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Sizing up solutions in education
Cost-of-living – and the cost of education – continue to be in the spotlight in Australia, with several state governments providing support to families to ease the burden of paying for childcare, school uniforms, textbooks, and excursions.
Despite economic pressures, families are choosing to invest in their children’s future. A report released by Independent Schools Australia has revealed independent schools have seen their strongest growth in more than a decade, which it says is driven by middle to low-income families who are increasingly making significant sacrifices for their children’s education. Reddam House Sydney is a case in point. A combination of high demand and limited capacity at its existing campuses has led the independent school to open a new campus on the North Shore. Education Matters spoke with the school’s long-serving principals, Dee and Dave Pitcairn, about its growth and innovation for our cover story on page 24.
Publisher: Sarah Baker sarah.baker@primecreative.com.au
The education workforce also continues to generate widespread discussion, with teacher workload, conditions, wellbeing and renumeration driving the conversation. Former principal Mr Adam Voigt, now CEO of Real Schools, spoke to 3AW radio host Mr Shane McInnes in January about teacher renumeration and the teacher shortage.
“There are two issues around the teacher workforce ‘bucket’. One is how you get people in, how you pour water into that bucket,” he told listeners. “The other issue is how do you keep them there. How do we plug some of these holes in the workforce bucket? Holes to do with things like student behaviour and teacher workload, particularly workload that is not productive.”
Mr Voigt is a guest speaker at the National Education Summit in Melbourne in August. A prominent advocate for educator wellbeing, he will discuss how school leaders have, over time, absorbed a number of ancillary responsibilities as educators, which he says needs to stop. Education Matters spoke to Mr Voigt about how he is helping schools transform their school culture, starting at the top. Read our in-depth coverage of the National Education Summit on page 46.
Aside from the wellbeing of the workforce, the social media age limit has also filtered through to the education sector. New legislation passed in December places the onus on social media platforms – not young people or their parents – to take reasonable steps to prevent Australians under 16 years of age from having social media accounts. How will the ban effect teaching? Dr Alexia Maddox has been following the passage of the legislation, from proposal to law, in her role in the School of Education at La Trobe University. We share her take on the issue on page 20.
We also speak to a teacher whose path to education has been shaped by a deeprooted passion for STEM and a desire to make a meaningful impact on young lives. Meet the man who was awarded the Prime Minister’s Prize for Excellence in Science Teaching in Primary Schools in 2024 on page 28.
We hope you enjoy our first Education Matters Primary issue of the year. If you have news to share, or a topic you’d like us to cover, get in touch. Happy reading!
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 Reddam House
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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FEATURES
31 Risk versus reward: planning school excursions
How to maximise educational value and minimise logistical challenges.
33 A unique experience for school groups
Director Mr Luke Nisbet explains the process of booking an excursion to Live Wire Park.
34 A hive of activity
Messines Bee Farm’s incursions educate children about the wonder of bees.
36 Upgrading to Windows 11 Pro
JB Hi-Fi Education explains how to prepare for end-of-support for Windows 10.
38 Why consolidating school management software matters
Reducing the number of platforms in use is a common challenge for schools.
39 Going the distance
Felton Industries’ new Comfort range of tiered spectator seating puts safety and accessibility first.
40 Sustainable play spaces built to last WillPlay’s choice of industry-leading materials underlines a firm commitment to quality.
42 Evidence-based approach improves language proficiency
A Sydney school is implementing a new timetable to help students get the most out of its language program.
44 Schools embrace buddy bench to build connection
Bullying in schools is a well-known problem, but one company is providing a tangible solution.
46 Wellbeing takes centre stage
Notable speakers at the National Education Summit will address modern challenges faced by school leaders.
49 Sold-out keynote speaker returns for 2025
An expert in AI-powered learning is set to return to EDUtech’s centre stage as the event moves from Melbourne to Sydney.
50 The Good, the Bad and the Ugly of edtech in 2025
From AI-driven personalisation to sustainability-focused initiatives, Brett Salakas predicts emerging trends.
52 The magic weaving business
Dr Stephen Brown on exemplifying the incredible career that is teaching
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“Reducing unnecessary compliance activities is a sign of trust in the professionalism of our educational leaders.”
Mr Mark Breckenridge, President for the Queensland Secondary Principals’ Association
Queensland Government slashes red tape in three key areas to reduce burden on teachers
The Queensland Government has announced three major areas of red tape reduction for teachers, delivered as a result of the Red Tape Reduction Working Group.
Red tape across behaviour management plans, procurement and recruitment are the first three actions to be delivered as part of the government’s plan to reduce the administrative burden on teachers by 25 per cent over the next four years.
Reducing unnecessary red tape and regulation to empower teachers and allow them to spend more time teaching and less time on paperwork is a key commitment of the Queensland Government and delivers on a pledge from the 100 Day Plan.
The first meeting of the Teacher Red Tape Reduction Working Group – held late last year – brought together school principals, heads of principal associations, unions, school business managers representatives, and parent representatives to help set the agenda and decide the initial actions.
world class education for Queensland kids,” he said.
Teachers and school leaders will be encouraged to provide further feedback on red tape pressures in Queensland state schools during Term 1 with consultation to include face-to-face and virtual forums, an electronic survey, and school staff will be invited to send their ideas in writing.
A wealth of feedback received from state school principals and teachers has helped inform the changes which include:
• Introducing a “one-plan-per-student” approach to student needs management assessments to reduce the burden under the current policy which requires numerous duplicative plans per pupil.
• Simplifying time-consuming procurement processes by reducing the number of quotes required for low value, routine purchases. This will improve efficiency and reduce paperwork, while ensuring value for money is maintained.
• Launching a single point of contact for teacher recruitment to make the process faster, easier, and more efficient for principals.
Minister for Education Mr John-Paul Langbroek said reducing red tape was part of delivering a Fresh Start for Queensland and empowering teachers in the classroom.
“These first three red tape reduction measures are just the tip of the iceberg in ensuring teachers and school staff receive the support they need to deliver a
“Reducing red tape is a key priority of the Crisafulli Government and is critically important in our schools and we’re not wasting any time removing the burden from teachers.
“I want to assure teachers that this government has a deep respect for their profession. They can expect to see constant momentum on slashing existing red tape, and a commitment to preventing more from appearing.”
Mr Patrick Murphy, President of the Queensland Association of State School Principals (QASSP), welcomed the Minister’s commitments.
“What educators are pleased to hear is the commitment to a sustained long-term focus on red tape reduction so that over time requirements don’t continue to creep back in for teachers and school leaders which impact on the education we can provide to Queensland students,” Mr Murphy said.
“Red tape can be generated at different levels from the classroom to the staffroom and across the department. I’m pleased that this initiative is looking at solutions across all levels.”
Mr Mark Breckenridge, President for the Queensland Secondary Principals’ Association (QSPA), also welcomed the announcement.
“Reducing unnecessary compliance activities is a sign of trust in the professionalism of our educational leaders. Principals have absolutely welcomed that and will lead the implementation of any changes in their schools and have great ideas about what works,” Mr Breckenridge said. EM
Feedback received from state school principals and teachers has helped inform the changes.
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“We’re supporting the early learning sector in a range of ways, including through making it easier to access training and professional development opportunities and funding a historic 15 per cent wage rise.”
Financial boost to support early childhood education workforce
In addition to a 15 per cent pay rise, early childhood educators can now apply for financial support to assist with living and travel costs while they undertake a prac placement in a rural or remote area.
Minister for Early Childhood Education Dr Anne Aly said the new Practicum Exchange Living Allowance (PELA), organised via the Practicum Exchange Network, will help ensure that students studying an early childhood education and care qualification are supported to complete their required practical component.
To further assist educators complete required training placements, applications are also open for the Government’s Paid Prac Subsidy.
The Paid Prac Subsidy helps early learning providers to give existing educators paid leave while they undertake the prac placements required to complete their early childhood education and care qualifications.
Applications are also open for the Professional Development Subsidy, covering the costs of training for qualified early childhood education and care workers.
The PELA and the Professional Development and Paid Practicum subsidies are part of the Federal Government’s $72.4 million Early Childhood Education Workforce Package, supporting the training and development of the Early Childhood Education and Care workforce.
The program has already helped around 47,450 educators across 3,700 services to compete their training and upskill.
Dr Aly said the grants are an important step in securing the workforce needed to deliver a universal early learning and care system.
“We’re securing the essential early childhood education workforce that families rely on every day,” she said.
“We’re supporting the early learning sector in a range of ways, including through making it easier to access training and professional development opportunities and funding a historic 15 per cent wage rise.”
The 15 per cent wage rise is available to up to 200,000 early childhood education and care workers across the country, helping to retain existing early childhood educators and attract new workers to the sector.
This means a typical educator who is paid at the award rate is eligible to receive a pay rise of at least $103 per week, increasing to at least $155 per week from December 2025.
A typical early childhood teacher is eligible to receive an additional $166 a week, increasing to $249 from December 2025.
Applications for the PELA and the Professional Development and Paid Practicum subsidies close 14 March 2025. To find out more visit education.gov. au/early-childhood/workforce/support/professionaldevelopment-opportunities.
To find out more about the 15 per cent wage rise visit education.gov.au/early-childhood/workforce/ wages/how-apply-worker-retention-payment. EM
Dr Anne Aly, Minister for Early Childhood Education
The 15 per cent wage rise is available to up to 200,000 early childhood education and care workers across the country.
New research reveals rising cost of education
Australia’s most affordable and expensive cities and states for a Government, Catholic and Independent education have been revealed in new research into the cost of education.
The research has revealed Sydney is Australia’s most expensive city for a Government education. The Futurity Investment Group Cost of Education Index estimates the total cost of a Government education in Sydney will be $150,323 over 13-years for a child starting school in 2025, a 59 per cent increase compared to last year.
The total cost of a Government education in Sydney is 22 per cent above the national average ($123,294) and $28,217 more expensive than Perth ($122,106), Australia’s second most expensive
city for a Government education.
Canberra is Australia’s most expensive city for a Catholic education. The research forecast the total cost of a Catholic education in Canberra will be $215,633 over 13-years for a child starting school in 2025, a three per cent increase compared to last year.
The research found Sydney is also Australia’s most expensive city for an Independent education. It is estimated the total cost of an Independent education in Sydney will be $411,108 over 13-years for a child starting school in 2025, a jump of nine per cent compared to last year.
The Cost of Education Index also calculated the total cost of education in regional and remote areas for a child starting school
this year and found Queensland is Australia’s most expensive state for a non-metro Government education and for a non-metro Catholic education. Western Australia is the nation’s most expensive state for a non-metro Independent education.
Futurity Investment Group
commissioned McCrindle to conduct research into the cost of education. The data is the combination of an online survey of 2,385 Australian parents and school income data reported by the Australian Curriculum Assessment and Reporting Authority (ACARA) EM
Annual survey reveals digital divide is parents’ biggest concern
The results from The Smith Family’s annual Pulse Survey highlight the severity of education inequality and the barriers faced by children living in families experiencing poverty.
Nine out of 10 parents and carers of students supported by the charity are worried they will not be able to afford all items their children need for school this year, the survey has found.
The Smith Family CEO, Mr Doug Taylor, said 1.2 million children and young people in Australia are experiencing poverty through no fault of their own.
“Poverty can have a profound and damaging effect on a child’s educational outcomes, with
long-term consequences for their health, career and life prospects,”
Mr Taylor said. “It’s alarming to hear so many families are concerned about not being able to afford what children need for their learning this school year.”
For the nine out of 10 respondents worried about covering the costs of everything for the school year, their biggest concerns are children missing out on:
• digital devices needed for schoolwork (54.8 per cent)
• educational activities outside of school (45.8 per cent)
• internet access at home needed for schoolwork (20.3 per cent) – an increase from 16.6 per cent in 2023
• uniforms or shoes (42.1 per cent)
• school excursions (38 per cent) – an increase from 32 per cent in 2023.
Mr Taylor said digital access is of particular importance.
“Unfortunately, 30 per cent of students on our Learning for Life program are digitally excluded but we aim to change this so that every student we help can have full digital access.
“It’s an ambition that can be achieved through the support of generous sponsors supporting these children and young people over the long-term.”
The Australian Government’s Jobs and Skills Commission
(JSA), formerly the National Skills Commission, predicts nine out of 10 jobs by the end of 2026 will require post-secondary school qualifications.
Mr Taylor said the JSA forecast emphasises the importance of ensuring children and young people experiencing disadvantage remain engaged with school and complete Year 12.
“The increased cost of living has certainly impacted every family budget. But it has compounded issues that already existed for families we support. I can’t say it enough: education is one of the most powerful change agents for breaking the cycle of generational poverty. EM
The costs associated with education are placing a substantial burden on many Australian families.
Image: ivanko80/stock.adobe.com
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“Implementing Compass enabled the College to consolidate six separate applications previously used for school management into one cohesive platform. This transition streamlined practices and administrative workload for teachers and staff while enhancing operational efficiency.”
Year 6 students launch podcast on challenges of growing up
Three students from Harrisdale Primary School in southeast Perth, WA have launched an innovative podcast focusing on issues that matter most to their fellow classmates.
‘Step Up and Shine’, created by Year 6 students Mariya, Saanvi and Amelie, explores the challenges of growing up in primary school and navigating the transition to high school, providing insights and support for their peers.
Western Australia’s Department of Education said Harrisdale Deputy Principal, Mr Julian Thrupp, mentored the students through the podcasting process and praised the initiative.
“The journey to launch this podcast has taken weeks of planning and creative content
meetings. The team has embraced feedback and shown remarkable dedication,” he said.
“As a lead digital technologies school, Harrisdale is proud to see students developing technical skills alongside teamwork, cooperation, and planning.”
Mr Thrupp highlighted the drive of podcast host Mariya, who spearheaded the project.
“Her determination to turn this idea into reality is inspiring. Like the title of their podcast, they have truly stepped up and are shining bright,” he said.
Mariya revealed her personal motivation for starting the podcast, which stemmed from her family’s migration from India. Witnessing her sister struggle with bullying after school, inspired her to create a platform
addressing students’ concerns.
“It hurt me to see my sister cry every day. I wanted to help students feel prepared, supported, and less alone in school,” Mariya said.
The trio choose topics for Step Up and Shine by surveying their peers, allowing them to focus on issues that matter most to students.
“I enjoy knowing that I’m doing something to help my classmates and everyone in my cohort,” Mariya said.
“When the podcast was
Teachers wanted for hearing care focus group
In the lead
from primary school teachers to help make listening safe for the next generation.
World Hearing Day is held annually to raise awareness on how to prevent deafness and hearing loss and promote ear and hearing care across the world.
Dr Shelly Chadha, technical lead for ear and hearing care at WHO, said over one billion young people are at risk of hearing loss due to unsafe listening practices.
“The World Health Organization is tackling this by creating engaging educational videos to teach children aged 5–10 about ear and hearing care,” she said.
published, instead of judging me, people appreciated and respected what I created.”
Mariya is already looking ahead, aiming to produce episodes on topics such as overcoming fears, motivational stories, and the impact of overused platforms such as social media.
The podcast is a team effort, with Saanvi co-hosting and Amelie taking the lead as the tech guru. Together, the trio plans to continue the podcast into their high school experience. EM
“We’re looking for primary school teachers from the six WHO global regions to join a virtual focus group and provide feedback from both teacher and student perspectives.”
Australia and New Zealand are included in WHO’s Western Pacific Region. Participation is voluntary and online, with no travel required.
“If you’re passionate about shaping impactful learning experiences for children, we’d love to hear from you,” Dr Chadha said.
Contact the Make Listening Safe Initiative at mls@who.int. EM
The podcast is created by Year 6 students Mariya, Saanvi and Amelie.
Image: Harrisdale Primary School
up to World Hearing Day on 3 March, the World Health Organization (WHO) wants to hear
The World Health Organization is developing educational video content on topics related to ear and hearing care for children aged 5-10 years.
New multi-storey classrooms for Victorian primary schools
The Victorian Government is supporting Victorian schools to meet growing student enrolments, with state-of-the-art multi-storey classrooms in place from the start of the 2025 school year.
Minister for Education and Deputy Premier Ben Carroll announced in November new double or triple storey classrooms being delivered across Victorian schools as part of the state Government’s $152.4 million investment in additional classrooms to help create more spaces to meet demand.
Mr Carroll said the multi-storey relocatable classrooms would be installed and open for students in 11 selected schools by Term
1, 2025, providing capacity for an extra 775 students statewide. These add to the 54 multi-storey relocatable buildings allocated to 28 schools earlier in 2024, which are providing capacity for an additional 4,975 students.
The multi-storey classrooms incorporate the latest innovations to provide teachers and students with modern learning environments, including double-glazed windows and improved insulation to reduce heat loss, special wall and ceiling linings to reduce internal noise reverberation, energy efficient design and external window shades.
