au/interactive

TECHNOLOGY // PIXEVETY

Consent: Getting it right WITH ISSUES SURROUNDING PRIVACY AND CONSENT IN THE SPOTLIGHT LIKE NEVER BEFORE, PIXEVETY CEO COLIN ANSON TALKS TO EDUCATION MATTERS ABOUT HOW SCHOOLS CAN GET THE MOST OUT OF THEIR PHOTOS AND VIDEOS, WHILE STILL PROTECTING THE DIGITAL IDENTITIES OF THEIR STUDENTS.

Pixevety CEO Colin Anson created the business in response to issues around privacy and consent.

The world is rapidly changing. We live in a time where technology is at our fingertips and constantly evolving. Thanks to smartphones, a camera is usually within arm’s reach, and photos and videos can be shared to social media in just a few clicks. But what implications does this have for schools? And, how can a school be sure that they are complying with privacy laws when it comes to publishing photos of students? As Mr Anson explains, a bundled approach to consent is not the right solution. “Consent is not just about a one-stop tick of a box. There is a big difference between gaining consent to publish a child’s photo in a yearbook and gaining consent to publish that photo on social media. I’ve seen examples of schools asking for permission to publish photos, administer paracetamol and allow students to go on excursions, all on the one form, which is ludicrous. For so long, it was either all in or all out, but there are shades of grey. Parents need to be able to decide if they want their child featured in the yearbook but not on social media,” he says. “Then I’ve seen some schools use a coercive approach, where if parents don’t give consent for photos to be taken and shared, then the student can’t perform in school plays or sporting events, so their school life suffers, which is also unfair.” Mr Anson created Pixevety in response to some of the issues surrounding privacy and consent. A smart and easy to use photo and video management solution, Pixevety offers a unique platform that supports schools in becoming privacy compliant, saving the school time and resources, and giving parents better access and control of how photos of their child are used or distributed. Australian owned and operated, Pixevety stores data locally on a simple, safe and secure platform, allowing schools to make the most of the thousands of photos that are taken each year, and giving students

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and parents private access to a sea of memories. The system is very sophisticated, and the backend quite complex, however this has enabled Pixevety to offer a solution that is very simple to use. “On average, most schools take around 30,000 photos a year, but I’ve come across some schools taking up to 300,000. It needs to be consolidated and managed, in order to protect the students. Consent needs to be informed and current, and technology is necessary to deal with this at volume,” explains Mr Anson. “Digital asset management is something we have been doing a long time. Generally, these types of systems have been used in large organisations, but it is becoming necessary in schools too. The concept is that you can store something once but have multiple people access it with different rights to the content. Schools have only recently begun looking into these sorts of systems because they are fundamentally expensive. At Pixevety, we’ve created a data management system for schools that is much more cost effective.” When a photo is uploaded into the Pixevety system, it is first examined for anything unsavoury, with any photo deemed inappropriate automatically filtered out. It then uses facial recognition to determine who is in the photo, using a mathematical algorithm that’s encrypted. By knowing who is pictured in the photo, the system can determine if the child’s parents have given consent for that photo to be used, or alternatively, remove it. “Schools need a digital asset management system that makes life as simple as possible, but also protects them, so it needs to be consent driven. Pixevety is an approach that is very much about protection. If a parent changes their circumstances,

The Pixevety platform supports schools in becoming privacy compliant.

they can easily go in and change the privacy settings for their child, and the school can see if consent was provided at the time a photo was published, which offers the school greater protection,” says Mr Anson. He adds that privacy is a moral issue as much as it is a legal issue. “We now have everything to protect and not so much to hide. When it comes

Pixevety is a cost effective digital asset management system designed specifically for schools.

to consent, a little bit of thinking goes a long way. Technology has created many privacy issues that only technology can fix. Social media has its place, we just need to be clear on how we are going to use it and if we have consent. While children are young, it’s up to us to protect them in the best way we can. Everything comes second to privacy. It is all about a

single, simple and safe solution, where without doubt, consent is king.”

Buyer’s Guide Pixevety Ph: 1300 438 389 Web: www.pixevety.com

TECHNOLOGY // NATIONAL FUTURESCHOOLS CONFERENCES AND EXPO

Shaping the future of schools COMBINING AN EXHIBITION, AND INFORMATIVE CONFERENCES AND MASTERCLASSES, EDUCATORS VISITING THE NATIONAL FUTURESCHOOLS EXPO CAN TAILOR AN EXPERIENCE THAT BEST SUITS THEIR NEEDS AND INTERESTS. Held over two days each year in March at the Melbourne Convention & Exhibition Centre, the National FutureSchools Expo is centred around the areas of technology, environment, pedagogy and curriculum. It is Australia’s largest education showcase and is aimed at the entire K-12 sector. Along with an exhibition, it includes five parallel conferences that aim to address specific areas of the school of the future: • Future Leadership • Young Learning • Learning support and inclusive education • Teaching about and using emerging technologies • STEM, coding, robotics and the new digital curriculum FutureSchools is the sister-event of EduTECH. While EduTECH covers all sectors in education, FutureSchools is focused solely on schools. It aims to provide

educators with ideas, inspiration and learnings that can be taken, adapted and implemented into classrooms around the nation, helping to shape the schools of the future. The event offers a unique chance for visitors to see a wide range of solutions side-by-side, allowing them to both identify the technologies that are a right fit for them, and determine which vendors they wish to partner with. Delegates can tailor make their own experience at FutureSchools, choosing which of the five conferences appeal to them, along with focused breakout sessions, masterclasses, interactive exhibition seminars and displays, and networking events. Each of the five conferences has been designed to cater for senior leadership working in different roles within K-12 education. Upon registration for the event, delegates can select which of the five conferences they wish to attend: • Future Leaders Conference: A strategic look at the future of education. • ClassTECH Conference: Centred around using technology, teaching with technology and learning about emerging technology. • Inclusive Education Conference: Developing a school for all, with no child left behind. • Young Learners Conference: A holistic and technological view at K-12 learning and teaching practices. • Teaching Kids to Code: Preparing teachers for the digital technologies curriculum, coding and robotics. The FutureSchools Expo and Conferences will be held from 20-21 March 2019, with masterclasses taking place the day before, on 19 March 2019. For the full list of masterclasses on offer, please visit the FutureSchools website.

Buyer’s Guide National FutureSchools Conferences and Expo Web: www.futureschools.com.au

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CURRICULUM // LANGUAGE DEVELOPMENT

Language Encounters SENIOR LECTURER IN EDUCATION AT THE UNIVERSITY OF TECHNOLOGY SYDNEY, DR DON CARTER, EXAMINES THE ROLE THAT CHILDREN’S RHYMES AND POETRY PLAY IN THEIR LANGUAGE DEVELOPMENT.

Dr Don Carter is senior lecturer in Education at the University of Technology Sydney. He has a PhD, Master of Education (Honours), Master of Education (Curriculum), Bachelor of Arts and a Diploma of Education. Don is a former Inspector, English at the NSW curriculum authority and led a range of projects including the English K-10 Syllabus. His research interests include the effects of standardised testing, literacy pedagogies and curriculum theory and history. Dr Carter has published extensively on a range of issues including curriculum reform, English education and standardised testing.

Maybe I’m old fashioned, but aren’t there lessons to be learnt from the past? And in education, shouldn’t we always be looking to draw on previous experience to inform the present and help shape our plans for the future? And here, I’m thinking of a seminal research project published in the 1950s which investigated oral traditions amongst schoolchildren throughout the United Kingdom. Conducted by the English folklorists, Peter and Iona Opie and documented in their 1959 work The Lore and Language of Schoolchildren, the project surveyed and interviewed some 5000 children in 70 schools across England, Scotland, Wales and Dublin about the patterns of oral language demonstrated by these children. The Opies found that children use oral language in the form of rhymes such as nonsense, satirical and playground rhymes; street jeers; riddles; tongue twisters; parodies; puns and joke rhymes for different purposes and effects. The point I am making is that children learn about language by using language in contexts that are not only authentic and purposeful to them but are also often fun. And while we seem to be testing the daylights out of our children via the NAPLAN regime, in-school assessments and arguing about how we should teach and assess reading, we are forgetting that one of the most valuable resources for language development are children’s rhymes. And again, at the risk of sounding old fashioned, poetry. But first, back to the Opies. Their research reported that oral rhymes fall into two broad categories, the first of which is those rhymes which are important in the regulation of games and relationships; and the second category, rhymes that act as expressions of exuberance. Children similarly develop a sense

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of belonging and security by joining in songs, chants and rhymes peculiar to groups such as boy scouts and girl guides. The Opies also concluded that children use language – in the forms of rhymes – for a variety of purposes including the managing of confronting topics such as death and illness; having the last word; exploring vulgar topics; and developing a repertoire of quick-fire responses as they learn to be adept with the language because as the report asserted, “Schoolchildren, constantly fending for themselves amongst their fellows, acquire an armoury of ready responses.” Their research, in my view, still resonates. Think about when you were young. Most of us are wordsmiths of a sort from an early age, chanting rhymes as we learn how to use language, reciting nursery rhymes, substituting and changing rhyming words to make our friends laugh or to be naughty. This was our introduction to poetry in an informal but fun way, the perfect lead-in for

Perhaps in this digital age some might see the study of poetry as archaic but encouragingly, the popularity of slam poetry is on the rise clearly showing young people’s interest in exploring a range of social and personal issues through creative and exciting use of the English language.

Children learn about language by using language in contexts that are not only authentic and purposeful to them but are also often fun.

teachers who use rhymes and poetic forms to expose children to structures and forms of language and to teach them about how language works. Learning to use language in a fun way through rhymes and rhythm provides a platform for the more formal study of poetry. Then to develop the student’s ability to use language in a concentrated and distilled manner – as required by poetry – is the next step. Perhaps in this digital age some might see the study of poetry as archaic but encouragingly, the popularity of slam poetry is on the rise clearly showing young people’s interest in exploring a range of social and personal issues through creative and exciting use of the English language. Primary school teachers in particular know the benefits of children playing with language through nursery rhymes, chants and oral games. And the Australian Curriculum, for example, requires that Year 1 students need to “listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme.” Similarly, the NSW English syllabus, in the development of phonemic knowledge for kindergarten children, requires students to join in rhymes and chants as well as recognise rhymes, syllables and phonemes in spoken words. And from these innocent and playful uses of language, teachers are able to build the critical capacities of students to not only use language effectively but also to identify how language is being used for a variety of purposes, including how it is used to manipulate behaviour and attitudes. The development of student critical capacities was the focus of a recent research study in the United Kingdom released in June this year. Over a period of nine months in 2017, the ‘Commission on Fake News and the Teaching of Critical Literacy Skills in Schools’ surveyed over 2200 school students and 400 teachers to “explore the impact of fake news on young people in the UK” and to identify the approaches that support the teaching of critical literacy skills in schools. Amongst a series of findings, the project revealed that half of the students surveyed are worried they don’t have the skills to spot fake news and nearly two-thirds of their teachers believe that fake news is increasing student levels of anxiety, damaging self-esteem and distorting the world view of students. Such findings not only require the analysis and critiquing of digital media platforms but also require the investigation of how language can influence and potentially skew attitudes, beliefs and behaviour. So, once again – at the risk of sounding old fashioned, it’s worth identifying all the opportunities that engage children in meaningful language encounters. And it’s worth parents sparking family discussions around the dinner table to discuss the day’s events, for example. It’s also worth asking their children to put the laptops, iPhones or tablets away (as well as those of the parents) and play word games, recite jokes and limericks at home, in the car – in any context. And it will be worth it when children are able to activate their informed and highly developed critical capacities when inevitably they are confronted with misleading and spurious information.

