Education Matters Primary March 2023

A new era for primary education

Reflecting on my first month as Editor for Education Matters, it’s been a privilege to engage with a community brimming with impassioned contributors who support the education sector. From policy and curriculum reform to supporting health and wellness in schools and cutting-edge learning tools, I’m pleased to say this edition of Education Matters Primary is rich in content.

WIth the launch of the Australian Curriculum, Assessment and Reporting Authority’s (ACARA) new NAPLAN performance reporting standards, CEO Mr David de Carvalho provides insight on what went into developing the new proficiency levels that address literacy and numeracy levels in Australian students. As well, he sheds light on what parents, teachers and schools can expect.

Following the unprecedented floods in New South Wales last year, Executive Principal of Summerland Christian College, Mr Nate Atkinson, walks us through the school’s disaster recovery plan. Drawing on decades of experience in educational leadership roles, he reflects on leadership lessons learned and how he united the school in providing aid to the local community.

We also take a deep dive into the controversial AI text generation platform, ChatGPT, that recently has been the subject of heavy debate between principals, teachers, and government regulators. This month’s Hot Topic examines the merits and pitfalls of embracing AI technology in the classroom, and we hear from the bot itself about its take on the matter.

Another highlight for me was meeting Elder Aunty Freda to hear about her work as an educator, Welcome to Country speaker, and organising Reconciliation Action Plans for Perth area schools. With submissions for the biennial 2023 Narragunnawali Awards now open, Reconciliation Australia and Aunty Freda reflect on former awards finalist Mosman Park Primary’s outstanding reconciliation efforts.

Since moving to Melbourne nearly five years ago as an Australian-Canadian dual national, I’ve been fortunate in my work here to explore my own connection to this beautiful island nation and the history and culture behind it. Now, as summer comes to a close, and schools settle into the new school year of learning, growth and development – I’d like to leave you with a quote on reconciliation from Aunty Freda that I found particularly meaningful:

“For schools looking to begin their reconciliation journey, the first step is to set the intention as a community to move forward together. Education changes, language changes, but reconciliation begins with being open to changing together. This is how we identify where the seams of our knitted blanket are coming apart, and where we all need to repair. This is how we connect the threads between past, present, and future. This is how we move forward.”

Happy reading!

Kate Felton Editor for Education Matters kate.felton@primecreative.com.au

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PRIMARY MAR - MAY 2023

REGULARS

Editor’s note 3

News 6

APPA column 10

Australian Primary Principals Association President Malcolm Elliott responds to the National Teacher Workforce Action Plan and the National School Reform Agreement.

Hot Topic: Embracing new AI-deas 12

Text generators like ChatGPT can be useful learning tools. But what happens when students start relying on robots to doing their thinking for them? Education Matters reports.

Principally Speaking 16

Summerland Christian College’s Executive Principal Nate Atkinson talks about the school’s dedicated flood response initiative during the educator’s first year as school principal.

The Last Word 48

Professor Marjory Ebbeck on the importance of a successful transition to primary school; ACARA CEO David de Carvalho on what to expect from NAPLAN 2023; Australian eSafety Commissioner Julie Inman Grant addresses cyberbullying.

FEATURES

20 Examining the unexamined

Dr Adrian Ber tolini asks the right questions to introduce new educational initiatives and structures.

23 Unravelling the past, present and future

Per th area Elder Aunty Freda reflects on Mosman Park Primary’s nationally recognised reconciliation journey.

24 What is ‘First Nations’ voice?

Dr Tracy Woodroffe discusses finding a first nations voice in education and what that means for curriculum.

26 AI and making education more human

With chatbots on the rise, how can teachers, parents, and communities help children thrive in an AI future?

29 Cultivating a love for animals in students could change the world

RSPCA’s free online education program AWARE provides animal welfare education.

30 A champion challenge

The Good Village is inspiring students to think big, solve problems and create healthier communities.

36 National school program celebrates community

Aussie of the Month celebrates positive student contributions to their school and the community.

37 Kicking goals at school this year

AFL Schools launches National Schools Grants Program and new learning modules for Professional Development.

39 Why not all playgrounds are created equally

The ‘play value’ of a playground is perhaps the most critical factor in determining its success.

42 Chatbots: friend or foe?

CEO of Education Services Australia, Andrew Smith, outlines the pros and cons to embracing AI in the classroom.

46 Teaching computer programming to Years F-12

Cultivating curious and agile minds in students is an impor tant part of Grok Academy’s ethos.

GRANTS PROGRAM

AFL Schools are excited to launch a National Schools Grants Program for the first time in 2023!

Schools can apply for grants within the following streams:

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Full day ($450) and half day ($250) CRT relief grants available to allow teachers to either attend an AFL Professional Learning session, or attend an AFL School Competition / Gala Day

2) Guernseys

Subsidy of $500 available to help cover the cost of a new set of guernseys / jumpers for school teams

3) Event Attendance Support

$300 per team, per competition, to support teams participating in competition or event days

4)Goal Post Padding

Subsidy of $500 available to help cover the cost of goal post padding for school oval goal posts

5)‘AFL Starter’ Equipment Pack

Base level AFL equipment pack available for both Primary and Secondary schools

Head to play.afl/schools/grants to learn more and submit an application within the specified time period for each Term

*Please note that grant opportunities are only open to registered AFL Schools membershead to www.play.afl/schools/membership/schools-membership-form/ to sign up today!*

Cost of government, catholic and independent education revealed

The Futurity Investment Group Cost of Education Index estimates the total cost of a government education in Mlebourne will be $102,807 over 13 years for a child starting school in 2023 – considerably more expensive than Canberra ($77,002) and Brisbane ($80,419).

Melbourne parents are forecast to spend three times more on outside tuition ($1,350) than school fees ($368) this year, with electronic devices ($1,013), musical instruments ($781), textbooks ($337) and school camps ($303) also adding to the total cost of a government education.

Futurity Investment Group Executive Ms Kate Hill said the total cost of education has risen at nearly double the rate of inflation over the past decade.

“School fees, outside tuition, school camps, transport, uniforms, electronic devices and sports equipment are demanding a far greater share of the family budget than in the past,” she said. “More than ever, the costs associated with education are placing more of a burden on Australian families, who are already stretched by the spiralling cost of living and rising interest rates. With less discretionary money to spend, it’s going to be a challenge for some families to pay for education.”

THE COST OF CATHOLIC EDUCATION

Meanwhile, the index found Canberra is Australia’s most expensive city for a catholic education, which is forecast to be $197,667 over 13 years for a child starting school in 2023. That’s 7 per cent above the national average ($184,545) and considerably more expensive than Sydney ($178,478) and Melbourne ($184,366). It’s estimated Canberra parents will spend more on outside tuition ($2,979) than school fees ($2,781) this year, with electronic devices ($863), musical instruments ($787) and transport ($534) also adding to the total cost of a catholic education.

THE COST OF INDEPENDENT EDUCATION

The research also revealed Sydney is Australia’s most expensive city for an independent education at $357,931 over 13-years from 2023. The cost in the NSW capital is 19

per cent or $57,698 above the national average ($300,233) and considerably more expensive than Brisbane ($262,531) and Perth ($213,889).

School fees ($8,920) are forecast to be the most expensive component of an independent education in Sydney, well ahead of electronic devices ($2,708) outside tuition ($1,767), musical instruments ($818) and school uniforms ($501).

REGIONAL AND REMOTE AUSTRALIA

The Futurity Investment Group Cost of Education Index also calculated the total cost of education in regional and remote areas and found non-metro New South Wales is Australia’s most expensive region for a government education.Regional and remote New South Wales parents are forecast to spend almost 10 times more on outside tuition ($1,017) than school fees ($104) this year, with musical instruments ($1,880) electronic devices ($1,368), transport ($389) and school camps ($375) also adding to the total cost of a government education.

The research revealed non-metro Western Australia is the nation’s most expensive region for a Catholic education at $165,889 over 13 years, while non-metro South Australia is the country’s most expensive region for an independent education at $238,625.

Ms Hill said parents who have planned and saved for education will be in a better position in the long run and will be able to explore and afford choice when it comes to their children’s education. EM

“More than ever, the costs associated with education are placing a burden on Australian families, who are already stretched by the spiralling cost of living and rising interest rates. With less discretionary money to spend, it’s going to be a challenge for some families to pay for education.”

Kate Hill, Futurity

Investmnet Group

Executive

The total cost of education has risen at nearly double the rate of inflation over the past decade.

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“The standard for proficiency is set at a challenging but reasonable level. If your child is in the Strong or Exceeding category, it means they have demonstrated proficiency and that their literacy or numeracy skills are where they should be at this stage of their schooling.”

David de Carvalho,

CEO

New proficiency standards for NAPLAN

From this year, parents and carers will get earlier, simpler, and clearer information about their child’s academic achievements based on rigorous new proficiency standards for NAPLAN. Education ministers have agreed to change the way NAPLAN results are reported to parents and carers, now that all students are taking the tests online, and with the move to an earlier NAPLAN in March.

New proficiency standards with four levels of achievement for each year level will replace the previous 10-band structure that covered all four levels tested and the old national minimum standard set in 2008 when tests were on paper. The four levels of achievement include: four levels of achievement: Exceeding, Strong, Developing, Needs additional support. The new proficiency standards include a baseline benchmark to identify students who are likely to need additional support.

“These important changes mark a reset for NAPLAN that makes use of the online adaptive tests to deliver better information for parents, carers and teachers,” said ACARA CEO, Mr David de Carvalho. “This is powerful information in the hands of parents, carers, and teachers and will enable

much more meaningful conversations between them about how our children and young people are developing the foundational skills they need.”

The proficiency standards represent a reasonable expectation of student achievement at the time of testing, with questions in NAPLAN tests based mostly on the literacy and numeracy skills students have learnt from previous years of schooling. The new standard will support higher expectations for student achievement and ensure students are gaining the important literacy and numeracy skills they will need throughout their lives, according to Mr de Carvalho.

“The standard for proficiency is set at a challenging but reasonable level. If your child is in the Strong or Exceeding category, it means they have demonstrated proficiency and that their literacy or numeracy skills are where they should be at this stage of their schooling. If your child has not yet achieved proficiency, then they will either be in the Developing category or the Needs additional support category,” he concluded.

For more information, visit the NAP website. EM

IEUA calls for government to scrap wage cap

The Independent Education Union of Australia NSW and ACT Branch – representing more than 32,000 teachers, support staff, and principals in the non-government education sector – is calling on the NSW Government to immediately scrap the wage cap for government-funded education employees and support staff.

According to internal documents from the Department of Education, teaching vacancies in public schools reached 3,253 by November 2022 – a number that has tripled since 2011. The documents further reveal that the turnover rate for teaching positions has increased from 2.7 per cent in 2011, to four per cent in 2022.

The IEUA said one of the primary reasons for the current teacher shortage is the disparity between teacher’s wages and cost of living.

The result is a self-fulfilling prophecy, which ultimately discourages Year 12 students from deciding to pursue

teaching as a profession, according to IEUA NSW/ACT Branch Acting Secretary Ms Veronica Yewdall.

“The reduction in the number of students choosing teaching degrees combined with the failure of government and employers to seriously address workload issues for teaching staff means the number of teachers available to fill positions has been severely restricted,” she said.

“Not only are there vacancies, but teachers are being asked to teach subjects outside their area of training, skill, and experience. This is not fair on teachers and their students,” she said.

“Governing bodies and employers in the education sector need to collaborate with each other and co-operate with the unions to remedy these workload issues – as a matter of urgency. Twelve years of the NSW Government teacher wage suppression has taken its toll on the profession. The salary cap must be scrapped.” EM

ACARA

Major shakeup to pathways into teaching

The NSW Government will half the study time for aspiring teachers with an undergraduate degree, saying they can enter the classroom after completing a one-year postgraduate course, but the NSW Teachers Federation believes it’s the wrong approach to fixing teacher shortages.

NSW Premier Mr Dominic Perrottet revealed the new policy on 25 January as part of the State Government’s “push to modernise education and make a teaching career a reality sooner” for people already working.

“People at all stages of their lives have the potential to be great teachers, for those who already have an undergraduate degree we want more streamlined approach for them to start a teaching career,” he said. “Teaching is a profession to aspire to and I don’t want a single person who

is considering starting this fantastic career to be deterred by an unnecessary additional year in their training.”

Minister for Education and Early Learning Ms Sarah Mitchell said the current two-year Masters degree requirement had disincentivised aspiring teachers, particularly mid-career professionals, and didn’t have a clear enough impact on student outcomes.

“A major barrier for people who already have an undergraduate degree and want to become a teacher is the length of time required to retrain,” Mitchell said. “This is backed by strong research which shows that the best way for teachers to hit the ground running is to spend more time in schools.”

The approach is supported by the findings of a

Ignite

new NSW Productivity Commission report launch released this month.

Under a NSW Liberal and Nationals Government – if re-elected in March – those with an undergraduate degree would be able to complete a one-year full time postgraduate degree to become a secondary school teacher from 2024, with streamlined postgraduate pathways for primary school teachers by 2026. EM

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curiosity and prepare students to thrive in a changing world.

The NSW government will cut teaching courses from two years down to one year to attract more people to the profession.

Malcolm Elliot is the President of the Australian Primary Principals Association. He is a member of the board of AITSL and chairs the School Leadership and Teaching Expert Standing Committee. Mr Elliot’s 40-year career to date includes teaching from K-12; Principal of two high schools; and the role of Coordinating Principal in the Glenorchy Cluster of Schools. From 2015-2018 he was President of the Tasmanian Principals Association, where been closely involved in the consultation and implementation of Tasmania’s Education Act. In 2021 he was a member of the expert panel for the Quality Initial Teacher Education Review.

It takes a village

SINCE I FIRST BEGAN MY TEACHER’S TRAINING IN 1978, I HAVE SEEN MANY SUCCESSFUL REFORMS TO POLICY FOR THE AUSTRALIAN EDUCATION SYSTEM AT STATE AND NATIONAL LEVELS. THE COUNTRY HAS COME A LONG WAY, BUT THERE’S STILL MORE WORK TO BE DONE, ESPECIALLY THIS YEAR AS WE NAVIGATE ONGOING TEACHER SHORTAGES, THE EFFECTS OF COVID ON COMMUNITIES AND THE IMPLICATIONS OF A LARGELY DIGITAL, DATA-DRIVEN, SOCIETY.