For the 2025 school year,
the Government has invested $152.4 million to deliver additional classrooms in areas of need, as part of the Relocatable Buildings Program. The program will fund the construction and delivery of 163 newly manufactured buildings to address enrolment growth.
“We’re delivering modern, multi-storey classrooms because we know that quality infrastructure gives our students and teachers the learning environment they need to achieve their best,” Mr Carroll said.
“These state-of-the-art classrooms provide a fast and flexible option to respond to the growing needs of local schools.”
Since 2014, the Victorian
Government has invested $16.9 billion in building new schools and upgrading more than 2,200 schools. EM
The outlook for the supply of teachers in Victoria over the coming years has improved, according to the Victorian Teacher Workforce Snapshot for 2023, formerly known as the Teacher Supply and Demand Report.
The report, published by the Victorian Government in December 2024, provides a snapshot of the state’s school and early childhood teaching workforces, using data to forecast whether there will be sufficient teachers to meet demand through to 2029.
Fresh data shows Victoria has made progress on growing the supply of teachers, showing workforce initiatives and incentives continue to see results.
Early childhood and primary
school settings are forecast to meet demand by 2029 and there have been positive trends in high school education numbers.
The Victorian Government said the positive trend has been underpinned by its investments in schools and early childhood workforce initiatives. It has invested more than $1.6 billion in school workforce initiatives since 2019.
Key initiatives include secondary teaching scholarships, paid placements for pre-service teachers, employment-based teaching degree programs for undergraduates, targeted financial incentives for hard-to-staff roles and the expansion of supports for early-career teachers.
There has been a 23 per
cent increase in student teachers enrolling in secondary undergraduate education courses through VTAC compared to 2023, and a 10.2 per cent increase in registered early childhood teachers from 2023 to 2024.
The Victorian Government said it will continue to work closely with any schools experiencing immediate workforce pressures ahead of the 2025 school year.
It is also investing almost $370 million in a range of initiatives to attract and retain quality early childhood teachers and educators to deliver the Best Start, Best Life reforms including scholarships, financial incentives and career supports.
Since 2019, the number of
early childhood teachers and educators delivering funded kindergarten programs across the state has grown by more than 50 per cent.
Deputy Premier and Minister for Education Ben Carroll said Victoria is home to the most talented teachers in the nation.
“I want more Victorians to pursue a career in education which is why we’re backing them with the resources they need to do an excellent job – and this report shows our investment is paying off,” he said.
“Teachers are the bedrock of our education system. This report provides a detailed look at our workforce, allowing us to continue to drive the growth of our topclass teaching workforce.” EM
New and updated resources for teachers
As a former primary school teacher and principal, Mr Stephen Gniel, CEO of the Australian Curriculum, Assessment and Reporting Authority, understands the support that is needed to bring out the best in every student.
Across the country, students and teachers will have returned to classrooms with the shared excitement, enthusiasm and apprehension that comes with starting a new school year. Tied up in that nervous rush of adrenaline is the promise of new friendships, the potential for growth and achievement, and the anticipation of the challenges that lie ahead.
In my current role and particularly as a former primary school teacher and principal, I’m passionate about education and creating the best learning environment for our young people. We want them to be curious, to be creative – to be problem solvers. And it is teachers who will make that happen by bringing the curriculum to life and inspiring our children to embark on a lifelong journey of learning.
Over recent weeks, teachers will have been getting to know their students with the goal of helping each and every one of them thrive. We understand what a complex and challenging job teaching can be, and our goal is to continue supporting teachers by providing the high-quality resources they need to bring out the best in every child.
With that in mind, ACARA has published some new and updated resources for teachers and schools to support the implementation of the Australian Curriculum on our dedicated website at v9.australiancurriculum.edu.au. Some of the key highlights include:
Student diversity
Every teacher wants to help their students reach their full potential, and to help them
achieve this, a new course focusing on student diversity has been added to our Professional Learning Hub at learning. acara.edu.au.
This online course helps teachers plan their lessons for a range of learning abilities and interests, so they can get the best out of their students and includes templates and examples to guide teachers as they develop their lesson plans to address a student’s strengths and barriers to learning.
Learning progressions
Learning progressions are a useful teaching resource that allow teachers to understand what stage of development their students are at, regardless of age or year level. To support this, ACARA has published new diagrams for literacy and numeracy to show the relationship between English and Literacy and Mathematics and Numeracy. These progressions allow teachers to better target their teaching to the areas that require focus, supporting each student’s particular needs and allowing them to engage constructively with the curriculum.
We’ve also published an in-depth article to expand on this including detailed information to help teachers understand the Literacy and Numeracy capabilities.
Parent and carer information
We know how important it is for parents and carers to be actively involved in their child’s learning. To help them to be more engaged, we’ve updated our parent and carer resources, including our guides on what students learn during the first
11 years of school and how literacy and numeracy develops.
linguistically diverse (CALD) backgrounds a better understanding, we’ve also provided translations in six different languages. These include Arabic, Chinese (traditional and simplified), Hindi, Punjabi and Vietnamese.
Updated information on MySchool
As well as supporting teachers and schools with bringing the curriculum to life in the classroom, we’re continuing to play our role in providing detailed, accessible, timely and meaningful school education performance information.
Just before school ended last year, ACARA updated the My School website – myschool. edu.au – with school level data including the 2024 NAPLAN results, attendance rates,
Mr Stephen Gniel.
Image: Stephen Gniel
enrolment data and much more.
My School provides a wider breadth of data in addition to NAPLAN, including key insights into school demographics, achievements and characteristics. It includes information about how many students and teachers are at each school, as well as individual results for around 10,000 schools across Australia.
We need to know how our schools are doing, but it is also important that this information is presented in a way that considers the individual circumstances of a school, especially its level of socio-educational advantage. That’s what only the My School website does, providing a more meaningful overview of a school’s value and quality. All this information provides a broader context and a fairer yardstick than NAPLAN results alone and recognises the important work of teachers and the vital impact they are having in the classroom.
I hope teachers across the country are as excited as I am about the year ahead. We
know how much hard work our teaching professionals put in every day to encourage our young people to grow and learn and we want to continue to support them, shine a light on their incredibly valuable work and celebrate the positive impact they are having in our schools. EM
LEADING FROM WITHIN: Leadership Development Program for Middle Leaders
The Brown Collective’s flagship program, ‘Leading from Within’ acknowledges the importance of middle leaders to a school’s overall performance. The vast majority of middle leaders want to remain in these roles.
Leading from Within supports and enhances the formation of middle leaders through exploration of key aspects of their leadership such as leading teaching and learning, and leading teams. Every program is customised to ensure contextual relevance to the school, network, region or system that it is being delivered to.
The program is typically conducted over a nine-month period with a minimum of 20 participants. Successful completion of the Leading from Within program enables participants to make application for a 1 unit credit towards a Master’s Degree offered by Australian Catholic University (ACU), Charles Sturt University (CSU) and Broken Bay Institute—The Australian Institute of Theological Education (BBI TAITE).
My School website provides a wider breadth of data in addition to NAPLAN results.
Amanda Ypinazar, Principal Consultant
Joy and fun: essential ingredients for effective education
Teaching is a dynamic, and ever-evolving profession, where curriculum and pedagogy are continually refined to meet the unique needs of every learner. Yet, at the heart of this work, the inclusion of joy and fun must remain a ‘north star’ to ensure learning, and working in schools is effective, motivating, and sustainable.
When students experience joy and fun their brains release dopamine, a neurotransmitter associated with motivation and focus. This biochemical response not only increases engagement but also enhances cognitive functions such as memory and attention, making the learning process more effective. Teachers who experience joy in their work also benefit from a boost in motivation and mood, contributing to role satisfaction and job retention.
Fun also plays a crucial role in reducing stress for both students and teachers by lowering cortisol levels. This helps individuals concentrate better, think more clearly, and maintain a calm, focused demeanour, especially in challenging situations. In this relaxed state, both students and teachers are more open to exploration, creativity, and collaboration, allowing for greater flexibility in problem-solving and more effective responses to challenges.
enhanced adaptability, resilience, and the ability to innovate in their teaching approaches. Over time, these positive emotional experiences help both students and teachers build valuable personal and professional resources, including cognitive skills, social connections, and emotional resilience, all of which contribute to more effective learning and teaching outcomes.
In addition to these cognitive benefits, joy and fun promote long-term retention of information. When learning is enjoyable, both students and teachers are more likely to remember the material and the experiences associated with it. Reflection on our own memorable learning experiences often reveal that joy and fun were key components.
Australian Primary Principals Association
President Angela Falkenberg has held senior school leadership positions across both primary and secondary schools and has extensive experience in the education of First Nations children. APPA provides a voice to more than 7,600 public, Catholic and independent primary school principals across the country.
Barbara Fredrickson’s broaden-andbuild theory underscores the power of positive emotions, such as joy, in enhancing cognitive and emotional capacity. According to Fredrickson, positive emotions like joy, expand individuals’ thought-action repertoires, encouraging more creative and flexible thinking. (In one of her experiments, people experiencing increased positive emotions found more uses for a brick!) For students, this means better problem-solving and deeper engagement with content. For teachers, it translates to
Fun also fosters the development of essential social skills such as communication, teamwork, and empathy, which are critical for success in the classroom and beyond. By cultivating these skills, students can form deeper, more meaningful relationships with their peers, teachers, and families, which are integral to their social and emotional development. In classrooms where joy and fun are present, students are more likely to engage in collaborative activities that enhance their ability to communicate, empathise, and problem-solve—skills that will benefit them well beyond school.
A decline in social competence, as evident in the Australian Early Development Collection (AEDC) data, highlights the need for a renewed focus on interpersonal relationships. The proposed social media restrictions for children under 16 may help orient our attention back to real world connection. While the online environment offers broad opportunities for connection and amusement, it has also led to increased opportunities for interpersonal
APPA President Angela Falkenberg explores how sparking joy in the classroom translates to better problemsolving and deeper engagement with content for students – and they’ll retain what they learn, for longer.
Image: Angela Falkenberg
difficulties, including bullying. Conflict resolution skills are sorely needed and practicing these skills in real life situations is vital.
Play has a place in the learning process too. It is not merely an enjoyable activity, but a fundamental right providing children with opportunities to develop creativity, social skills, and emotional resilience. Through play, children learn to navigate complex social dynamics, negotiate, cooperate, and explore their imaginations in a safe, supportive environment. It is an essential tool for learning, growth, and emotional wellbeing, and when incorporated into the classroom, it enriches both the educational experience and the overall development of the child.
Fun, joy, and play are not luxuries; they are essential components of an effective and sustainable learning and teaching environment. Professor Pasi Sahlberg once commented that in Australia it seems play is the thing you do when the work is done rather than being valued
“Incorporating
joy and fun in the classroom does not mean teachers are expected to be entertainers or constantly devise elaborate activities.”
families voted for ‘fun’ to be one of the school values. The value of fun was used to inform planning and reflection, i.e. What fun traditions or rituals can we establish that students look forward to each week or month? How can we integrate outdoor learning experiences to combine fun with exploration and discovery? How could transitioning between classes be joyful? What was fun for me today?
Incorporating joy and fun in the classroom does not mean teachers are expected to be entertainers or constantly devise elaborate activities. Instead, it involves focusing on students’ and teachers’ strengths, encouraging the sharing of stories and experiences, allowing
approach fosters a dynamic and engaging learning environment that supports both education and emotional development. And it makes the job of teaching more enjoyable too!
In 2022 Professor Carol Ann Tomlinson wrote: “I dream of a classroom where every student experiences learning as joy, a grand adventure, a window into the world and the important roles they can play in that world. No teacher or school leader in my dream space confuses merely following a pacing guide with real teaching or a curriculum of coverage with real learning. Of course, students focus on reading and math, but they learn those things not predominately through rote practice but as the issues and ideas they explore call on them to apply those skills in a meaningful context. They experience learning as the remarkable human gift it is.”
I consider the profession of teaching to also be a remarkable gift. As we move through the 2025 school year it is crucial to keep joy and fun at the forefront of our educational
Positive emotions enhance cognitive and emotional capacity.
A defining year in digital media
Could a ‘digital duty of care’ approach that focuses on improving online safety features through collaboration with social media platforms be more effective than restricting access?
The Australian Government made international headlines when it delivered on its highly publicised commitment to support parents and protect young people by setting a minimum age of 16 years for social media, with legislation passing Parliament on 29 November 2024.
The Online Safety Amendment (Social Media Minimum Age) Bill 2024 has been lauded as a landmark measure that will deliver greater protections for young Australians during critical stages of their development.
The laws place the onus on social media platforms – not young people or their parents – to take reasonable steps to prevent Australians under 16 years of age from having accounts, and ensures systemic breaches will see platforms face fines of up to $50 million.
The minimum age will apply to ‘agerestricted social media platforms’ as defined in the bill, which includes Snapchat, TikTok, Facebook, Instagram, X and others.
Importantly, the bill ensures that the law is responsive to the ever-evolving nature of technology, while enabling continued access to messaging, online gaming, and services and apps that are primarily for the purposes of education and health support – like Headspace, Kids Helpline, Google Classroom and YouTube.
Dr Alexia Maddox has been following the passage of the legislation, from proposal to law, in her role in the School of Education at La Trobe University.
As Director of Digital Education and Senior Lecturer in Pedagogy and Education Futures, Dr Maddox is at the forefront of a rapidly evolving landscape. With a
background as a sociologist of technology, she brings a unique perspective to the way technology is shaping the future of learning.
“My role is to look at the current tech trends and the technologies that are being used in our schools, both by our kids and by our teachers,” Dr Maddox explains.
This encompasses a wide range of digital tools, from social media and artificial intelligence to immersive environments like virtual and augmented reality. Her research delves into the social impacts and implications of these technologies, exploring how they are transforming the way we communicate, learn, and engage with the world around us.
“I look at the social impacts and implications of our encounters with tech, and in this instance, for communication and learning technologies,” she says.
The ban aims to protect young users from harmful content.
While Dr Maddox’s expertise lies firmly in the digital realm, she also collaborates closely with colleagues who have direct experience in the teaching profession. By bridging the gap between technology and pedagogy, she aims to provide valuable insights to educators and policymakers navigating the rapidly evolving landscape of digital education.
Her research-driven approach offers a nuanced understanding of the challenges and opportunities presented by technology in the classroom and beyond.
“I get a lot of exposure to that practice,” Dr Maddox says, referring to her work with preservice and in-service teachers. “I work with them to understand how they’re using these technologies and what the implications are.”
As the digital revolution continues to reshape the education landscape, Dr Maddox’s expertise and collaborative approach will be crucial in shaping the future of learning.
Two sides
At the heart of the debate around the social media age ban is a complex web of concerns and considerations, Dr Maddox says, including parental anxieties about the impact of social media on youth.
“The social media age ban is really a response to parents’ concerns about how social media is affecting their kids, and of course, teachers have a real exposure to that with the way that kids use social media in their personal lives and also how it affects their learning,” she says.
The ban, which aims to restrict access to social media platforms for children under the age of 16, is seen by some as a way to address issues like mental health, cyberbullying, and exposure to inappropriate content. However, Dr Maddox cautions that the effectiveness of such a ban has not been demonstrated in other jurisdictions.
She says the timing of the social media age limit legislation, ahead of the federal election, capitalised on parental anxieties rather than engaging with the nuanced evidence base.
“For parents who are anxious about how social media is affecting their kids, how much time their kids spend on social media, and managing the dysfunction and issues that can arise – like anxiety and bullying for example – an age ban feels safer. However, as it has
played out in other countries, there has been no evidence of an age ban being effective in keeping kids safe.”
“In Australia, we’re seeing stakeholders like 36 Months advocating for the social media age ban whilst acknowledging the need for children’s access to educational content available through platforms such as YouTube. However looking at what has happened in the US where pornography age ban restrictions implemented in states such as Louisiana, there has been increased VPN usage. While we don’t know the ages of who is using VPNs to access pornography, this practice is very likely to translate to the Australian context where there will be social media age restrictions.”
Dr Maddox says social media also has a lot of benefits, particularly for kids in regional and remote areas, and kids from migrant families whose grandparents might be overseas, helping them to stay connected.
“Kids who are marginalised, for example, the LGBTQI+ community, often use social media to find acceptance and safe places to explore their identity and sexuality. Social media is fundamental to how kids hang out with their peer groups and get access to
knowledge and information. It’s embedded in their lives.”
Dr Maddox’s nuanced understanding of the social and educational implications of the ban will be crucial in shaping a balanced and evidence-based approach to protecting young people in the digital age. She emphasises the importance of digital literacy and the need for a comprehensive strategy that addresses the root causes of online harms, rather than simply restricting access.
“Social media is a way of life for young people and beyond that, it’s a way of life for all of us; we use it in our workplaces, we use it for professional networking. We understand how to manage our privacy settings, and to be alert to scams and phishing. That kind of digital literacy is important for us as adults, because it’s in our work, our citizen life, and our social lives,” she says.