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CURRICULUM // Early Life Foundations

Neuroscience in teaching and learning TEACHERS OF TODAY ARE EQUIPPED WITH MORE EVIDENCE ABOUT LEARNING AND HOW A CHILD’S BRAIN DEVELOPS THAN EVER BEFORE. KATHY WALKER, FOUNDER OF WALKER LEARNING, DISCUSSES THE IMPORTANCE OF ADAPTING EVIDENCE-BASED PRACTICE TO THE CLASSROOM.

History has shown us that education – just as with many other fields – has seen numerous trends that have come and gone, and a constant stream of new and varied approaches when it comes to teaching and learning. In recent years, we have also started to see some university courses in education lean more toward teaching and preparing for specific government frameworks, rather than closely

Patron of Early Life Foundations , Kathy Walker OAM is one of Australia’s leading parenting and education experts, public speakers and authors. She is regarded internationally as a leading curriculum, teaching and learning expert in personalised learning and play based learning. She is the designer of the first major personalised curriculum for schools in Australia (Walker Learning), which is implemented across Australia and internationally. Ms Walker is also a lead author with Penguin Publishing and the Australian Council of Educational Research with her texts for parents and educators.

It is important to understand the biological and neurological differences in children of different ages .

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examining pedagogical approaches and the skills of actual teaching. I have observed and noted from my past academic life, as well as through my work as an author and education consultant, that many major professions continue to reinvent and respond to new information and research, using evidence to drive and refine practice. Medicine is a good example of this.

Understanding how a child’s brain works is a fundamental basis for teaching and learning.

While various professions continue to argue certain methodologies, there are some major developments and evidence that have improved and changed the way each professional discipline is practiced. We now know more about the biological, neurological and cultural interplay in a developing child’s brain, thinking, motor skills, personality and behaviours that can be used as a sound and solid basis for teaching and learning methodologies. In some cases though, when applying evidence that is based on the science of the brain, certain aspects may not fully translate into appropriate and different teaching and learning strategies that are based on the child’s specific needs. It is important to consider that there are significant differences in the brain of a five-year-old just entering school for the first time, an eight-yearold in Year 3, and an 11-year-old in Years 5 or 6. Though the content is tailored to the child’s age and stage of school life, the key strategies used to deliver the content are sometimes not. There are numerous programs being introduced into schools that use a one size fits all approach and don’t tailor the strategies according to what and how a child’s brain may process, take in information, or make sense and translate the information into new or related information.

A whole school approach to teaching and learning with a consistent set of strategies across all classes and teachers is what research has highlighted as the most effective means to achieve higher levels of academic outcomes. Just as with other disciplines, such as medicine, it is important for teachers to continue to update and change the way they educate to ensure their methods are current and taking advantage of evidence based approaches. Teaching a certain way because “I have always done it this way” doesn’t suffice in today’s world of education. It is possible to teach both academic and life skills, to teach literacy and numeracy, as well as effective communication and appropriate social skills and problem solving. These all go hand in hand, there doesn’t need to be any polarisation or choice of one versus the other. It is also possible for a school curriculum not to be over-crowded, though this often isn’t the case, with countless add ons often incorporated into the school’s offering – resilience programs, socialisation programs or disciplinary programs, the list is endless. A key issue is to look at how young children are taught both sets of skills consistently across a whole school and how evidence is used as the basis for this to occur. Programs shouldn’t be selected and taught based only on personal inclination of an individual

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teacher or principal. Instead, it is important to draw upon the evidence of how children best learn. Where does this evidence come from and how does it translate itself into practice? Sciences of the brain, and the related biological and physiological skills of development have sometimes been neglected in recent years in education. Strong political influences, combined with a concentration of cultural influences and impacts have dominated university and teaching content. It is obvious, necessary and critical that cultural, environmental, family and community influences and impacts on a child are factored into the learning environment. It is vital that teaching and learning contextualise these cultural and environmental influences in all teaching communities. However, it is just as critical that teachers and parents are empowered to understand the biological and neurological differences in children and how this impacts on teaching and learning. It is important, for example, to understand why younger children have less empathic understanding than older children. This one fact helps everyone to understand that not all young children are selfish, but because parts of the cerebral cortex frontal part of the brain – where empathic understanding develops – matures later than other parts of the brain, it is often harder to put yourself in someone else’s shoes. Asking a young child, “how would you like it if that happened to you?” may not be the best response. Most young children will learn to answer “no” because they come to realise that it’s the right answer, not necessarily because they mean it, feel it or understand it. How values, behaviours, discipline, morals and teaching strategies are implemented and impacted upon just by this one element of empathic cognition

CURRICULUM // Early Life Foundations

in the brain throughout the early childhood and primary years would dramatically change many school programs that mistake or confuse morality, development and modelling. The fact that younger children generally have shorter concentration spans than older children and yet some five-year-olds are expected to stand at a whole school assembly and be silent and still for over 30 minutes is simply setting children up to fail. So many young children get into trouble at school because teachers have inappropriate expectations. Too often, children in the Australian education system are labelled as slow learners, yet Australian children begin school at an age that many countries across the world consider to be too young. Children are simply not biologically ready to learn to read and write at the age of just four. There will always be programs that teach children to recite words, letters and numbers at the age of two. What these programs fail to recognise is that the children can make no meaning from what they are doing. What we need are teaching institutions which, like many overseas, take and use sciences and psychology seriously as the basis for teaching and learning. How can we teach a child if we do not understand how their brain, their understanding, their personality and their behaviours work? How do we know when to intervene if we do not understand some basic biological elements of brain maturation and development? This is a major and fundamental basis for teaching and learning – to recognise that evidence is based upon what the brain actually tells us about how it develops and what and when children can take things in. Of course there are always cultural variances, but not so significantly that the course of basic brain development is different. Experience, exposure and opportunity help but don’t significantly speed up the development of the brain, but can assist in the function of the brain. Walker Learning, a teaching and learning pedagogy, is implemented in hundreds of schools across Australia and internationally. It is based on research about how a young child develops, and the most appropriate ways for teaching and learning to occur. It is neither viewed as particularly progressive or conservative; instead it believes in explicit instruction of literacy and numeracy once children are biologically ready, usually from the first year of school.

Neuroscience is a major foundation of Walker Learning, which uses an approach that suits the maturational and cultural stage of children.

It believes that ‘how’ children learn in the early years, through being active, exploring, experimenting, designing, interacting and problem solving, alongside the discreet explicit instruction time, integrates what might be called basics in teaching with life skills education. Neuroscience is a major foundation of Walker Learning. It is a whole school approach to teaching and learning that includes teaching, life skills, behaviours, and discipline techniques that best suit the maturational and cultural stage of children. It requires teachers to contextualise the learning environment for the community it is in, reflecting the unique cultural and environmental factors. It is also inclusive of parents and families. The key factor in Walker Learning is that it uses evidence in the ‘how’ of teaching. Walker Learning avoids the debate between back to basics or progressive education. It is a fact that with a whole school philosophy, with strong leadership that understands pedagogy, and relevant up-to-date evidence; effective teaching and learning, and competent outcomes can be achieved. It is all about education moving into a thinking of not just knowing about evidence but using and implementing evidence in a systemic methodology across a whole school. The challenge is that nearly every school I have ever worked in espouses a clear philosophy and yet across grades even of the same year level, different strategies and approaches are used by individual

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teachers that may or may not reflect the school’s values and usually do not reflect a whole of school set of teaching and learning practices that are mandatory. There still remains a mindset that teachers can teach the way they individually want to. They can introduce their own reward or behaviour strategies in the classroom. What is so obvious and yet remains elusive in so many schools is that for many children moving across seven years of different teachers, they may in fact experience seven different types of disciplinary techniques, different ways of teaching and learning despite what the rhetoric, mission, vision and school philosophy statement actually says. Inconsistent practice is not conducive to effective learning. The main goal for any leader and any school needs to be ensuring not just a whole agreed set of values or philosophy statement, but an evidence based set of practices that are consistent across the school and mandatory for all teachers to use. Walker Learning is one example of an evidence based pedagogy which provides a whole of school educational philosophy and set of teaching and learning practices. It relies on evidence, not personal inclination.

Buyer’s Guide Walker Learning is the exclusive product of Early Life Foundations Ph: 03 9551 1900 Web: www.earlylife.com.au

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PROFESSIONAL DEVELOPMENT // MONASH EDUCATION

Free online resources for teachers MONASH EDUCATION HAS LAUNCHED TEACHSPACE, A NEW ONLINE SPACE FOR TEACHERS THAT PROVIDES HOW-TO VIDEOS, CASE STUDIES AND HANDY TIPS FOR THE CLASSROOM.

From easily accessible articles and videos to deeper dives for educational leaders, all the materials are based on the latest research from specialist educators from Monash. The topics covered are diverse and include: • Strategies to use technology in the classroom. • Ways to deliver on the new health and physical education curriculum. • Clarification on cultural education requirements. • Reasoning-based methodologies to promote critical and creative thinking in mathematics. Professor Colleen Vale, who has contributed an article about mathematical reasoning, welcomed the online space and said it’s a great vehicle to translate research into evidence-based teaching practices. “We know classrooms are busy places, and it can be hard for teachers to stay on top of the research. We want to make it quick and easy.” Jenny McDonell is a Grade 3/4 teacher

from Warrandyte Primary School in Victoria and passionately believes in the power of reasoning tasks to create more lightbulb moments. She was featured in a short video for TeachSpace showing how matchsticks can help students understand patterns, form theories and develop them into mathematical rules. “Children in my class just love mathematics. Learning maths in this way is fun for kids, so they enjoy learning, and they are learning different skills. They are learning to think and they are learning to solve problems and try different methods. All together it creates a deeper understanding of what they are learning. It’s fantastic.” Every month Monash will add new content, resources and tips for teachers and educators. Topics will cover all the specialist areas of the Victorian Curriculum, but also explore broader issues in education such as teacher wellbeing and behavioural management.

TeachSpace is an online teaching resource, offering evidence-based teaching practices.

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Jenny McDonell highlights how she makes maths fun in a short video on TeachSpace.

Teachers are encouraged to suggest topics, and to identify areas where they need more support. To see how TeachSpace can help you in the classroom, please visit the website.

Buyer’s Guide Monash Education Web: monash.edu/education/teach

8 Keys to Inclusive Play The school playground should be a space for all children to play together. Learn how you can make your space entertaining for kids of all abilities.

5. The â&#x20AC;&#x2DC;Coolest Thingâ&#x20AC;&#x2122; Identify the piece of equipment that you think children will be most excited about. Make sure that this activity is usable by everyone.

1. Physical, Sensory and Social Activities Create a rich play environment by offering a diverse range of activities across all three categories.

6. Pods, Rooms and Zones Develop specialised areas of play. This allows choices by a child who may be overstimulated by a noisy or very active area.