This year will mark my ninth year doing representative work for the education sector at the national and state level, and my fifth as President of the Australian Primary Principals Association (APPA), representing 7,600 principals and school leaders, 156, 000 teachers and 2.27 million students.

One of the biggest privileges in this role is visiting a wide range of independent, Catholic, and government primary schools. Another is working with our National Advisory Council which meets every quarter, often in Canberra, where we get the opportunity to canvas for various issues and advocate for primary school leaders and primary school education.

In our first meeting this year, we will be collating feedback on the crisis in the teaching profession and responding to the Education Ministers’ National Teacher Workforce Action Plan. This will include the APPA’s review of the National School Reform Agreement, in response to which we have emphasised changes to the system that will require collective and proactive action to make a difference.

REALISTIC REFORM

Schools in this country are facing a skills shortage crisis and formalising an adequate response to this will be priority number one. The Education Ministers agree on the criticality of improving the country’s teaching resources and developing the National Teacher Workforce Action Plan.

Competition for qualified teachers has come to a head with Australia and New Zealand now in direct competition with each other, and wealthier areas of the country outbidding more remote areas for placements. There is

a misguided focus on incentives to attract teachers to different regions using pay rates as leverage. What we should be doing is attracting more people to the profession, who are eager to be trained and qualified as teachers. This will start with raising nation-wide standards for teachers’ wages to align with inflation and cost of living, as well as further incentivising teachers to work in underrepresented areas, rather than leaving those regions to compete for priority.

Additionally, it is the goal of the APPA to encourage organisations like the Australian Curriculum, Assessment and Reporting Authority (ACARA) – who are responsible for reform of NAPLAN – to return to viewing children as individuals that are as diverse as the country that we live in terms of culture, geography, and socio-economic backgrounds.

To address some of these core issues, the APPA has created a Five-Point Action Plan which has already been preliminarily discussed with the Minister of Education.

THE APPA’S FIVE-POINT ACTION PLAN

1. The need for policy development input from schools

A total rethink of educational policy is needed. Schools are well-versed in using evidence-based research to support changing practice, but broad-based Australian educational indicators are not showing improvement. Serious school reform needs to look at structuring bureaucracy so that it works for, and more directly supports schools, rather than diverting energy from teaching and highquality school leadership.

2. Equality through equity

Social disadvantage is a well-documented factor strongly linked to poorer outcomes for children. APPA is calling for funding to facilitate education standards of the highest quality for every student, targeted toward students who need it most.

3. Interagency and NGO coordination

To achieve true reform, the NSRA must extend beyond schools, to the myriad of agencies and services children and families rely on. NGOs, government assistance programs, and agencies, need to be integrated into the school system to move away from the fearbased idea of scarcity of resources between organisations. The more coordinated support services are, the more quickly we can provide early intervention for students in need.

APPA contends that we need a manageable set of indicators to measure educational performance and provide guidance for improvement. However, this should be focussed on the performance of the system, not the child. Furthermore, this matrix should be expanded to provide measures of whole of community strength.

5. A new primary curriculum

The current primary and early childhood curriculum is too crowded, impossible to teach if taken literally, and is based on outdated models, steeped in coverage. The curriculum documents should begin with school and classroom practice realities, particularly in the earlier years.

FEWER DATA-DRIVEN DECISIONS

A big goal for APPA this year is to ease up on the overwhelming focus on data as a driver for educational design and restore the national focus to the qualitative aspects of the education being delivered. I want to be clear the APPA is pro-data, but more than that, we are pro-development of every child as a whole person – not just what is revealed through particular system-driven data sets.

When it comes to primary-aged school children, data is not always accurate. There are many factors, such as the influence of parents and peers, mental and physical health and wellness, unrecognised disability, and a host of other socioeconomic factors that can impact what primary school data looks like.

The view from the ground – mainly principals and teachers– suggests that affecting real change is not a linear process that can be expedited with bureaucracy and that educational barriers experienced by students from priority equity cohorts are unlikely to be solved by one-size-fitsall initiatives.

In other words, unless we have the holistic community, inter-organisational supports for

high-risk students and families, we are unlikely to get anywhere. This is because abused, scared, alienated, hungry children, are not focussed on learning.

There’s a common phrase used by educational policymakers to underscore the criticality of looking at the data: “we measure what we value, and we value what we measure”. This rolls off the tongue easily and when data is interpreted meaningfully, it is critical to the success of any organisation. However, when examined further, it’s a statement that doesn’t have much depth behind it. Essentially, it’s taking every child and reducing them to a number or a metric that is tracked only by measurable performance benchmarks.

In conclusion, APPA will be pleased to expand on the other areas detailed in our response to the Productivity Commission’s Interim Report. In the meantime, however, we urge the next NSRA to set an agenda that can invigorate and stimulate the education sector in this country this year, with the understanding that this won’t be a quick fix, but the result of educators, researchers, and policy developers, working together. EM

4. Accountability

The APPA’s Five-Point Action Plan is a response to the Education Ministers’ National Teacher Workforce Action Plan.

Embracing AI-deas

TRADITIONAL SCHOOL ENVIRONMENTS WERE DESIGNED TO ENCOURAGE STUDENTS TO THINK FOR THEMSELVES AND CULTIVATE CRITICAL THINKING SKILLS, PROBLEM SOLVING ABILITIES, AND ORIGINALITY OF THOUGHT. BUT WHAT HAPPENS WHEN ARTIFICIAL INTELLIGENCE MAKES IT POSSIBLE FOR STUDENTS TO GET A ROBOT TO DOING THEIR THINKING FOR THEM? EDUCATION MATTERS REPORTS.

In academic circles, the impact that AI will have on the future of learning has become a good conversation starter. However, in the case of ChatGPT, an AI may very well be the one starting the conversation. Developed by the American tech company OpenAI, ChatGPT is a free online software that has spiked in

popularity in recent years because of its ability to quickly convert complex information, ideas, and languages into cohesive text that sounds like natural human speech.

According to the OpenAI website, the ChatGPT language model software has been trained by computing experts on a veritable

encyclopaedia of knowledge and developed to carry ‘human-like’ conversations, answer complex questions, write poems and stories, and analyse ideas across a wide range of areas including science, history and current events.

It can also translate languages for people working across multiple languages, categorise

ChatGPT can carry conversations, answer questions, write stories, and analyse ideas across a wide range of areas including science, history and current events.

that information by topic, and then interpret the tone or sentiment of the text as either positive, negative, or neutral.

Since the school year has commenced in 2023, schools have been abuzz with extensive discussion and debate surrounding whether ChatGPT indeed has any practical use in any learning environment, or whether regulators should take steps to ban its use in the classroom. As students continue to embrace ChatGPT, many teachers are at a loss for how to proceed, struggling to decide whether they should follow suit and keep up with the trend, or act quickly to impose bans on the so-called cheat bots.

In early February, the Sydney Morning Herald published an article in which Open AI backed the use of their AI detection tools in schools and highlighted the role these tools could play for educators, albeit within the parameters of the limitations of the tools.

The article cited ethical concerns as the source of the continued division amongst educators over the use of AI detection tools for producing pieces of academic writing, with some schools initiating plans to return to traditional pen and paper assessments to avoid the implications of ChatGPT altogether.

And yet, for many the question still remains: Does AI have a role in education?

Professor George Siemens, who researches networks, analytics, and human and artificial cognition in education at the University of South Australia, surmises that throughout history the tools that humans have created have typically enabled the species to become more cognitively advanced.

“When information quantity increased, humanity created classification schemes, such as in the Library of Alexandria, and categorisation models to describe nature, such as the Linnean Taxonomy. Storing information has similarly advanced from cave drawings, to tablets, to scrolls, and now to the internet. Throughout this advancement, the focus has always been on humans using tools,” Professor Siemens says.

In the current generation he explains that this is starting to change as tools are now starting to use people.

“Our digital interactions are captured, coded, and used to train and refine increasingly sophisticated AI systems. We are in an almost coequal relationship with AI and where our actions are shaped by AI. The implications of this are enormous for our schools and universities,” he says.

“Coding that used to take hours can now be done by ChatGPT in seconds. Similarly, a functional essay draft can be created almost immediately. For teachers, ChatGPT could create a lesson plan, a rubric, learning activities, and answer sheets.”

AI AS A TOOL FOR SELF-DIRECTED LEARNING

Ms Kieryn Bateman ¬– Director of Learning at leading independent Sydney Girls School Loreto Normanhurst – acknowledges that AI detection tools can be used for positive learning outcomes, while having its limitations.

“We as a school community welcome these continuous advancements in AI, and whilst I do acknowledge the limitations of the current detection tools, I also think that it is important that we leverage this technology to strike a harmonious balance between exposing students to the potential of AI software in the classroom, whilst at the same time, mitigating potential risks around cheating and plagiarism,” she explains.

Ms Bateman furthered that AI technologies, such as ChatGPT, are powerful tools that should be harnessed by educators to facilitate better learning in the classroom, suggesting that positive outcomes can be achieved for an educational environment

As students continue to embrace ChatGPT, many teachers are struggling to decide whether to embrace or ban the technology.

that embraces AI as a key learning tool, rather than positioning this technology as an enemy.

“When faced with any change, society often responds with fear and suspicion, which results in knee-jerk responses in policy and process,” she says.

“Educators and the associated governing bodies need to explore the power of such tools and develop processes that expose students to the capabilities of these technologies, whilst educating students about the pitfalls and risks of over-reliance on AI. If students learn to utilise AI to enhance their learning, they can springboard from these tools to unlock their creative potential.”

Finally, Ms Bateman emphasises the responsibility that educators have to provide a safe and supportive environment for students to engage critically with these tools.

“It is my fear that some schools and educators may respond to such technology in a draconian fashion, reverting to old-school and outdated methods of assessment to avoid the risk of plagiarism. This could set education back 100 years, something that this country and our future generations cannot afford. We need to respond with curiosity and a critical mindset to determine how to harness these tools for greater learning and creativity.”

A NEW ERA

Aside from the initially heightened and reactionary response to using AI teaching practices, Professor Siemens believes that there will be a second wave of responses that will be more thoughtful and intentional.

“For school systems, an emerging challenge will be to develop AI literacies. Asking questions like: What is AI? How do we use it in knowledge practices? How do we support its effective use? What do we do when AI completes some learning tasks better than humans? Defining and developing these literacies across all of society is the critical first task.”

He concludes: “For the first time in history humanity has a tool that can co-think with us. AI tools cause us to question which domains of learning and knowledge remain unique to us, and whether we have been acquiesced to a system that can produce and perform at levels that far exceed ours – if not in quality of output, then certainly in speed of production. The implications are still emerging, but it is becoming clear that they will be dramatic and transformative for us all.” EM

• Quick Response: ChatGPT can provide instant answers to students’ questions, which can be especially helpful in a classroom setting where time is limited.

• 24/7 Availability: ChatGPT can be available 24/7, allowing students to ask questions and receive answers outside of regular class hours.

• Personalisation: ChatGPT can personalise responses based on the student’s question, making the learning experience more engaging and interactive.

• Scaling: ChatGPT can handle multiple students asking questions at once, allowing teachers to reach a larger audience.

• Supplementing Instruction: ChatGPT can provide additional information and resources to support a teacher’s lesson plan.

• Adaptability: ChatGPT can be programmed to cover a wide range of subjects and topics, making it a versatile tool for teachers in different disciplines.

Overall, ChatGPT can support teachers in creating an interactive and engaging learning experience for their students and can help to supplement and reinforce their lessons.

EM: What are the reasons why teachers may want to ban AI learning tools and ChatGPT in schools?

ChatGPT: There are a number of reasons why teachers may want to ban AI learning tools and ChatGPT in primary and secondary schools, including:

• Lack of Human Interaction: AI tools like ChatGPT lack the personal connection and emotional engagement that is crucial for building positive relationships between students and teachers.

• Accuracy Concerns: AI tools like ChatGPT are only as good as the data they are trained on. They may provide incorrect answers or perpetuate biases and misinformation.

• Limitations in Critical Thinking: AI tools like ChatGPT provide answers and solutions but do not promote critical thinking or problem-solving skills in students.

• Lack of Creative Thinking: AI tools like ChatGPT provide pre-programmed responses, which can limit students’ opportunities to express their own ideas and creativity.

• Privacy Concerns: The use of AI learning tools and ChatGPT may raise privacy concerns, as they often require personal information to be shared and may store student data.

• Ethical Concerns: The use of AI in education raises ethical concerns, such as the potential for AI to replace human teachers, or for AI to perpetuate harmful biases and discrimination.

In conclusion, while AI learning tools like ChatGPT can provide a wealth of information and resources for students, there are also concerns about the limitations and risks associated with their use in the classroom.

Developed by OpenAI, ChatGPT is a free online software that has spiked in popularity in recent years because of its AI text generation capabilities.

Leadership lessons learned

FOLLOWING LISMORE’S RECORD-BREAKING FLOODS THROUGHOUT 2022, EDUCATION MATTERS TALKS TO SUMMERLAND CHRISTIAN COLLEGE’S EXECUTIVE PRINCIPAL NATE ATKINSON ABOUT THE SCHOOL’S DEDICATED FLOOD RESPONSE INITIATIVE DURING HIS FIRST YEAR AS SCHOOL PRINCIPAL. A TRUE LESSON IN RESILIENCE, HE REFLECTS ON THE LEADERSHIP STRATEGIES HE EMPLOYED, AND UNITING STUDENTS AND TEACHERS TO PROVIDE AIDE TO THE LOCAL COMMUNITY.

HOW WOULD YOU DESCRIBE SUMMERLAND CHRISTIAN COLLEGE – THE LOCALE, THE COMMUNITY, STUDENTS, AND TEACHERS?