Privacy concerns
The Online Safety Amendment (Social Media Minimum Age) Bill 2024 contains strong privacy provisions, with platforms required to ringfence and destroy any data collected once it has been used for age assurance purposes.
Dr Alexia Maddox, La Trobe University.
Image: La Trobe University
Failure to destroy data would be a breach of the Privacy Act, with penalties of up to $50 million.
Minister for Communications Michelle Rowland said the government has listened to young people, parents and carers, experts, and industry in developing these landmark laws to ensure they are centred on protecting young people – not isolating them.
“Good government is about facing up to difficult reform – we know these laws are novel, but to do nothing is simply not an option.
“Over the next 12 months, we’ll work closely with industry and experts to ensure the minimum age is effectively implemented, informed by the findings of the Age Assurance Technology Trial currently underway,” she said.
According to Dr Maddox, the proposed age verification technology trials reveal significant technical challenges that weren’t apparent when the legislation was first proposed.
“We’re seeing concerning accuracy gaps in biometric age estimation, especially for young teenagers, and significant disparities across different demographic groups. These
technical limitations could create unintended barriers for legitimate users while potentially failing to protect those the legislation aims to safeguard,” she says.
Garnering far less media attention than the social media age limit legislation is the Government’s Digital Duty of Care legislation, which will place the onus on digital platforms to proactively keep Australians safe and better prevent online harms.
Dr Maddox argues that the Digital Duty of Care legislation is a more evidence-based and collaborative approach, one that addresses the root causes of online harms rather than simply restricting access.
She says it has been developed through extensive consultation, as opposed to the age ban that was not, and does not stem from the recommendations for the Inquiry into Social Media and Online Safety, the final report for which was recently released.
“The Digital Duty of Care bill is evidence-
with platforms to improve their features to increase the safety for all of us online, including kids,” Dr Maddox says.
Aligned with United Kingdom and European Union approaches, digital platforms will be required to take reasonable steps to prevent foreseeable harms on their platforms and services, with the framework to be underpinned by risk assessment and risk mitigation, and informed by safety-by-design principles.
Legislating a duty of care will mean services can’t ‘set and forget’. Instead, their obligations will mean they need to continually identify and mitigate potential risks, as technology and service offerings change and evolve.
Implications for educators
The social media age ban has significant implications for schools and educators. As Dr Maddox explains, the ban could severely limit the ways in which teachers
A minimum age will apply to social media platforms including Snapchat, TikTok, Facebook, and Instagram.
“Educators rely on social media for teaching and learning, including YouTube for educational content,” she says.
The ban could affect how educators set homework and use online resources, as many of these rely on access to social media platforms.
“The complexity of modern platforms means we can’t simply categorise them as ‘social media’ or ‘educational tools’. Take YouTube - while viewing content might remain accessible, the interactive features that make it valuable for education could be restricted. We need clearer frameworks for handling these hybrid platforms that serve multiple purposes in young people’s lives,” Dr Maddox says.
Her expertise in the field of digital pedagogy provides valuable insights into the challenges and opportunities that this legislation could present for the education sector.
“We recently came through a pandemic where all study moved online and teachers relied on existing digital resources, some of which they would have directed kids to social media to access. Under a social media age ban, a large swathe of that will be not available. It will come down to the definition of social media and which platforms are exempt from the age ban,” she says.
“Social media is fundamental to how kids hang out with their peer groups and get access to knowledge and information. It’s embedded in their lives.”
Dr Maddox also highlights the potential difficulties schools may face in enforcing the ban. Without clear guidelines and support, schools may struggle to navigate the complexities of monitoring and addressing student use of social media during school hours.
“Will schools be responsible for policing the ban in the classroom? What is the rule in schools? The government has said it won’t be punishing parents or kids. It will be punishing platforms. That means it will be the platforms that have to enforce this age restriction and
age restricted content,” she says.
“Rather than introducing an age ban that involves an age verification process and digital identification, isn’t it better to create safer environments for users in the first place? That’s where the Digital Duty of Care legislation is going to be focused.”
Dr Maddox says platform compliance in a global context has shifted significantly.
“With Meta’s pushback against EU regulations and move toward reduced platform-level moderation, we can’t assume platforms will simply extend their European compliance measures to Australia. As we saw with the news media code, platforms might choose to withdraw services rather than comply with national regulations they see as burdensome for smaller markets.”
She says the assumption that platforms will extend EU/UK safety standards to Australia may need reconsideration.
“Meta’s increasing pushback against EU restrictions, combined with a shifting US regulatory environment, suggests platforms may become more resistant to nationallevel regulations in smaller markets. While Australia’s Digital Duty of Care legislation aligns with European standards, platforms could choose to withdraw services rather
than comply with additional age restrictionsespecially if they’re simultaneously challenging similar requirements in larger markets.
“This context makes the age verification requirements particularly precarious, as they rely on platform cooperation at a time when major platforms are increasingly willing to contest or withdraw from regulatory requirements. Schools and educators, already facing unclear enforcement guidelines, may need to prepare for a scenario where platform accessibility becomes more uncertain or fragmented.”
“Schools face a complex challenge. While the legislation aims to protect young people, it could inadvertently disrupt established educational practices that rely on social media interaction. We need clear guidelines about how schools should handle these restrictions during school hours, especially for remote learning and homework that involves social media engagement. The pandemic showed us how integral these tools have become for teaching – we can’t simply remove them without considering the educational implications.”
The social media age limit is expected to come into effect within 12 months of the bill passing, meaning it should be enforced by the end of 2025. EM
Platforms that are primarily for the purposes of education – like Google Classroom and YouTube – are exempt from the ban.
Growth factor: doors open on new campus in Sydney
A combination of high demand and limited capacity at its existing campuses has led private independent school, Reddam House Sydney, to open a new campus on the North Shore. Education Matters school’s long-serving principals, Dee and Dave Pitcairn, about its growth and innovation.
For more than two decades, Reddam House Sydney has been at the forefront of providing a unique educational experience
The Woollahra campus currently caters for students from preschool to Year 9, while students in Years 10 to 12 attend the Bondi campus.
Its new campus, Reddam House North Shore, opened for students in kindergarten to Year 10 on the first day of Term 1, 2025. It will welcome Year 11 students in 2026 and have its first HSC cohort in 2027. More on that later.
Originally founded in Sydney by Graeme Crawford, Reddam House was acquired in 2019 by Inspired Education Group, an international provider of forprofit schools. It subsequently switched to for-profit status and now receives no government funding.
At the heart of the Reddam House philosophy is the belief that academic excellence should go hand-in-hand with cultivating compassion and emotional intelligence in students.
Leading the way are South African born primary school principal Mrs Dee Pitcairn, and Mr Dave Pitcairn, principal of the Middle School (Year 7-9) based at Woollahra and Senior School (Year 10-12) at Bondi. They have been principals at Reddam House Sydney for the last 16 years. Prior to that, they were principals at Reddam House Constantia in Cape Town, South Africa, which they founded with Graeme Crawford’s sister, Sheena Crawford Kempster.
“The idea was that it would be a school where academic excellence was the central pillar, but also that it would be child-centered, and that kindness and empathy would be equally emphasised and taught,” Mrs Pitcairn says.
“It’s also about teachers understanding their role in cultivating that.”
The Performing Arts are a cornerstone of the Reddam House curriculum, with
Reddam House North Shore Principals Dee and Dave Pitcairn complete a site inspection of the new campus.
compulsory classes in music, drama, and public speaking from preschool through to Year 12.
“We believe that the emphasis on those performing arts, obviously to do with creativity, individuality, growth and selfconfidence, are all part of what we believe create students who are confident, young people,” she says.
This unique approach has resonated with Australian families, leading to a growing waitlist and the decision to open a new Reddam House campus on Sydney’s North Shore in 2025.
“As we became more popular as a school, our waiting list grew to the extent that we wanted to be able to offer more children the opportunity to have this type of education,” Mr Pitcairn says.
Reddam House’s unprecedented demand is not unique. A new report released by
Independent Schools Australia (ISA) in November 2024 reveals a substantial and ongoing shift towards Independent schools, driven by middle to low-income families who are increasingly making significant sacrifices for their children’s education.
According to ISA’s Independent Schooling 2024 - Enrolment Trends, Characteristics and Projections report, Independent schools have seen their strongest growth in more than a decade with enrolments increasing by 3.8 per cent from 2022 to 2023.
The national peak body said their projections indicate that this trend will continue, with Independent schools expected to become the largest non-government school sector by 2027.
ISA projects that by 2033 Independent schools will enrol 19.7 per cent of all Australian students. It speculated this growth will necessitate the establishment of
approximately 282 new Independent schools or campuses, with the majority needed in New South Wales, Victoria, and Queensland.
State-of-the-art campus
After 16 successful years operating two campuses in Sydney, Reddam House welcomed its first cohort of students at its new state-of-the-art school in Sydney’s North Shore at the beginning of the school year.
The decision to expand is not surprising, given the growing popularity of the Reddam House educational approach and academic results – including being in the top five schools in the state for HSC results in 2022 and 2023 – and the long waitlist of families eager to secure a spot.
With the existing campuses at capacity, the leadership team at Reddam House recognised the need to expand to a new location to meet the growing demand. After
AJC Architects were appointed to re-develop a heritage building into the new Reddam House campus in North Sydney.
careful analysis, they identified Sydney’s North Shore as the ideal area to establish a third Reddam House school.
“When our enrolment team looked at our waiting list, they found significant numbers –upward of 1,000 students from preschool to Year 11 – were based on the North Shore,” Mr Pitcairn says.
“We knew that opening a school that
could look after that need would be a great opportunity. We also have two Early Learning Schools on the North Shore, and Reddam House North Shore will be the natural progression for those students. It is one of the reasons we knew the demand was there, and those students get priority access.”
The process of securing a suitable site and navigating the necessary approvals
was not without its challenges. The team ultimately secured the historic Harry Seidlerdesigned Simsmetal House, which required extensive remodelling to transform it into a modern, purpose-built educational facility.
Reddam House appointed AJC Architects to re-develop the heritage office building into the new Reddam House campus in North Sydney. The project marked a significant milestone in preserving architectural heritage while meeting modern educational needs.
In collaboration with Inspired Education and Built Australia, AJC transformed the iconic building into a state-of-the-art campus, opening this year.
The new campus boasts world-class facilities, including a performance space, theatre, sports hall, modern classrooms, high-tech science and design tech labs, music studios, multiple libraries, a gym, outdoor terraces with play areas, and a stunning rooftop terrace offering views of Sydney Harbour. The project also transformed the carpark into a school dropoff area and an auditorium.
Blending contemporary pedagogical innovation with sustainable design principles, the adaptive reuse of the Simsmetal House is a testament to the project’s commitment to preserving Seidler’s architectural legacy.
By repurposing an existing structure rather than demolishing and building anew, the project significantly reduced environmental impact and preserved the unique architectural character of the original design.
“This project was about being respectful of the existing building, the client’s drivers and putting them altogether to create a school that really functions,” AJC Director Ms Dua Green said.
“Every little piece of the building is working. A core project principle is that when an element goes in, it’s doing multiple things.”
The transformation will serve students from preschool through to Year 12. This comprehensive educational approach ensures a continuous and cohesive learning journey for students, fostering an environment where they can grow academically, socially, and emotionally from their early years through to their final school days.
The interior spaces have been designed to maximise natural light, enhance connectivity
Independent schools are projected to enrol 19.7 per cent of all Australian students by 2033.
Reddam House completed a successful staffing recruitment process prior to the new campus opening in 2025.
“When our enrolment team looked at our waiting list, they found significant numbers – upward of 1,000 students from preschool to Year 11 – were based on the North Shore.”
between classrooms and breakout spaces, and respect the heritage of the original building. The design has also exposed existing floor slab soffits where possible to create a sense of additional height, ensuring a modern yet respectful homage to the building’s history.
The new school and landscape includes several sustainability initiatives to support environmental benchmarks, such as:
• Passive design principles, including orientation, shading, insulation, natural ventilation, and daylight considerations for both internal spaces and external learning areas.
• Durable, low-maintenance, and low embodied energy material selection.
• Lighting automation with daylight sensors, period bell switching, and motion sensors to reduce power usage.
• Native planting to enhance the surrounding natural ecology.
• Visual and interactive sustainability features to promote the building itself as a learning tool, integrating sustainable practices and knowledge into the curriculum.
The jewel in the crown
As the education landscape continues to evolve, Reddam House is at the forefront of integrating cutting-edge technology into its curriculum.
When the school opened its new North Shore campus in January, its inaugural cohort of students were the first to experience learning in a dedicated metaverse room – a virtual reality-based learning facility that is revolutionising the way students engage with the digital world.
Utilising the latest Quest 3 headsets supplied by Meta, all teaching staff underwent virtual reality (VR) training as part of their
two-week onboarding period before Term 1 started, provided by the EdTech team within the Inspired Education Group.
This team, alongside Meta, are leading a groundbreaking initiative to develop enhanced learning experiences. By harnessing cutting-edge VR technology, Inspired is revolutionising education, empowering teachers to deliver immersive and engaging lessons that take learning to the next level.
The metaverse room is available to students from Year 5 and above, providing them with an immersive, interactive learning environment that goes beyond the confines of the traditional classroom.
The integration of VR technology at Reddam House is a testament to the school’s commitment to staying at the forefront of educational innovation. By embracing the potential of virtual reality, the school aims to create a learning experience that is not only engaging and immersive, but also prepares students for the digital future they will inherit.
Ahead of the new campus opening in January 2025, the school had reportedly met its enrolment quota in November 2024, with 500 students enrolling. The strong enrolment figures were to be expected, given the long waitlist that had accumulated at Reddam House’s existing Sydney campuses.
The school had also completed a successful staffing recruitment process over the course of two terms, working to ensure they have the right staff in place to deliver the school’s signature curriculum and ethos.
“We’ve secured really top-notch teachers, and I think that makes a huge difference,” Mrs Pitcairn says.
“We started the process in the beginning of term two in 2024. By the beginning of term four, we only had one or two positions that we needed to fill,” she says.
The recruitment process has been a thorough one, with the school seeking out the best and brightest educators to join the Reddam House faculty.
Mr and Mrs Pitcairn have been appointed secondary and primary school principals respectively, at the new Reddam House North Shore campus.
Following an extensive search, former Deputy Principal Mr Warren Garratt will replace Mrs Pitcairn as Primary School Principal of Reddam House Sydney. Mr Garratt has been with Reddam House for 19 years.
Mr Simon Lees has been appointed as the Executive Principal of Reddam House Sydney, replacing Mr Pitcairn. Mr Lees was formerly Head of Toowoomba Anglican School in Toowoomba, Queensland. EM
The new campus boasts world-class facilities, including high-tech science and design tech labs.
Igniting a passion for STEM
Education Matters meets the man behind the Prime Minister’s Prize for Excellence in Science Teaching in Primary Schools in 2024.
For Montello Primary School teacher Mr Daniel Edwards, the path to education has been shaped by a deep-rooted passion for science, technology, engineering, and mathematics (STEM) and a desire to make a meaningful impact on young lives.
Growing up in Tasmania, Mr Edwards’ earliest memories were filled with handson STEM-related activities, from tinkering with electronics to exploring the mechanics of robotics.
Initially, he says, he envisioned a career in mechanical engineering, but his perspective shifted as he witnessed the profound impact that his mother’s work in special needs education and his father’s role in community-based youth programs had on people’s lives.
Mr Edwards’ father, a police officer, had the opportunity to work in a new division focused on early intervention with at-risk and vulnerable youth.
“Dad was named Tasmania’s Local Hero [in the Australian of the Year Awards] in 2011 for the work he did in the community,” Mr Edwards says.
“He helped start a program in Shorewell Park called Kommunity Kids, which had a massive impact on that community and changed a lot of those kids’ lives and those families’ relationships with police and with the community.”
Observing the transformative power of education and community engagement, Mr Edwards was inspired to pursue a teaching degree at the University of Tasmania, determined to channel his STEM passions into empowering the next generation.
“My parents set an example that your career and what you do for work, the fulfillment out of that isn’t just something you enjoy doing, it’s that you’re making an impact,” he explains.
“You’re contributing to bettering your
they can be.”
Mr Edwards joined Montello Primary School in 2018, going on to become its first STEM specialist teacher in 2021. He has since developed a comprehensive program that applies STEM concepts across the curriculum.
Starting from scratch
One of Montello Primary’s key initiatives is the Personal Pathways program, which allows Year 5-6 students to delve deeper into specialised areas of their choosing.
This includes Mr Edwards’ STEAM League, an opportunity for students to extend their learning in all areas of STEM and represent the school through participation in the Greenpower electric vehicle challenge and FIRST LEGO League (FLL) robotics competitions.
the Burnie Regional event and was the only public school-based team from Tasmania to advance to the FLL National Championships South, held in Sydney.