2. Mulitple Levels of Challenge Choose equipment with a wide variety of challenge levels to provide appropriate involvement for everyone. 3. Grouping of Activities Invite engagement between children of different abilities by locating similar activities close to one another. 4. Elevated Play Make high decks a destination point with engaging play so everyone wants to climb or wheel themselves up there.

7. Unitary Surfacing Surfacing can be divided into two groups: loose and unitary. Unitary surfacing allows people in wheelchairs to get to the play activities easily. 8. Routes and Maneuvarability Routes through the play area should be wide enough for people in wheelchairs to pass one another. Also to enter, turn and exit without difficulty.

Climbing Challenge Level 3

Climbing Challenge Level 2

Social Interaction

Climbing Challenge Level 1

Upper Body Challenge Level 1

Tactile & Auditory Sensory Experience

Unity Dome by Playworld When the budget or the space is tight, think about equipment that has multiple challenge levels and inclusive intents.

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PROFESSIONAL DEVELOPMENT // LINDAMOOD-BELL

Help for students with dyslexia WHEN A STUDENT HAS BEEN DIAGNOSED WITH DYSLEXIA, EXTRA HELP TYPICALLY FOCUSES ON PHONICS, OR SOUNDING OUT WORDS, AND SPELLING RULES. UNFORTUNATELY MANY STUDENTS, EVEN THOSE WHO HAVE HAD YEARS OF EXTRA HELP, CONTINUE TO STRUGGLE.

Perhaps they sound out a word eventually – but it is slow and laboured. They may take so long to sound out the word they miss the meaning of the text altogether. Or, they may substitute words when reading a paragraph. For example, they may read ‘production’ instead of ‘perfection’. For many students, even those who have received extensive reading support, sight word recognition remains difficult. They may attempt to use phonics strategies for most words – such as reading /pee/ /oh/ /plee/ for the word ‘people’. When they finally conquer a word, they might not recognise that same word when they encounter it in the next paragraph. Also, while a student may spell words phonetically, they are unable to remember the visual patterns of words (orthography).

For example, they may spell the word ‘friend’ as ‘f-r-e-n-d.’ WHAT IS THE MISSING CONNECTION FOR THESE STUDENTS? An important aspect of reading and spelling is symbol imagery, which underlies both phonological and orthographic processing. Symbol imagery is the ability to visualise letters in your mind’s eye. This connection of imagery and language is necessary for sounding out new words and quickly recognising letters and common words. Students who read fluently, and are able to self-correct their errors, have strong symbol imagery. Traditional reading remediation programs focus on how to sound out words and reading and spelling rules. While these

Reading can remain difficult for dyslexic students, even after years of extra tutoring and accommodations.

education matters primary

activities have value, they do not affect the imagerylanguage connection. They do not change how a student is processing language. This is why reading may still be difficult for your dyslexic students, even after years of extra tutoring and accommodations. Long overlooked in reading research, symbol imagery is an important function that can now be assessed and developed. SEEING STARS PROGRAM The Seeing Stars® program develops symbol imagery as a basis for orthographic awareness, phonemic awareness, word attack, word recognition, spelling, and contextual reading fluency. Students can be taught to read and spell to their potential, regardless of their age or struggle with literacy, including those with a previous diagnosis of dyslexia. Lindamood-Bell has partnered with many universities to examine the effects our sensory-

Symbol imagery is the ability to visualise letters in your mind’s eye, connecting imagery and language to help sound out and recognise words.

cognitive instruction has on the brain. To read more about the studies involving dyslexia, please visit lindamoodbell.com/category-article/ dyslexia. Educators can learn the steps of the Seeing Stars program at one of Lindamood-Bell’s upcoming workshops – now available online. Learn how to teach the underlying processes necessary for reading and spelling.

Register now for the following workshops: Seeing Stars: 6-8 November 2018 Visualizing and Verbalizing: 13-15 November 2018 LiPS: 19-23 November 2018

Buyer’s Guide Lindamood-Bell Web: www.lindamoodbell.com

PROFESSIONAL DEVELOPMENT // EDUTECH AUSTRALIA

EduTECH will include five congresses, eight masterclasses, over 300 exhibitors and 220 speakers

A festival of education THE LARGEST EDUCATION EVENT IN THE SOUTHERN HEMISPHERE AND ASIA PACIFIC REGION, EDUTECH WILL RETURN TO SYDNEY IN 2019, WITH CREATIVE THINKER AND EDUCATION EXPERT SIR KEN ROBINSON TAKING TO THE STAGE AS THE EVENT’S KEYNOTE SPEAKER.

Technology is constantly changing and evolving, with new advancements continuing to make their way into schools, impacting on the way educators teach and students learn. In the digital world of today, trying to keep up with what’s new and how it can be used or adapted for the classroom, can be a daunting and challenging task for educators. With that being said, how can we keep up? EduTECH brings together the latest in technology and education. Attracting over 11,000 people from across the globe, it is truly an international event, held right here in Australia. A festival of education, EduTECH will include five congresses, eight masterclasses, over 300 exhibitors and 220 speakers. Spread across over 12,000 square metres of exhibition space, visitors are invited to test new technology, network with peers and understand

how to use innovative technologies firsthand, such as robotics, drones, 3D printing and virtual reality. Each year, EduTECH’s impressive list of speakers, comprised of world-leading education and training experts, deliver talks on thought leadership and practical case-studies across the entire education sector. Celebrated educator, best-selling author and advisor to education departments all over the world, Sir Ken Robinson, will be the keynote speaker for EduTECH 2019. Sir Ken Robinson has a long list of accolades. He received a knighthood from Queen Elizabeth in 2003 for his services to the arts; his book The Element: How Finding Your Passion Changes Everything has been translated into 23 languages and sold over 1 million copies; and his 2006 Ted Talk video, Do Schools Kill Creativity, is the most watched Ted Talk video in history, with over 40 million views and counting.

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His immense popularity in the educational sphere is undeniable. Earlier this year, he spoke at National FutureSchools Conferences and Expo, and he was also a keynote speaker at EduTECH in Brisbane in 2014, where he addressed sold out auditoriums at both events. EduTECH organisers are expecting his upcoming presentation for the event to do the same. EduTECH Australia will run from 6-7 June 2019 at the International Convention Centre in Sydney, with a series of masterclasses running the day prior, on Wednesday 5 June 2019. EduTECH tickets are now on sale. Book early to secure a priority seat at the event. For more information, please visit the EduTECH website.

Buyer’s Guide EduTECH Australia Web: www.edutech.net.au

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PROFESSIONAL DEVELOPMENT // AITSL

Supporting teachers and school leaders LISA RODGERS, CEO OF THE AUSTRALIAN INSTITUTE FOR TEACHING AND SCHOOL LEADERSHIP (AITSL), EXPLAINS HOW THE ORGANISATION PROVIDES CONTINUOUS SUPPORT TO TEACHERS AND SCHOOL LEADERS THROUGH ALL STAGES OF THEIR CAREERS.

Lisa Rodgers is the CEO of the Australian Institute for Teaching and School Leadership (AITSL), and a powerful, respected advocate for education. Ms Rodgers was Deputy Secretary, Ministry of Education in New Zealand and held substantial posts across Justice, Health, and in service for the British Army. She is a Board Director of the Foundation for Young Australians and a member of the Advisory Board of the Asia Education Foundation.

Primary schooling lays the foundations for lifelong learning. The lives of your students can be shaped by your practice and guidance, which no doubt inspired many of you to start teaching in the first place. AITSL’s job is to support you and we do that by working with the profession, for the profession. What this means is collaborating with teachers to develop the resources and tools you want and need. Among other projects, we’ve worked closely with primary and secondary teachers to build practical, professional learning resources like the Classroom Observation Strategies, a set of coaching resources, and the Essential Guide to Professional Learning series. I’m privileged to work alongside our committed AITSL team. Many of the team are former teachers themselves; a big advantage as they continue working with you to draft national policy and develop resources. We have teachers from Australia, the UK, Singapore and Germany. This wasn’t quite by design, but having international perspective helps. We draw on the very best evidence in the projects we deliver for you. All of our work is research based and we incorporate international best practice. Having said that, there is best practice in Australia and we don’t need to go overseas to see it. So we work on a daily basis with teachers and school leaders to build evidence-based tools and resources that help improve the practice of educators across the country. This will be the first of several columns we’ll be writing in Education Matters, so please consider this a warm introduction to AITSL, as we all start planning for the remainder of 2018 and first term next year.

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To better understand how we support you, it’s revealing to look at our projects through the prism of the teacher lifecycle, from pre-service to lead teachers and school leaders, and everything in between. Our best-known achievements are working with teachers and school leaders to develop and implement the landmark ‘Standards’ – the Australian Professional Standards for Teachers and the Australian Professional Standard for Principals. These twin standards provide clear, detailed, nationally agreed definitions of what it means to be an outstanding teacher or leader, and a road map to get there. After close consultation with the profession across all jurisdictions, systems and sectors; we’ve also developed seven additional evidence-based frameworks to support quality teaching practice across all career stages. That makes nine policies that are collectively driving national reform (see purple fact box). Teachers and school leaders gain free access to virtually all the digital tools, resources and other services on the AITSL website. AITSL’s most popular online resource is the 300-plus Illustrations of Practice, which are short, practical videos showing teachers examples of the Standards in action across a range of contexts. They’ve been viewed more than 1.5 million times. Also popular are these tools: • The Teacher Self-Assessment Tool, or TSAT; • The School Leader Self-Assessment Tool, or School leader SAT; • The Supervising Pre-service Teachers Modules; and • The My Induction App.

AITSL supports primary teachers and leaders in every Australian school to lead the learning of their students.

Launched in 2017, the My Induction app supports beginning teachers as they are inducted into schools, and has been downloaded 10,000 times and counting. If you have any friends about to start their first year in the classroom, make sure you tell them about it. Because we exist to support you and promote your excellence, we’re always reaching out to you with our resources and tools through AITSL eNews (go to our website and subscribe if you haven’t already) and our Twitter, Facebook and LinkedIn platforms. If you’re not

following us yet on social media, give it a go and keep up-to-date with engaging and helpful information. Right now is the perfect time of year to be getting stuck into your professional learning plans for next year, so take advantage of our free resources to make the second half of 2018 and early 2019 easier and more effective. I hope you have a better feel for AITSL and our passion for quality teaching and school leadership in primary and secondary schools. No matter where

AITSL has developed nine foundation policies that underpin each stage of the teaching lifecycle: 1. Australian Professional Standards for Teachers 2. Accreditation of ITE programs in Australia: Standards and Procedures 3. Graduate to Proficient: Australian guidelines for teacher induction into the profession 4. Nationally consistent registration for all teachers 5. Australian Charter for the Professional Learning of Teachers and School Leaders 6. Australian Teacher Performance and Development Framework 7. Certification of Highly Accomplished and Lead Teachers in Australia 8. Leading for impact: Australian guidelines for school leadership development 9. Australian Professional Standard for Principals and the Leadership Profiles

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AITSL’s most popular online resource is the 300-plus Illustrations of Practice, which are short, practical videos showing teachers examples of the Standards in action across a range of contexts. you are in the country, know that we have a range of resources and tools that are easy to access and use. We develop them to support your growth and positive impact on the learning outcomes of Australia’s school students.