Summerland Christian College is situated between the beautiful Northern Rivers area of New South Wales. We serve 600 students and their families, from K-12, as well as our Transition to Kindy program. We have a wonderful leadership team of 82 educators, administrative, operational, and support staff. We also have oversight of our sister school, Hinterland Christian College. Nestled in the Mullumbimby district, HCC provide a flourishing education for 66 students, from K-10.

WHAT IS THE HISTORY OF THE SCHOOL AND ITS PHILOSOPHY?

The College is governed by Centre Church Lismore and is affiliated with Christian Schools Australia and Association of Independent Schools NSW. The College has provided interdenominational Christian education in the local area since 1978. We are deeply committed to offering a future focused and expansive education with a distinctively Christian ethos.

We have high expectations of students and staff and has achieved excellent education outcomes over the last 44 years. We are invested in an education for our students that prepares and equips them to be skilled at learning and resilient and hopeful in their lives.

WHAT LED YOU TO THE ROLE AS EXECUTIVE PRINCIPAL AT SUMMERLAND CHRISTIAN COLLEGE?

As an educator, I have served in a variety of academic, pastoral and leadership roles in K-12 Co-educational Christian schools. I studied a Master of Educational Leadership and have a Certificate in K-12 School Management from Harvard. Currently, I am undertaking a PhD in Educational Leadership. I’m passionate about leading staff and students in the application of both clear Christ-centred thinking and high-quality educational practice. I believe that my purpose as a passionate Christian Principal is to lead and develop the structures, teaching and learning practices and experiences across the two Colleges that build students up as whole people. I was drawn to the role as Executive Principal at Summerland Christian College and Hinterland Christian College, beginning in January 2022, because of the strong foundations in place in the Colleges and the synergy of Christian and educational ideals that I shared with the Board and Leadership Teams. I consider synergy in values as a key element in matching aspirant school leaders to the right leadership contexts.

BEING BASED IN LISMORE, YOUR COMMUNITY FACED SOME OF THE WORST FLOODING IN AUSTRALIA’S HISTORY. HOW DID THIS IMPACT YOUR SCHOOL?

The flooding was a traumatic experience for our college and the wider community. Many of our students and their families, as well as our staff, lost their homes and were displaced as a result. The collective trauma of the events had a profound impact on our community. Beyond those who were entrenched in escaping the effects of the flooding or rescue or recovery efforts, each of us were affected in some way, whether physically or emotionally. It was exhausting season. Our colleges were closed for the week, before we strategically reopened to provide support and relief to families keen to have their children return to a somewhat normal rhythm and receive the care and support they needed. Sadly, only weeks after the initial record flooding in the area, the district was once again hit by a second wave of the highest levels of water the district had ever seen. As a result of the second round of flooding, our colleges were again closed, this time as a direct result of damage to our campuses.

WHAT ARE THE MAIN PRIORITIES FOR AN EDUCATIONAL LEADERSHIP TEAM WHEN A SCHOOL FACES A CRISIS LIKE THIS?

In response to this critical incident, the Senior Leadership Team resolved to focus our staff teams’ energy on two interconnected areas. This two-fold approach to crisis management divided our energies between the ‘now ‘and the ‘next’.

SCC was featured on Nine News delivering food and supplies to Lismore residents affected by flooding in the area.

Firstly, and most importantly, to provide levels of direct care for students, families, and the wider community, we developed systems to support the levels of care needed and mobilised teams to press ahead in care. This included partnering with our governing Church body, CentreChurch Lismore, to transform our hospitality learning space into a community kitchen that sent out meals for more than three weeks to residents who had lost everything, were in the grips of clean up, and in need of hope. We banked and distributed household items, food, uniforms, and school supplies to whoever was in need and staff gave of themselves in the most servant hearted ways.

The Administrative Team was diligent in their

seeking and distributing of AISNSW provided grants and funding for those in our college who could simply not afford to support their children financially in the next season of their educational journey. Being connected to supportive bodies, we learnt, is invaluable in times like this. We were well placed to offer our own financial supports. Ongoing pastoral support is distributed amongst the team, for students and families, we know, will need ongoing support. We engaged consistently with NESA to support our HSC students. It was a credit to our team to be one of 14 recipient schools to receive the Ministers Commendation for School Achievement in December. We received our commendation for ‘resilience’.

Secondly, we felt it was important to focus our team’s energy on the common purpose of providing consistent routines for students and to continue to plan for our next steps in growth as a college. In a bold– but very deliberate and purposeful way– we set out to build our next strategic and improvement plan that will span the next four years. Furthermore, we continued to construct our Learning Framework that will allow us to provide the type of education we dream of for our students. We called this endeavour ‘Building Hope-Filled Futures’. These too, were significant actions to take to promote us forward and help us focus on what is to come, or the ‘next.’ We considered this to be a leadership lever worth pulling which would also play its part in assisting our colleges with recovery and reorientation.

GIVEN THAT THIS HAPPENED DURING YOUR FIRST YEAR AS THE COLLEGE’S PRINCIPAL, HOW DID YOU COPE PERSONALLY?

This was an unexpected event in my first month of leading our colleges, and I was blessed to be serving in a tremendously supportive team. This experience certainly reminded me of the value of working as a team. It is absolutely essential as a Principal, educator or supportive member of a team in a school environment to be invested in the working together. Even more significantly, I was reminded of how valuable it is to identify, utilise, and grow the particular strengths of other team members so you can actualise the ideal of working genuinely as a team. Practically acting early to strategise ahead and then communicate early with team are habits I will be determined to hold onto in seasons to come. On reflection I am very grateful to mentors and colleagues who took time to listen, encourage and input. One of my treasured mentors, Mr Alan Green, was the Headmaster of Newcastle Grammar School- in his first year of tenure. Newcastle experienced one of Australia’s most significant earthquakes. Being connected to mentors, coaches and those who will support you in the journey is essential. Because of this, I can say that overall I was able to lead and look after my own emotions, self-doubts and energies, as I never felt that I was doing any part of it in isolation. A Principal or leader must know the strengths of their team and the more exhausting and worrying moments did stretch

Nate Atkinson, Executive Principal, Summerland Christian College.

me phycially, mentally, and emotionally. I had to lean into what I know, and remain open to learning about what helps keep me well, level and ready. In a very basic, but meaningful, way I consciously leaned into my faith and trust in God and spent time with my family.

HOW IMPORTANT ARE SCHOOLS TO THEIR COMMUNITIES DURING TIMES OF UPHEAVAL?

We learned that schools are incredibly important to communities in times of distress or disaster. It has been both distressing, but at the same time, heartening to hear of and see many stories of schools leading the way in their communities through such tragedies. Recent seasons of flooding and bushfire across the nation has touched a nerve in our schools, and what we do as educators is so vitally important in the lives of young people and their families –it has both an immediate and enduring effect. It is encouraging to know that our daily serving changes lives and communities.

HOW HAS THIS EXPERIENCE INFLUENCED YOU AND YOUR LEADERSHIP STYLE? WHAT LEADERSHIP LESSONS COULD OTHER PRINCIPALS LEARN FROM YOUR EXPERIENCE LEADING SCC DURING A NATURAL DISASTER?

This experience influenced me on several fronts. I am convinced that leadership is about people. This might seem obvious to most, for it is people we serve, but it must be taken to heart and allowed to influence all levels of decision making

and ways of leading. I continue to ponder the extraordinarily simple, but oh so instructive, charge as leaders to ‘love our people’. Our true north is established when our values are in order and all else seems to flow out of it. This last year has also absolutely reinforced the importance of having leadership perspective from both the balcony and the dancefloor. I am far more conscious of the

heart, mindsets and skills, as well as the more on the ground, visible, personable and compassionate functions of leading. It is not an ‘either/or’ picture, it’s about being present in the way that best serves the school community in that time. If you are an aspirant Principal, be assured that if you are consciously reflecting upon your prior experiences as a senior leader, and taking steps to grow from

Resilience in action: SCC Executive Principal Nate Atkinson and his team worked together to provide support to the College’s students, staff, and wider community.

SCC students received the Education MInister’s school award for ‘resilience’ in Sydney, December 2022.

Dr

Founder and Director of Learning for Intuyu Consulting Pty Ltd where he coaches teachers and school leaders in curriculum planning and assessment, growing leadership and excellence in practice in schools, as well as supporting the development of STEM in schools. For further information, and to learn about Adrian’s book, ‘Igniting STEM learning: a guide to designing an authentic primary school STEM program’ visit: hbe.com.au.

Examining the unexamined

DR ADRIAN BERTOLINI DISCUSSES THE IMPORTANCE OF EXAMINING OUR EXISTING UNDERSTANDING, WAYS OF THINKING, AND LEARNING STRUCTURES WHEN INTRODUCING NEW EDUCATIONAL INITIATIVES.

As every teacher and school leader understands, when a student walks into a school to learn they arrive with a world of pre-existing knowledge, skills, and thinking, as well as a raft of unconscious habits and beliefs. Effective teachers and schools invest the time to find out what students know, are able to do, how they think, and what beliefs they have about themselves and learning.

Equally important to mention, is that every teacher arrives with a range of pre-existing knowledge, skills, thinking and unconscious habits and beliefs. These beliefs and thinking

are made visible through the language the teacher uses with their students; the way that they plan, deliver, and assess the curriculum; the way they setup and structure learning in their classroom; the teaching and learning strategies that they use or don’t use; the way they interact and communicate with others; and even the way their organise themselves, or not.

So, why do so many schools attempt to introduce new educational initiatives without exploring the pre-existing understandings, thinking, and learning structures that could act as barriers to change?

Adrian Bertolini is the

Examining different ways of thinking and learning in schools can help teachers and school leadership build out new educational initiatives.

Without having these rich collaborative discussions, new educational initiatives are unlikely to be sustainable.

This is predominantly why educational initiatives fall apart when key people leave. The initiative is driven by individuals rather than owned by the community as a whole.

ASKING THE IMPORTANT QUESTIONS

When I have led these conversations with schools, I normally ask the team (made up of classroom teachers, middle and senior leaders, and sometimes students and parents) to reflect upon the following questions:

• What is your perception of the educational initiative and its purpose?

• What do you understand? What do you not understand?

• Whose needs are we par ticularly trying to address by enacting the educational initiative?

• What barriers or challenges are there to enacting the educational initiative in the school?

• What are the current experiences of students and teachers of the educational initiative within the school?

• Are there any other perceptions or concerns in the community we have not yet captured?

These questions begin the process of gaining a deeper understanding of the issues, needs and

IDENTIFYING THE CHALLENGES AND IDEATING OUTCOMES

A second inquiry allows the participants to voice issues, concerns, barriers that were not picked up in the first inquiry and begin the process of articulating a desirable future that addresses the potential causes of the current reality:

• What is the current reality at the school around the educational initiative and learning?

• What are the possible causes of it being this way?

• What would be the desired future for the educational initiative and learning at the school?

• Any fur ther ideas or input?

The discussions are enlightening because the team comes to a deeper understanding of the entire system of factors that may influence the embedding and sustainability of a new initiative. In my experience, this clarity is a foundation

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“Effective teachers and schools invest the time to find out what students know, are able to do, how they think, and what beliefs they have about themselves and learning.”

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Unravelling the past, present and future

WITH NOMINATIONS AND APPLICATIONS FOR THE NARRAGUNNAWALI RECONCILIATION IN EDUCATION AWARDS 2023 NOW OPEN, MOSMAN PARK ELDER IN RESIDENCE, AUNTY

The Nyoongar words ‘nih, kaartdijin, boodier’ which translate to ‘listen, learn, lead’ are the three guiding principles that Mosman Park Primary School observed on its journey towards reconciliation. Elder Aunty Freda commenced work on the Mosman Park Primary School’s Narragunnawali Reconciliation Action Plan in 2020 – a vision summary that would connect the school’s students and staff with the history, language, and culture of Whadjuk

After 37 years as a teacher, board member, and school principal, Aunty Freda now maintains an active role developing Reconciliation Action Plans, as well as facilitating Welcomes to Country at gatherings. “The Reconciliation Action Plan has evolved around the skills I learned as a teacher,” she says. “My role is to liaise with the Aboriginal community and work with schools to introduce reconciliation into the curriculum.”

THE MOSMAN PARK STORY

Reconciliation Australia’s Narragunnawali program supports schools and early learning services across the country to take action towards reconciliation by providing practical ways for school leaders, teachers and educators to introduce meaningful reconciliation initiatives into the classroom and the larger community. The biennial Narragunnawali Awards recognise and celebrate outstanding reconciliation initiatives in education.

Narragunnawali (pronounced narragunna-wally) is a word from the language of the Ngunnawal people, Traditional Owners of the land on which Reconciliation Australia’s

Canberra office is located. Narragunnawali means ‘alive, wellbeing, coming together and peace.’

Mosman Park Primary School was an awards finalist in 2021 for their exemplary efforts and commitment toward creating a meaningful dialogue and advancing reconciliation – much to the delight of the students and the community. Aunty Freda attributes the success of Mosman Park’s Reconciliation Action Plan to the open communication between all parties that established a bond built on honesty, respect, and integrity from the outset.

After she had delivered a Welcome to Country for the school, Mosman Park’s principal approached her about teaching the students about Nyoongar history, language, and culture, emphasising the importance that students learn from someone with lived experience.

“Reconciliation is telling the real, true, history of our country and I think this is an important aspect of Mosman Park’s reconciliation journey,” says Aunty Freda.

shall lead them’ and I think this helped define Mosman Park’s journey. The children were taking their Nyoongar lessons home to their parents, where they would sit and discuss what it was like for the Nyoongar people, and this was part of the learning process for everyone.”

Aunty Freda observed the students at Mosman Park as they started to understand these lessons more and found it interesting to listen to them talk. One little boy commented: “Although we cannot change the past, we can influence how we move forward into the future.”

TO EACH THEIR OWN JOURNEY

“Another important aspect of reconciliation is that everybody’s journey will be different. No one is right, and no one is wrong, but if we were going to make a knitted blanket, it adds to its richness that it contains many colours,” says Aunty Freda.