“It’s an opportunity for these students to go further in STEM and be involved with team-based STEM competitions, connect with other teams and industry experts, and represent the school,” Mr Edwards says.
Montello Primary is the first school in Australia to participate in the Greenpower electric vehicle challenge, introduced to Australia through GreenSTEM Education’s partnership with Greenpower Education Trust in the United Kingdom.
Mr Edwards is also the founding CEO of GreenSTEM Education, Tasmania’s first STEM education-focused charity. The charity’s purpose is to advance education by providing equitable access
Montello Primary School teacher Mr Daniel Edwards.
to STEM education for young people and the wider community, especially those from underrepresented backgrounds.
“Through GreenSTEM education, we started hosting FIRST LEGO League regional tournaments on the northwest coast of Tasmania in 2023. This came about after the Launceston regional tournament had ceased, which meant kids in the north, northwest and west coast lost the opportunity to compete. They either had to travel to Hobart or participate online. And for us, if it’s in Hobart, it might as well be in Melbourne, in terms of the travel time and logistics,” he says.
Mr Edwards and his colleagues at GreenSTEM couldn’t accept that.
“We accelerated our plan to start hosting the tournament, running it at Somerset Primary School in 2023, which was a success. In 2024, we got more people involved and partnered with University of Tasmania and Burnie City Council, gaining access to a much bigger facility at the university, and some funding from the council, which allowed us to sponsor other teams across the region to participate,” he says.
Beyond the classroom, Mr Edwards has also established the STEM Unlimited program at the Burnie Community House in Shorewell Park, providing free after-school STEM activities for students from grade 5 through 12. This initiative has drawn participants from multiple schools, fostering a collaborative and inclusive approach to STEM education in the region.
“Kids learn more about programming, web design, game development, and we also run a LEGO League team from there. They won the Peer Award and placed second overall in the FLL Burnie Regional in November and went on to compete in Sydney at the national championships in December,” Mr Edwards says.
STEM opens doors
As an educator in the outer regional area of Tasmania, Mr Edwards is acutely aware of the unique challenges faced by students in his community.
Many come from families with intergenerational poverty, where the idea of higher education or meaningful employment can seem like an unattainable dream.
“A lot of these students haven’t seen family members go to university, get meaningful
employment or own a house,” he says.
Despite these significant barriers, Mr Edwards is driven to provide his students with the absolute best opportunities possible, determined to open up pathways and possibilities that may have previously seemed out of reach.
Teaching three days a week at Montello Primary School and two days a week at Parklands High School, teaching digital technologies to Years 7-10, he is helping them see what they can be.
“With my role at Parklands, I’m now seeing many students I’ve taught for many years at Montello. They’re inspiring other kids and getting them involved in STEM. That’s really powerful and rewarding,” he says.
“As I’ve worked with an increasing number of other educators and organisations across the region, GreenSTEM Education’s influence continues to grow. You can have so much more impact when you’re able to empower and support others.”
Mr Edwards’ impact extends far beyond his own classroom at Montello Primary School. He has also played a key role in mentoring other educators, such as Brett Mullins from Somerset Primary School. Through his guidance and support, Mr Mullins has gone on to achieve remarkable success, winning
Year award in 2024 after being recognised as a finalist for the same award in 2023. Mr Mullins’ is also a director of GreenSTEM Education. By mentoring educators like Mr Mullins, Mr Edwards has created a ripple effect, inspiring others to follow in his footsteps and provide transformative STEM learning experiences for students. The recognition Mr Mullins has received is a testament to the impact of Mr Edwards’ mentorship and the power of building a strong, supportive network of STEM educators.
Mr Edwards’ dedication and impact have been recognised with prestigious awards, most recently the Prime Minister’s Prize for Excellence in Science Teaching.
He invited Montello Primary School’s former principal, now retired, to the award presentation in Canberra as one of his guests.
“Before she retired, Denise was key in establishing the STEM specialist position – that role didn’t exist at our school before 2021. She could see the impact with what I was doing in my classroom. She offered me the role at the end of 2020, before she retired in mid 2021. I wanted to honour her at the presentation in Canberra.”
But for this transformative educator, the true reward lies in witnessing the growth and success of the students he inspires, many of whom come from disadvantaged
Montello Primary is the first school in Australia to participate in the Greenpower electric vehicle challenge.
Risk versus reward: learning outside the classroom
What key factors should teachers consider when planning a school excursion – or incursion – to maximise its educational value and minimise logistical challenges?
Planning a school excursion can often be a complex undertaking, co-ordinating with venues, transport, parents, and school administration.
Despite this, research suggests school excursions (or learning outside the classroom) can be a valuable learning experience for students, helping them develop social skills, curiosity, and emotional resilience by creating a sense of connection to their community.
School excursions can provide students with practical knowledge and experience that they can’t get from textbooks, exposing them to new places and cultures, and the opportunity to interact with the ‘real world’.
Moreover, excursions can create positive memories that can inspire students to continue learning and exploring and provide a break from the everyday routine of school life.
What to consider
Planning a school excursion typically involves defining the purpose, securing approval, and creating a detailed itinerary. It’s important to consider safety and accessibility, and to communicate with parents and students.
Dr Hugh Gundlach, from the Faculty of Education at The University of Melbourne, was a classroom teacher for seven years, including during COVID when educators had to rethink excursions. He is now a teacher-educator instructing best practice for excursions.
“Nearly all teachers go on excursions, but it is rarely explicitly taught in university training,” says Dr Gundlach, who has filled the gap by developing course materials for teachers-in-training at The University of Melbourne.
“My course materials cover physical, financial, instructional, and social considerations, and content and format. I also discuss the costs and benefits of excursions in the modern age when there is so much policy and risk consideration.”
Dr Gundlach says one of the first points to consider is whether the excursion is going to provide a high experiential quality.
“Is it worth physically going somewhere because it’s going to be visually stimulating, or will students get to experience something they can’t get from looking at a video on the internet or from high quality resources online?” he says.
“Because, depending on how many students you have, not every student necessarily gets the full benefit of an excursion. Imagine visiting a museum where only one student is chosen to wear a historical costume or take part in the demonstrated activity, while the rest merely observe from the audience—it would be no more engaging for them than watching a video.”
Value for money is also an important element to weigh up, Dr Gundlach says, especially in terms of logistics.
“If you have to drive a long way to get somewhere, there’s often very little time to
do what you plan to do, once the necessities like safety briefings and time for lunch are factored in.
“Also, in terms of transportation and the number of students, excursions are not linear in their costs. For example, you might have to book a 50-seat bus although you only have 25 students, or you have 55 students and have no option but to book two 50-seat busses. That’s going to be problematic, in terms of cost.”
The legalities of student-teacher ratios can also be difficult to manage but can’t be overlooked.
“When you’re filling out the paperwork, as a teacher, no one necessarily reminds you of the legal liability of supervision numbers and even the skillset of which staff are going,” Dr Gundlach says.
“Imagine an excursion to an alpine resort where the person who is organising it has all the knowledge of outdoor education, first aid, who the students are, and what they’re meant to be doing. If a student is injured while skiing, that lead teacher is taken out of the equation to attend to the injured student, and you’re left with less experienced teachers trying to run the excursion in their place.”
The format of an excursion can also affect the level of engagement among students, and needs to be factored into planning, alongside elements like the weather.
“Is it going to be run by external staff, or do school staff need to create the content?
caption Image:
Is it current, accurate and realistic for the type of learning that you want? If it is in the hands of external providers, is the language and content going to be relevant and engaging for students? These are the types of questions teachers need to ask,” Dr Gundlach says.
“I once had an amazing experience on an excursion to a location in Port Melbourne where the education officer was a former school teacher. Although the excursion was a bus tour of the location, it was so engaging, and a good option in winter, because you don’t get off the bus; you stay dry, and you see everything.”
Dr Gundlach says it pays to think outside the box for excursions as some providers can be very popular, especially at certain times of the year, making it difficult to book. Others can have restrictive opening and closing hours, or limited parking.
“In one school I taught in, we walked to the local DFO, or Direct Factory Outlet, for a commerce-related excursion. I created resources for the excursion, so students had their own worksheets, and that’s all they needed. It was a cost-effective way for them to gain some real-world understanding of business and commerce,” he says.
Teachers also need to consider whether the excursion accounts for diversity in student ability in terms of their learning needs.
“If an excursion involves listening to a speaker for an extended period, consider students’ different language ability or literacy, working memory, and general maturity.
museum or gallery so having smaller groups rotating through the space can be better for the instructional side of the excursion.”
Learning can also continue after the excursion with follow-up worksheets or activities back in the classroom.
Dr Gundlach also recommends teachers ask providers questions about whether activities are free, subsidised or require an extra payment, how scalable the costs are, and whether there are fixed or variable costs based on how many students and staff participate.
“Anecdotally, some government schools have decreased their number of excursions because of the costs of having to replace the staff back at school. Alternatively, incursions, where you pay one person from an organisation to come to the school, can be a better use of funds, and you have more control of the environment,” he says.
He recalls a Zoom-based incursion with an external provider on a farm, which allowed students to engage in a live question-andanswer session with a presenter while they walked around the farm, showing the animals.
“The students found it quite satisfying. It carried none of the risks of students being in close proximity to animals, yet they were able to see the animals and ask all sorts of questions.”
Thinking outside the box has also led to other successful incursions during his time in the classroom.
“On one occasion, we were looking at taking students on excursion to a museum
MESSINES BEE FARM SCHOOL INCURSIONS
Top tips
• Define the purpose: Consider what you want students to learn or experience.
• Get approval: Get approval from the school administration and any relevant authorities.
• Set a budget: Consider the cost of transportation, food, and any other expenses.
• Choose a destination: Consider the age, interests, and abilities of your students.
• Plan the itinerary: Include arrival and departure times, activities, and meal times.
• Arrange transportation: Decide how to get to the destination, such as by bus, plane, or school transport.
• Consider accommodation: If the excursion is overnight, arrange accommodation for the students.
• Conduct a risk assessment: Consider safety and emergency procedures, and make sure the venue is accessible for all students.
• Communicate with parents and students: Hold an information evening to answer questions and get an idea of how many students are interested.
impossible to get there and back in school hours,” Dr Gundlach recalls.
“However, it offered an amazing online virtual museum, where you can walk around the exhibits, click on everything, read everything, and all the students in a whole year level can be in the museum at once, whereas if you went in person, it would be very crowded.” EM
4 unique, play-based bee and sustainability themed incursions for primary schools, years K-6
Here at Messines Bee Farm we are passionate about teaching the next generation the importance of bees, their role for our planet, the plight they are facing and what we can all do to help.
Written & presented by teachers
Aligned with Australian Curriculum Interactive, sensory learning— taste, smell, listen, look, touch!
Live or digital observation hive Honey tasting experience
1-hour, class size incursions
within
A unique experience for school groups
Live Wire Park director Luke Nisbet walks schools through the process of booking an excursion to the park, from initial enquiry to the last student boarding the bus home.
Live Wire Park is Australia’s newest elevated adventure park and is located on Victoria’s coast in Lorne (one kilometre from the Great Ocean Road). Each year, hundreds of school students walk through its gates on an outdoor excursion like no other.
Spread over 10 acres, the adventure park is home to the Shockwave ZipCoaster (Australia’s most extreme zipline), high ropes courses and a treetop canopy walk.
Established in 2018, the park’s closeknit team are passionate about delivering a unique outdoor experience for school groups, whilst recharging the human spirit and connecting people with nature.
Park director Mr Luke Nisbet headsup the first completely off-grid elevated adventure park in Australia. Fuelled by solar power, with all water being collected, used and treated on site, Live Wire Park is a sustainable business. Its combination of sustainability and thrill-seeking makes it a desirable destination for many schools –and not just in Victoria.
“Most schools inquire about our activities via our website, where we ask them to add their details, including the number of participants, and their preferred date,” Mr Nisbet says.
“We then respond to each school with an in-depth email regarding all the activities, experiences and relevant information for a school booking. Schools are offered a 25 per cent discount off our advertised prices, with staff entering free of charge,” he says.
The email includes a three-minute video – which has notched up more than 28,000 views on YouTube – showcasing what Live Wire Park has to offer, as well as a detailed
breakdown on activities in the park.
“We then arrange a date that suits the school and lock in their session time and activity. Most secondary schools book either the Super Circuit and Zip Coaster combination, or just the Super Circuit. We usually recommend the Short Circuit for primary school students,” Mr Nisbet says.
“Once this is locked in, we send out our risk assessment document, certificate of currency, indemnity and release waiver for parents or guardians to sign, and, if requested, our employees’ Working with Children Check (WWCC).”
Live Wire Park’s Risk Assessment document outlines the likelihood of potential risks such as a major or minor fall if tree support mechanisms fail, the severity of potential consequences such as lower leg injuries, as well as the controls in place to prevent accidents. Daily safety checks of the courses and equipment are completed before opening the park to customers.
“We also explain to schools our risk assessment in the event of a personal medical emergency, sprains and strains, cuts and abrasions, burns and lacerations, as well as environmental risks, such as extreme weather, or snake or insect bites,” Mr Nisbet says.
A First Aid kit is always available, and qualified arborists conduct quarterly checks on the trees in the park.
“All our staff are professionally trained in rescue procedures in case of emergency and have first aid qualifications,” he says.
Once a booking is confirmed, an invoice is sent to the teacher/school, requesting a 50 per cent deposit within two weeks of
confirming the booking. The final balance is then due seven days before the school’s arrival at the park.
“Once the school arrives, usually via bus, one of our senior staff greets them in the carpark, directing the bus driver on where to park,” Mr Nisbet says.
“The students are then directed accordingly, based on the activity they have booked. I meet with the staff member in charge, collect the waivers signed by parents or guardians, and ask if any of their students have any medical concerns our staff need to be aware of, such as anaphylaxis, or diabetes for example.”
Following a safety briefing, once all students are harnessed, the staff get them started on their activity. While Live Wire Park doesn’t conduct any formal follow-ups following a school excursion, Mr Nisbet says it does have a high rate of schools rebooking for following years. EM
Live Wire Park’s combination of sustainability and thrill-seeking make it a desirable destination for many schools.
A hive of activity
As far as school incursions go, bringing live bees into a school is one that carries more risks than most. But for Messines Bee Farm, it’s all part of the service of educating school-aged children about the wonder of these insects.
Messines Bee Farm has been providing incursions to primary schools in Western Australia for the past two years, educating students about bees and beekeeping. Now, it’s embracing technology so more students can discover what the buzz is about.
Starting with two hives in their hometown of Northam, in Western Australia’s wheatbelt, what began as a hobby for Ms Jay Page and her husband, Tony, has now grown into a family-run business with more than 100 hives. Their primary focus has shifted from selling honey to providing educational incursions about the importance of bees and their key role in environmental sustainability.
“We have also launched a live bee camera, so schools can observe a beehive online in real time,” Ms Page says. “Without bees, the world as we know it would cease to exist in four years. Bees pollinate a third
of the food that we eat, so they’re essential for our food chain and ecosystems.”
An early childhood education specialist with more than 17 years’ experience, Ms Page has created four play-based hands-on incursions for schools, offering interactive, curriculum-linked programs that include sensory activities and risk assessments.
“Parts of the curriculum that we cover include biological sciences, earth and space sciences, nature and development of science, and design and technologies such as food and fibre production,” Ms Page says.
She says schools that enquire about the incursions often want to know how long the workshops take, and what it involves. She explains that she brings in live bees in an observation hive which is completely sealed so students can observe a real hive in action but can’t get in contact with the bees.
“I provide a risk assessment and our
certificate of insurance. If a child has an allergy, we ensure they have parent consent to participate and have their medication with them,” Ms Page says.
“We use an integrated sensory approach. Students will see, touch, hear, taste and smell through the use of play and hands-on resources. Our school incursions are one hour duration with a maximum class size of 30 students. My presentation involves rotations, so we break into groups of three, and then we rotate around activities.”
Messines Bee Farm’s presentation covers the different types of bees, a bee’s lifecycle, how to respond or behave around bees, the plight bees are facing, a demonstration of a beekeeping suit and equipment, honey tasting and the opportunity to smell and touch beeswax.
Based in Northam, Ms Page regularly travels to schools in Perth, an hour away, but also travels to schools within a 500-kilometre radius within regional WA, noting that travel fees may apply.
“Incursions can be a one-off, or schools can progress through all four incursions. There is also the option of including a hands-on craft activity to your incursion such as making a beeswax candle, a bee hotel or a beeswax wrap,” Ms Page says.
Messines Bee Farm is introducing an online program in 2025, to support schools in remote locations to make a beeline for educational workshops. It also has teacher resources available, including lesson plans, videos and craft activities. EM
Want more information? Visit www.messines.com.au. To enquire about booking an incursion, email workshops@messines.com.au
Messines Bee Farm offers four play-based hands-on incursions for schools.