Buyer’s Guide AITSL Ph: 03 9944 1200 Web: www.aitsl.edu.au

BEYOND THE CLASSROOM // PLAYGROUNDS

Play is the way CHARLES STURT UNIVERSITY LECTURER, RACHAEL JEFFERSON-BUCHANAN, TALKS TO EDUCATION MATTERS ABOUT THE IMPORTANCE OF PLAY, AND THE TEACHING AND LEARNING OF FUNDAMENTAL MOVEMENT SKILLS.

Fundamental movement skills (FMS) comprise movement patterns involving feet, legs, trunk, head, arms and hands. They are deemed to be the foundation for more complex and specialised skills that are an integral part of structured, unstructured, collaborative and competitive physical activities for young people and adults. FMS are often organised into three different categories, and although the terminology for these do vary internationally, there is widespread agreement that these essentially encompass: • Body management skills (e.g. climbing, balancing on one foot); • Locomotor skills (e.g. running, hopping, skipping); and • Object control skills (e.g. catching, throwing). My research over the last 14 years as a physical education lecturer and consultant in the UK and Australia has involved an exploration of how FMS are taught in schools by primary generalist teachers, together with how teacher education students plan for and teach FMS during their university training in physical education.

Rachael Jefferson-Buchanan is currently a Lecturer in Human Movement Studies (Health and Physical Education) and Creative Arts at Charles Sturt University in New South Wales. She has led fundamental movement skills workshops internationally during her lecturing roles in the UK and Australia, as well as in Egypt and central Asia as part of her physical education consultancy role for Cambridge Assessment International Education. She has also published a book called Fundamental Fun: 132 activities to develop fundamental movement skills. For more information or to order a copy, please email rjefferson-buchanan@csu.edu.au.

Play can help children progress their physical, cognitive and social capacities.

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It has been an interesting journey that has revealed how FMS are often taught using didactic approaches. THE LEARNING OF FMS IN SCHOOLS Schools are critical contexts for the promotion of physical activity in children and young people. Since approximately 500 hours of physical education are taught at primary school level, this indicates how the physical education lesson is a significant locale in which to enhance physical activity levels. However, it is important that FMS are learned in enjoyable and meaningful ways within the primary physical education context, for this could potentially have a positive effect on a child’s future engagement in physical activity beyond the school context. When FMS learning is underpinned by the pedagogy of play, rather than being isolated and taught in technocratic ways, this can empower and enthuse students. It also frees up the teacher if they release the classroom reins, enabling them to adopt a number of different roles and types

programs/packages that will enable them to easily meet syllabus learning outcomes and cover all necessary content.

Play experiences should be meaningful and purposeful, giving students choice and social support.

of involvement during the student-centred activities they have assembled. Accordingly, they can become an observer, a facilitator, or a participant. CONTEMPLATING SKILL LEARNING Play is a medium through which children can have fun, make sense of and communicate their knowledge about the world, reveal needs and refine skills. Indeed, Froebel’s theory of play in On the education of man (die Menschenerziehurg (1826), suggested almost two centuries ago, that play is essential in securing healthy child development. Although play is considered essential for a child’s effective learning in the early years and primary classroom, the play-based learning of FMS in the primary physical education context is not always apparent. During my research processes in school and university-based environments, it has become increasingly evident that this is due to two key reasons: historical tradition, and the perceived and actual efficacy of primary physical education teachers. In regard to the first reason, the historical context of skill learning in physical education tends to permeate and influence contemporary pedagogy and practice. In ‘Beyond the technocractic limits of physical education’, as published in Quest (1990, p.53), McKay, Gore and Kirk refer to this phenomenon as an ideology of “technocratic physical education”. To a certain extent, this comprises a reliance on scientistic teaching methodologies, concurrently exposing an instrumental rationality. Such a narrow epistemological perspective perceives the body’s development of fitness and technical skills as the core of teaching and learning in physical education,

thereby reproducing rather than challenging existing social arrangements. During my research and lecturing processes in two different Western countries, when primary generalist teachers plan for and teach FMS they regularly resort to teacher-led activities. This pattern has often arisen during my observations, and it appears to stem from two interrelated elements. In particular, it indicates how adults often draw on their own experiences in school and embody these as the ‘correct’ way to do things. This enactment becomes problematic when negative physical education experiences are prevalent during primary and secondary years. During this time, prospective physical education teachers can become familiar with certain pedagogical practices through their experiences and observations, eventually forming judgements about what constitutes quality teaching. It can subsequently be difficult for teacher educators to significantly influence their teacher education students’ embodied pedagogy and practice during the relatively short time they undertake primary-based physical education subjects. The second related element connects with other theorists’ work in the field, which highlights how primary generalists lack the confidence and competence to help students develop proficient FMS. This can lead to teaching methods becoming didactic in nature or lessons involving supervised play only. The adoption of these kinds of pedagogic approaches appears to be intimately linked to a teacher’s/teacher education student’s lack of belief in their own ability to competently perform skills and activities. As a result, they sometimes resort to quick fixes and work with readymade movement

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THE POWER OF PLAY It is important to emphasise that the teaching of FMS should, above all, seek to foster a young student’s love of moving through play-based activities. Any misguided perceptions that teachers might have in relation to FMS acquisition needing to be underpinned by command-based approaches must therefore be disbanded. Lines of students passing a ball between them does not involve advancement of the players towards the goal area; this lacks authenticity and does not help students relate to the real and dynamic game context. Such a skill-drill practice can have a detrimental effect on a student’s knowledge and understanding of the game, as well as their motivation to hone a specific FMS such as catching. For this reason, it is important for teachers to transfer play-based pedagogy that is often visible in their classroom space to the physical education milieu. These play experiences should be relevant, meaningful and purposeful, giving students choice and social support as opposed to making them perform a mere skill-oriented task. Students need to be encouraged to understand skill development processes through their play-based learning activities, but the latter should also nurture communication, decision-making, helping and listening to others, sharing ideas, sharing roles and equipment, and participating at their own level. The teacher should be letting them have a go at learning FMS, contextualise each and every learning activity, and employ a hands-off approach, only intervening with the learning of a particular FMS when there are safety concerns or certain progressions are required. Play is a rich and stimulating medium for FMS learning, helping children to progress their physical, cognitive and social capacities by engaging them in exploratory, whole-bodied experiences. As such, play should be at the core of every FMS learning experience, since it cultivates meaningful, purposeful and imaginative corporeal involvement. This pedagogical approach could thereby help minimise students’ potential feelings of frustration in the learning of more advanced skills, increasing the likelihood of them becoming physically active adolescents. As a researcher and physical educator with 30 years of teaching experience in the field I can only conclude that through focused, play-based practice it is possible to enhance FMS proficiency in each and every student.

BEYOND THE CLASSROOM // PLAYGROUNDS

Managing risk and challenge in playgrounds MARY JEAVONS, DIRECTOR OF JEAVONS LANDSCAPE ARCHITECTS, HIGHLIGHTS THE IMPORTANCE FOR CHILDREN TO ACTIVELY PLAY OUTDOORS AT SCHOOL, AND DISCUSSES HOW PLAY EQUIPMENT CAN BE DESIGNED AND MANAGED TO BENEFIT CHILDREN AS THEY LEARN TO MANAGE RISKS IN THEIR ENVIRONMENT.

For children, outdoor play is an important part of the school day. As today’s children spend more time indoors, and sedentary, schools remain one of the key settings where children are still likely to play outside. Some studies link a lack of outdoor play opportunities to poor health and learning outcomes for children of any age. Not all play involves risk taking, but there are positive benefits of risky play. Paradoxically, there is a possibility that children exposed to too little challenge may take inappropriate risks, where the chance of injury is high, because they lack the ability to judge risk levels and lack skills to tackle it. A 2015 systematic review of 18 separate studies on risky outdoor play (i.e. thrilling, exciting and with the possibility of injury) found this type of play to be associated with positive effects on a range of health indicators, including social health and behaviours, injuries and lower aggression. Mary Jeavons is a Fellow and Registered Landscape Architect with AILA, with over 25 years’ experience in landscape planning and design. She is the Director of Jeavons Landscape Architects, which has core experience in children’s settings including outdoor play areas in schools, early childhood and early intervention centres. Ms Jeavons also has experience in broad scale landscape site planning, master planning, and strategic planning for local government. She is a representative on the AS Standards Committee CS5 for playgrounds, and has a sophisticated understanding of the practical implications of safety standards on children’s play environments.

PLAYGROUND INJURIES School grounds are busy places so unfortunately it’s inevitable that some childhood injuries will occur at school. There have been several dramatic reports in the press about the dangers of playgrounds but this is not a reason for schools to panic or deny children important outdoor activities. Keep in mind that many injuries labelled as school playground injuries are not really related to actual play equipment, or necessarily caused by equipment design. There are plenty of other causes of injury in school grounds or anywhere outdoors in schools, including collisions, sports injuries, slips on surfaces, and falling down stairs. Accurate definitions and good data collection are needed to provide a clearer picture.

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AUSTRALIAN STANDARDS FOR PLAYGROUND EQUIPMENT AND SURFACING Playground Equipment Standards govern the provision of play equipment in schools, public play spaces and supervised early childhood centres across Australia. State and Territory Education Departments also have their own requirements too. Schools need to purchase equipment that complies with these. The main objective of these documents is to reduce the frequency and severity of injuries. Elimination of injury is considered unrealistic and Standards are not designed to prevent cuts, bruises or broken bones. RISK BENEFITS Playground Equipment Standards identify various categories of hazards. While some hazards have no play value or benefit to children and need to be removed from playgrounds, such as entrapments, strangulation, sharp protrusions and crush points; other hazards do offer benefits in the form of challenging experiences, types of movement and heights. These need to be managed carefully but not necessarily removed. A risk benefit approach is likely to deliver better overall outcomes. Ask the following questions: • What are the risks? • Which risks are harmful hazards and why? • Which risks have positive benefits for children and why? • What are the different views on these risks in the school community? • What are the options for managing these risks? • What are the pros and cons of each option? Schools need to consider the full picture of risks and benefits of outdoor play, and alternative

The best way to enhance children’s safety is to teach skills to deal with the situations they will need to face, and to ensure they have a high-quality range of play opportunities to enhance their health, wellbeing, learning and development. strategies, before removing valuable opportunities for play, recreation and skill development in the school playground. AVOID THE KNEE JERK REACTION A common example occurs when a child is injured on upper-body play equipment, such as a horizontal ladder (often called monkey bars). Even though they may look uninteresting, this type of equipment is important for developing upper bodies, balance and rhythm, as well as creating a sense of achievement, social interaction and a host of other benefits. They are especially popular with girls and are therefore an important conduit to physical activity for girls. If a school has only one set of monkey bars or a track ride in the playground that is designed for older children, younger students may inevitably try and use it. This requires them to jump for a bar set too high; and sometimes results in a fall or even a broken arm. This can occur even if the school has a fully compliant impact attenuating surface under the equipment. Many schools remove the ‘offending’ equipment, leaving the whole school without this valuable play element.