“For schools looking to begin their reconciliation journey, the first step is to set the intention as a community to move forward together. Education changes, language changes, but reconciliation begins with being open to changing together. This is how we identify where the seams of our knitted blanket are coming apart, and where we all need to repair. This is how we connect the threads between past, present, and future. This is how we move forward.” EM

This year will mark the fourth Narragunnawali Awards, recognising outstanding commitment to reconciliation in education. For more information, visit: narragunnawali.org.au/awards

FREDA, REFLECTS ON THE SCHOOL’S NATIONALLY RECOGNISED RECONCILIATION JOURNEY.

Students and staff connected with the history, language, and culture of Whadjuk Nyoongar Country.

What is ‘First Nations voice’ and what does it mean for education?

DR TRACY WOODROFFE DISCUSSES FINDING A FIRST NATIONS VOICE IN EDUCATION AND INTEGRATING FIRST NATIONS PEOPLE, CULTURE AND PRIORITIES INTO THE AUSTRALIAN CURRICULUM. SHE ALSO DISCUSSES THE POTENTIAL BENEFITS FOR A MORE INCLUSIVE AUSTRALIAN EDUCATION SYSTEM.

‘First Nations’ is the most recent term used to refer to the first peoples of Australia. It could be assumed that the first peoples of any country would be respected and central to learnings and understanding about that country. The debate is that the first peoples of Australia have not been duly recognised and respected. This disregard began with colonisation and has set us, as a nation, on a path to find reconciliation. A First Nations voice to parliament has been proposed to ensure that First Nations peoples are heard instead of just consulted, which can be tokenistic, and that it would be a tool to facilitate reconciliation.

Not all Australians agree that there should be a First Nations voice to parliament, and it appears

that this includes some First Nations people. This is not surprising considering that we live in a democratic country, but it does pose another perceived barrier to a united and more equitable Australia. The uncertainty or disagreement could stem from a lack of clarity around what a First Nations voice might look like. How would it be structured and what would it mean in practical terms for the Australian education system?

Well, if we are open to possibilities, we should be asking ‘what could it mean’? If anything, a First Nations voice to parliament could be a fantastic opportunity to continue to shape and create a world class education system that is inclusive and inspirational for all Australian students. The possibility of a

Dr Tracy Woodroffe is a Lecturer and Course Coordinator in the College of Indigenous Futures, Arts & Society at Charles Darwin University– specialising in education, teaching Indigenous learners and Indigenous knowledge in education. She is a local Warumungu Luritja woman with extensive experience in early childhood, primary and secondary classrooms. Tracy is interested in educational pedagogy and the use of Indigenous knowledge to improve Indigenous academic achievement. Her work includes Indigenous methodology and examining the Australian education system through an Indigenous women’s standpoint.

The Indigenous Australians Minister Linda Burney announced that the vote to constitutionally enshrine a First Nations voice to parliament could be conducted as early as August this year.

First Nations voice could mean a nation-wide understanding of First Nations perspectives and could be a celebration of further embedding knowledge and wisdom from one of the oldest existing cultures in the world.

FINDING A FIRST NATIONS VOICE IN EDUCATION

An education curriculum is not a static document. It grows and changes and then is redeveloped many times over. This is the sign of a healthy education system, one that is agile and responsive. The recent version of the Australian Curriculum version 9.0, approved for use in 2023, is proposed to help support teachers in a more comprehensive way to deliver in-depth First Nations content. These are some positive changes that could possibly be strengthened by a First Nations voice to parliament because of a broader and deeper understanding of First Nations people, culture, and priorities.

The recent curriculum changes for years F–6 were focused on a declutter at the primary level,

and a lift in quality, with some content added or made more explicit such as reference to First Nations authors and illustrators, and intercultural inquiry practices introduced in science. First Nations content was also included in re-sequenced or reframed humanities and social sciences curriculum content. This has now been amended to ‘develop a deeper understanding of significance.’ One significant change is the expectation of Year 7 students to learn ‘deep time history of Australia’ which is now explicitly stated in the History achievement standard for Year 7.

WHAT DOES THIS MEAN FOR TEACHERS?

It is a professional teacher expectation that this adaptation of curriculum and pedagogy also extends to cultural responsiveness. The Australian Institute for Teaching and School Leadership (AITSL) has supported the First Nations elements of the curriculum changes and teacher cultural responsiveness expectations by developing intercultural resources. These can be accessed

Narragunnawali RECONCILIATION IN EDUCATION Awards

2023 are open!

on the AITSL website. The new resources include a self-reflection tool as a starting point, in conjunction with a developmental continuum and framework for the purpose of “supporting teachers to enhance and enrich their practice and maximise student outcomes.”

UPCOMING REFERENDUM

The decision about whether to have a First Nations voice to parliament will be put to the vote. The Indigenous Australians Minister Linda Burney announced that the vote to constitutionally enshrine a First Nations voice to parliament could be conducted as early as August 2023. The outcome of the vote will be determined by Australians’ understanding of the reason for a voice, the form that the voice will take, and what the potential benefits are for all Australians. There is the potential of major benefits for our national education system, teachers, and for improved educational outcomes for all Australian students. So, how will you vote? EM

Everyone can get involved in the Awards. Apply or Nominate now!

The Narragunnawali Awards 2023 celebrate outstanding commitment to reconciliation in education in schools and early learning services. To find out more, nominate or apply on behalf of a school or early learning service, go to narragunnawali.org.au/awards

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AWARDS 2023

AI and making education more human

IN THE AGE OF ARTIFICIAL INTELLIGENCE, WHERE TECHNOLOGIES LIKE CHATGPT ARE BECOMING PART OF DAILY LIFE, HOW CAN TEACHERS, PARENTS, AND COMMUNITIES HELP CHILDREN THRIVE IN AN AI FUTURE? MARCUS VEERMAN, CEO AND FOUNDER OF PLAYGROUND IDEAS AND NÜDEL KART, DISCUSSES THE IMPORTANCE OF HELPING CHILDREN BUILD VALUABLE SKILLS USING CREATIVITY, IMAGINATION, AND PLAY.

“It is hard to understate the potential power of the new wave of artificial intelligence and the sheer number of jobs it will be capable of. So, when envisioning a future filled with AI the question is where humans will fit in and where will humans become redundant. These are the questions that should be driving the direction that teaching and learning are travelling,” says Mr Marcus Veerman, CEO and Founder of Playground Ideas.

Playground Ideas is a non-profit organisation that has supported over 6000 communities, in 143 countries, in building low-cost play and learning spaces. Mr Veerman is also the founder and designer of the educational resource, Nüdel Kart – a deconstructable loose part cart to develop creative abilities, STEM skills, and wellbeing in children.

Mr Veerman believes skills like creativity and innovation will be difficult for AI to replicate and conversely, these skills will be exactly what the next generation will need to thrive in a world powered by AI.

“Open-ended activity with peers has been shown over and over to encourage emotional intelligence, build strong relationships, help build creativity, and encourage problem-solving and critical thinking skills,” he says. “These are all critical skills humans possess that will help children thrive in an AI world because those skills are both irreplaceable and will also help children to leverage the power of AI.”

EMPOWERING CHILDREN THROUGH CREATIVITY, PLAY, AND IMAGINATION

When placed in an open-ended environment, like what the Nüdel Kart provides, children will automatically engage in self-directed learning. “This kind of learning is very powerful because children learn the things that are difficult to teach in a classroom setting,” Mr Veerman says. “Numeracy and literacy can be taught from teacher to student, but more personal, social, creative, and critical thinking skills really need to be learned through direct experience and trial and error.”

According to Mr Veerman, there are several

When placed in an open-ended environment, children can engage in self-directed learning, according to Playground Ideas.

ended ‘CLOE’ (pronounced CLOE-y) time:

• Problem-solving and critical thinking

• Creativity

• Originality

• Emotional intelligence

• Collaboration and teamwork

• Entrepreneurial skills

• Ethical decision-making

WH AT AI MEANS FOR LEARNING AND DEVELOPMENT

The massive jump in the power of AI has suddenly accelerated the adoption of these technologies. However, for many parents, teachers, and decisionmakers this has proved challenging because AI is unregulated, unprecedented, and uncharted territory.

Following the success of ChatGPT, experts remain divided on the issue of adopting AI learning tools in the classroom. However, Mr Veerman is optimistic. “Technology often catches people by surprise as it grows exponentially and not linearly. For example, Since the launch of ChatGPT only a month ago, Google, Siri, and Alexa, are already starting to feel outdated by comparison.”

“A Google search simply returns hundreds of thousands of different links of information. The amazing thing about AI technologies like ChatGPT is its ability to quickly aggregate that enormous amount of data into easily readable text which will only get more accurate overtime as we ask more questions, and it learns what we need.”

He continues: “In the short time I have been testing it, I have used it to answer questions for me. I have found that the answers are insightful, but never exactly what I need. So, in terms of using AI to cheat I don’t think it’s powerful enough for that, but as it becomes more prevalent, AI will encourage

original.”

For Mr Veerman, his primary interest is on how AI will change what humans can do with it as a support.

“If AI helps us to learn and work better and faster, and it does a significant proportion of the grudge work, then humans will be freed to level up to new kinds of work, which has the potential to be far more creative, empathic, socially, focused, and human,” he says.

“It is my prediction that AI will become a powerful teaching tool in the months and years to come. As AI becomes better, the conversations that children will be able to have with it will create highly individualised opportunities for children to learn in ways like never before.”

One example he offers is the ways in which AI could be used to help people with dyslexia.

“AI can provide support to children with dyslexia

and help them record and communicate their knowledge through text without them having to write the words themselves showing their actual potential. It’s also very easy to imagine how I will help to coach children how to write better and more clearly by analysing their handwriting for example,” Mr Veerman says. “The most exciting thing for me is that this will free up children’s time to do more CLOE activities which will give them the skills to thrive –whether they utilise these new technologies, or not. I am 100 percent committed to creating the tools to help support these CLOE skills.”

ABOUT NÜDEL KART

Nüdel Kart is a compact mobile, loose parts cart that allows children to flex their creative muscles through child-led open-ended learning in an unstructured environment.

Nüdel Kart was designed to help children explore ‘first principles thinking’ – the concept of breaking down a complicated problem and then reassembling it from the ground up by nutting it out on their own, and with peers, instead of being directed by an adult. The cart was designed to teach children the value of communicating effectively, engaging in creative pursuits, solving complex problems, and adapting to new ways of thinking – all whilst cultivating positive, collaborative relationships with their peers based on human connection.

As a social enterprise, all profits from Nüdel Kart go towards empowering communities around the globe to provide children with playground environments that are stimulating and fun. EM

For more information, visit Nüdel Kart.com

Nüdel Kart is a compact mobile, loose parts cart that allows children to flex their creative muscles through childled open-ended learning.

Nüdel Kart was designed to help children explore ‘first principles thinking’ – the concept of breaking down a complicated problem and then reassembling it from the ground up.

Victoria is ready for a Year 7-10 outdoor education curriculum

THE OUTDOOR EDUCATION IN THE VICTORIAN CURRICULUM (OEVC) PROJECT ADVOCATES FOR THE INCLUSION OF AN OUTDOOR EDUCATION CURRICULUM IN YEAR 7-10 HEALTH AND PHYSICAL EDUCATION. DR JOSH AMBROSY PROVIDES A BRIEF UPDATE ON THE PROJECT’S PROGRESS.

Outdoor Education (OE) is a significant part of schooling in Victoria. Yet despite over forty years of advocacy from teachers, peak bodies and academics, OE is not formally included in the Victorian Curriculum F-10. The Outdoor Education in the Victorian Curriculum (OEVC) project is a joint initiative between Victorian universities and ACHPER Victoria, the Department of Education ROSA Network and Outdoors Victoria. The project’s purpose is to advocate for the inclusion of an optional year 7-10 Outdoor Education curriculum as part of the Health and Physical Education learning area (HPE) within the Victorian Curriculum F-10.

OE curriculum for the Victorian Curriculum. The draft OE curriculum was constructed by the project team by accessing significant input from expert teachers and academics. Part of this process included presenting versions of the draft curriculum to four state-level teacher conferences. Overwhelmingly, the responses have been supportive, suggesting that the introduction of such a curriculum is a much sought-after outcome.

Dr Josh Ambrosy is a Lecturer at the Institute of Education, Arts and Community at Federation University in Australia. Prior to assuming his role at the university, Josh worked as a schoolteacher working in a range of government-funded, independent, and catholic schools.

At Federation University, he teaches a variety of courses, including Outdoor Education and Science curriculum Studies. Josh’s research explores the different ways teachers and schools can structure their educational offerings to better suit the needs of their students.

Presently, OE is only articulated in the curriculum in Victoria through the VCE Course, Outdoor and Environmental Studies (OES). Due to the omission of OE in the Victorian Curriculum F-10, teachers of outdoor education during Years 7-10 are forced into developing OE units using curriculum from other learning areas. This denies Victorian students a logical and appropriate curriculum pathway into VCE OES. In addition, such an approach requires radical shifts in curriculum integration to be undertaken by teachers, which may be critiqued as repetition.

The situation for OE is made more complex with some teachers adopting outdoor learning as a pedagogy to teach the current Victorian Curriculum. This is a positive pedagogical initiative but does not address the area of learning encapsulated in OE as curriculum. Outdoor learning is not a replacement for OE.

To date, the OEVC project team has supported the drafting of a possible year 7-10

From here, the OEVC project team will continue to collect input and feedback on the draft curriculum, revising and improving it with relevant stakeholders, with the aim of seeing OE included as a formal option for Years 7-10 in the Victorian Curriculum F-10, within the HPE learning area.

Contributors:

Dr Josh Ambrosy, Federation University

A/Prof John Quay, The University of Melbourne

A/Prof Marcus Morse, The University of Tasmania

Sandy Allen-Craig, Australian Catholic University

Matthew Cox, Victoria University

Greg Schneiders, ACHPER Victoria

Andrew Monson, ROSA Network

Andrew Knight, Outdoors Victoria

Students can benefit from the inclusion of Outdoor Education as a formal option for Years 7-10.