320 Exhibitors
10,000 Attendees
350 Speakers
150 Learning Hours
with 11 & 12 June 2025
ICC Sydney
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Preparing schools for when Windows 10 support ends
With end-of-support for Windows 10 less than eight months away, JB Hi-Fi Education explains the possible impacts on schools still using this system and how to ensure a smooth transition to Windows 11.
Microsoft support for Windows 10 is ending on 14 October 2025, but what does it mean for schools that are currently using this system?
It means devices still running on this operating system (OS) will no longer receive security and feature updates. From October 2025 onwards, it will increasingly affect schools’ daily operations and vulnerability unless they transition to Windows 11.
How will Windows 10 end-of-support impact schools?
When Windows 10 reaches end of service in October 2025, Microsoft will no longer provide bug fixes for issues, security fixes
technical support.
After October 14, PCs still operating on Windows 10 will continue functioning, but will gradually become less secure, says JB Hi-Fi Education Product and Data Integrity Manager, Mr Matt Nurthen.
“Education institutions that do not transition to Windows 11 prior to October 14 will be increasingly vulnerable to cyberattacks as Microsoft will stop providing bug fixing or patches,” he says.
Additionally, software compatibility will be affected. Newly released updates of programs, such as M365, will no longer be supported by Windows 10 as the operating
requirements for these applications.
“Software incompatibility can cause downtime, disrupting student learning and classroom activities, as it can prevent educators from accessing essential applications,” Mr Nurthen says.
What are the benefits of Windows 11?
Windows 11 is built on the strengths and the intuitive design of Windows 10 with enhanced features to help every learner achieve their best.
With security in mind, Microsoft has described Windows 11 as the most secure Windows yet “by default and by design”1 .
Planning upgrades early will allow schools to minimise disruptions.
It offers more advanced security features such as hardware-based TPM 2.0 protection, enhanced authentication, default virtualizationbased security and more.
According to Microsoft, security incidents have dropped by 62 per cent on Windows 112
JB Hi-Fi Education notes that enhanced operating system security helps schools protect data and personal information, which provide the peace of mind required to focus on education outcomes.
“With powerful protection, Windows 11 will continue receiving the latest security updates, which will reduce the vulnerability of organisations to cyber threats,” Mr Nurthen says.
Optimised performance is another plus of Windows 11 with better responsiveness, intuitive navigation and compatibility with 99.7 per cent of applications3
Features such as improved response time in sleep mode, multiple desktops, snap layouts and many other functions contribute to deliver a more efficient experience on Windows 11.
Lastly, Windows 11 has the capability to integrate AI and Copilot into its system, giving schools the option to offer personalised learning experiences. Designed for a new era of education, Windows 11 and Copilot empowers students with advanced resources for learning, collaboration, and creativity, all within a secure and user-friendly environment.
Start planning to upgrade to Windows 11 JB Hi-Fi Education says schools can easily transition to Windows 11 if they put some key steps in place.
“First, consider the eligibility of devices. Our team are recommending schools and IT teams start with an audit of their devices and hardware to prepare accordingly. While October seems far away, planning upgrades early will allow schools to minimise interruptions,” Mr Nurthen says.
“Secondly, upgrade eligible PCs to Windows 11. Thirdly, refresh outdated devices
According to Microsoft, security incidents have dropped by 62 per cent on Windows 112
Education, JB Hi-Fi Education can help schools find the right Windows 11 devices that will integrate seamlessly to their curriculum.”
The JB Hi-Fi Education team also provides a Buyback program for those schools upgrading faculty technology. The Buyback program supports a circular economy which extends the life of electronic devices, through repair, refurbishment, reuse and recycling. Schools can extract residual value from their old devices and receive a credit on their JB HiFi Education account to offset the cost of their technology upgrades.
“Buyback programs can assist to simplify the process of transitioning to Windows 11 while reducing total ownership costs and recovering value from old devices,” Mr Nurthen says.
As a final step, he suggests raising awareness among the school’s community of the need to upgrade.
“Inform your employees, educators and parents about the school’s transition plan and the impacts the planned end-of-support can have on their devices and usage,” he says. EM
1 Source Microsoft: How to prepare for Windows EOS by moving to Windows 11 today, Oct 2024 https://blogs.windows.com/ windowsexperience/2024/10/31/how-to-prepare-for-windows10-end-of-support-by-moving-to-windows-11-today/
2 Source Microsoft - Windows 11 Survey Report. Techaisle LLC, September 2024. Commissioned by Microsoft. Windows 11 results are in comparison with Windows 10 devices.
3 Source Microsoft - Microsoft App Assure program data from October 2018 to February 2022
Want more information?
For more information on the impact of the Windows 10 end-of-support on education institutions, or on upgrading to Windows 11, reach out to JB Hi-Fi Education at 1300 752 746 or educationjbhifi.com.au.
Devices still operating on Windows 10 will gradually become less secure.
Why consolidating school management software matters
Reducing the
number of
school
management
software packages in use – without sacrificing functionality – is a common challenge for schools, but one college has found a solution.
1987 was a significant year for technology: Microsoft Windows 2.0 was released, IBM launched its first laptop, and Adobe Illustrator 1.0 was introduced. It was also the year that Overnewton Anglican Community College, a private co-educational school in Melbourne, Victoria was founded.
Today, the Prep to Year 12 College has 2,000 students across two campuses: the Canowindra Campus located in Taylors Lakes and the Yirramboi Campus located in Keilor. It also has a suite of technology and software its founders in 1987 wouldn’t recognise. In 2023, the College was operating multiple school management software systems without centralised integration – and it was causing headaches.
“We lacked a unified learning management platform,” a spokesperson for the College said.
“This led to a fragmented experience for both staff, who managed various applications for daily operations, and parents, who navigated multiple portals to access student information,” they said.
Recognising the need for an integrated solution, the College first established a clear vision and set of priorities for a cohesive school management and learning management system.
“Our aim was to find a partner aligned with our long-term goals—one who offered an intuitive, innovative, and collaborative platform,” the spokesperson said.
It found a partner in Compass.
Established in 2010, Compass is the school management system of choice for more than 3,000 Australian K-12 schools and three million users across the independent, Catholic and government school sectors.
A recognised leader in education technology, Compass is the only school management system provider in Australia to be independently reviewed and recognised in the Cloud Awards, celebrating innovation in cloud-based solutions as a service.
Compass was a finalist in three categories in the 2024/25 Cloud Awards, including Best in Mobile Cloud Solutions, Cloud Innovator of the Year, and Cloud Development Innovation of the Year. It was also shortlisted in a fourth category: Best Software-as-a-Service Outside the USA.
This year the company is also celebrating 15 years of supporting schools like Overnewton Anglican Community College with innovative technology solutions.
In the case of Overnewton, Compass said the College had clear, key objectives of what it wanted to achieve in consolidating software, including streamlining workflows across systems for teaching, learning, assessment, and reporting. It also wanted to leverage data-driven insights to enhance performance and efficiency.
The College said implementing Compass enabled it to consolidate six separate applications previously used for school management into one cohesive platform.
“This transition streamlined practices and processes, significantly reducing the administrative workload for teachers and staff while enhancing operational efficiency,” the College spokesperson said.
“We’ve had the benefit of Compass sitting on top of our current SIS, which took the stress out of having to do a hard cut over when we went live with Compass. The next phase is to look at further consolidation of legacy systems.”
Disparate systems also create significant operational inefficiencies. Australian schools face demanding reporting requirements to bodies like the Australian Curriculum, Assessment and Reporting Authority (ACARA). Disconnected systems force school staff to manually reconcile data across various platforms, leading to errors and delays. An integrated school management system, by contrast, can automate these processes, allowing schools to meet reporting requirements efficiently and accurately.
For schools ready to transition from a fragmented school management system to an integrated, secure platform, visit www.compass.education or email discover@compass.education.
A school in Melbourne has consolidated six separate applications for school management into one cohesive platform.
Image: Compass
Going the distance
Providing spectators with an uninterrupted view of the action on the sports field, without compromising safety or accessibility, is the hallmark of Felton Industries’ new Comfort range of tiered spectator seating.
Felton Industries is revolutionising the way schools approach spectator seating at sporting events with the launch of a new and improved seating design.
Its latest line of premium aluminium tiered seating not only offers unparalleled durability and weather-resistance, but also prioritises comfort and accessibility like never before.
With customisable sizing and colour options, this innovative seating is poised to transform the spectator experience, creating a more inclusive and enjoyable environment for students, staff, and sports enthusiasts alike.
Launched in February 2025, the Comfort Grandstand spectator seating range is manufactured from 100% recyclable aluminium and is suitable for both outdoor and indoor use.
Mr Simon Clayton is Product Marketing Manager at Felton Industries, an awardwinning designer, manufacturer and supplier of Australian-made premium aluminium outdoor furniture.
“We want schools to enjoy sports, and the best way for spectators to enjoy watching sport is to have a great view of the sports field or court,” Mr Clayton says.
“We can help students, teachers and parents get a better view of whatever sport they’re watching – soccer or netball, for
example – by providing exceptional seating.”
He says school sporting events are not only about physical activity.
“We want to encourage a supportive environment where spectators can socially interact without missing out on the action.
“For us, sport is also about promoting inclusivity and encouraging mental health awareness,” Mr Clayton says.
Felton’s spectator seating range is made from premium lightweight aluminium –which is low maintenance and doesn’t rust, corrode or rot – and comes with a sevenyear warranty.
Its new ‘Comfort’ range of tiered spectator seating also comes with additional legroom and is available in three or four tiers.
“We’ve doubled the size of the footwell, from 250 mm to 500 mm. That means people aren’t going to have their knees in the back of the person seated in the row in front of them,” Mr Clayton says.
The change has been mostly led by customer feedback.
“People want better accessibility in terms of getting in and out of the grandstand, and to be able to manoeuvre more easily. It can be difficult to get out if you’re seated in the middle of the top tier, for example.
“By increasing the space in the footwell, we’re ensuring people can get in and out more comfortably – and safely. Adding
space helps reduce the risk of trips and falls,” Mr Clayton says.
He says comfort is as important as safety. “With the newer design, you don’t feel like you have someone basically sitting on top of you. You don’t feel cramped. In this post-COVID world, everyone is a little more space conscious.”
Mr Clayton says the newer design still offers the same number of tiers, but the depth of the unit has increased to cater for the additional footwell room.
“Our spectator seating is available in a range of sizes, from three meters up to six meters, and the units can be joined together as well. Every school has different configurations and spatial constraints, so we try to be as flexible as possible,” Mr Clayton says.
“We also have a range of colours available. While the seat itself has to remain metallic silver for safety reasons, the safety end caps and the base frame can be customised to any colour. For example, a lot of schools have Sports House colours – red, green, blue, et cetera – and we can customise our spectator seating to match.” EM
Felton Industries has doubled the footwell space in its grandstand seating.
Sustainable play spaces built to last
WillPlay’s choice of industry-leading materials underlines a firm commitment to quality, guaranteeing the durability and strength of its playground equipment.
As an Australian-made and owned business, WillPlay’s approach to creating eco-friendly play spaces is woven into its fundamental operational principles.
Its dedication to delivering high-quality playground equipment, prioritising safety, enjoyment, and sustainability, sets it apart in the playground industry.
With a strategic focus on material selection, providing lasting value throughout, the school’s park or playground project becomes the norm rather than the exception. Consequently, customers can expect a lifetime structural warranty for all of WillPlay’s play and fitness systems, and as an added bonus, these systems are 100 percent recyclable at the end of
Premium materials offer superior advantage
At the core of each play and fitness system from WillPlay lie premium materials, including marine-grade aluminium and stainless steel, which endure the test of time. A robust polyester powder coat system further enhances these materials’ longevity. Embracing the potential of recycled plastics, WillPlay’s designs favour sustainable practices, contributing to landfill reduction and natural resource preservation. These recycled plastic elements offer superior advantages over traditional materials by resisting rot, insects, and moisture – eliminating continuous maintenance, improving safety, and leaving a sustainable
Redefining durability to prolong equipment life
Choosing lower-quality materials can lead to a shortened product life and higher maintenance expenses over time. Traditional materials, such as timber and steel, can harbour hidden costs and maintenance issues over time. For instance, timber can swell under environmental conditions, leading to cracking and creating potential entrapment issues. Moreover, elements like rusting metal attachments can degrade the aesthetic appeal and compromise the structural integrity, shortening the equipment’s asset life. Inground footings, a commonly overlooked part of structures, can also start rotting silently, putting user safety at stake. In contrast, WillPlay takes a different approach. Their use of custom-designed, marine-grade aluminium extrusions, a robust and durable alternative, minimises these risks. Aluminium posts and timber composite panels, unlike steel and timber, don’t suffer from rot or swelling, ensuring the investment stands the test of time and elements. This, in effect, offers an efficient alternative to timber play equipment, circumventing the significant ongoing maintenance costs and hidden deterioration risks associated with traditional materials.
Evoking natural aesthetics
Timber-look aluminium posts encapsulate the cosy wooden appeal while leveraging the sturdy, low-maintenance advantages of Australian made marine-grade aluminium. Unlike regular wood, this material resists weathering while avoiding splintering or decay, delivering resilient playground equipment even in harsh coastal conditions. Matching the allure of natural wood, composite wood panels are resistant to
Burnett Heads Primary School.
balance between aesthetics and durability.
Designed to be recycled WillPlay believes in designing playgrounds with product end of life in mind. Consequently, when the playground reaches the end of its usable life, the equipment can be effortlessly recycled. The modular design allows efficient material separation for recycling—aluminium, stainless steel, recycled plastics, timber look aluminium, and composite wood. Emphasising recyclability aligns with the circular economy principles, minimising waste while optimising resource efficiency. This initiative inspires environmental awareness and responsibility beyond merely providing cost-effective maintenance solutions.
Australian made – a symbol of quality and community building
Being a registered ‘Australian made and owned’ business, WillPlay is more than just a local business—it contributes towards the Australian community’s sustainable growth. WillPlay’s complex wide-ranging services bolster the local economy, nurture sustainability, and provide safe, eco-friendly environments for children to play and flourish. WillPlay’s commitment to Australian manufacturing is also evident
in their selection of local suppliers, ensuring unwavering support to the local industry. WillPlay’s meticulous approach towards premium material selection contributes towards exceptional product performance, extensive product lifespans, and a healthier planet while supporting the local economy. Its
choice of industry-leading materials underlines a firm commitment to quality, guaranteeing the durability and strength of every WillPlay system. With WillPlay, it’s not just about creating playgrounds—it’s about creating lasting memories in a safe, durable, visually appealing, and eco-friendly environment. EM
Images: WillPlay
Jack Evans Boat Harbour, NSW.
Bundaberg, QLD.
Evidence-based approach improves language proficiency
International Grammar School in Sydney has unveiled a ‘deeper learning’ timetable to help students get the most out of its curriculum, including its highly regarded language program.
Many students at International Grammar School (IGS) are poised to graduate fluent in a second language; it’s one of the top three reasons parents send their children to the inner-Sydney school.
Learning a second language at IGS begins in preschool and continues throughout primary and secondary, with most students electing to learn a language not spoken at home.
The school employs a partial immersion model, offering a choice of five languages in primary school. To support students in their transition from primary to secondary school, IGS is introducing a new timetable for languages that will combine explicit and immersive teaching to further help progress their language skills.
Overseeing the school’s comprehensive language program is Director of Languages Ms Regine Berghofer. She has an extensive background in language education and curriculum development. Prior to her current role at IGS, she worked at the NSW Education Standards Authority, where she served as a language advisor for New South Wales. In this capacity, she contributed to several national projects, including the renewal of the national curriculum for languages for the Australian Curriculum, Assessment and Reporting Authority.
Beyond her curriculum development experience, Ms Berghofer has also worked as a language teacher in various education systems. In her current role at IGS, Ms Berghofer is responsible for managing a team of 32 language teachers, half of whom work in the primary school, and ensuring the delivery of high-quality language instruction across all year levels. She says the language
languages at home,” Ms Berghofer says.
The primary school language program follows a partial immersion model, where the target language is spoken almost exclusively in the classroom. Additionally, the program incorporates a ‘soft’ content and language integrated learning (CLIL) approach, where content from various Key Learning Areas such as History and Personal Development, Health and Physical Education is integrated into language lessons.
Ms Berghofer says this allows students to engage with meaningful content while
times a week focused on explicit teaching of language concepts and skills,” she says.
“This approach is designed to maximise exposure while providing targeted instruction to address specific language needs, with a particular focus on developing strong productive skills in speaking and writing. While the immersive aspect of the program naturally strengthens receptive skills in listening and reading, the explicit sessions ensure students gain the confidence and ability to express themselves effectively in the target language.”
Principal Shauna Colnan celebrates IGS International Day with students.