An alternative approach involves taking a step back and properly considering the range of play opportunities offered, in the context of children’s ages and the number of children at school. Instead of removing the equipment, it is often worth adding more of this equipment, but most importantly this should be properly planned with at least two, but preferably three different scales/degrees of challenge. DESIGN FOR LEVELS OF CHALLENGE AND SKILL DEVELOPMENT The challenge in a horizontal ladder lies in the height, length and spacing of bars. If bars are too high, children who don’t yet have the skills are at risk of injury when they fall. If they are too low, older children’s feet drag on the ground, removing the fun, challenge and opportunity to extend skills. A welldesigned set of such agility play equipment would therefore ideally provide:

Photography courtesy of Andrew Lloyd

Upper body equipment such as horizontal ladders and track rides can be linked to other equipment to provide a circuit as long as the landing decks can accommodate waiting children.

• F or Prep – Grade 2: 1800mm in height or even lower, and 2500mm-3000mm in length. •G rades 3 and 4: Up to 2000mm in height and around 3000mm in length. •G rade 5 and 6 (and Year 7): Up to 2200mm in height, which is the maximum allowed under Australian standards, and up to around 4000mm in height. As children vary significantly in height, it is important they can self-select the equipment that suits them. Other simple strategies to reduce injuries on agility equipment include maintaining the impact attenuating surface under the equipment; ensuring bars don’t spin and are small enough for a child to grip; providing bars at an even spacing so children can develop a rhythm; providing large landing decks to accommodate waiting children; providing plenty of other play opportunities across the school to reduce crowding on equipment; and employing a specialist physical education teacher who can introduce students to new agility equipment to help ensure children get enough exercise and physical activity each day. Children need to play outside and need to learn to manage risks. Schools have a vital role to play here. The best way to enhance children’s safety is to teach skills to deal with the situations they will need to face, and to ensure they have a high-quality range of play opportunities to enhance their health, wellbeing, learning and development.

Play equipment at Eltham College Junior School, in Victoria.

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BEYOND THE CLASSROOM // PLAYGROUNDS

An play space should offer a range of challenges to cater to various abilities.

Planning the perfect play space IDEAL PLAY SPACES FOR SCHOOLS SHOULD BE INCLUSIVE, ACCESSIBLE, CHALLENGING AND CONSIDER WHOLE OF LIFE COSTS, ACCORDING TO PLAYGROUND SPECIALISTS AND CONSULTANTS, PLAYROPE.

When designing a new playground for a school or updating an existing play space, there are numerous things to consider such as the age and abilities of the children who will be using the playground, the number of students it will need to cater for, how much space you have to work with and the type of play you are hoping to achieve. An effective play space can be achieved through the careful selection of products, materials and textures.

PATHS OF PLAY Equipment will be used differently by each and every child. Effort must be met with reward if the design is to stand the test of time (and repeated use). By rewarding a gruelling net climb with a spiral slide back to terra firma we encourage the child to return to the net and climb again. It is also important to differentiate between “Play Value” and “Play Points”. An opportunity to play does not always translate into use if the equipment is poorly designed or positioned. Through careful, considerate design, we can ensure that the products selected will influence the nature of the play. INCLUSIVE An effective play space should appeal to children of all ages and abilities. This can be achieved through the careful selection of products (and their placement), materials and textures. By addressing the needs of a broad range of users we can encourage inter-generational play for children to create their own narrative, together. CHALLENGING Play equipment should engage with its user on both a physical

education matters primary

When a challenging climb is met with a reward, such as a slide, children are encouraged to climb back up again.

and psychological level. Modern play equipment encourages physical growth through flexibility and weight bearing exercises. Furthermore, by introducing a controlled level of risk and reward into a play experience children learn to assess and self-manage that risk. Therefore, it is important that play spaces provide a variety of risk levels, reward and challenges to accommodate different abilities. SENSORY PLAY Enrich learning experiences through hands-on play. By engaging the senses through experiential play elements, children are encouraged to explore the

Engaging the senses through sensory play encourages students to explore and interact.

world around them. From a series of water gates, wheels, sluices and troughs; through to sand-shifting or even an outdoor musical garden – inclusion of sensory play in your next play space allows all ages to develop and interact. ACCESSIBILITY A key ingredient of any playground is space. Products are designed to incorporate a Circulation Zone in

An outdoor gym helps to promote exercise.

line with recognised standards to ensure that users are able to move around the playground freely and without risk. During the design phase, consideration should be given to the space required to move around the equipment. Likewise considerations around soft fall materials, location and size of pathways will all have an impact on the accessibility of your installation. WHOLE OF LIFE COSTS It is important to consider the likely whole of life costs associated with products. Often, cost of replacement or extensive maintenance can far outweigh the initial purchase price over the life of any product. Materials, coatings, location and intended use of products (and component parts) can have a bearing on the whole of life costs. All too often clients only consider the initial purchase price and this may not necessarily reflect the most cost efficient purchase for the long run. PlayRope delivers playgrounds that promote exercise, foster positive behaviour and assist in cognitive and social development. Using its extensive experience, PlayRope can transform a school’s vision into reality by providing playground equipment and design that promotes physical movement, social integration, independent play and discovery, as well as more challenging equipment to prompt the cognitive aspects of child’s play.

Buyer’s Guide PlayRope Ph: 1800 767 529 Web: Playrope.com.au/schools education matters primary

BEYOND THE CLASSROOM // PLAYGROUNDS

Thinking outside the square WHEN WILLPLAY WAS TASKED WITH CREATING A PLAY SPACE TO SUIT A BROAD RANGE OF AGES, THE PLAYGROUND DESIGNER AND MANUFACTURER CAME UP WITH AN INNOVATIVE SOLUTION DESIGNED TO SPARK IMAGINATIONS AND ENCOURAGE CHALLENGE.

Patrick’s Road State School in Ferny Hills, Queensland, recently approached Willplay to design and manufacture its major playground upgrade. The brief involved designing three different zones in the one play area, catering to various skill levels and age groups. An additional element in the brief was to make the play element for the older age group something memorable. The design process for this project was complicated by the existing infrastructure, concrete paths and retaining walls, prompting WillPlay’s Anthony Elms to think outside the square for the design and layout of the area, ensuring the equipment was functional, fun and compliant to Australian Standards. Rubber softfall was chosen for this project to offer a great looking, low maintenance softfall solution.

The school wanted a play element in an under-utilised garden for its Preps and Year 1 students, designed to encourage imaginative and co-operative play. This was achieved using elements from WillPlay’s popular Fairy Tale Adventure range and newly released Little Town range. Both items are designed to encourage children to create their own storylines and adventures, and play together to help develop their social skills. The second zone in this play area features a custom system from WillPlay’s PlayPark range of products. The PlayPark range is a customisable play system offering great play value in a very cost effective package. These systems are suitable for a wide age range of users, from Prep to upper primary and offer the opportunity for children of all ages to play together in a fun, safe environment. Things get exciting in the main area with a Custom Boxie Climber installed to really challenge and push kids to the edge of their comfort zone. Featuring a variety of climbing elements, this Boxie Climber is topped off with a tube slide. Designed to encourage kids to get physical, the Boxie Climb range helps build core strength and develop children’s confidence in their physical abilities, as this range is not designed to be easy. Getting to the top for the first time is a real challenge and flying down the awesome slide is the reward. “In designing our entire play equipment range, we use Australian recycled plastics, aluminium and stainless steel to ensure exceptional value and life for your investment,” adds Nathan Lee, WillPlay National Sales Manager. WillPlay offers a full design and construct service and complete turn-key packages including equipment, softfall and shade structures. With representatives and installers all over Australia, WillPlay can turn your next project into something other schools will be envious of.

Buyer’s Guide WillPlay Ph: 1300 132 047 Web: www.willplay.com.au

The Boxie Climber is designed to help build core strength and develop confidence.

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AITSL Supporting Primary School Teachers like you to lead your students’ learning Together, we’ve used the evidence to create a suite of free, online teaching resources that are easy to use. Find out why they’re so popular by visiting the AITSL website today.

www.aitsl.edu.au/tools-resources

BEYOND THE CLASSROOM // PLAYGROUNDS

The importance of play in schools PLAYGROUND DESIGNER AND MANUFACTURER, OMNITECH PLAYGROUNDS, DISCUSSES THE IMPORTANCE OF PROVIDING CHALLENGING AND INCLUSIVE PLAY SPACES FOR CHILDREN AT SCHOOL, TO FOSTER THE DEVELOPMENT OF IMPORTANT LIFE SKILLS. Creating a space that promotes activities like climbing and balancing encourages children to challenge themselves.

Omnitech Playgrounds has been involved in the playground industry in Australia for over 30 years, manufacturing and designing a great range of equipment at its factory in Victoria. Using its many years of experience and knowledge, Omnitech can design to suit any school play space and offers a complete servicing package including installation, surfacing, shade, refurbishments and ongoing maintenance. The complete Omnitech product range has been specifically designed to ensure that developing children are able to extend themselves in a setting that is not only challenging, but also forgiving. The timber and nature play range naturally commands activity in children by providing natural obstacles for them to take on and challenge themselves, with activities such as climbing and balancing. These activities allow for independent discovery, the improvement of physical abilities and help to foster the growth of a child. Omnitech aims to produce a vast range of equipment that encourages children to interact, touch, watch and play using their senses to discover new shapes, textures and experiences. Working to bring play spaces to life, Omnitech’s in-house design team creates custom solutions for any area, while adhering to Australian playground standards. The company also regularly develops new play equipment to capture the imagination of children with exciting new physical and cognitive challenges that all have one focus in mind – fun! ‘All for play and play for all’ is an important value Omnitech strives to adhere to, by providing play opportunities that are inclusive for children of all abilities. All children have the same desires for fun and excitement and the need for physical challenges, social interaction and intellectual stimulation. These needs are no different for children with disabilities. Omnitech understands how important it is to design a playground that doesn’t isolate disabled children from their peers.

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A playground should be inclusive, catering to children of varying abilities.

The business uses its experience and knowledge to provide playgrounds where children of all abilities can play side by side. Playgrounds can be used as a great way for some children with sensory needs to relieve them in a safe space. Omnitech has had a close connection with playgrounds in schools for many years, through refurbishments, inspections, maintenance and producing new play equipment. Over this time, it has seen the huge importance playgrounds have on a children’s development and wellbeing. Play is crucial in children’s day to day routines, and schools play a major role in ensuring children get the chance to play. With child obesity on the rise, there is little disagreement that physical activity needs to be prioritised. Today people have less time for free play and with people moving into overpopulated areas, open space is limited. Children’s free play time at school has thus become vital for the growth and development of important life skills – skills that can help not only in the play space but also in the classroom. Playgrounds help children learn a vast range of skills including cooperative play, conflict resolution, coordination, communication and taking turns. Each of these skills affect how a child develops into adulthood and helps them to build strong relationships with peers, friends and family.

Playgrounds help children acquire depth perception and risk development through play. Climbing activities, for example, encourage children to figure out how they can get back down through problem solving, and trial and error. Taking risks and trying new things is key to a child’s mental and physical growth. Schools should allow safe risks for children and reduce the chances of ‘cotton wool’ kids. If a child thinks something is unsafe they naturally avoid it or learn from the consequences and know what to do next time – and what not to do. Upgrading playgrounds is just as important as upgrading classrooms and school buildings, as they too help to shape a child’s development. With open space increasingly declining in many communities, school provides for an important and safe space for children to play. Children can learn so much in a play space, discovering their own abilities and limitations. Each child is uniquely different and all deserve the chance to play with their peers regardless of age, background or ability.