Cultivating a love for animals in students could change the world

RSPCA’S FREE ONLINE EDUCATION PROGRAM; AWARE (ANIMALS: WELFARE, AWARENESS, RESPONSIBILITY AND EDUCATION) CAN PROVIDE REAL WORLD CONTEXT, ANIMAL WELFARE LEARNING TO DELIVER CURRICULA-ALIGNED EDUCATIONAL OUTCOMES.

RSPCA AWARE Education aims to create generational change in young people’s attitudes towards animal welfare, by using animals as a thematic focus for learning across essential areas such as Maths, Science, English, The Arts and more. Created by Teachers, for Teachers, nearly 4000 Australian Educators have already registered to use AWARE resources.

RSPCA knows that a vast majority of children and young adults have a genuine affection and curiosity for animals. However, less than optimal modelling in the home environment, lack of suitable available learning material, exposure to outdated animal welfare concepts, even not having a pet in their own home environment, can all lead to a deficit in knowledge of modern animal welfare concepts. Approximately 69% of Australian households have a pet, and when we add in farm animals and wildlife, there’s a very large population of animals in our communities and environment.

RSPCA AWARE Education aims to provide easy to integrate resources for Educators of students in years Foundation through to Year 8 - crucial years in forming attitudes for future animal carers. There are two online portals (one for Teachers and one for Students), that provide loads of ready-to-use resources and activities.

A dedicated Teacher’s Portal is designed for primary and middle school teachers looking for engaging and easily implemented learning content. The Portal contains Units

of Learning for students from Foundation to Year 8. It includes additional resources such as PowerPoint presentations, videos, and research papers to support learning in Maths, Science, English, The Arts, Social Sciences and Design & Technologies.

The RSPCA AWARE Kids Portal is a great way for Educators to link further animal

NEW LEARNING UNIT: CONSCIOUS CONSUMERS

Based on feedback from Educators registered on the Teachers Portal, the library of fifteen RSPCA AWARE Education Units of Learning is receiving a new addition. Launching in April 2023, a new Learning Unit ‘Conscious Consumers’, follows a social enquiry model to help students think critically about an issue that is relevant to everyone. Designed for students in Years 3- 8, this unit acknowledges that we are all consumers of food and need to make informed decisions about what we eat and where it comes from, including animal food products.

‘Conscious Consumers’ encourages students to think beyond the ‘5 Freedoms of Animal Welfare’ for companion animals and consider the range of factors that contribute to buying decisions that affect farm animals and wildlife. Students will think critically about other peoples’ perspectives including culturally diverse communities and develop an understanding of how human activity can affect animals and their welfare. EM

For more information, visit: https://teachers. rspca.org.au or https://kids.rspca.org.au

RSPCA AWARE Education provides resources for educators of Years F-8 - crucial years in forming the attitudes of future animal carers.

Approximately 69% of Australian households have a pet.

A champion challenge

ATHLETES IN THE CLASSROOM

Building community connections is an important part of children’s development. It helps them to develop a sense of belonging and connection with the wider community. It also helps to give them a better understanding of the world around them and how they can make a difference in it. The new program from Nestlé and the Australian Institute of Sport (AIS) gives Australian students the opportunity to learn directly from high performance athletes, while solving real-world challenges.

MAKING A REAL-WORLD IMPACT

Solving real world challenges with in-class problem solving programs has long been a trend in Australian classrooms, with many students transforming their local and wider communities with creative solutions that showcase their knowledge and understanding of, not just the technologies and materials available to them, but also of the world they will be living in as adults. TGV PROBLEM SOLVERS gives students an opportunity to put their knowledge of the health and wellbeing of people and their environment to good use through creative and critical thinking.

LINKING TO THE CURRICULUM

A large part of TGV PROBLEM SOLVERS is its focus on sustainability, both in terms of material production and human resources. The TGV PROBLEM SOLVERS program allows students to explore possible impacts on the wellbeing of people now and in the future, as well as how they could impact both natural and outdoor environments to create sustainable solutions to real world problems. With connections in the community, sustainable futures, and student wellbeing on the list of top priorities for education in every state in 2023, this national program is sure to strike a chord with both teachers and policy makers.

AIS PARTNERSHIP

Nestlé teamed up with the AIS back in 1999 to inspire families towards good nutrition and getting active. The partnership is celebrating its 24th birthday this year! With the AIS’ expertise in holistic high-performance sport and athlete development and both agencies’ experience with nutrition, TGV PROBLEM SOLVERS can fully leverage this partnership to create an unforgettable experience for Primary students in 2023.

THE GOOD VILLAGE AND THE AUSTRALIAN INSTITUTE OF SPORT HAVE LAUNCHED A FREE, NEW INCURSION PROGRAM TO INSPIRE STUDENTS TO THINK BIG, SOLVE PROBLEMS AND CREATE HEALTHIER COMMUNITIES.

According to Nestlé and the Australian Institute of Sport, student wellbeing is a top priority for educators this year.

ABOUT THE PROGRAM

TGV PROBLEM SOLVERS is a free, curriculumaligned incursion program for Australian Primary schools with no fixed length, meaning it can be tailored to suit your timetable and the needs of your students. “The program has been created to fit the needs of teachers and students and inspire young people to participate in high performance sport. It is flexible enough to insert as a short or long-term project within your school term because we know that not all schools work the same way!” says Ms Katey Street, Education Consultant, and former Primary School Teacher.

Choose from a two, four, or eight-week program when you book your first incursion. “The program leverages the idea of students being champions, like the athletes that will inspire them,” continues Ms Street. “It’s a harmony of high performance beginning in the classroom and ending on the podium!”

HOW IT WORKS

1. Kick off your TGV PROBLEM SOLVERS experience with an athlete visit to your school. They’ll present your students with a real-world problem to solve.

2. Complete the in-class program to guide students through the design process over two, four or eight weeks.

3. Use the free resources, templates, and videos to support your students’ learning and scaffold their design solutions.

4. Complete your TGV PROBLEM SOLVERS experience with a final visit and presentation opportunity with your athlete.

FREE RESOURCE LIBRARY

Teachers can access a free library of resources, templates, and videos throughout the program to keep them on track and scaffold their students’ learning. The resources and supporting activities ensure students develop skills and knowledge across the curriculum but within the context of high-performance sport. To get more information about the free incursion program and be amongst the first to try it out, visit N4HK.com.au.

2023 UPDATES TO THE GOOD VILLAGE

Subscribers and visitors to The Good Village may see some other changes in 2023 with a brandnew area to explore. The Yarning Circle, created

creativity, and community skills in the classroom through the application of Aboriginal and Torres Strait Islander histories, cultures, knowledge, and experiences.

The Good Village and the new TGV PROBLEM SOLVERS program may come to be your essential classroom resource for 2023; an integrated experience of community connections, creative problem-solving and cross-curricular learning that will support student development and feel right at home in your timetable. Activate your incursion experience with an expression of interest today at N4HK.com.au. EM

For more info get in touch with Hannah Orlik,

“The Good Village PROBLEM SOLVERS program allows students to explore possible impacts on the wellbeing of people now and in the future, as well as how they could impact both natural and outdoor environments to create sustainable solutions to real world problems.”

Nestlé and the Australian Institute of Sport created The Good Village PROBLEM SOLVERS school program to invite students to explore the impact of well being on their lives and the lives of their peers.

Getting to know your students better in early primary physical education

RESEARCH CONDUCTED BY DR

Advocacy of student-centred pedagogies in PE has been steadily growing over the last several decades. This growth is partly due to the acknowledgement that traditional, teachercentred ways of teaching do not connect with all children, leading to many children feeling alienated in and by PE. Crucially, studentcentred pedagogies are not just a new way to teach, but they challenge conventional power relations of the classroom by listening and pedagogically responding to the needs and interest of diverse student population in their local contexts. Therefore, student studentcentred approaches allow teachers to connect with students in deeper, more meaningful ways.

Unfortunately, despite the increasing

barriers to delivering quality PE experiences, which often result in them avoiding the subject entirely. Many primary schools have faced increasingly restrictive budgets and have therefore not been able to justify the employment of a full-time PE specialist. As a result, the responsibility for teaching PE has typically fallen to the classroom ‘generalist’ teacher.

The impact of these barriers often lead to PE lessons that resemble supervised play or the traditional, sporting version of PE, both of which tend to be easier to implement. Ultimately, this focus on the traditional, sporting version of PE, typically delivered through a teacher-coach centred pedagogical approach makes it difficult to cater for all students. This approach tends to

Physical Education in 2009 before working for five years as a classroom and PE teacher in the United States. He recently finished his PhD and continues to use his research to inform his teaching practice, and vice-versa. His areas of interest include early primary HPE, the playground and physical activity engagement. Cameron has been teaching at the tertiary level since 2016.

CAMERON VAN DER SMEE AND HIS COLLEAGUES AT FEDERATION UNIVERSITY REVEALED THAT STUDENT-CENTRED PEDAGOGIES IMPROVE ENGAGEMENT LEVELS FOR PRIMARY PHYSICAL EDUCATION AND STRENGTHEN CONNECTIONS BETWEEN TEACHERS AND STUDENTS.

Research shows that students have diverse preferences and needs when it comes to physical education.

By contrast, student-centred approaches to PE acknowledge the essential role that children can and must play in the curriculum-making process. The approach requires the teacher to cater to all students to engage with the types of physical activities that they all find meaningful to meet and enhance the needs and interests of all children. Making this shift will allow a primary teacher to account for the unique and varied experiences any new group of students brings to class.

By utilising a range of data collection methods across the PE class and the playground space, teachers can gain a nuanced understanding of their students and the experiences that they bring to PE. Such combinations of data collection technique and location can help teachers avoid making simple assumptions about their students and can use this deeper understanding of the students to plan PE curricula that are responsive.

In recent work in HPE, we took this approach and provided a blueprint for teachers on how to use multiple data collection techniques to

develop a deep and nuanced understanding of their students. This involved utilising a variety of techniques, such as participant observation, video recording, map drawing, and photo elicitation.

Synthesising the data from these different techniques provided a wealth of interesting and divergent facts about the students. For example, engaging with a student named Llewyn through this process, upended the initial assumptions about the type of student that he was. During initial observations, Llewyn presented as a sporty student with a high level of skill, developed through his participation in sports, such as football, outside of school. Based on this initial data, it would be easy to assume that Llewyn would enjoy more of a sporting focus in PE. However, conducting interviews with Llewyn showed that he did not actually enjoy sport very much and only engaged in it outside of school because his parents made him. Further observations on the playground, showed that Llewyn enjoyed engaging in a number of alternative physical activities and non-sporting

activities and would choose those activities if given the option.

Ultimately, engaging in this approach showed that the insights gained through one method were not enough to gain a fully accurate view of the complexities and nuances of these children’s lives as they relate to PE. Combining these types of data collection techniques can provide a more holistic portrayal of the students in a class.

The next step in this process would be using this data to respond to students needs and interests in PE class, to truly implement a student-centred approach. Importantly, these are not radical or difficult means of collecting student data, primary teachers engage in these type of collection strategies on a daily basis. Overall, the key takeaway message for primary teachers, is to worry less about how much they know about sports and games and to concern themselves more with they know about their students’ past experiences, needs, and interests, and then use this information to plan their PE activities with the students. EM

Are your students future Australians of the Year?

Aussie of the Month is the only nationally endorsed primary school recognition program with direct affiliation to the Australian of the Year Awards. It’s free to join, accessible to all schools in Australia, and supports the Civics and Citizenship Curriculum. Get access to Australian of the Year Awards alumni for school visits to inspire the next generation of young leaders.

To find out more, scan the QR code or visit aussieofthemonth.org.au

between acquisition of knowledge and implementation into practice, and policy. Dr Goh is deeply engaged in building and maintaining relationships with Australian and international academic institutions, advocacy bodies, and has built constructive and productive relationships with the aged care industry with a particular focus on cognitive health, mental health, quality of life in ageing, and a specialisation in dementia research.

Why should kids study STEM?

As one of Science & Technology Australia’s Superstars of STEM, I have the opportunity and honour to visit schools and talk to students about my own career in science, and why they should consider studying STEM subjects themselves. Studying science at school has opened doors for me throughout my life and given me an incredible career. Those study choices have enabled a fulfilling career as a clinical neuropsychologist and researcher where I get to work in leading edge science tackling ageing, dementia, and mental health issues and potentially changing countless lives for the better.

WHAT SHOULD WE BE TELLING KIDS TO ENCOURAGE THEM TO STUDY STEM AND GIVE THEM THE CHANCE AT A SUPERSTAR CAREER?

Firstly, it is important that kids study STEM to nurture their curiosity and wonder. STEM encourages endless questioning and can unlock the wonders of the world. Learning STEM fosters inquiring minds that ask questions and search for answers. A curious person is more likely to seek and find new solutions for problems. We need curiosity and wonder in our world to grow and evolve, and for people to think outside the box to innovate technology and solutions.

Secondly, kids who study STEM can save the world. STEM leads to innovation and development, and the impact of science and technology can help solve some of

humanity’s greatest challenges, including saving and improving lives. For our nation, STEM is vital to keep Australia apace with technological change in order to advance its economy and prosperity, and so we have a local superpowered science and technology workforce.

And lastly, it is important that kids study STEM, so that they are job-ready in the future. According to PriceWaterhouseCoopers,75 per cent of fast-growing occupations require STEM skills, and STEM occupations are expected to increase to a much higher percentage in comparison to non-STEM occupations in the next decade.

Studying STEM will align today’s kids to the seven global mega-trends that will influence employment and skills in 2030: globalisation; demographic change; environmental sustainability; urbanisation; increasing inequality; political uncertainty; and technological change.

The jobs kids may have in the future may not exist today. It excites me to think of roles that may exist in the future. Imagine roles like autonomous vehicle designer, cultured meat scientist, algorithm bias auditor, cyber calamity forecaster, environmental crisis manager, astrochemist, bioanalytical scientist - and so much more. There will be huge demand for advanced IT and programming skills, advanced data analysis and mathematics, technology design, engineering and maintenance, and scientific research and development.

