Education Matters (Primary): June 2019 by Prime Creative Media

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

G 2019

JUN - AU

COMMITTED TO QUALITY LEARNING Principally Speaking: Caulfield Grammar School Principal mental health Combatting bullying and exclusion

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EDITOR’S NOTE

The mental health of our school principals has been a topic of much discussion in recent months, following the release of the 2018 results of the Australian Principal Occupational Health, Safety and Wellbeing Survey. The data revealed that almost one in three of the principals surveyed experienced dangerously high levels of stress. In recent years, violence and aggression towards school principals has also been on the rise, including actual physical violence. Average working hours have remained too high for a healthy work/life balance. With the current focus on this issue, along with the introduction of a range of initiatives and resources created to support school principals’ wellbeing, this issue explores principal mental health. On page 18, Education Matters speaks with educational leadership expert, Professor John Fischetti, National Excellence in School Leadership General Manager, Paul Mears and Beyond Blue about this important matter. Student wellbeing is also explored, with bullying expert, Associate Professor Barbara Spears, discussing the challenges of addressing bullying in schools and how the whole community can play a role in influencing change (see page 22). Student wellbeing expert, Sheryl Hemphill, reveals research into reducing school exclusion through suspension and expulsion (see page 26). And Woolworths reveals its Fresh Food Kids Discovery Tours for primary school students which encourage healthy eating (see page 24). In addition, the impact of technology in today’s education landscape is brought to the fore by Associate Professor Miriam Tanti of Australian Catholic University, who explains the notion of using a ‘slow’ approach to technology-rich education (see page 30) and Dr Michael Phillips of Monash University, who discusses the need for educators to understand how technology works before it can be implemented into their classroom (see page 34). In an exciting new partnership between computer technology companies Acer and Intel, and the University of Technology Sydney, readers are introduced to the UTS x Acer Learner Attention Analytics Pilot Program, which uses artificial intelligence and data science to advance learning outcomes (see page 28). Also, education technology company Promethean reveals its grant competition will be running once again, with a warmup to the competition taking place during the EduTECH conference and exhibition in Sydney from 6-7 June (see page 32). It’s an honour to join you for this edition of Education Matters – Primary. If you have any feedback or suggestions, please feel free to email me at danielle.gullaci@primecreative.com.au. You can also sign up to our fortnightly email newsletter, The Whiteboard, by visiting our website educationmattersmag.com.au.

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

contents PRIMARY June - August 2019

REGULARS

Editor’s note

Advertiser’s directory

APPA column

Following the recent Federal Election, President of the Australian Primary Principals Association, Malcolm Elliott, talks about the importance of encouraging the social and democratic participation of students.

News

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

Principally Speaking

Simone Reilly, Principal at Caulfield Grammar School’s Malvern Campus, discusses the benefits of working closely together with the school’s staff and students.

Hot Topic

In light of recent research that highlights the worrying trends in regard to principal mental health, Education Matters speaks to a series of experts on the topic and investigates some of the resources that are providing support.

The Last Word

Events

FEATURES 22

Starting small to effect change

Reducing school exclusion

Addressing bullying in schools can be challenging. Associate Professor Barbara Spears discusses bullying in primary schools and how behavioural change can be influenced by the wider community. Student behaviour and wellbeing expert, Sheryl Hemphill, investigates the use of school suspension and expulsion, and the effectiveness of alternative school-based interventions.

30 A vision of ‘slow’ education

In today’s modern world, technology is entrenched in nearly everything we do. Associate Professor Miriam Tanti shares an alternative to a fast-paced 21st century life and education.

One size doesn’t fit all

An enduring educational legacy

According to Dr Michael Phillips of Monash University, one size doesn’t fit all when it comes to classroom technology. Instead, educators should understand which educational technology is the right fit for their classrooms. Senior Lecturer in Education at the University of Technology Sydney, Dr Don Carter, discusses how various education ideas of the past have influenced current educational practices.

eSafety Commissioner, Julie Inman Grant; Girl Geek Academy CEO and co-founder, Sarah Moran; and School Education Program Director at the Grattan Institute, Peter Goss; offer opinion pieces on a variety of topical subjects. A calendar of upcoming education events happening around Australia.

education matters primary

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

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

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

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

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

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

Climbing Challenge Level 3

Climbing Challenge Level 2

Social Interaction

Climbing Challenge Level 1

Upper Body Challenge Level 1

Tactile & Auditory Sensory Experience

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

We design school play spaces for all abilities. For more information visit playrope.com.au/schools

ADVERTISER’S DIRECTORY

HEALTH & WELLBEING

PROFESSIONAL DEVELOPMENT

24 Woolworths

42 Open Universities Australia

Through its in-store Fresh Food Kids Discovery Tours, Woolworths is teaching students about the importance of eating fresh fruit and vegetables, with a program catering to different year levels.

Open Universities Australia discusses how primary school teachers can hone their leadership skills and help take their careers to the next level through a postgraduate degree such as a Master of Education.

44 Monash

TECHNOLOGY

Through a series of mathematics lessons that feature challenging tasks, primary students are learning to work answers out for themselves, with teachers providing support at key times during the exercise.

28 Acer The University of Technology Sydney, together with Acer, has launched the Learner Attention Analytics Pilot Program, which is currently being piloted by 200 of its students.