Climbing activities can help to encourage problem solving, as children work out how to get up and how to get back down.

Playgrounds help children acquire depth perception and risk development through play.

Buyer’s Guide Omnitech Playgrounds Ph: 1800 812 027 Web: www.omnitech.com.au

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BEYOND THE CLASSROOM // PLAYGROUNDS

Designing playgrounds around a particular theme helps to encourage imagination.

Playing to learn PLAYGROUND DESIGNER AT A_SPACE, JESSICA MEW, SAYS THE SCHOOL PLAYGROUND IS AN EXTENSION OF A CHILD’S LEARNING AT SCHOOL, ENCOURAGING THEM TO BUILD CONFIDENCE AND MANAGE RISK.

Playing gives children the freedom to learn in their own way, whether it’s by observing or communicating with peers or simply taking a break from the confines of the classroom. “Allowing children to get outdoors and take in their surroundings, whether that’s utilising formal play equipment or whatever you have at hand is a fantastic way to expose them to experiences that just don’t happen in a classroom. Switching up a traditional learning style and doing more things like incorporating songs or movement can help children learn,” says Ms Mew. “Playing is just another way of allowing children to learn in their own way.” a_space breaks down the learning developmental benefits of play into six categories: sensory, imaginative play, problem solving, motor skills, social and abstract play. Incorporating these categories into a playground creates an environment that promotes learning and teaches children important skills for life. Ms Mew adds that risk is another important factor for any play space. “Risk is a buzz word in

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play at the moment, because we’re finally seeing people embrace the importance of calculated risk. Understanding the benefits of risk can make it easier to let go a little, and let kids be kids.” A well thought out playground encourages children to: • Build confidence • Promote balance and coordination • Understand their limits and overcome obstacles • Assess situations and make judgements • Handle objects correctly and safely • Understand risk and reward • Be creative and problem solve When it comes to designing a playground, a_ space speaks with the people who know the children best and interact with them on a daily basis in order to determine which equipment is the best fit. The company also consults with exercise physiologists, as well as paediatric occupational therapists to look at how equipment can be used to overcome any developmental delays – especially within special schools.

Ms Mew emphasises that challenge is also key. “The move to ‘safer’ playgrounds could be a contributor towards injury, as children get bored with the intended use of a product and start to misuse it to create greater challenge,” she explains. “The danger of over-protecting our children is that they lose the benefits of risk taking. We need to take risks to grow. We need to understand boundaries. And every now and then we need to step over those boundaries to understand limits.” As well as promoting risk and challenge, playgrounds should encourage imagination and creativity. Multiple entry and exit points, for example, allows children to approach playgrounds from any direction. “This helps to open up their creativity and create an imaginary world within the playground,” says Ms Mew. “Children by nature will create games and imaginary worlds in which they can play. By giving them a few hints such as a car, shop, boat or net, they will create a world in which they can be a part.”

Buyer’s Guide a_space Australia Ph: 1800 632 222 Web: www.aspaceto.com.au

Climbing nets encourage abstract play and can help build both lower and upper body strength.

PURSUE YOUR PASSION Study Graduate Research with the number 1 Education Faculty in Australia and top 20 in the world. monash.edu/education/passion

Produced by SMC Monash: 18P-0142. February 2018. CRICOS provider: Monash University 00008C.

BEYOND THE CLASSROOM // SCHOOL SUPPLIES

The future of school uniforms THE BUSINESS OF SUPPLYING SCHOOL UNIFORMS IS NOTABLY DIFFERENT TO WHAT IT WAS SEVERAL YEARS AGO. JAMES MARSHMAN, BUSINESS DEVELOPMENT MANAGER AT SPARTAN SCHOOL SUPPLIES, LOOKS AT WHAT’S CHANGED AND WHAT COULD BE IN STORE FOR THE FUTURE.

Having worked in the school uniform business for over 20 years and as a father of two primary school-aged children, I can’t help but reflect on how the climate has changed over time and wonder about where we are headed. Technological advancements, child safety measures and privacy changes are just a few of the factors that have impacted on how uniforms are supplied. Where will uniforms be made, what will they look like and will students even need a school bag 20 years from now? These are questions I ponder often. I also wonder what is influencing these changes. Legally, the education sector has changed rapidly as of late. Independent Broad-based Anti-corruption Commission (IBAC) enquiries and new State Education Department guidelines have affected how schools purchase goods and services. Nowadays, running an on-campus uniform shop is often put in the too-hard basket and the shop is often outsourced to a third party. Whether this is to free up cash or stock-holding, or due to difficulties in finding volunteers or paid staff, the result is handing the

management and all control over to a third party. Some wholesalers, including Spartan, are now tailoring solutions to counter these problems such as holding finished stock and offering a quick delivery, or even a just-in-time Electronic Data Interchange (EDI) stock replenishment service. This solution is not new to the retail space, but it is for school uniform shops. Innovation allows societies to solve problems. Lost property at schools has long been a frustration for school staff and parents. We recently partnered with a young entrepreneur who has invented a smart tag that allows a parent or guardian to receive a text message when an item lands in the school’s lost property bin. We now add this RagTagd smart tag to all of our jackets and windcheaters at the point of production. It’s simple, cost effective and innovative. In such a litigious and politically correct world, the emphasis on duty of care has become ever more apparent. Schools are now taking measures that would have been considered insane when I was at school, but have been proven to be totally necessary in 2018. Ergonomic furniture and school bags, and sun-smart policies are just some of the considerations on the minds of decision makers. From a supplier perspective, the onus is on us to offer products that present value propositions in line with current day needs such as products endorsed by peak back care specialists, UPF rated garments, and of utmost importance, socially compliant sourcing. It is common to hear of students driving social and environmental change from the classroom, and this is a wonderful thing. As we look to the future, I think corporate social responsibility is a factor that should and will be more widely considered by decision makers at schools.

Buyer’s Guide Spartan School Supplies Ph: 1800 815 557 Web: www.spartanss.com.au

A smart tag called RagTagd can send an automatic text message when an item of clothing fitted with the tag is placed in lost property.

education matters primary

BEFORE AND AFTER SCHOOL CARE // BEYOND THE CLASSROOM

The bigger picture CHOOSING WHETHER OR NOT TO RETURN TO WORK CAN BE DIFFICULT FOR ANY PARENT. BUT AS CEO OF EXTEND DARREN STEVENSON EXPLAINS, IT’S A CHOICE THAT SHOULDN’T BE LED BY GUILT.

Rising childcare costs have continued to make headlines in recent times. For families choosing to stay home with their children, it is certainly a rewarding choice; but staying home based solely on the financial costs of childcare can be a shortsighted view with long-term ramifications. “It is important to understand that childcare fees are a short term expense for families. Sometimes a parent might have a child in long day-care for five years. If they have a few children, then it might extend to seven years or so. We encourage families to look closely, analyse and add up the lost opportunity in career progression and growth, promotional opportunities, networking, superannuation accrual, and all of the benefits gained from interacting in the workforce if they choose not to continue with their career. Look closely at the trade off if choosing not to return to work based on the cost of childcare alone,” explains Mr Stevenson. He adds that although guilt can play a significant role in the decision, all parents and

guardians should be able to freely choose if they wish to return to work, and it shouldn’t be influenced by guilt. “Working parents require a service that provides not just flexibility but meaningful activities that provide engagement and enrichment for their children. That removes the burden of guilt,” Mr Stevenson says. “When delivering educational care, where children are doing meaningful, worthwhile activities, parents will have happy children, and all parents want happy children. And for a working parent, if they are progressing in their career that often means they are a happy parent, raising more income for the family and creating more opportunity.” Mr Stevenson launched Extend in 2002 with the intention of creating an out of school hours program designed to enrich and engage the children in its care. As a former school teacher and father to two children, he understands firsthand the educational needs of children and the challenges of being a working parent.

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Extend has since grown into a national organisation that provides services for thousands of children in Independent, Catholic and Government schools across Australia. “The services delivered by Extend are a little different because all educators are interviewed, inducted and appointed in-house so we always know who is educating and caring for the children. This means staff stay with us longer, are more passionate and engaged, and contribute more,” says Mr Stevenson. “Children love to attend and know who the educators are, which gives parents reassurance. It’s this reassurance that allows every member of the family, including mum and dad, to embrace so many more opportunities that will benefit the whole family in the long term as well as today.”

Buyer’s Guide Extend Ph: 1300 366 437 Web: www.extend.com.au

BEYOND THE CLASSROOM // BEFORE AND AFTER SCHOOL CARE

Better technology for outside school hours care OUTSIDE SCHOOL HOURS CARE HAS CHANGED FOREVER WITH THE INTRODUCTION OF THE CHILD CARE SUBSIDY, AND IT REMAINS A CRITICAL OFFERING. DARREN STEVENSON OUTLINES HOW TECHNOLOGY IS EVOLVING TO ENSURE LONG-TERM SUCCESS.

The impact of the Child Care Subsidy (CCS) on outside school hours care is still being digested. Immediate focus has been on the financial impact to families, but less publicised is its impact on accelerated investment in technology that will benefit everyone. ATTENDANCE MANAGEMENT The government has stated its intent to pay CCS only for hours that a child is cared for. To facilitate this, from January 2019 providers must record actual sign in and sign out times for each child at each session, which is prompting many to consider electronic solutions. The introduction of technology to enable attendance management has huge productivity potential if rolled out correctly. It is essential that

Darren Stevenson is the Executive Director and Head of Partnerships at LookedAfter. LookedAfter launched in November 2017 and is used for bookings, attendances and invoicing management of before and after school care and holiday programs at more than 100 schools across Australia, for over 10,000 children. Any school or provider can join LookedAfter, and pricing is based on attendances and session income with no minimum requirements.

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you can clearly identify who collected a child and when, in any time zone, and that you can present this information back to families and compliance officers in real time. Best-in-class systems strengthen compliance further, for example by automating headcount check alerts. Many providers have bought or are considering electronic devices such as tablets to facilitate sign in and sign out. This is an expensive outlay and it is important to maximise usage. Connected to a good administration system, a tablet can be used to complete incident reports, child observations and other necessary forms and templates. Itâ&#x20AC;&#x2122;s a golden opportunity to turbocharge the role of educators and divert their time back to caring for children and designing better programs.