Images: International Grammar School
Overcoming challenges
Ms Berghofer notes that the transition from the primary immersion model to the high school curriculum at IGS can present some challenges. She explains that refining the transition process can ensure students are better prepared for the advanced language demands of high school.
“Strengthening the connection between what students learn in primary school and Year 7 can help minimise the need to revisit content in high school, creating a more seamless progression in their language learning journey,” she says.
To help address these challenges, Ms Berghofer outlines several solutions, backed by evidence-based research. Firstly, she emphasises the need for more explicit teaching.
“Some teachers do it more, some less, but it’s essential it is done consistently. This includes explicit teaching of meta-language, which means helping students learn the words to talk about how language works, along with focused instruction in areas like grammar and phonics,” she says.
Additionally, Ms Berghofer highlights the importance of translanguaging as a way to support explicit teaching.
Translanguaging allows students to switch fluidly between languages, using their home language to enhance their understanding of a new language. This approach helps students think in multiple languages at once, making it easier for them to grasp complex concepts and build connections between languages.
“If you exclusively teach a lesson speaking the target language, but the students don’t understand enough, then they’re not actually learning. Research suggests students need to understand at least 80 to 85 per cent of what is said for effective learning to occur. You need to adjust the lesson to the proficiency of the student, which means sometimes you need to use English,” Ms Berghofer says.
To implement these changes, International Grammar Schools has re-designed its primary school language timetable.
“The school is implementing changes to the language timetable and curriculum, including more explicit instruction in grammar, phonology, and writing,” Ms Berghofer says.
“These evidence-based adjustments aim to ensure a seamless progression and continued
language proficiency as students move from primary to secondary education.”
Language teachers will be delivering a 60-minute immersive language lesson every day, plus an additional 30 minutes three times a week for explicit teaching.
“This approach of explicit teaching combined with immersion is particularly effective, based on the current research and evidence,” Ms Berghofer says.
“Long-standing studies in Canada’s French immersion programs have shown that combining structured, explicit instruction with immersive experiences significantly enhances both fluency and grammatical accuracy and reduces the time it takes to master a new language. Similarly, European bilingual education models highlight the importance of balancing immersion with targeted language instruction to build a strong foundation.”
Immersion in culture
Every year, the school hosts an International Day celebration, which is a full-day event focused on celebrating the diversity of languages and cultures represented at IGS.
“This event involves performances, workshops, and presentations with primary students enthusiastically participating in a variety of activities throughout the day,” Ms Berghofer says. “Through engaging in handson cultural experiences such as cooking, dancing, and art, children develop a deeper appreciation for different cultures, as well as curiosity and joy in exploring the rich diversity within their school community.”
Beyond school-wide events, primary school students also have opportunities to participate in language-focused camps or excursions
within New South Wales.
“We hold a three-day camp for students in Years 4, 5, and 6. It is a full immersion experience, where students are surrounded by the language they are studying from morning until evening. Activities are carefully designed to integrate language learning into every aspect of the camp, including games, role-plays, cooking, and arts and crafts. Even mealtimes and transition periods become opportunities for students to practice and use the target language,” Ms Berghofer says.
Whether teaching in Kangaroo Valley, where IGS has a rural campus, or at the school’s two main campuses in Ultimo, Sydney, Ms Berghofer is deeply passionate about the value of language education.
“Language learning is so important on so many levels, beyond just acquiring another language. Learning a language can foster cognitive development and provide a different perspective on how life can be lived in different ways,” she says. “It allows students to think more creatively and opens up their options for future work opportunities.”
Ms Berghofer explains the school’s founder recognised this value 40 years ago when he established IGS.
“His mission was to create a school where languages and cultures were central to the curriculum. This founding vision continues to inspire the school’s programs and philosophy to this day,” she says.
Despite the challenges in the broader education system, Ms Berghofer is committed to ensuring IGS students have access to highquality, evidence-based language instruction that will prepare them for success in an increasingly globalised world. EM
Primary school students learn one of five languages.
Schools embrace buddy bench to build connection
Bullying in schools is a well-known problem, but less known is the story behind a company providing a tangible solution – and doing it with responsibly sourced, sustainable materials.
a simple yet powerful solution to address issues of bullying, loneliness, and social isolation among students – the buddy bench.
Made locally by Australian seating manufacturer BAB Aluminium, the buddy bench is a designated seating area where students can go when they feel lonely or need someone to play with.
When a student sits on the buddy bench, it signals to their peers that they are in need of a friend, prompting others to reach out and include them.
The buddy bench concept has gained significant traction in schools, with educators and administrators recognising its value in fostering a more inclusive and
Former welder turned owner of BAB Aluminium, Mr Brian Blowes is thrilled to see the widespread adoption of the buddy bench product in schools across the country.
“We developed the buddy bench with the goal of making a tangible difference in the lives of young people,” he says. “To see schools embrace this idea and use it to create more inclusive and supportive communities is incredibly rewarding.”
As Mr Blowes explains, the idea for the buddy bench originated the United States, with BAB Aluminium registering a trademark name, Buddy Bench Australia, to make it their own.
“It’s bright. It’s bold. Our best-seller is
another favourite. We can mix and match colours too, and schools can customise their buddy bench any way they want,” he says.
“If a child is feeling anxious or isolated, they can sit on the bench, signalling to their peers and teachers that they need someone to include them or check in on them. It’s a conduit for mental health and anti-bullying.”
Mr Blowes says the feedback from schools has been very positive, with teachers and administrators reporting that the buddy bench has helped create a more empathetic and connected school community. He is particularly pleased to see schools using the buddy bench as part of their broader social-emotional learning
BAB Aluminium launched its buddy bench product in Australia six years ago.
Images:
BAB Aluminium
programs, integrating lessons on topics like empathy and conflict resolution.
“Here we are, five or six years since we launched the buddy bench. We sell a couple hundred every year,” he says.
Beyond the buddy bench, BAB Aluminium also supplies grandstands, outdoor table settings, and outdoor bench seating to schools and sporting clubs, all of it manufactured from aluminium.
“I’ve got a lot of repeat customers in schools. We supply St Joseph’s College in Hunters Hill NSW with our products at least once a year. We work with several large schools but there’s also a lot of small schools with 20 kids who only want one or two outdoor tables – they’re just as important as the big schools,” Mr Blowes says.
A greener manufacturing process As schools become more environmentally conscious, suppliers are under increasing pressure to adopt sustainable practices and reduce their carbon footprint.
BAB Aluminium has taken a significant step towards prioritising the environment by switching to low-carbon aluminium, supplied by Capral Aluminium. This shift in aluminium procurement strategy reduces the company’s environmental impact and demonstrates its commitment to finding more sustainable product alternatives.
Growing in scale, quality and diversity of range over the past 40 years, the BAB name has become synonymous not only with durable, high-quality seating but also with innovation and its ability to engage with its customers to satisfy their specific needs.
This consultative approach, alongside an entrenched commitment to sustainability, led BAB Aluminium to switch to Capral’s LocAl Supergreen low-carbon primary aluminium for its seating.
“Embodied Carbon has become an important part of the conversation when working with architects and designers, schools, institutions, and sporting facilities. Across various projects, we are being asked to provide information about the sustainability of our products, material sourcing and stewardship,” Mr Blowes says.
The versatility and recyclability of aluminium has earned it a long-standing reputation as a
sustainable material, with more than 95 per cent of all the aluminium ever produced still in use. However, there are significant variations in the carbon emissions of smelters during the production of primary aluminium.
Produced using hydroelectricity, Capral’s LocAl Supergreen primary aluminium achieves significantly lower CO₂e emissions per kilogram of aluminium produced compared to traditional energy sources.
“We can see momentum growing within the Australian industry and among Australian architects and designers. Our clients are looking for best-in-class sustainability solutions for their projects, and when it comes to aluminium seating LocAl Supergreen offers that,” Mr Blowes says.
“Our products will now have a significantly lower carbon footprint yet maintain the performance and durability qualities our customers seek. They continue to be durable, easy to maintain and 100 per cent recyclable at the end of their life. However, we are cutting emissions upfront by manufacturing them from
this lower carbon, more sustainable product.” By embracing sustainable practices, BAB Aluminium aims to minimise its environmental impact and contribute to a more sustainable future. The business also reuses or recycles all the packing products associated with the aluminium sourced from Capral, including cardboard, paper and timber.
Most off-cuts and waste created during manufacturing are reused, with only a small portion of aluminium scrap remaining, which is recycled.
Mr Blowes, who grew up on a farm in Cookwall, New South Wales, says he is “fiercely proud” that BAB Aluminium is 100 per cent Australian made, and its customers are Australian.
Four decades since he took the reins at BAB Aluminium, he is also proud of the company’s longevity – and its products too.
“I have a BAB Aluminium table on my farm that is at least 35-years-old and every Christmas I just hose it off and it’s brand new again,” he says. EM
BAB Aluminium also supplies grandstands to schools and sporting clubs.
The company has switched to Capral’s LocAl Supergreen low-carbon primary aluminium for its seating.
Wellbeing takes centre stage
Notable speakers ranging from school principals to independent experts will address issues such as educator burnout, conflict resolution, and the challenges faced by school leaders, at the National Education Summit.
For New Zealand-based former principal Mr Andrew Murray, being diagnosed with long COVID in 2023 was a significant turning point in his career. Working long hours prior to his illness, health and wellbeing was not top of his list of priorities.
“I was the 80-hour-a-week principal. I was the guy that used to go to a wellbeing conference and be in the back row answering emails. I probably wouldn’t have been able to tell you who any of the speakers
Focused Schools conference at the National Education Summit, taking place in Brisbane in July, and Melbourne in August.
As the education sector continues to grapple with the challenges of teacher burnout, student mental health struggles, and the evolving role of school leaders, the 2025 National Education Summit is placing a renewed emphasis on wellbeing.
“Wellbeing has become a critical issue that schools can no longer afford to
The Wellbeing for Future Focused Schools conference will feature a range of expert speakers tackling this multifaceted challenge. Opening the program in Melbourne will be Mr Adam Voigt, a former principal and prominent advocate for educator wellbeing. He will discuss how school leaders have, over time, absorbed an inordinate number of ancillary responsibilities as educators.
The opening session of the Brisbane
The 2025 National Education Summit is placing a renewed emphasis on wellbeing.
Images: International Expo Group
One of the key initiatives the Queensland Department of Education is highlighting is a new Principal Hotline.
“Principals are dealing with so many complex challenges these days, from student mental health crises to staff conflicts. The Department has set up this hotline to give principals a confidential outlet to discuss these issues and get the guidance they need, whether it’s connecting them to counselling services or providing advice on conflict resolution,” Ms Metcalf says.
She notes that the Department’s presence at the conference also reflects a broader push to reduce administrative burdens on teachers.
“They know red tape and excessive paperwork are major contributors to educator burnout, so they’ve convened a new working group to identify ways they can streamline processes and free up teachers to focus on what matters most – supporting the wellbeing and learning of their students.”
The conferences will also feature sessions from organisations such as The Big Sister Experience, which has been awarded a tender with the Victorian Department of Education to address educator burnout and mental health.
Current principals from schools including Padua College, Heathdale Christian College and St Joseph’s College Toowoomba will share practical strategies for fostering wellbeing in their communities.
“It’s not enough to just talk about the problem,” Ms Metcalf says. “We want to give attendees tangible takeaways they can implement as soon as they get back to their schools. The wellbeing of our teachers and students is simply too important to ignore.”
Taking place in Brisbane from 31 July to 1 August and in Melbourne from 28 to 29 August, the National Education Summit continues to be an important key professional development event for Australian educators since it was established in 2016.
Meet the speakers
Andrew Murray
Speaking from his own experience, Mr Andrew Murray says principals are overburdened and saying ‘yes’ to too much.
“I was the poster child for saying ‘yes’. I’d put my hand up and say, ‘Yeah, let’s do that, that sounds good’. It’s not only that principals are
saying yes to too much but also that there’s too much expectation in terms of documentation.”
He says principals are also severely under resourced, which is leading to burn out, as the 2024 Australian Principal Occupational Health, Safety and Wellbeing Survey highlighted.
“There’s renewed focus on student and staff wellbeing, but who’s caring for the carers? There’s a lot of data that links principal burnout with first responder burnout,” he says.
Having swapped his shirt and tie for indepth conversations over coffee in the pursuit of research, Mr Murray will share insights from his research and interactions with professionals in the wellbeing space.
Thinking ‘big picture’, Mr Murray says effective wellbeing strategies need to go “beyond the weeds” of superficial initiatives such as morning teas and lunchtime yoga sessions, and instead become embedded in culture.
He highlights the need for principals to set an example by disconnecting from work and maintaining a healthy work-life balance.
“If you’re going to set an example that at four o’clock you go home, don’t say to your staff that you don’t expect them to be there at four o’clock – and then they look at your office at a quarter to six and you’re still there,” he says.
Bianca Sciessere
Joining Mr Murray at the Melbourne conference are sisters Kritz and Bianca Sciessere, co-founders of The Big Sister Experience. Both former classroom teachers, Kritz and Bianca had noticed increasing mental health challenges in their classrooms.
Launched in 2019, The Big Sister Experience focuses on mental health and wellbeing programs for female-identifying and gender-diverse students, as well as parents and teachers.
“As a start-up, it was difficult trying to convince school leaders that mental health and wellbeing deserved to be front and centre for their school communities,” Bianca says.
She says the COVID-19 pandemic highlighted the importance of mental health, leading to increased funding and recognition of the issue.
In 2024, The Big Sister Experience was included in the Victorian Department of Education’s mental health menu, allowing schools to access its programs fully funded.
Bianca says many students are struggling with self-identity and lack safe spaces to explore who they are.
“Families are also dealing with mental health challenges, which can affect students’ willingness to share their own feelings. Social media comparison and the pressure to present a perfect life online are significant issues for young people too,” she says.
The sisters’ presentation at the National Education Summit will delve into these issues and focus on strengthening connections to improve student attendance.
“We created this session because we had so many schools reaching out to us, facing challenges of low attendance. We were seeing it firsthand – we’d have schools book a session for 100 students and 50 would show up,” Bianca says.
“Our session aims to empower teachers to set up school communities as a safe space so that students feel like they want to be there, they feel like they belong, and they feel like they’re being valued, seen, heard and respected.
“It’s a practical session with implementable strategies for teachers to go and implement in their school community to start rebuilding these connections with students in an
Ms Kritz (left) and Ms Bianca Sciessere.
Mr Andrew Murray.
emotionally safe way so that they actually want to be at school.”
Their session marks the fourth year presenting at the National Education Summit, which Bianca says has led to long-term engagement with schools.
“Many schools have returned year after year to work with us based on the value they find in our sessions,” she says.
Dale Sidebottom
In a time when teacher burnout and stress are at an all-time high, one speaker at the upcoming National Education Summit is aiming to reignite the joy and wellbeing of educators through the most unlikely tool: play.
Mr Dale Sidebottom, founder of The School of Play, knows firsthand the challenges of keeping students engaged. While struggling as a supply teacher in London, he had a revelation that would shape the rest of his career.
“I realised that unless I could get the students to feel safe and have fun, nothing I taught would really stick,” he says.
He began incorporating playful icebreakers and activities into his lessons and saw immediate improvements in classroom management and student learning. This experience sparked Mr Sidebottom’s journey into the world of play-based learning.
He developed mobile apps, ran workshops, and eventually left full-time teaching to focus on his play-based presentations, which are now in high demand worldwide.
His approach, which he calls the PEGG framework (Play, Exercise, Gratitude, Giving), is backed by research from La Trobe University showing significant benefits for mental and physical wellbeing. But the real power lies in the experience itself.
“Wellbeing can’t be taught – it has to be felt,” he says. “That’s why I don’t label my activities as ‘mindfulness’ or ‘gratitude.’ I just create fun, engaging experiences that allow teachers to be present and connect with themselves and their students.”
Rather than instructing students to write down three things they’re grateful for, Mr Sidebottom takes a different approach.
“We practice gratitude, but none of it involves writing anything down. We use specially designed play-based activities to practice gratitude – but we don’t label it.”
expectations, Mr Sidebottom aims to help educators rediscover the joy of teaching. His presentation at the National Education Summit will invite participants to play, laugh, and feel the transformative effects of bringing more presence into the classroom.
“If teachers can learn to have fun again, they’ll be so much more motivated to share that with their students,” he says. “That’s when the real magic happens.”
Mr Sidebottom’s own journey is a testament to the power of play. After leaving his full-time teaching job, he has gone on to present in 25 countries, including United Arab Emirates, Saudi Arabia, and Singapore.
With his infectious energy and evidencebacked strategies, Mr Sidebottom is on a mission to help teachers rediscover their passion and resilience through the transformative power of play.
Adam Voigt
Starting as a teacher in 1994, Mr Adam Voigt has worked in remote Aboriginal communities, special education, and primary schools,
His interest in school culture was sparked when he was appointed foundation principal at a new school in Darwin, leading him to establish Real Schools, an organisation which partners with schools across Australia to transform their school culture.