DR ANITA GOH, VICE PRESIDENT OF SCIENCE & TECHNOLOGY AUSTRALIA, DISCUSSES HOW STEM (SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS) SKILLS ARE CRUCIAL FOR A CHANGING FUTURE.

We need to encourage students to select STEM subjects. STEM encourages kids to experiment, make mistakes and learn from their own experiences – these are key foundations for any career.

EDUCATORS CAN BE THE CHANGE IN SOMEONE’S LIFE AND HELP THEM INTO A CAREER IN SCIENCE

the National STEM School Education Resources Toolkit and The STARportal.

Another way to help young people see themselves in STEM careers is through the Superstars of STEM program. Superstars of STEM like me, from hugely diverse backgrounds and areas of science, are available to visit schools.

WHAT ARE

THE SUBJECTS THAT TEACH THESE SKILLS? STEM SUBJECTS!

A footing in STEM will build the right foundations for our children’s future. It will set them up for fulfilling careers, ensure Australia has a highlytrained and capable workforce with strong skills to build and maintain strong sovereign capabilities, and help solve the world’s problems.

Encouraging the next generation to study STEM will result in a generation of people who are flexible, innovative, and built for collaborative complex problem solving.

Caregivers, friends, family, role models, community leaders, and parents can play a critical role in shaping the attitudes of our young people to studying STEM. Encourage questioning and finding answers to things in everyday life. There are science and discovery centres that are enjoyable for all ages (e.g. our national science and technology centre, Questacon). Talk about STEM. Find people in your community that are in STEM and encourage conversations.

There are many STEM programs that schools and educators can access to promote STEM and improve student outcomes in STEM. These include

Our 150 Superstars (so far) have engaged more than 60,000 school children across Australia since 2017. As a 2019-2020 Superstar, I have made numerous visits to pre-schools, schools, and communities to talk about science, and on each occasion, I have witnessed first-hand the huge potential of the next generation to super charge Australia’s future scientific capabilities.

STEM education has something to offer every student. We need to keep inspiring Australia’s kids (our future) to take up more STEM subjects. This has benefits for our young people, for our nation, and for the society and world we live in.

There is more work to be done, and we all have a role to play. EM

FREE Resource Australian Curriculum Linked

Dr Goh (second right) is the Vice President of Science & Technology Australia and one of its Superstars of STEM.

National school program celebrates community

In recent years, primary school educators will have observed that students are caring more about their community and becoming more aware of the impact they can make from a younger age – think Greta Thunberg or Malala Yousafzai, who have taken community involvement to a whole new level.

As a result, students have begun actively contributing to their communities in their own individual ways. For example, they may voluntarily help a fellow student with a task, become more committed to keeping the environment clean and tidy, or even take steps to make an impact on the wider community.

Such behaviour is celebrated by award program, Aussie of the Month. Provided free to all primary schools across Australia, Aussie of the Month recognises outstanding contribution

to the school community and broader society, rewarding students who display values such as respect, inclusion, mateship, and a fair go for all.

“Our students are awarded for demonstrating these four values inside and outside of the classroom,” says Sarah Johnstone, Aussie of the Month coordinator at Hornsby North Public School in NSW. “Students who are consistently demonstrating these values and going the extra step to be a great citizen are nominated by their teachers. The recognition of Aussie of the Month is something our students are really proud of.”

The younger sibling to the prestigious Australian of the Year Awards, the Aussie of the Month national school program is being used to explore Civics and Citizenship in the Australian Curriculum.

It’s enhanced by the opportunity to have Australian of the Year alumni inspire and spur students on at school assemblies before the Aussie of the Month is announced. Alumni available for virtual visits includes, but is not limited to, 2023 Australia’s Local Hero, Amar Singh, who founded Turbans 4 Australia; 2021 Australia’s Local Hero, Rosemary Kariuki, who supports new migrants; and 2015 Australia’s Local Hero, Juliette Wright, founder of Givit.

“Aussie of the Month is focused on contribution to community rather than academic or sporting achievements, so it’s such a great way to recognise all children,” says Karlie Brand, CEO of National Australia Day Council, which delivers the Australian of the Year Awards.

“This is why it is supported by outstanding Australian of the Year Awards alumni, who make the program even more special with messages of congratulations to the students.”

For its capacity to demonstrate the importance of community contribution and spread positivity, Aussie of the Month is highly regarded among school staff, students, and parents alike. Recipients are so delighted that they go to bed wearing their badge (provided as part of the free awards kit along with a certificate and stationery). Coordinators are able to boost students who don’t necessarily excel traditionally out of a textbook.

“There’s less of a focus on academic achievement and more on socials skills and showing good leadership,” says the Aussie of the Month coordinator at Doncaster Gardens Primary School in Victoria. “It’s important in society to teach students the value of care and empathy, so we reward that behaviour and show them to be role models. It’s a really nice way to reward a student who’s a good citizen and doing something extra in the community.”

HOW DOES IT WORK?

Schools can register any time of year to receive their free Aussie of the Month kit to reward one student per month from February to November. Kits are automatically sent each school year, so schools don’t need to re-register every year. After the Aussie of the Month is selected, the recipient is announced at the regular school assembly. There is advice and support on running the program, such as how to choose each recipient, on the Aussie of the Month website.

Join nearly 1,400 schools already signed up. Start celebrating active citizenship and community contribution in your students. EM

For further information, visit www.aussieofthemonth.org.au

A COMMUNITY IS A HAPPIER ONE WHEN THE PEOPLE WITHIN IT CONTRIBUTE IN A POSITIVE WAY. AUSSIE OF THE MONTH IS A FREE PROGRAM THAT RECOGNISES YOUNG STUDENTS WHO ARE DOING EXACTLY THAT IN THEIR SCHOOL.

Aussie of the Month recognises students’ outstanding contributions to the community.

Aussie of the Month is the younger sibling to the Australian of the Year

Awards.

Kicking goals at school this year

AFL SCHOOLS AIMS TO PROVIDE AUSTRALIAN EDUCATORS WITH A SUITE OF CURRICULUM RESOURCES THAT ARE HIGH-QUALITY, AND CURRICULUM ALIGNED, COMPLEMENTED BY ROBUST PROFESSIONAL LEARNING SESSIONS. ITS VISION IS TO EMPOWER TEACHERS TO DELIVER QUALITY CONTENT – BOTH ON THE FIELD AND IN THE CLASSROOM – TO ENCOURAGE STUDENTS TO BECOME MORE ACTIVE WHILE EXPOSING THEM TO THE GREAT GAME OF FOOTBALL, THE CLUBS, AND THE PLAYERS.

Want to apply for a grant to support the delivery of AFL in your school? AFL Schools is launching a National Schools Grants Program.

THE NATIONAL SCHOOLS GRANTS PROGRAM HAS BEEN ESTABLISHED TO:

• Empower and equip schools to run quality AFL programs.

• Help provide a fair and equitable opportunity for all schools in Australia to participate in AFL Schools programs and competitions.

• Remove barriers that may prevent schools from being involved in AFL Schools programs and competitions.

SCHOOLS CAN APPLY FOR GRANTS WITHIN THE FOLLOWING STREAMS:

• CRT cover - To support teachers attending PL, this grant will provide a teacher with the opportunity to use their CRT replacement costs for Professional Learning sessions this calendar year. Keep an eye out for opportunities in your area.

• Guernsey subsidy - To help cover the cost of a new set of guernseys/jumpers for school teams.

• Event attendance support - To attend School AFL Competitions and Gala Days

• Goal post padding subsidy - To provide protection for students.

• AFL Starter Equipment pack - Base level AFL equipment pack available for both primary and secondary schools.

To apply visit: http://play.afl/schools/grants

Please note, grant opportunities are only open to registered AFL Schools Members. To sign up as an AFL Schools member, visit https://www.play.afl/schools/membership/ schools-membership-form/

SELF-PACED ONLINE PROFESSIONAL LEARNING MODULES

Whether teaching students on-field, or preparing to, the AFL Professional Development course aims to supplement knowledge of the game; foster confidence in teaching a selection of fundamental movement skills; give examples of best practices; and provide the sport pedagogy necessary to bring AFL into classrooms.

The course aligns with the AFL Schools Program and has been developed with primary school teachers in mind, specifically, generalist teachers who may want to incorporate games and activities into their classroom program, or for health and physical education specialists to refine their knowledge, incorporate

at developing fundamental skills necessary to play a modified version of Australian Football League (AFL).The off-field lessons include Health and Leadership units and a range of other support materials covering all areas of the curriculum.

The modules are interactive and at times registrants will be required to complete practical and written tasks. They are also accompanied by a course overview and reflection at the end. Modules have been broken down into 10-minute bite-sized chunks, with the course taking approximately two hours to complete in its entirety.

The AFL Professional Development course provides accreditation in line with Australian Professional Standards. Upon

AFL Schools has launched the National Schools Grants Program this year.

Open your doors to sparkling floors

GODFREYS COMMERCIAL KNOWS WELL THAT ENSURING THE SAFETY AND COMFORT OF A SCHOOL’S STAFF AND STUDENTS IS IMPERATIVE TO PROVIDING QUALITY EDUCATION. AND WITH MORE THAN 30 YEARS OF LEARNINGS UNDER ITS BELT, GODFREY’S WORLD LEADING SUPPLIER COMAC, PROVIDES EXCELLENT CLEANING SOLUTIONS ACROSS THE EDUCATIONAL SECTOR.

VISPA 35B

The Vispa 35 range consists of easy-to-use and highly manoeuvrable walk-behind floor scrubbers that are perfect for congested areas. Floors are scrubbed, dried and sanitised in a single passage meaning they’re immediately safe to walk on, while a battery-powered option removes the risk of students tripping over messy power cables. The Vispa 35 is suitable for cleaning floors up to 1000 sqm and is the only small-sized scrubbing machine that can easily clean up in corners and along walls. Additionally, the machine is supplied with brushes or pad holders to help give school floors their greatest clean yet. If one is looking for a compact and manoeuvrable, yet more hygienic and convenient, cleaning solution to a standard mop, the Vispa 35B is the go-to.

VISPA XL

The Vispa XL is a powerful, cutting-edge floor scrubber, that is also extremely easy to use and highly manoeuvrable. A 43 cm working width and an exclusive design make

it perfect for both spacious hallways, as well as those cluttered areas like storerooms and bathrooms. Applicable for maintenance cleaning of floors up to 1600 sqm and with

traction (BTO) making it tough when it comes to tackling the most stubborn dirt in high-traffic areas of an education facility.

brush head types to get optimal results — disc available both as battery and electric powered. operators can reduce noise levels and energy

The Vispa 35B is an easy-to-use and highly manoeuvrable walk-behind floor scrubber.

The Antea50 is a professional floor scrubber designed to improve productivity and reduce the cost of cleaning operations.

Why not all playgrounds are created equally

PLAYGROUNDS

“A well-designed playground should have a variety of age-appropriate play elements and should include swings, slides, climbing structures and other activities that engage and entertain children,” says Mr Nathan Lee, General Manager of WillPlay. “It should also include an accessible layout, with plenty of circulation space for children to move freely while playing independently or with friends.” Playgrounds vary widely in their design, material, and manufacturing location, which has a significant impact on their play value, environmental impact, and overall quality.

A quote from Ms Emma Prout from Zone Landscape Architecture expresses this well: “Playground design is a complex process taking into account budgets, available space, the natural environment and detailed consultation with the client and the equipment manufacturer.”

Good playground equipment is not only safe, but also durable and long-lasting, according to

Mr Lee. “The material used to make it is one of the essential factors that influence the quality of a playground. Playgrounds are commonly made of plastic, metal, or wood, and each material has its pros and cons. For example, play equipment with plastic components tends to be more durable and requires minimal maintenance,” he explains.

“On the other hand, wooden playgrounds can be eco-friendly and have a natural aesthetic, but they’re more susceptible to wear and tear, and usually require expensive annual maintenance.”

Furthermore, he notes that aluminium and stainless steel are preferred materials over mild steel, as manufacturers can offer longer warranties when premium materials are used.

“When it comes to choosing equipment that is suitable for the age and ability of the children who will be using it, a playground for older children should have higher access, taller climbing structures and more challenging play

areas. While a playground for younger children may have lower access, more activity-based play and sensory and musical elements,” says Mr Lee.

The impact on the environment and designing a play area to suit the local environmental conditions are other essential considerations when designing and building playgrounds, he adds. “The materials used to construct the playground should be eco-friendly and sustainable. Playgrounds made of recycled materials, such as plastic and timber/plastic composites, can reduce waste and help protect the environment. Additionally, playgrounds should be designed with the local environmental factors in mind, such as using natural shade or well-planned tree planting to ensure sun safety and keep surfaces cool.”

Recyclability is another crucial factor to consider, according to Mr Lee.

“Playgrounds should be designed with the end of their useful life in mind, and the materials should be easily recyclable. This can reduce waste and make it easier to dispose of the playground once it’s no longer in use.”

As an example, Mr Lee explains that WillPlay uses recycled plastic and timber/ plastic composites, wherever possible, and every material used is recyclable at end of life.

He concludes that the play value of a playground is perhaps the most critical factor in determining its success. “A playground that is engaging and fun will be more likely to attract and engage children. Whereas, poorly designed, one-off, custom designed play elements can often look great on paper, but can lack actual play value. Remember, not all playgrounds are created equally, but the greatest test is what the kids think. Play is for kids and they usually know what they like.” EM

ARE ESSENTIAL SPACES FOR SCHOOLS, AND CHILDREN’S DEVELOPMENT, SOCIALISATION, AND ENJOYMENT. HOWEVER, NOT ALL PLAYGROUNDS ARE CREATED EQUALLY. WILLPLAY’S NATHAN LEE EXPLAINS THE INS AND OUTS OF WHAT MAKES A PLAYGROUND GREAT.

Goorimahbah Place of Stories, Jack Evans Boat Harbour, NSW.