COMPLYING WRITTEN ARRANGEMENTS Families intending to claim CCS from July must complete a Complying Written Arrangement (CWA), indicating their agreement to pay child care fees charged by the care provider. While the intent is good, a new CWA is required whenever a family accesses a new care provider or where the schedule of care changes. It is common within Outside School Hours Care for families to access multiple providers, for example when using a different provider for Holiday Programs compared to that for After School Care. In addition, care is often provided on a casual or as-needed basis. Administering CWAs is a burden for providers who rely on paper forms or whose systems require a new arrangement each time information is updated. Newer systems have anticipated the CWA process and have built processes to support it. At the leading edge, the CWA within the system covers multiple service providers and acknowledges that care is provided on a casual basis. Via electronic signatures, capturing CWA is done on account creation and is expected to be mostly a one-time exercise. It’s one less burden to worry about. ENROLMENT AND DATA PRIVACY CCS is not the only trigger for increased investment in child care technology. Data privacy is more important than ever, and it is surprising and alarming that many families are still asked to enrol via paper forms. Aside from the manual labour needed to type (or mistype) the information into a system, how securely is the form disposed of (including CRNs and credit card numbers with CVV codes)? Aside from inefficiency and data security concerns, why burden families by asking them to enrol in a new system each time the provider changes, or asking them to resubmit payment details each time they wish to access a new program. Doesn’t this seem a little old-school? Until recently schools and providers had little choice but to capture and manage information in this way. Small schools might not be of interest to outsourced solutions, and very large schools might have sufficient resources and desire to self-manage their programs but without the budget or know-how to build their own technology. Fortunately, technology now exists for schools and providers of any size, location or complexity

to run their own programs. With systems such as LookedAfter, schools and providers retain the responsibility (and profits and joy) of running the program, while taking advantage of world-class technology to handle back-office transactions such as bookings, attendances and invoicing. Families benefit by being on one platform with consolidated invoicing, regardless of the provider or program attended. BOOKINGS AND ROSTERING Families using outside school hours care increasingly demand greater flexibility and convenience to support busy work schedules. With this in mind, the outlook seems limited for systems that stop taking bookings at midnight (or 9-10pm in WA) prior to the session. Booking deadlines have traditionally been justified by rostering difficulties and the need to remain compliant with respect to staffing ratios. Better technology now helps with this dilemma, with the ability to alert providers in real time to booking numbers and required staffing ratios. Standalone rostering software has also transformed to meet the needs of a flexible workforce, enabling automated shift creation based on booking demand. These improvements enable online bookings to be taken or cancelled up to 60 minutes prior to the session start time, offering significant administrative time savings.

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REPORTING With so much information now being captured electronically, the opportunities to interpret and learn from it increase dramatically. Dashboards with bookings, attendances and other important metrics are essential tools to help schools and providers learn sooner and make better decisions. This becomes even more important when running multiple programs, with the ability to see global reporting without having to download reports separately for each program. THE OUTLOOK HAS CHANGED, AND IT’S BRIGHT Schools and providers are already feeling the effects of the impact of CCS and new registration processes such as PRODA and the Provider Entry Point (PEP). Many have been forced into immediate change due to technology providers no longer being able to support them. Running outside school hours care right now might seem hard, but solutions exist for schools and providers of any size wanting to retain ownership and make their programs even better.

Buyer’s Guide LookedAfter Ph: 1300 366 437 Web: www.lookedafter.com

BEYOND THE CLASSROOM // BEFORE AND AFTER SCHOOL CARE

Ensuring quality care WITH SCHOOLS CONSTANTLY ON THE LOOKOUT FOR MORE SERVICES OFFERING QUALITY EXPERIENCES FOR STUDENTS, MORE AND MORE ARE CHOOSING TO OUTSOURCE THEIR OUTSIDE OF SCHOOL HOURS CARE REQUIREMENTS TO EXTERNAL PROVIDERS, WRITES MICHAEL RASMUSSEN, GENERAL MANAGER AT SHERPA KIDS AUSTRALIA.

Michael Rasmussen is General Manager at Sherpa Kids Australia. He has been a franchisee with Sherpa Kids since 2014, and has owned and operated two successful services in Sydney. He progressed to the state Master Franchisee for Victoria, growing the state in terms of schools and franchisees. Prior to this, Mr Rasmussen worked as a teacher at St Paul’s Catholic Primary School in Camden, NSW. He was also responsible for managing the school’s sport portfolio, working closely with the principal and school executive team. Mr Rasmussen has previous business and management experience, managing several small businesses, including one of his own. He was also a Police Officer in the NSW Police Force for a number of years where he developed skills in people management, leadership, problem solving and high level communication and negotiation skills.

Outside of school hours care (OSHC) services have come a long way – from volunteer-based models to P&C committee-led models to the more regulated model we currently see in most schools today. One of the main roles of the Australian Children’s Education & Care Quality Authority (ACECQA) is to “support the children’s education and care sector to improve quality outcomes for children”. The way this is reported is through ratings and assessment outcomes based on the National Quality Standards (NQS). Having a thorough understanding of the results is important in guiding decisions about what equates to a quality service. There is currently a revised set of 40 elements that services are rated on, with the overall rating reflecting the lowest rating given for a standard. What this means is, if for example you receive a ‘meeting’ rating for one standard and ‘working towards’ for another, the overall rating is the lower of these, not the average. ACECQA’s thought process behind this is about ensuring all services are working above and beyond to provide quality care. However, as a school, what defines ‘quality’ when looking at an OSHC service? Happy and engaged children, happy parents and families, a variety of rich experiences for children, consistency in staff at the service, qualifications and experience of staff, and engagement between the service and the school all form part of the NQS assessment. Just like in the classroom, a child engaged in OSHC learning will take something away from it and connect it to their world. When children enjoy coming because of the experiences, it shows the service is connected with the children in its care and creates programs directly out of their interests. This equates to a quality program offering quality experiences.

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Happy parents generally exist when their children are happy too and they know they are in an engaging, friendly and safe environment. However, they are also happy when the service experience is uncomplicated as far as costs and administration goes. The service needs to be personable, approachable and understanding. A quality service has staff that bring their own talents to life through the program; who have a passion for sport, dance, craft, cooking, science, music, to name a few, to ensure experiences are rich and rewarding. Staffing is also critical. Services that churn staff regularly are generally those with inconsistent and unconnected programs; behaviour issues with children; reduced rapport with children, parents and the school; and too much time away from the important aspects of spending quality time with children. The level of experience and qualifications among staff ensures what is planned and delivered is of the highest standard. The best services involve genuine relationships with schools, where schools identify the service as their own, even when it is delivered by an external provider. A quality service builds rapport with all staff at the school and buys into the school’s culture and ethos. These are the types of services that have better programs, are better resourced, have less behavioural issues, and ultimately ensure more quality time for the children in their care.

Buyer’s Guide Sherpa Kids Ph: 0403 824 119 Web: www.sherpa-kids.com.au

Minister for Education and Training // THE LAST WORD

Preparing students for the future Kids walking through the school gate this morning are going to have a very different journey through their working life than any generation before them. Such is the pace of innovation that many of the jobs a great proportion of them will be doing may only be a vague idea or concept on a drawing board somewhere at this moment, if that. So how are Australian teachers and schools setting students on the path to find work in such an uncertain landscape? The more schools I visit and teachers and principals that I meet, the more I gain an appreciation for the immense dedication and efforts teachers put in to give our kids the best start in a changing world. They are the key to unlocking the future for our students. The focus on STEM (Science, Technology, Engineering and Mathematics) has gained traction across the board and it is certainly an area where many students will find their calling. Recently I spoke at CONASTA, the conference for Australian science teachers, and my comments seemed to hit a nerve, both within the profession and the community. There just aren’t enough STEM-trained teachers in our classrooms. I applaud the teachers who are running STEM courses – they’re doing a fantastic job – but we need more teachers with specialist skills in science or maths available to teach science or maths. Securing such specialist skills and passionate commitment to the sciences isn’t just crucial for our high schools. Primary schools can also benefit from the knowledge and inspiration teachers with a specialisation will bring. Between better workforce planning and smarter use of technology, we will work with

states and territories and non-government school leaders to ensure every high school has access to specialist teachers to teach specialist science and maths subjects within the next five to 10 years. Australia’s Chief Scientist, Dr Alan Finkel, made complementary remarks at the same conference. He’s frustrated at the confusion surrounding 21st century education and says that many well-meaning people incorrectly conflate being a 21st century worker with knowing less and talking more. I believe his point is that despite wellknown examples like Google and Apple where workers have designated time and space to conceptualise and imagine, we still need to give our students a thorough grounding in the fundamentals of STEM to succeed. The capabilities of 21st century learners – collaboration, problem solving, critical thinking and creativity – are best developed in the context of also mastering subject content. So today, and into the future, we need to be providing challenging subject content for students to master. This provides a strong base that will allow them to develop the sorts of knowledge and capabilities needed to flourish in the 21st century and beyond. That’s why the Turnbull Government has been working to ensure the latest technology and teaching tools are available in all classrooms to help students develop a passion and interest in STEM subjects. Among the $64 million worth of STEM initiatives we’ve funded for early learning and schools are teacher training tools and support to implement the Digital Technologies curriculum, Australian Digital Technologies Challenges and Dive into Code activities. Setting our primary school age students on a path that not only teaches STEM, but has

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the fundamentals of STEM embedded within it every step of the way, is going to pay dividends throughout their entire lives. Since we last spoke, David Gonski and his panel of experts released a landmark report on education reform. It is a bold blueprint for the future, and we’ve accepted all of its recommendations in principle. The report is informing our discussions on a draft National School Reform Agreement. Our clear focus in developing this agreement is on how we should be using our record and growing funding for schools to support student learning and achievement, to back teachers and school leaders and enhance the national evidence base so we can see what is making a difference in classrooms. It is encouraging to see there is broad support across both governments and school communities to put in place some ambitious national initiatives. Between the hard work and dedication from educators, the leadership of our schools and focused policy direction, Australia has an opportunity to build the great work happening in our classrooms to help every student be their best. The Hon. Simon Birmingham Former Minister for Education and Training

THE LAST WORD // Office of the eSafety Commissioner

Online safety education: Targeting behaviours rather than technologies I recently had the opportunity to present to a group of Australian education leaders about the work of the eSafety Office in addressing the range of online ills we see playing out on technology, including cyberbullying and image-based abuse. While preparing for this discussion, I could feel multiple tabs opening in my brain as I contemplated the key skills I want my own children to possess while navigating the online world, drawing from evidence-based knowledge of strategies that work versus strategies that don’t. As a parent, I know I represent the frontline of defence in keeping my kids safe online but I want these important lessons and skills to be taught and reinforced throughout my children’s educational journey as well. This is particularly relevant as they begin to use technology for learning in and out of the classroom, in preparation for the workforce of tomorrow. Research conducted by the eSafety Office tells us that 1 in 4 Australian children are physically bullied and 1 in 5 young Australians experience cyberbullying. Not surprisingly, most of the 900 cyberbullying reports into our office have been peer-based and an extension of the face-to-face bullying a child might be experiencing within the school gates. It is important that these online behaviours are addressed in tandem with root causes of the social conflict. Based on this knowledge, we know the best thing we can do for our young people to combat cyberbullying is to target the behaviours by educating, empowering and equipping them early on with the ‘4 Rs of Online Safety’ – respect, resilience, responsibility and reasoning. If we get the educational and cultural change programs right, hopefully, we will encourage our young people to do a few key things in the face of cyberbullying: • When safe to do so, stand up for peers online, be a positive ‘upstander’ rather than a ‘bystander’; • Report serious cyberbullying to the social media site or eSafety office; • Speak to a trusted adult (or peer) without feeling

stigmatised as a ‘dobber’; and • Understand that they are not alone and that there is no weakness in seeking support. My thoughts also turned to what types of education programs we should be advocating for as best-practice in driving behaviour change. I recently had the opportunity to listen to a presentation and research by David Finkelhor from the Crimes Against Children Research Center, which scanned the research environment to uncover the educational interventions that work well to promote safe online behaviours. His research comports with the observation, evidence base and evaluation the eSafety Office has conducted over the past few years. The following methods were found to be generally ineffective: programs that are too brief, discreet lectures, single exposure videos and a reliance on stern warnings and fear mongering. At the eSafety Office, we believe consistent, age appropriate and positive approaches to education and awareness are key to prevention. To this end, we strive to deliver pragmatic, solutionsfocused online safety advice and develop resources delivered through various platforms, using different approaches. The available research is helping us develop an evidence base to understand what works well and enrich our educational outputs. In brief, these successful interventions tend to include: • Multiple exposures to online safety, using varied platforms including videos, games, posters, class discussions and parental engagement; • A focus on specific skills along with opportunities to practice these skills; • Early education prior to onset of targeted behaviour guided by well-trained educators; and • Monitored implementation and improvement of programs through evaluation. At the eSafety Office, we work to incorporate these proof points into the range of programs we deliver, while also working to ensure they are mapped to the Australian curriculum. Some of these initiatives include our Virtual Classrooms program