“Developing a thriving school culture is crucial, yet many struggle to define it beyond vague terms like ‘the vibe’ or ‘atmosphere’,” Mr Voigt says.
“Everybody thinks that culture is really important, but nobody’s quite sure what it is.”
He defines school culture as a collective noun for behaviours that are encouraged – and those which are tolerated.
“A good framework should move tolerated behaviours to encouraged behaviours efficiently and effectively. The school leadership’s primary job is to develop and maintain this culture, which is the focus of my presentation at the National Education Summit in Melbourne,” he says.
Mr Voigt says student behaviour is the number one cause of negative impact on teacher wellbeing.
“A school culture that reduces the need for teachers to deal with student behaviour issues can improve teacher wellbeing. We want teachers to focus more on helping students make progress in learning and social interactions rather than managing behaviour,” he says.
Real Schools’ team of 12 former principals works with 300 schools across Australia over a three-year period, offering support through professional learning, classroom mentoring, and teacher coaching to overhaul school culture. Schools that have implemented Real Schools’ program have seen positive results, such as increased staff retention and satisfaction.
“Some of the schools we’ve worked with have reduced their student suspensions by 5060 per cent,” Mr Voigt says. “We’ve got schools with 100 per cent of their staff saying they’ve got absolutely no intention of leaving the school or leaving their teaching career.” EM
National Education Summit Brisbane: 31 July – 1 August Melbourne: 28 – 29 August. Register at www.nationaleducationsummit.com.au.
Mr Dale Sidebottom.
Mr Adam Voigt.
Sold-out keynote speaker returns
The founder of a not-for-profit organisation revolutionising AI-powered learning is again headlining EDUtech as the event moves from Melbourne to Sydney.
Organisers behind Australia’s largest education event have announced Californiabased Mr Sal Khan, founder and CEO of Khan Academy, will once again present the keynote address in a speaking engagement exclusive to EDUtech.
EDUtech Australia will take place at the International Convention Centre in Sydney from 11-12 June. The event will feature 350+ speakers, 320 exhibitors, 50 start-ups, and attract more than 10,000 attendees.
Alongside it, the NSW EdTech Summit will be held in Sydney from 10-13 June 2025. The summit is sponsored by StudyNSW and delivered in partnership with EDUtech Australia.
Ms Natalie McClelland, spokesperson for Terrapinn, which organises EDUtech Australia, says Mr Khan is returning by popular demand following his keynote speech at EDUtech 2024 in Melbourne.
“Sal’s session was completely sold out in Melbourne last year. We received incredible feedback from attendees and we’ve managed to get him back again,” she says.
“We can’t wait to have him in Sydney, with more new content to share with the audience a year after his first visit.”
At his presentation at EDUtech in Melbourne, Mr Khan demonstrated the impact he has had on learning through AI technologies, and explored the benefits of adaptive learning environments, including how AI fosters tailored learning experiences for both students and teachers.
He also addressed the much-publicised challenges associated with AI integration, and how they can be overcome.
Described as a true game-changer in the field of education, Mr Khan founded Khan Academy in 2008 with a mission to provide a free, world-class education for anyone,
anywhere. Today, Khan Academy is used in more than 190 countries, has more than 150 million registered users and has been translated into more than 50 languages. Last year it introduced Khanmigo, an AI tool that acts as a personalised tutor and teaching assistant, to its platform.
Khan Academy’s platforms include more than 70,000 interactive practice problems, as well as videos and articles that cover a range of K–12 subjects. Its learning system is mastery based, which allows students to master key concepts at a pace that’s right for them while staying at grade level.
With a growing reputation in the media, Mr Khan has been profiled by 60 Minutes, has featured on the cover of Forbes, and was recognised in 2012 as one of TIME’s 100 Most Influential People in the World.
New partnership with NSW Government
A revitalised partnership between EDUtech Australia, the New South Wales Government and StudyNSW is also bringing a new dynamic to the event. The trio are launching the NSW EdTech Summit, a free education technology festival showcasing NSW capabilities as a leading Asia Pacific destination for education technology.
The NSW EdTech Summit will be anchored by EDUtech Australia, creating a week-long opportunity for networking and professional development.
“Some of the NSW EdTech Summit’s content will be before and after EDUtech, and then some of it will be during the event,” Ms McClelland says.
“We’re proud to have a partnership with the government and with StudyNSW. It’s key to moving forward as Australia’s largest conference and exhibition for educators and edtech providers.”
She says the NSW EdTech Summit will include masterclasses to support edtech businesses to understand key export markets and market trends.
Ms McClelland says Sydney is locked in to host EDUtech Australia for the next three years. When the announcement was made in July 2024, the then Acting Minister for Jobs and Tourism Mr David Harris said securing the event for the next three years was expected to inject $24 million into the NSW economy.
“NSW is a leading hub for education technology with the sector employing 7,300 people and worth $1.4 billion annually, which represents 39 per cent of Australia’s EdTech revenue,” he said.
“Business events like these not only help develop the sector, they inject revenue into businesses across the visitor economy.” EM
Registration
EDUtech Australia will take place from 11-12 June at the International Convention Centre, Sydney. Register at www.terrapinn.com/exhibition/ edutech-australia/index.stm before 31 March to receive 40% off registration.
Mr Sal Khan was keynote speaker at EDUtech 2024.
Image: Terrapinn
The Good, the Bad and the Ugly of edtech in 2025
From AI-driven personalisation to sustainability-focused initiatives, Brett Salakas predicts the edtech trends emerging will not only reshape teaching and learning in Australian classrooms but also redefine what it means to prepare students for the future.
The Good
AI as a classroom assistant, not a replacement Artificial Intelligence (AI) is no longer a buzzword—it’s a staple of modern education. However, 2025 will mark a shift from AI as a novelty to AI as a practical assistant. Educators are increasingly leveraging AI to streamline administrative tasks, personalise learning pathways, and provide real-time feedback. Importantly, AI is becoming a tool to enhance, not replace, the human connection that remains at the heart of teaching. Schools are focusing on using AI to amplify teacher impact rather than diminish their role.
AI is also driving greater individualisation and personalised learning experiences. 2025 will see the expansion of adaptive learning platforms that adjust to each student’s pace to AI-powered analytics that identify gaps and strengths, teachers can tailor instruction to meet the unique needs of every learner. This approach ensures no student is left behind, while others are challenged to reach their full potential.
materials to cloud solutions that reduce energy consumption, the emphasis is on sustainable procurement and environmentally responsible technology integration.
However, research highlights a growing concern—AI systems often consume significantly more energy than traditional technologies. A study published by the University of Massachusetts Amherst found that training a single AI model can emit as much carbon as five cars over their lifetimes (Strubell, Ganesh, & McCallum, 2019). The more AI is adopted, the more we must address environmental concerns about energy consumption. In 2025, expect to see an increased focus on sustainable technology practices as schools and policymakers work to balance innovation with ecological responsibility.
The Bad Hybrid learning challenges persist
Mr Brett Salakas, HP Education Ambassador, is a global keynote speaker, best-selling author of A Mammoth Lesson: Teaching in the Digital Age, and founder of #aussieED. A leading voice on LinkedIn in K-12 Education, Brett was named Australia’s Most Influential Educator (2024) and recognised globally as one of education’s top 100 leaders.
As Sir Ken Robinson once said, “Human communities depend upon a diversity of talent, not a singular conception of ability.” Personalised learning, powered by AI, allows educators to tap into that diversity, recognising and nurturing each student’s strengths while addressing their challenges.
Sustainability at the core of edtech decisions
With climate action continuing to dominate global discussions, Australian schools are embedding sustainability into their edtech strategies. From devices made with recycled
While hybrid learning gained traction during the pandemic, 2025 will be the year schools attempt to make it seamless. However, this transition isn’t without challenges. Schools are still grappling with inconsistent internet access, student disengagement, and the need for teachers to juggle both online and in-person delivery. Tools supporting asynchronous learning, AI-driven tutoring, and virtual reality experiences will be key to overcoming these hurdles.
Cybersecurity threats and cyber bullying evolve
As schools continue to adopt new technologies, the focus on cybersecurity and digital
Image: Brett Salakas
citizenship will only intensify. Cyber threats are evolving, and so too must our approach to educating students about online safety. Schools are embedding cybersecurity modules into their curriculum, teaching students not only how to stay safe but also how to critically evaluate information and identify misinformation in an AI-driven world.
Additionally, cyberbullying remains a pressing concern, particularly as the federal government rolls out new social media laws for all Australians under 16. These regulations aim to protect young people online, but they raise important questions—how will students and parents react? What impact will this have on schools? Will students embrace the opportunity to disconnect, or will they seek alternative ways to connect digitally? Schools will need to address these shifts head-on, guiding students in navigating the changing landscape of digital interaction while fostering healthier online behaviours.
The Ugly
Digital divide remains Equity in education is non-negotiable, yet the digital divide persists. Initiatives like the Queensland Department of Education’s ‘Supporting Technology Education Program’ (STEP) and partnerships offering internet access to disadvantaged families (like the NBNs School Student Broadband Initiative) highlight how schools are addressing this issue. In 2025, expect to see more programs that combine hardware, connectivity, and professional development to ensure every student has access to quality
However, without sustained funding and focus, the divide risks widening. The recent ‘Study Buddy or Influencer?’ report released by the Standing Committee on Employment, Education and Training highlighted this risk, calling for a national AI vision for education. It warned that if individual education jurisdictions develop their own AI strategies without coordination, Australian students could face vastly different AI learning experiences. A collective approach is essential to ensure AI enhances equity, rather than exacerbating disparities.
AI grifters
As AI continues to dominate conversations in education, there’s a growing risk of selfproclaimed “AI education experts”—grifters— positioning themselves as authorities in this rapidly evolving field. Many of these so-called experts have little to no real experience in AI, yet they are advising schools and systems on critical decisions. This raises concerns about misguided strategies and wasted resources.
Schools and policymakers must move wisely, prioritising evidence-based approaches and seeking guidance from verified experts with proven track records. Expertise in both education and AI is a rare combination, making it crucial to follow the leadership of internationally recognised experts like Toby Walsh and Genevieve Bell. While it is tempting to want to be first, and there is nothing wrong with exploring and experimenting, we need to move forward in an informed way with expert advice. Failure to do so risks steering education systems in directions that may be costly and ineffective, further widening gaps in implementation and equity.
The human touch still matters
Despite all the technological advancements, one thing remains clear: relationships matter. No student completes a challenging task because an algorithm told them to—they do it because a teacher believed in them, supported them, and guided them through the struggle. As we embrace the potential of edtech in 2025, let’s not lose sight of the humanity at the core of education.
The future of edtech in Australia is bright, but it’s not about technology replacing teachers—it’s about empowering them to do what they do best. Let’s make 2025 a year where innovation and empathy go hand in hand. EM
References Strubell, E., Ganesh, A., & McCallum, A. (2019). Energy and policy considerations for deep learning in NLP. Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics, 3645-3650. https://doi. org/10.18653/v1/P19-1355
Study Buddy or Influencer? Standing Committee on Employment, Education and Training (2024). download link: https://apo.org.au/node/328276
Sir Ken Robinson. TED Talk on youtube: https://www. ted.com/talks/sir_ken_robinson_bring_on_the_learning_ revolution/transcript
Schools are still grappling with inconsistent internet access and the need for teachers to juggle both online and in-person delivery.
An AI-generated image illustrating how AI is becoming a staple of modern education.
The magic weaving business
What does a compass, magic weaving, an Austrian Archduke, World War 1, and a teacher from Rockhampton called Mr Miles have in common?
During a recent visit to Singapore with a group of fellow educators I noted the following quote on display at the National Institute of Education that resonated with me and caused me to reflect on my lifelong work as a teacher:
“Embrace your core purpose in teaching: Evaluate your beliefs about learning. As you enter the heart of the profession, understand the profound impact you hold. Remember, every lesson you impart, every word of encouragement, shapes the minds and futures of your students, nurturing their potential and guiding them to dream more and become more”.
This statement encapsulates for me the power, importance, and the impact of our wonderful profession. The Ministry of Education of Singapore in their Ethos of the Teaching Profession have articulated five important and integrated facets of what it means to be a teacher. A powerful symbolic recognition of this is the presentation of a compass to each graduate to depict the true north and the importance of values, standards, and the moral purpose of the vocation of being an educator. Just like so many other educators I have enjoyed a lifelong commitment to a profession and vocation that changes lives, lifts people up and contributes to the formation of the next generation of citizens.
• Having the ability to win from young people their permission to take them to places where they cannot go alone.
• Possessing the ability to see beyond the sometimes-ugly drab little cage.
• Being the keeper of their dreams and
• To know where they are, yet always see what they could be.
Teaching requires a significant amount of emotional energy in the formation of the special relationships with young people. My former students who have reconnected with me over the years have not once remembered that worksheet I spent hours on but all of them remembered respectfully the experiences and interactions we enjoyed.
Have you ever experienced a teacher who has been a magic weaver?
What made them your magic weaver? What did they do? My magic weaver was senior English, Modern History teacher and first eleven cricket coach, Mr Miles. Why? What was his alchemy – his special ‘potions’ that made him the best teacher I ever had?
Dr Stephen Brown is the Managing Director of The Brown Collective, focused on the formation of educational leaders and partnering with schools, networks and system to enable sustainable impact. The organisation reflects both his collective experience over 40 years in policy, strategy and leadership development – and that of the remarkable global network he has developed during this career.
Sir John Jones in his wonderful book, The Magic Weaving Business: Finding the heart of learning and teaching (2009), beautifully evokes the essence of teaching as the magic weaving business. Sir Jones notes that if you participate in developing the potential of young people as a teacher, coach, or mentor when someone asks you what you do you should with confidence that you are in the magic weaving business and watch their reaction.
What is the business of magic weaving? Sir Jones (2009) describes the characteristics of a magic weaver as:
He had the respect of students, he cared, spent time to get to know his students beyond his five periods a week of History and English chatting with me watching cricket or in the playground. Sir Jones notes that his experience with magic-weavers has confirmed his belief that children will forget what teachers made them think but never forget how they made them feel (p.5). For me Mr Miles was an expert teacher, with deep knowledge and expertise, who conveyed an infectious interest in the subject matter to be covered according to the relevant syllabus documents.
The other core aspect of his magic was that he was an expert storyteller using the appropriate mix of logos, pathos, and ethos. Earlier this year I stood in a park looking up at the statue of Franz Joseph, the late emperor
Image: Dr Stephen Brown.
of Austria and King of Hungary. His younger brother, Archduke Ferdinand, was assassinated, and this is accepted as the most immediate cause of World War 1. I felt a deep sense of connection to this statue. My mind raced back fifty years to Mr Miles’ history lessons and the examination essay on the causes of World War 1. I remember as a teenager being enthralled by his explanations and the maps, he drew on the blackboard like a wizard. His only technology was a stick or white chalk with a duster to erase.
In retrospect, having become a teacher, he exercised what good teachers do – agency and judgement-deciding what content needed to be reduced, and concepts amplified.
Henry Adams, the nineteenth century American Historian stated that “a teacher affects eternity; he (she) can never tell where his influence stops”. It is because of the inspiration of Mr Miles that I became a teacher. As a profession, our practices continue to be reviewed, described, prescribed, criticized, and commentated on by so-called experts, who live far away from the reality of today’s classrooms. The purpose of this article is not to debate the right or wrong of this but to remember that teaching is both art and science.
The business of magic weaving focuses on the heart of learning and teaching. Good teaching goes beyond a set of student results and numbers-such teachers bring the special magic that builds the essential ingredient of quality relationships with young people. Teaching for magic weavers is a calling-a deep desire and commitment to making a difference. They commit to teaching emotionally, intellectually and physically with passion, care, compassion and respect for others.
Let the teachers teach. The profession, the practitioner voice must inform and lead the discourse on policy and practice. We need to continue to foster the magic weavers within our education community.
Thank you to all the magic weavers wherever and whoever you are. For those of you reading this, please make contact, if possible, with your special teacher and tell them what they have done for you.
Thank you, Mr Miles, for being my magic weaver and seeing something in me that I could not and giving me the guidance and inspiration to pursue a life-long career as an educator. A gift that keeps on giving and brings me personal joy.
In an interview with Queensland’s The Courier Mail, a 90-year-old Mr Miles in 2022 provided the following comment and reflection on his 46-year teaching and school leadership career: “I loved teaching kids. If you do not love the kids, then you should get out of teaching.”
I have managed to reconnect with my now 92-year-old magic weaver. He remembered me and immediately wanted to know how my life story had progressed. Magic weavers care, take an interest in you, your identity and remember you.
Finally, as teachers we must always pivot back to our purpose, our why?
“Education is a powerful engine for personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mine worker can become the manager of the mine, and the child of farmworkers can become president of a proud nation” (Nelson Mandela, The Long Walk to Freedom, 2003).