Inclusivity, equity and accessibility in technology

A KEY FOCUS FOR EDUCATORS RIGHT NOW IS EMPOWERING STUDENTS WITH HIGH VALUE SKILLS THAT WILL PREPARE THEM FOR FUTURE CAREERS. FOR JB HI-FI EDUCATION, THIS MEANS ENSURING ALL STUDENTS HAVE ACCESS TO THE NECESSARY TOOLS, RESOURCES, AND PROGRAMS TO SUPPORT THE DEVELOPMENT OF THE CRITICAL SKILLS REQUIRED FOR WORKING IN A DIGITAL ECONOMY.

As technology drives better educational outcomes as part of the evolving digital economy, knowledge of science, technology, engineering and mathematics (STEM) and 21st century learning skills such as critical thinking, creativity, communication, and collaboration have become increasingly important for students, teachers, and education support staff.

To support best practices in STEM

education, JB Hi-Fi Education wants to make 21st century learning curriculum accessible to everyone. This means ensuring Australian educators and students have equitable access to computing devices across a diverse landscape of differing learning abilities, geographies, and socio-economic groups.

Ms Sandy Hyland, Head of Education at JB Hi-Fi, says: “JB Hi-Fi Education helps schools

to create world class educational programs using simple, affordable, and manageable technology solutions. We have highly experienced education specialists across Australia that are backed by our national network of stores and strong partnerships with leading global technology providers such as Apple, Lenovo, HP, and Microsoft.”

By that same token, encouraging students to develop strong proficiency in computing skills and core competencies in STEM has been a primary focus for the Australian Government over the last decade.

To improve STEM curriculum for every school across the country, the Department of Education created the National STEM Education Resources Toolkit – an online hub providing educators with a comprehensive strategy for developing a core curriculum based on 21st century learning objectives.

WHAT IS 21ST CENTURY LEARNING?

The Department of Education defines 21st century learning as the development of skills that have been flagged as critical for the digital economy.

However, rather than focussing on developing a particular skillset or area of specialisation –21st century learning skills are better defined as a way of thinking.

The framework for this is detailed in Assessment and Teaching of 21st Century Skills by defining learning categories for thinking, working, and living in the world:

JB-Hi Fi Education is supporting the development of 21st century skills by making technology more inclusive and accessiible for students.

Ways of thinking

• Creativity and innovation

• Critical thinking, problem-solving, and decision-making

• Metacognition – Learning to learn

Ways of working

• Communication

• Collaboration

Tools for working

• Information Literacy

• ICT literacy

Living in the world

• Citizenship – local and global

• Life and career

• Pers onal and social responsibility

– including cultural awareness and competence

ADDRESSING THE CHALLENGES

Ms Hyland from JB Hi-Fi Education, conducted an interview with Mr Brett Salakas, Founder of #aussieED, Co-Founder of the ED Poets Society and #TheWalkingED, and HP Education Ambassador for Australia.

Mr Salakas says one of the key challenges is ensuring students living in Broken Hill, Coober Pedy, Esperance and Kalgoorlie have equitable access to the same educational tools and technology as students living in the Melbourne, Sydney and Brisbane CBDs.

“Achieving tech equity in Australia is a multifaceted challenge with many different aspects to consider. One thing we must contend with is ‘the tyranny of distance’,” he says.

“Unlike other countries, Australian educators have a unique set of geographical challenges, with upwards of 80 per cent of our population coastally bound and living in metropolitan areas like Sydney, Brisbane, and Melbourne. Then there are vast areas of land where the other 20 per cent of the population is spread sparsely and often in remote locations.”

Another key issue he highlights is addressing the specific learning needs of students.

“Barriers to learning can include spectrum and sensory-processing conditions; being nonverbal; audio or visual impairments; dyslexia; colour blindness; or difficulties with executive functioning. Schools need to make the necessary adjustments and tailor the learning environment to make the lessons fully accessible to these students,” Mr Salakas says.

“To truly achieve accessibility for all, we need to be intentional about structuring our education systems around the needs of individual students. Educational technology enables us to make learning accessible in ways like never before and with smart teaching, smart planning, and clever use of technology, we can ensure all the students have access to a quality education.”

ACCESSIBILITY TOOLS AND TECHNOLOGY FOR EDUCATION:

Text-Help: A tool for reading and vocabulary that offers visual tracking – helpful for audio-visual impairments or sensory issues and colour-blindness. Text-to-Speech: For students who have executive functioning challenges, such as autism spectrum, attention issues or dyslexia, text to speech enables them to write freely by speaking their ideas rather than writing them.

Artificial intelligence: AI learning tools can be leveraged for better education outcomes. Synthesia is a free online app that allows students to create virtual visual presentations of their ideas. Mr Salakas has some examples of how this technology can be used on his personal site: salakas.me/deepfake HP Learning Bytes: A web series that highlights tools and technology for learning that can make education more accessible for students with various learning needs. To learn more, visit: reinvent.hp.com/ HP-Learning-Bytes

JB HI-FI EDUCATION AND TECHNOLOGY PROGRAMS

As more educators begin to rely on learning technologies, JB Hi-Fi Education is trying to simplify this trend by offering streamlined procurement processes; modern device deployment and management capabilities; and more premium technology options at commercial prices to schools.

The company also facilitates one-to-one or BYOD programs to help parents, students and schools easily access appropriate technology for their school’s needs. Extended warranty and insurance options are in place to help purchasing parties get the most out of their investment.

Understanding that the current climate is tough for households, multiple payment options are offered to parents such as Zip, Afterpay and the flexibility of click-and-collect at participating retail stores.

Additional financing options are available through JB Hi-Fi Finance, backed by JB Hi-Fi’s Asset Finance partner De Lage Landen (DLL) which enables JB Hi-Fi Education to present schools with fixed or adaptable monthly equipment leases and flexible services arrangements, at competitive rates and with true lease transparency. EM

To learn more, visit: www.jbhifi.education

Achieving tech equity in Australia is a multi-faceted challenge.

Chatbots: friend or foe?

Having spent the summer reading about the latest challenge to creative human intellect, ChatGPT, I decided to experiment with this new wonder tool to see what I could learn about its likely impact on education.

My primary conclusion is that teachers have more reason than ever to be valued for their expertise; after all it is their humanity that sets them apart from the bots being heralded by many as the end of teaching as we know it.

Being from Melbourne, I started my experiment with the most obvious question: “Where can I get the best coffee in Melbourne?” ChatGPT’s response began with a bland statement about Melbourne

is “renowned for its coffee culture” and “home to some of the best coffee shops in the world.” After further prompting, the AI showed that Seattle, Rome and Copenhagen are all “renowned for their coffee culture” and “home to some of the best coffee shops in the world.” Whilst the coffee aficionado in me might disagree with those statements, clearly ChatGPT is not the most creative intelligence.

This formulaic style is characteristic of ChatGPT, which starts with a bland introduction and concludes with an equally banal summary. In between the standard opening and closing, my response listed the same well-known, highly googled coffee

staples that any Melbournian would list if asked by a visitor to our city. It’s fair to say that nobody is going to discover a new coffee shop or find the best locally roasted beans in Melbourne using ChatGPT.

It is exactly this lack of creativity that means ChatGPT can be a useful tool for educators but will never replace the humanity and creativity of our teaching workforce.

The concept of ChatGPT is not a new one, it is a type of Generative AI that is able to generate content, such as text, images, or audio. Generative AI models are trained on large datasets of existing content that has been created by others. ChatGPT is fine-tuned to generate human-like text in natural language, it can generate text in a conversational style, it can answer questions, and generate summaries and text based on any given prompt, among other natural language processing tasks. It can be used in various applications such as virtual assistance and language translation.

GIVEN ITS POSSIBILITIES AND LIMITATIONS, HOW WE CAN PRODUCTIVELY USE GENERATIVE AI TO SUPPORT OUR STUDENTS AND TEACHERS?

In education, generative AI can be used to create personalized learning materials,

WHEN USED IN THE RIGHT WAY, CHATGPT CAN BE AN EFFECTIVE LEARNING TOOL FOR TEACHERS AND STUDENTS, RATHER THAN SOMETHING TO BE FEARED, ACCORDING TO ANDREW SMITH, CEO OF EDUCATION SERVICES AUSTRALIA.

Andrew Smith is the CEO of Education Services Australia.

ChatGPT is an AI text generation platform that can engage in human-like conversation.

interactive content, generate feedback and better support assessment.

It is exciting to see how quickly teachers are responding to this new tool and integrating it into their classroom practice. Examples of how teachers are working with generative AI include asking students to evaluate ChatGPT’s response to a prompt and then using their knowledge to improve the initial response; using the tool to generate a first draft response and applying their creative thinking skills to refine and improve the draft; and developing more sophisticated approaches to framing questions and forming hypotheses that elicit stronger answers from the AI.

These, and other approaches, help promote deeper, more engaged, learning while exposing students to the limitations of such tools. A valuable skill required in an age of misinformation, and personalised online experiences.

In realising these benefits, it is important to fully consider the risks and benefits of using generative AI in the classroom and to take steps

raises important questions about the collection and use of student data, and the security and privacy of that data.

As Leslie Loble pointed out in her recently released research report Shaping AI and Edtech to Tackle Australia’s learning Divide, there is a substantial risk that the learning divide will widen further as tools using all forms of AI become more widely used and access skews toward students with socio-economic advantages.

The tremendous promise of AI requires good design, effective use, and sound governance, to ensure that the wide range of enrichment possibilities on offer are being fully utilised, especially by those who are in the best position to ≠meet the needs of educationally disadvantaged students.

Filter water faster

to mitigate these risks. We must remember that AI models can perpetuate biases in the data used to train them and lead to discriminatory outcomes. Content can be low-quality, and even harmful, if the data used to train the AI model is of poor quality. The use of AI systems in the classroom

AI will increasingly become endemic in our work and everyday lives. Our students must be ready and prepared to take full advantage of the possibilities offered by a world profoundly shaped by AI. EM

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“ChatGPT is fine-tuned to generate human-like text in natural language, it can generate text in a conversational style, it can answer questions, generate summaries and generate text based on a given prompt, among other natural language processing tasks.”

Limitless learning

TRINITY COLLEGE EMBRACES TECH FOR THE FUTURE

MORE SCHOOLS ARE EMBRACING THE TREND OF A BRING-YOUR-OWN-DEVICE PROGRAM TO MAKE EDUCATION MORE INTERACTIVE AND ENGAGING, AND TRINITY COLLEGE IS NO EXCEPTION. WITH SMART TECHNOLOGY AT ITS DISPOSAL, THE SCHOOL’S 3,950 STUDENTS CAN CONNECT, COLLABORATE, AND ENGAGE WITH THEIR PASSIONS. IT IS ALSO HELPING BRIDGE THE GAP BETWEEN LEARNING IN THE CLASSROOM AND AT HOME.

While most of its senior students are using portable devices in the classroom, Trinity College acknowledges there is still a need for desktop machines to support resourceintensive applications, such as Adobe Creative Suite and AutoCAD, which not all student-owned laptops are powerful enough to do.

This is why Trinity College currently operates eight computer labs across its five schools. Each lab has 30 Lenovo ThinkCentre Tiny-in-One (TIO) PCs that feature 12th Gen Intel Core processors for students, plus a dedicated machine for the teacher. These PCs, accessed mainly by junior and middle school students, make up part of the school’s 2,000 network of devices, and are used for virtual reality game development, animation creation, and rendering 3D objects.

Additionally, the college also has an innovation centre equipped with Lenovo ThinkStation P360 workstations powered by 12th Gen Intel Core processors and featuring 32GB RAM for students to carry out dedicated virtual reality work. Apart from being able to support the school’s application usage, the other appeal about the Lenovo ThinkStation P360 workstations has been its compact, space-saving design. The machine is designed in a way that its ports and slots sit behind the monitor, making them more difficult to be accessed by students and ultimately, more durable,

Trinity College students enjoy a bring-your-own-device program.

can look like. Certain challenges and obstacles, such as limited accessibility and low-powered machines, have all but disappeared. Now we can put the best possible quality equipment into the hands of our students, enabling them to develop a skillset, mindset, and toolset that are unmatched,” says Mr Grant.

But it’s not only students who have benefited from these powerful machines. Staff who conduct work using Adobe Creative Suite or AutoCAD also have access to a network of ThinkStation P360 workstations. Alongside this, staff are equipped with Lenovo ThinkPad X1 laptops powered by 11th Gen Intel Core Processor and ThinkPad L13 laptops featuring 11th Gen Intel Core Processor and 16GB RAM, which has encouraged them to use more applications in the classroom.

“We’ve noticed that staff are more productive than when they use desktops. Moving from

College.

FINDING THE RIGHT TECHNOLOGY PARTNER

To help identify what machines were going to be the most suitable for the school, Trinity College surveyed nearby schools and their staff to find out what they were using, what products they had in the past and what was the technical support like. “For us, it was a no-brainer when Lenovo consistently topped the list,” says Mr Larner.

Serviceability and durability were priorities for Trinity College as it found other products in the past had let it down in both areas, he furthers.

“We have found that we can get parts for the machines quickly and get them fixed quite easily with Lenovo, whereas, in the past it took us a long time to get parts and we would be

“The Trinity Innovation and Creativity school represents what we imagine 21st century learning can look like. Those challenges, those obstacles, such as limited accessibility and low-powered machines have disappeared. What we are now doing is putting into the hands of the students the best quality equipment that we could possibly imagine, so that their skillset, mindset, and toolset are unmatched,”

out hundreds of devices waiting for them to be repaired. But Lenovo support technicians come out every couple of weeks, which is fantastic,” he says. “Trinity College’s vision of helping its students “discover a world of opportunity” is now being enabled by smart technology every day.” EM

For more information, visit the Lenovo ThinkFWD website.

Trinity College is located approximately 35km north of the Adelaide CBD, on the doorstep of Gawler.

A future-forward approach to teaching computer programming to Years F-12

GROK ACADEMY AND WISETECH DISCUSS THEIR NEW PARTNERSHIP THAT’S PREPARING MORE STUDENTS FOR DIGITAL FUTURES, SUPPORTING FURTHER DEVELOPMENT OF COMPUTER PROGRAMMING IN AUSTRALIAN SCHOOLS, AND FUNDING BETTER IN-CLASS COMPUTING EDUCATION.