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that has reached over 240,000 students and teachers; our wide range of classroom resources, including our award-winning Rewrite Your Story video series; our Young & eSafe site; our new multi-player video game, The Lost Summer; our series of national professional learning webinars for teachers; and our iParent portal and Screen Smart Parent Tour to help parents and carers understand online risks and how to manage these risks. Ideally, online safety education and related education, like respectful relationships education, should become a fixture of the K-12 curriculum. This eSafety education should be delivered consistently across the nation. But this education, and modelling of positive online behaviour, needs to begin at home with parents and carers. Unless these bad behaviours are targeted and positive online behaviours consistently enforced, we are going to face a losing battle. And, we need to remember it is the behaviours that are to blame, not the technology itself. If we ban an app, another will surely arise in its place. If we ban a technology or device, our kids will surely find a way to circumvent those restrictions. They need to be armed with the skills and knowledge to navigate their online worlds safely, responsibly and respectfully. And, the eSafety Office was formed to help young Australians do just that. Julie Inman Grant eSafety Commissioner

CAPA WA // THE LAST WORD

Time to get schooled It is unfortunate that there is so much contention surrounding NAPLAN in Australia. To make matters worse, there are ill-informed news articles and opinion pieces written on the topic. Do parents and society as a whole really understand why we participate in a national testing regime or are they merely forced onto the bandwagon of bad press? A key takeaway from your university days as a teacher would have to be the ‘Plan-Teach-LearnAssess’ cycle. Without assessment, we are oblivious to how students are progressing, and we are also ignorant of how we, as educators, can improve. Principals also analyse classroom data. Their outlook is that from a whole school perspective: • Why are spelling results weak across the school? • Students have shown little progression in numeracy – what’s going wrong here? Etc. Data keeps schools and systems accountable. Catholic, Government and Independent Education systems need to analyse strengths and weaknesses to make strategic plans for improvement. Perhaps funding needs to be dedicated to up-skilling teachers in numeracy, or maybe the school needs to invest in a spelling intervention program. These questions can’t be answered without assessment data. Student assessment is as much about teacher improvement as it is about student improvement. NAPLAN Data is about national improvement – the same principle, but on a grander scale. WHY IS THERE NAPLAN TESTING? NAPLAN testing is Australia’s only form of national testing. This data helps school systems and the Government identify areas for improvement. It is because of NAPLAN that we can participate in the OECD’s PISA (Program for International Student Assessment) and compare student performance against other countries. Have you seen those news articles about Australia’s literacy and numeracy rankings compared to other countries? Well, it is because of our participation in national testing (NAPLAN) and the PISA program that

we can measure this. Australia’s results in the PISA program draw attention to our educational celebrations but also to our deficits. By participating in PISA, Australia’s political stakeholders can make well-informed decisions about a wide variety of educational reforms, including investments in education initiatives. NAPLAN data also provides parents with information about local schools via the My Schools website. Do parents like having access to this information? If so, thank NAPLAN.  WHAT ABOUT THE KIDS? Parents and schools should make as little fuss as possible about the NAPLAN tests. They should be treated like any other school test; simply try your very best. This is a great life lesson. Your child is bound to encounter many ‘tests’ in the future, more than likely from their real-life workplace. Let’s put NAPLAN into perspective:  • NAPLAN testing occurs in May and schools don’t receive results until September. • Your child’s NAPLAN results have no bearing on their academic reports. I acknowledge that some high schools ask for NAPLAN results upon enrolment, but it is an individual school’s choice. • NAPLAN tests occur only four times over your child’s 13 years at school. • Do schools conduct practice tests? Yes, some do. This is mainly to teach primary students how to complete a test of this nature, e.g. read all the questions carefully. It is mainly so that simple errors aren’t made on the day. WHY ALL THE PRESSURE? There is very little pressure on students during this time, other than to treat the tests with integrity, and do their best. There is, however, a lot of pressure on schools and teachers. This is because NAPLAN data is a reflection of the quality of education in Australia. If we do not measure the quality of our education system, how are we expected to improve?

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As stated on the ACER website, “By participating in the OECD’s PISA, Australia receives an opportunity to compare student performance on a global scale, independently of school curriculum, providing insights to help continually improve our own education system both in comparison to other countries, and in relation to previous results – ensuring we strive for ongoing improvements in equity and learning outcomes for all future Australian students.” Australians should be proud that we are one of the 72 countries that participate in the PISA program. It’s about raising the quality of education in Australia through informed judgments. There is a great deal of propaganda about NAPLAN. Tests don’t improve student outcomes, teachers do. NAPLAN is not the big bad wolf. The focus should not be on whether we should, or should not, participate in the PISA program. Let’s shift this discussion to one where we talk about how we can improve NAPLAN tests, how we can help students feel less anxious or stressed, and how we can better educate parents about the purpose of national testing. Let’s look at how we fare as a country and have serious discussions around how we can support schools, and teachers, to raise the bar in education in Australia. Tania James Vice-President Catholic Assistant Principal’s Association, WA

EVENTS

EDUCHANGE 2 October 2018 Federation Square, Melbourne, VIC www.educhange.com.au Australia’s education innovation event brings together a variety of changemakers to share their wisdom on leading innovation and change.

AIS STUDENT WELLBEING CONFERENCE 9 November 2018 Manly, Sydney NSW www.aisnsw.edu.au A conference for K-12 staff that brings together evidence, resources and ideas centred around wellbeing.

NATIONAL SCIENCE TEACHERS SUMMER SCHOOL – BRISBANE 14-18 January 2019 University of Queensland, Brisbane, QLD www.nysf.edu.au/programs/nstss A five-day professional development program for new and experienced secondary science teachers.

ANZELA CONFERENCE 2-4 October 2018 Cairns, QLD www.anzela.edu.au Exploring new developments in education and law, including innovative ways to meet traditional challenges, and the needs of regional communities.

PRIMARY AND SECONDARY CONFERENCE 19-21 November Burswood, Perth, WA www.mawainc.org.au/primary-secondaryconference The Mathematical Association of Western Australia, will host the inaugural Primary Conference, being held together with the Secondary Conference.

INTERNATIONAL CONFERENCE ON EDUCATIONAL QUALITY AND INNOVATIVE TEACHING MODELS 1-2 February 2019 Hotel Grand Chancellor, Melbourne, VIC waset.org/conference/2019/02/melbourne/ICEQITM Bringing academic scientists, researchers and research scholars together to exchange ideas and share their experience and research.

HISTORY TEACHERS’ ASSOCIATION OF AUSTRALIA ANNUAL CONFERENCE 2-4 October 2018 National Library of Australia, Canberra, ACT www.historyconference.org.au This year’s focus is the theme of People, Power and Perspectives, with content relevant to both the primary and secondary education sector.

INTERNATIONAL STEM IN EDUCATION CONFERENCE 21-23 November 2018 Queensland University of Technology, Brisbane, QLD www.stem-in-ed2018.com.au An event that encourages delegates to explore and create new ideas about integrated STEM education.

NATIONAL FUTURESCHOOLS EXPO + CONFERENCE 19-21 March 2019 Melbourne Convention & Exhibition Centre, VIC www.futureschools.com.au Australia’s largest education showcase, focusing on the areas of technology, environment, pedagogy and curriculum.

AUSTRALIAN INTERNATIONAL EDUCATION CONFERENCE 9-12 October 2018 Sydney Convention Centre, NSW www.aiec.idp.com Focusing on the theme of Empowering a New Generation, the conference will include world leading experts, unique social events and an exhibition.

ICME 2018 3-4 December 2018 Surry Hills, Sydney, NSW www.waset.org/conference/2018/12/sydney/ICME The International Conference on Mathematical Education brings leading academic scientists, researchers and research scholars together to exchange ideas and share experiences.

2019 CBCA NATIONAL CONFERENCE 31 May – 2 June 2019 Canberra, ACT www.cbca.org.au/conferences The Children’s Book Council of Australia National Conference immerses visitors in children’s literature, providing a unique learning and networking opportunity.

THE INCLUSIVE EDUCATION SUMMIT 26-28 October 2018 Deakin University, Melbourne, VIC www.deakin.edu.au An in-depth look at educational democracy, where attendees come together to consider human rights with regards to inclusive education.

NATIONAL SCIENCE TEACHERS SUMMER SCHOOL – CANBERRA 7-11 January 2019 Australian National University, Canberra, ACT www.nysf.edu.au/programs/nstss A five-day professional development program for new and experienced secondary science teachers.

EDUTECH 5-7 June 2019 International Convention Centre, Sydney, NSW www.edutech.net.au The largest education event in the Southern Hemisphere, bringing professionals together to learn, debate, exchange ideas and be inspired.

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ACEL PRESENTS NATIONAL CONFERENCE 2018

SETTING

THE

LEARNING

3rd - 5th of October 2018

AGENDA

acel.org.au/conf18

Melbourne Convention and Exhibition Centre SPEAKER LINE-UP

DAVID KOLB

ALICE KOLB

JOHN HATTIE

EVONNE CAWLEY

MARK SCOTT AO

ROBERT BISWAS-DIENER

ANTHONY MACKAY AM

STEPHEN GNIEL

AASHA MURTHY

GILL CALLISTER

BRYAN GOODWIN

ANDY HARGREAVES

LYN SHARRATT

SENATOR THE HON SIMON BIRMINGHAM

Australian Council for Educational Leaders: PO Box 876, Strawberry Hills, NSW 2012 1800 680 559 | F 1800 680 561 | national.conference@acel.org.au

ELIZABETH ROSS HUBBELL

With Epson, 100% of your class can focus on your lessons. ON A 70” DISPLAY ONLY 42% SEE IT ALL – GO BIG WITH EPSON When you are looking to inspire the next generation, ensure you engage your audience right to the back of the room. Research confirms that audiences are missing out when viewing content on a 70-inch flat panel TV versus a 100-inch projector screen*. You put too much hard work in to your lessons to fall down in the last mile. Influence starts with you and ends with a screen size that matters.

For more information visit: www.epson.com.au/gobigwithepson *Leading 70-inch class 4k resolution ﬂat panel in a 22’ (width) by 27’ (depth) classroom-style arrangement. When asked to copy down six short items of information from slides being displayed, 58% of students ages 12-22 copied at least one item incorrectly. Based on an independent, quantitative study conducted by Radius Research in multiple U.S. markets.