In these challenging times of teacher attraction and retention, it is important to continue to foster and celebrate the magic weavers who exemplify the incredible career that is teaching EM
The business of magic weaving focuses on the heart of learning and teaching.
A good lesson to learn
An Australian Government-funded initiative is providing free lesson packs for teachers to support changing literacy curriculums for primary school students.
Systematic synthetic phonics (SSP) teaching is taking centre stage in Australian schools – and it’s changing how kids learn to read. From this year, all Victorian state schools will need to deliver at least 25 minutes of explicit SSP instruction daily to Foundation to Year 2 students – and similar reforms have rolled out across other Australian states in recent years.
SSP involves systematically introducing letter-sound correspondences and teaching students how to use these for reading and spelling. Recent studies by the Grattan Institute, among others, show that SSP is a crucial component of effective literacy instruction. It’s the approach that gives all students the best chance of becoming skilled readers.
While not yet a national standard, the adoption of SSP as the preferred method for teaching reading is gradually taking place nationwide. The use of this evidence-based approach aims to make reading instruction more inclusive and to improve outcomes for all students. For educators, especially those teaching Foundation to Year 2, that means more demand for SSP resources and lesson plans.
Lesson packs simplify teaching
To help teachers implement an SSP approach in their classrooms, the Literacy Hub, an Australian Government-funded initiative, is publishing free, evidence-based phonics and morphology lesson packs throughout 2025.
These classroom-ready resources align with the Australian Curriculum v9 – and aim to reduce teacher workload, increase teacher capacity and make phonics instruction more effective for students.
Each pack has been written by literary
specialists and is aligned with the Literacy Hub’s phonics progression, instructional model, and the Australian Curriculum v9. They include both instruction for new content and reviews to support retention of taught content and skills. Inside, you’ll find:
• Classroom slides with clear teacher notes for consistent delivery
• Student sheets to check understanding and reinforce skills
• Decodable words and sentences for independent practice
• Upper-case letters mini lessons
• Progress monitoring tools to track growth over time
Best of all, the packs are adaptable. Teachers can tailor them to their classroom or students’ specific needs –down to customising fonts for school or jurisdictional requirements.
Using data to support early intervention
As SSP gains prominence in Australian education, assessment approaches are following suit. Many government schools now require Year 1 students to complete an assessment of their phonics skills. A quick and easy option for assessment is the Year 1 Phonics Check – a 7-minute check delivered online or on paper, which identifies children needing extra help with phonics.
The Phonics Check evaluates students’ ability to decode words – including pseudo words – to ensure they’re developing key reading skills. By providing clear, actionable data on where students are at, the Phonics Check can help teachers develop a roadmap for targeted support.
Teachers can access the Phonics Check and guides to analyse results and to plan for targeted instruction for free through the Literacy Hub. The goal isn’t just to make it
The Literacy Hub goes beyond classroom resources. It’s designed to help Australian school leaders and teachers build strong early literacy foundations.
Packed with evidence-based resources, practical strategies, and professional learning, it’s your one-stop-shop for tools to help kids thrive in their first years of school. Here’s what you’ll find:
• Planning guides to help teachers navigate implementation
• Evidence-aligned professional learning to build confidence in phonics teaching
• Strategies for supporting students’ literacy development
• Resources for school leaders and families to foster communitywide engagement in early literacy development
With an SSP approach becoming central to early reading instruction, the focus is on giving teachers the knowledge and tools they need to make it work. The Literacy Hub’s free resources are a practical, highquality way to learn about and implement an SSP approach in your school and ensure every child has a strong start in reading. Download the lesson packs via the Literacy Hub website, www.literacyhub.edu.au or phone 1300 108 485 EM
Image: Andrew Smith
Pencils, lunchboxes –and insulin pumps
A teacher based in Alice Springs, and parent of a child with Type 1 Diabetes, shares tips for educators and families to empower children with T1D to succeed both academically and personally.
When my daughter, Pippa, was diagnosed with Type 1 Diabetes (T1D) in January 2023 aged eight, our family embarked on a journey that required not just a reorganisation of our daily lives, but also a rethinking of what a supportive school environment truly means.
As a teacher and a mother, I’ve had the unique privilege of navigating her care both at home and in the classroom, and I’ve learnt a great deal about fostering independence and ensuring her safety.
A supportive school environment for a child with T1D hinges on two crucial elements: trust and open communication. Our school has exemplified this by trusting us, as Pippa’s parents, to lead the conversation about her care. They don’t ask questions about what she needs; they listen to our answers. This approach has created a collaborative atmosphere where we feel empowered to advocate for Pippa without hesitation. Communication is vital, especially when dealing with a condition as dynamic as T1D. I’ve been fortunate to work at Pippa’s school, which has allowed me to stay deeply involved in her day-to-day care. With the help of technology like Apple Watches, I can monitor her glucose levels in real-time, silently alert her to take action, or step in when necessary. This seamless communication ensures that Pippa’s needs are met without disrupting her education or singling her out among her peers. It’s a system built on trust and respect, one that I hope more schools can adopt.
Fostering Pippa’s independence in managing her T1D has been a gradual and positive journey. At home, we’ve focused on teaching her through observation and
participation rather than enforcement. She’s learnt to dose herself, perform corrections, and manage her glucose levels at her own pace. Encouraging this independence requires patience and positive reinforcement. Children may take years to become fully independent in their care, and that’s okay. Childhood is a magical time, and it’s crucial to balance teaching them these life skills while also allowing them to enjoy being children. Each milestone, however small, should be celebrated as part of their journey to self-sufficiency.
Something I think schools must recognise, is that T1D care isn’t a one-sizefits-all scenario. Schools that successfully support children with T1D work closely with families, tailoring their approach to each child’s unique needs. No two children with T1D are the same, and schools must be prepared to adapt accordingly. When schools and families work together, children thrive both academically and personally.
Managing T1D in a school setting is a shared responsibility. Teachers, administrators, and parents all play a role in creating an environment where children like Pippa can thrive. For parents just starting this journey, my biggest piece of advice is to educate yourself and approach the school with confidence. Share what you’ve learnt from other families and be prepared to lead the conversation about your child’s care. Schools may not have all the answers, especially if your child is the first with T1D, but with collaboration and persistence, solutions can be found. It’s also important for parents to remain adaptable, as the needs of a growing child with T1D can change over time, requiring ongoing
dialogue and adjustments with the school. Balancing Pippa’s independence with staying involved in her care remains an ongoing process. By involving her in meal preparation, carb counting, and insulin dosing, we’ve made diabetes management a positive and empowering part of her daily routine. Diabetes technologies like her Omnipod device has been a game changer for Pippa, making her daily management of T1D so much easier while giving her more freedom and keeping her glucose levels on track. It uses a tubeless, wearable, and waterproof Pod that provides up to 72 hours of continuous insulin delivery, offering Pippa even greater flexibility and peace of mind.
As both a teacher and a mother, I’ve seen firsthand the difference a supportive school environment can make. By fostering trust, communication, and collaboration, schools can empower children with T1D to succeed both academically and personally. As teachers, we can create inclusive, responsive environments that recognise and celebrate the unique needs and strengths of every child, ensuring they thrive in all aspects of school life. And as parents, we can equip our children with the confidence and skills they need to manage their condition while embracing the joys of childhood. With collective effort, we can build a foundation that supports every child, not just in their academic pursuits, but in their personal growth and wellbeing. EM
Image:Katie Frey
Why school racism surveys must be nationwide
Lisa Sarago, Co-Founder and CEO of Land On Heart and Land on Heart Foundation, is calling for zero tolerance towards racism in Australian schools in the same way bullying is not tolerated.
It might surprise you to know that New South Wales and Victoria are the only two states in Australia that survey students about racism. It seems like a no-brainer that all schools should prioritise addressing racism and racial discrimination to ensure the safety of their students. Surveying students is a crucial tool in allowing us to understand the prevalence of racism from their individual perspectives as well as understand the level of racist attitudes and incidents within schools to be able to build a constructive way forward.
The Speak Out Against Racism (SOAR) survey published in 2019 found onethird of NSW and Victorian government school students have experienced racial discrimination from their peers. This statistic is alarming, but I would suggest that in reality, it is most probably much higher than that. To measure racism, we need to carefully articulate the incidence of racism and analyse this against the demographic of the school and other contexts in which racism can present.
What exactly is racial discrimination?
Racial discrimination is any discrimination against any individual based on their race, ancestry, ethnic or national origin, and/ or skin colour. In schools, it can present in many ways, including through overt acts such as racist bullying (bullying someone because of their ethnicity), lack of access to resources, and unfair treatment –particularly when it comes to punishment. When measuring racism, we need to ensure that we are measuring the right parameters and asking the right questions, which includes:
• Ensuring that the definition of racism and racial discrimination are clearly articulated and understood by students
• Analysis that shows the incidence of racism experienced by those that are non-white students
• Asking questions about whether people had witnessed racism or racial discrimination, with a follow-up question if they intervened in the situation.
Cultural safety in schools
I think everyone can agree that all children should have the right to an education in a culturally and psychologically safe environment. Therefore, measuring racism provides the information necessary to start addressing the context of racism and allows appropriate programs to be implemented to eliminate it. This includes having appropriate reporting systems in place to ensure there is an avenue for people to have issues addressed appropriately and safely.
As with zero-tolerance bullying policies in most (if not all) schools in Australia, there should equally be zero tolerance towards racism – particularly given that racism is an illegal act in this country.
This process starts with building intercultural capabilities within schools to ensure that inclusivity can occur. This approach includes incorporating inclusion into strategic planning, policy, and within the physical school environment. Some practical tips on addressing racism and creating a culturally inclusive space which schools can implement at no or little cost include:
• Having senior leadership within the school champion anti-racism campaigns and inclusivity programs.
that strategic planning includes addressing racism and identifying goals for increasing inclusivity. This involves community engagement, policy reform, and establishing mechanisms for reporting incidents for both students and parents, as well as the delivery of programs aimed at increasing awareness of racism and inclusivity.
• Working closely with community leaders to ensure that the school is addressing racism and discrimination (and not assuming success).
• Creating opportunities where students can lead activities aimed at promoting positive aspects of their culture and sharing their experiences and activities with fellow students.
Creating a platform to raise awareness and promote the positive aspects of Indigenous culture should always be led by Indigenous people. Therefore, creating a strong, healthy relationship with the Indigenous community is paramount to the success of any inclusivity program and addressing racism in the school environment. Racism within schools not only presents barriers to students achieving their potential but creates negative experiences with learning, leading to disengagement and discontinuation into further education. This is why it’s so important that we analyse when, how, and why racism is occurring in our schools. EM
Image:
Lisa Sarago
To list an event in our calendar, email rhiannon.bowman@primecreative.com.au
FEB/MARCH
Schools Clean Up Day 28 February cleanup.org.au
ISA & AHISA National Education Forum 2025, Canberra 28 February ahisa.edu.au/EdForum25
The Sydney Morning Herald Schools Summit, Sydney 5 March smhschools.com.au
International Women’s Day 8 March internationalwomensday.com
NAPLAN Testing 12–24 March nap.edu.au
Earth Hour Schools Day 22 March earthhour.org.au
JUNE
Australian Secondary Principals’ Association National Summit, Canberra 25 March aspa.asn.au
Best Start, Best Life: 2025 Educational Leaders Conference, Melbourne 28 March www.vic.gov.au
MAY
VCE and Careers Expo 2025, Melbourne 1-3 May vceandcareers.com.au
Highly Accomplished and Lead Teachers (HALT) Summit 8-9 May aitsl.edu.au
National Walk Safely to School Day encourages primary school children to learn about the importance of road safety in a practical setting.
National Road Safety Week 11-18 May roadsafetyweek.com.au
National Careers Week 12-18 May careersweek.com.au
Careers Expo, Perth 15-18 May careers-expo.com.au
National Walk Safely to School Day 16 May nationaltoday.com/walk-safely-toschool-day
National Reconciliation Week 27 May – 3 June reconciliation.org.au
World Environment Day 5 June worldenvironmentday.global
EDUtech Australia, Sydney 11-12 June terrapinn.com/exhibition/edutechaustralia
JULY
Australian Teacher Education Association Conference, Perth 2-4 July atea.edu.au
Schools Tree Day 25 July treeday.planetark.org
National Education Summit, Brisbane
31 July - 1 August nationaleducationsummit.com.au
AUGUST
National Science Week 9-17 August scienceweek.net.au
Bullying No Way: National Week of action 11-15 August bullyingnoway.gov.au
Book Week 16-23 August cbca.org.au/cbca-book-week
National Skills Week 25-31 August nationalskillsweek.com.au
2025 APPA National Conference, Brisbane 26-29 August appa.asn.au
National Education Summit, Melbourne 28-29 August nationaleducationsummit.com.au
Literacy and Numeracy Week 4 August – 29 September nationaltoday.com/literacynumeracy-week
SEPTEMBER
Indigenous Literacy Day 7 September nationaltoday.com/indigenousliteracy-day
R U OK? Day 11 September ruok.org.au
OCTOBER
Earth Science Week 12–18 October ga.gov.au/about/earth-scienceweek
Australian International Education Conference (AIEC), Canberra 14–17 October aiec.idp.com
Media Literacy Week 24-31 October medialiteracy.org.au
World Teacher’s Day, Australia 31 October worldteachersday.edu.au
NOVEMBER
National Recycling Week 10-16 November recyclingnearyou.com.au/ nationalrecyclingweek
Remembrance Day 11 November awm.gov.au/commemoration/ remembrance-day
People on the Move
Welcome to People on the Move, Education Matters’ bulletin to keep the Australian education sector updated on new appointments and personnel changes.
Expert appointed to lead VCAA review
Dr Yehudi Blacher has been appointed to lead the root-and-branch review of the Victorian Curriculum and Assessment Authority (VCAA) in the wake of the 2024 VCE exams errors. Dr Blacher was awarded the Public Service Medal in 2012, was made a National Fellow of the Institute of Public Administration Australia in 2014 and was awarded an honorary Doctor of Laws degree by Monash University in 2022.
St Patrick’s College welcomes Mrs Amber Hauff as College Principal in 2025. Mrs Hauff is an experienced principal with a deep passion for education and in leading and empowering all those around her. Ms Hauff has significant leadership experience in roles in boys, girls and coeducational settings including a range of positions at St Joseph’s Nudgee College and Clayfield College.
Image: St Patrick’s College
Independent monitor for VCAA
Margaret Crawford has been appointed to independently monitor the VCAA. She will oversee all aspects of exam preparation, management and production. Her work will include consideration of recommendations from previous reviews, including the Bennett Review, and any early recommendations from the root-and-branch review. Ms Crawford has served as Auditor-General for NSW for the past eight years.
Image: IPAA NSW
New head of Distance Education at ACC
With a career in education spanning 30-plus years, Felicity Carrett has taken on a new role as Head of Distance Education at Australian Christian College in Launceston. Launched in 2022, it is the first (and still only) non-government provider of Distance Education in Tasmania. Ms Carrett was previously Primary Student Services Coordinator at Australian Christian College (ACC).
Image: Australian Christian College
NSWPPA new President
Michael Burgess has been elected to the role of President of the NSW Primary Principals Association. Mr Burgess has over 40 year’s experience in teaching and leading in public primary schools. He has also held a range of roles within the executive of the NSWPPA over the past six years. As President, he will lead a new executive team to ensure the NSWPPA is at the table in influencing education policy and practice.
Image: NSWPPA
New Principal joins St Patrick’s College Townsville
All girls Catholic school, St Patrick’s College Townsville, has welcomed Ms Kathleen Little as its new College Principal, effective in 2025. Ms Little has taken over the role from former principal Amber Hauff, who had been in the role since 2020. Ms Little joins St Patrick’s College Townsville from Mount Alvernia College in Brisbane, where she served as Deputy Principal: Teaching and Learning.
Image: St Patrick’s College
Qtopia Sydney, the world’s largest Queer history and culture centre, has announced 15-year-old Abbie Jane as its inaugural Youth Ambassador. Ms Jane founded the Rainbow Shoelace Project in support of the LGBTQIA+ community. She has represented the Rainbow Shoelace Project at major events, including Sydney World Pride 2023 and the Pride in Practice conference in 2023 and 2024.
Image: Qtopia Sydney
Experienced Principal leads new school in Wollert
Bec Spink has been appointed foundation Principal of Wirrigirri Primary School, a new school in Wollert, Victoria, which opened at the commencement of Term 1 in 2025 with capacity for 525 students. Ms Spink’s career spans over 16 years and includes several leadership roles. She was previously Principal of Spensley Street Primary School in Clifton Hill, Victoria.
Image: Bec Spink
If you’d like to tell the sector about a new person in your school, company, institute or not-for-profit, please send the person’s name, position, image and a short description about their role to editor Rhiannon Bowman for consideration at rhiannon.bowman@primecreative.com.au.
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