Cultivating curious and agile minds that make the world better through technology is an important part of Grok Academy’s ethos – an Australian educational tech company that specialises in developing cohesive education programs for teaching computer programming at the primary and secondary level.

Following Wise Tech Global’s recent commitment to a five-year partnership pledging an annual sponsorship of 1% of its before-tax profits, Grok Academy announced that all of its computing courses, content, and resources will

be free for every Australian student, teacher and parent from 2023.

As part Grok Academy’s mission to make computer programming education more accessible to Australians, the funding boost is enabling the company to remove all barriers to its computing education programs and pour more funding into better tools and technology for in-class computing education in Australian schools.

“We are excited to make our platform free for all Australian students, to help us achieve

our goal of making digital literacy an integral part of every student’s education,” Ms Christie McMonigal, Marketing Manager at Grok Academy, tells Education Matters

“One way we have achieved this is by creating engaging in-class programming activities that facilitate meaningful learning experiences for students and encourage them to solve programming problems creatively.”

Ms McMonigal said this includes exposing a wider and more diverse group of students to computing education than in the past.

Students from Model Farms High School working on cyber security activities available through the Grok Academy platform.

“Historically, many schools would hesitate to reach out to us because they assumed that they could not afford to invest in our programs,” she explains. “But WiseTech’s funding has allowed us to remove those economic barriers and make our learning platform universally accessible to students and teachers from lower socioeconomic backgrounds.”

Grok Academy also offers a flexible range of digital and “unplugged” resources for teachers to build a computing curriculum. In places where internet connection may be an issue, Grok provides resources and activities that teachers can provide to keep students engaged in learning about technology – even if they don’t have access to computer.

Since the announcement reached Grok Academy’s digital channels, Ms McMonigal says there has already been a significant increase in teachers signing up to the platform to explore the options available to them. Additionally, more students have been signing up for the competitions that Grok Academy hosts, such as the flagship NCSS Challenge and Cyber Comp. Cyber Comp runs twice a year – a competition encouraging cybersecurity skills and investigating ways to ensure students aren’t sharing too much information online and that their information is secure.

“We have seen a lot of new schools signing up and teachers are excited about what this will allow them to do in the classroom. Groups are forming across our platform to organise after school coding clubs, run by teachers and students,” says Ms McMonigal. “This is equally exciting for us because we want to inspire students to code outside of the classroom too. Ultimately, we want computing to become a life-long passion for young Australians.”

A LONG-TERM SOLUTION TO THE CURRENT SKILLS SHORTAGE

According to Richard White, CEO and Founder, of the ASX-listed tech titan WiseTech Global, the technology sector in Australia is growing at an unprecedented rate. Therefore he says it is critical that educators focus their efforts on fostering computing skills in students at the primary and secondary level to ensure Australia has a robust pool of future-ready, local tech talent.

The Tech Council of Australia forecasted that Australia will require an additional 653,000 tech workers by the end of the decade, and tech job vacancies are expected to triple during that period. In line with the tech sector’s growth, a diverse range of new and exciting career paths are also expected for those entering the workforce,

according to Mr White, who underscores the benefits of working in tech.

“The tech world gives people the opportunity to combine creative thinking abilities with problem solving skills to address real-world challenges,” he says. “In addition to this, the tech industry also offers better job security, greater work-life flexibility, and more diverse areas of interests and specialisations – everything from software development to cybersecurity to data analysis and engineering.”

Mr White’s passion for technology education is evidenced by the depth of his knowledge in the field. To cultivate a passion for technology, he suggests that early exposure to digital and technology in the classroom will be critical for encouraging students to take an interest in technology.

“Our research has shown that positive learning experiences in primary school and in the early high school strongly influences what students elect to study in tertiary education, and it is our hope that through our partnership with Grok Academy, we can have a positive influence on the next generation,” he concludes. EM

To learn more more about Grok Academy’s learning platform, visit grokacademy.org

Grok Academy CEO Dr James Curran working with students as they complete a cyber security activity.

Transition to primary school:

Does the beginning decide the end?

EDUCATIONAL TRANSITIONS PRESENT UNIQUE CHALLENGES FOR STUDENTS, TEACHERS, PRINCIPALS, AND PARENTS ALIKE. EMERITUS PROFESSOR MARJORY EBBECK FROM THE UNIVERSITY OF SOUTH AUSTRALIA PROVIDES STRATEGIES FOR ENSURING THESE TRANSITIONS ARE SUCCESSFUL.

The Chinese proverb – the beginning decides the end – infers that a good start will help pave the way for a successful future. While this may ring true on the surface, we all know that many factors can affect success.

Across our education we will make many transitions: from home to childcare; from preschool to primary school; from primary to secondary; and possibly university, or some form of higher education later in life. All these transitions require adjustments, but can we say that early transitions will affect later transitions?

Certainly, if young children have made a successful transition early in life, and they’ve developed trust and they feel secure, then they usually do manage transitions successfully. However, transition also involves change, and change can be unpredictable. We know this, most recently, from the dramatic and unprecedented effects of COVID, where many adults and children found it very difficult to cope with the changes that emerged as a result of the pandemic. Some children felt very isolated, causing social and emotional problems, many of which have been longlasting.

IF WE LOOK THROUGH THE LENS OF A CHILD, WHAT DOES TRANSITION MEAN FOR A CHILD, AND WHAT MAKES THE MOVE TO PRIMARY SCHOOL SMOOTH?

‘Education transition’ refers to the process of a child moving from one setting to another, and how long it takes for that child to settle in and

feel comfortable. For many children, starting primary school can be a seamless transition from an early childhood context. Children who have what is termed an ‘easy temperament’ can make this adaption easily, often enjoy the challenges of a new context and look forward to what is involved. However, for a child who has a less outgoing temperament, it can take much longer.

It’s important to recognise that the self -esteem and self-confidence of a child can be affected by an adverse transition. If a child is anxious about change then starting primary school can create questions in their mind, such as: Will I be able to do the work in primary school? Will some of my friends be in my new class? Will I like my new teacher? Add to this Australia’s very hot weather at the start of the new school year and we find that young children, understandably, will tire easily, adding another layer of change.

WHAT CAN TEACHERS DO TO EASE THE TRANSITION PROCESS AS CHILDREN START PRIMARY SCHOOL?

For children who have been enrolled in early childhood classes at a school, transition to primary can be continuous as the physical environment of the school is known and children will be aware of primary classrooms and know many teachers. Yet for many other students, teachers will need to provide extra support:

• Know the names of the children assigned to your classes.

before they start school.

• Ensure children know their class and the assigned teacher before school star ts.

• Create a classroom environment that provides security, predictability and respect.

• Be objective as you observe and gather a holistic profile of your class of children.

• Provide continuity of learning so that what a child already knows can be extended.

• Make sure children eat their lunch and drink plenty of water. Although this may seem unnecessary, hot summers can cause dehydration in some children.

WHAT ABOUT TEACHERS?

Of course, teachers also experience transitions. Starting a new year can be overwhelming and teachers often need the support of their school Principal, peers, and the community to enact positive transitions and support students and families to a new year.

Returning to the Chinese proverb, if the year starts well (and hopefully without environmental crises) then the transition to primary school should form the basis of a successful start and an exciting new phase for happy and secure children. Start well, and positive learning outcomes will be achieved. EM

Understanding NAPLAN 2023

This year heralds some big changes for the National Assessment Program – Literacy and Numeracy (NAPLAN). Following agreement by Education Ministers in November 2021, the test window has now moved from May to March, already a busy time for schools, and I’d like to extend my thanks to all teachers for making this important move possible.

Holding the tests in March means that schools and parents will get the results earlier. Schools will receive the Student and School Summary Reports this year in June, and parents will receive Individual Student Reports from July. In future years, we anticipate that the timeframe for reporting will be shortened further.

ACARA recently asked principals, teachers, and parents/carers about receiving earlier NAPLAN results, and almost half of the 851 respondents agreed it would be helpful. That included 46% of teachers, 50% of principals/assistant principals, and 43% of parents/carers. Two-thirds of parents and carers further said they found the Individual Student Reports helpful.

NAPLAN is critical in helping governments and educators to determine whether young Australians are reaching important core literacy and numeracy goals and having that data earlier will help inform teaching and learning programs sooner in the school year. It also allows strategies to be put in place for those students who need additional support.

But that’s not the only change coming to NAPLAN reporting this year. Following agreement by education ministers in February,

new proficiency standards will replace the numerical reporting bands and the National Minimum Standard (generally regarded as having set the bar too low). Reporting will include four levels of achievement: Exceeding, Strong, Developing and Needs additional support.

If a student sits within the Strong or Exceeding categories, it means they have demonstrated proficiency and that their literacy or numeracy skills are where they should be at this stage of their schooling. If a student has not met proficiency, they will be in the Developing or Needs additional support categories.

The online tests give parents, carers, and teachers a more precise measure of the skills that children have achieved, and the new reporting categories will provide clear and straightforward information about whether students have met the expectations for their stage in schooling. They provides parents and carers with simple information to discuss their child’s achievement with their teacher.

While parents and carers will no longer see the 10 NAPLAN bands on Individual Student Reports, Student and School Summary Reports will not change in 2023. Test Administration Authorities will be able to provide schools with an additional report that details student achievement against the new proficiency standards.

Now that all students are online and the tests have been brought forward, it’s also the right time to reset the NAPLAN measurement scale so that results no longer

have to be equated to those from the paper era. This will mean the start of a new time series, so results from 2023 on will not be directly compared with results from 2008 to 2022. We are currently preparing a suite of materials for schools with more information about the changes. These will be sent out via jurisdictional TAAs and sectors after the NAPLAN test window.

In other news, ACARA is continuing to add work samples and other reference material to the new Version 9.0 Australian Curriculum, launched last year. The website includes features to improve teachers’ ability to visualise and explore the curriculum and plan their teaching and learning programs.

We are also continuing our work on the Australian Curriculum Review: Languages. German, Indonesian, Korean, Modern Greek and Spanish were approved by education ministers and have now been published. The next 4 languages, Arabic, Hindi, Turkish and Vietnamese, have been released for a 10week public consultation period. EM

For more information, visit http://www.acara.edu.au/

WITH NAPLAN ASSESSMENTS STARTING IN MARCH FROM THIS YEAR, STUDENTS, TEACHERS, AND PARENTS CAN EXPECT TO GET RESULTS EARLIER. ACARA CEO DAVID DE CARVALHO DETAILS THE NEW REPORTING STANDARDS.

ACARA // THE LAST WORD

Working together to address cyberbullying

Complaints to us about serious cyberbullying typically spike as classes begin and students resume face-to-face interaction. But the volume of complaints is also increasing sharply overall, with reports jumping almost 70 per cent over the last 12 months alone.

Protecting children and young people from this rising tide of online harm requires greater coordination, and that has prompted eSafety to set up a National Online Safety Education Council.

The Council brings together authorities and peak bodies representing schools in all sectors, both nationally and at the state and territory level. We need such broad collaboration to ensure our response to cyberbullying is effective and to encourage systemic change that boosts safety across the board.

We also need to fully understand cyberbullying as a behaviour; how it happens and the trauma it causes. It can take many forms but typically involves cruel name-calling, distributing offensive images or videos, creating impersonation accounts, threats of violence, or harassment. The experience of being bullied online can feel claustrophobic, all-enveloping, and impossible to escape. Unlike physical bullying, where for most children the threat ends at the front door, cyberbullying follows the target into their home.

Recently, we issued our first End User Notices compelling recipients to remove serious cyberbullying material targeting another child. End User Notices are designed to send a clear message that cyberbullying is

against the law and set out a framework for redressing the harm caused.

In one case the recipient’s school principal served the notice in the presence of their parents and teacher, explaining what it was and why they were receiving it. The school also arranged sessions with a school counsellor to ensure they understood the consequences and effects of cyberbullying.

Our approach in these, and other situations, is always to work in collaboration with schools, parents, and other support professionals wherever possible to ensure the best outcome for all children involved. Through our complaints and investigations data, we see a strong connection between cyberbullying and what is happening in the school community. Schools, therefore, have a crucial role to play in detecting and correcting behaviours that spill over into online spaces and ensuring appropriate policies are in place.

A separate case reported to us recently involved humiliating online “student awards”. It demonstrates good practice within a school.

The school told us its year coordinator had spoken to the instigator, who did not acknowledge how problematic the material was, and was subsequently suspended. We talked about their approach and advised the school to report any ongoing behaviour, given the potential for it to amount to serious harassment.

Initially, the parent of the responsible child was strongly opposed to the school’s policies and actions. But the school held firm, insisting upon a three-way interview before the student

could return. At the same time, students who had been targeted were supported by the school, helping avert potential for lasting harm. We regularly work with schools to help resolve these kinds of issues, as well as engaging with educators more broadly. We have discussed enhancements to teacher professional learning, for example, and developed on-demand professional learning about management of critical online incidents.

Online safety education delivered through our Trusted eSafety Provider program continues to reach hundreds of thousands of students every year and our own webinars have reached many thousands more. Our eSafety Champions Network is designed so that each school has an eSafety point of contact: a teacher, a wellbeing professional or staff member who makes online safety a priority.

Cyberbullying is a difficult and growing problem but, working together across government, schools, households, and peer groups, we are finding ways to address it. In April last year, we also established eSafety’s Youth Council to focus on the challenges young people face online, advise eSafety on solutions and enable a youth voice to government. And of course, we are continually updating our resources, information, and advice online at esafety.gov.au. EM

AS STUDENTS SETTLE INTO THE NEW SCHOOL YEAR, TEACHERS ONCE AGAIN FIND THEMSELVES CONFRONTING A GROWING PROBLEM: CYBERBULLYING. ESAFETY COMMISSIONER JULIE INMAN GRANT IS HERE TO HELP.

NESTLE AUSTRALIA IN PARTNERSHIP WITH THE AUSTRALIAN INSTITUTE OF SPORT (AIS) PRESENT...

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