BEYOND THE CLASSROOM

32 Promethean Limited Promethean’s creative grant competition has helped numerous schools expand their educational technology resources. This year it take place again, with teachers invited to share their own positive classroom experiences for a chance to win. CURRICULUM

36 Modern Teaching Aids A recent global survey commissioned by LEGO Education highlights how hands-on learning can help to build confidence. The newly launched SPIKE Prime is helping students think critically and solve complex problems.

40 Gramatica Combining writing and grammar, Gramatica trains students to focus on the writing task, and then consider the grammar tools they need. Students learn how to assess their own work using reliable, visual learning cards.

41 Kennedy Press New peer-reviewed research by the Mathematics Education Research Group of Australasia shows how intervention has resulted in dramatic PAT Maths growth for the six schools involved.

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45 Sherpa Kids At St Paul’s Camden, the seamless integration of Sherpa Kids’ out of school hours care program into the school’s offering has created a highly valued partnership.

46 Kompan A new publication released by Kompan discusses the importance of creating play spaces that are accessible, inclusive and universal; discussing several key points that should be considered when designing a new playground.

48 Playrope Playground designers and consultants, Playrope highlights the importance of exercise for a child’s physical, mental and social development.

50 PGL Adventure Camps Taking a tailored approach to its residential camps, PGL offers almost 30 land and water activities, with activity programs designed to cater to each individual group of students.

51 Playground Design – How to get it right? WillPlay’s General Manager Nathan Lee shares tips for choosing the right school playground for a variety of learning environments.

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

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

NATIONAL EDUCATION NEWS

AITSL appoints new CEO Following a comprehensive national and international search, the Australian Institute for Teaching and School Leadership (AITSL) has appointed Mark Grant as its new CEO.

Laureate Professor Hattie. “We are confident Mark will build on AITSL’s excellent reputation and relationships as we continue working with the Federal Government, as well as

He joined the institute in mid-April, following his most recent position of

all state and territory governments, education systems and sectors, and others,

Executive Director, Leadership and High Performance at the Department of

to empower teachers and school leaders to have the maximum impact on the

Education, NSW.

learning of students nationally.

According to AITSL, Mr Grant brings to the new role a considerable breadth

“I would like to give our sincere thanks to AITSL’s Deputy CEO Mr Edmund

and depth of operational experience, particularly at the school, regional and state

Misson, who acted in the role of CEO during the first quarter of 2019, as well as the

level, which has been successfully combined with an acknowledged track record

AITSL executive and staff who have continued delivering on our important program

of delivering results at scale utilising strong, strategic management at senior

of work.”

executive levels.

In new role, Mr Grant said he is looking forward to leading, initiating and

His career includes direct experience in schools, both as a teacher and school leader. During his time as principal at three NSW schools, he drove improvement initiatives to benefit student growth and outcomes.

building on AITSL’s achievements, driving national education reform to secure a high-quality education system on par with international standards. “I have a deep commitment to making a broad and significant contribution to

Most recently, Mr Grant has led complex, integrated strategic work for the NSW public school system. This has included school improvement measures; teacher quality, induction, professional development and leadership support for all school-based staff; and needs-based funding budgets to all schools. AITSL Board Chair, Laureate Professor John Hattie said the skills and experience Mr Grant brings to the role will greatly benefit AITSL, the teaching profession and Australian students.

education, and I am looking forward to making a difference to the lives of children and young people across the nation,” he said. Mr Grant succeeds Lisa Rodgers, who left the company in January 2019 to take up the position of Secretary at the Department of Education and Training in Western Australia. As new CEO, Mr Grant will work closely with the AITSL Board, executive and staff to realise AITSL’s strategic plan, and progress important work on national

“The recruitment process for a new AITSL CEO attracted many excellent candidates and we are delighted to have secured a CEO of Mark’s calibre,” said

education reforms, and supporting teachers and school leaders to help them meet professional standards. EM

Australian Made launches new educational kits The Australian Made Campaign has launched a new collection of educational resources that aim to inform students about our manufacturing history,

website, the new Australian Made resources are curriculum-linked and created

Australian inventions and the social and economic benefits of buying locally

to provide smooth integration into the classroom learning environment.

made and grown products.

According to the Australian Bureau of Statistics, Australia’s manufacturing

Designed for the primary and middle years, the resources feature facts, interactive games, posters, lesson plans and activity sheets.

industry currently contributes around $100 billion to Australian GDP annually, and employs around 900,000 Australians.

“Buying Australian Made products helps to create Aussie jobs and

Greg Harten, Owner of HART Sport, an Australian Made licensee that

strengthens our local manufacturing, agricultural industries, communities and

manufactures sporting equipment for schools, clubs, fitness centres and

economy,” said Australian Made Chief Executive, Ben Lazzaro.

government departments, explained the importance of manufacturing in

“It is important to teach students about the Australian Made, Australian Grown logo, and the positive flow-on effects that buying locally-made products

Designed in conjunction with the ‘For Teachers for Students’ education

Australia and the need for education resources. “Local manufacturing matters. It ensures that employment and skills stay

have. These new resources will help teachers and parents educate our future

in Australia. Domestic manufacturing also drives innovation and is the basis

leaders about the importance of Australian manufacturing, and empower them to

for research and development – all things that help maintain our standard

make educated purchasing decisions in the future.”

of living,” he said. EM

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NATIONAL EDUCATION NEWS

NAPLAN 2018 National Report findings The 2018 NAPLAN National Report, published by the Australian Curriculum, Assessment and Reporting Authority (ACARA), has revealed significant cumulative gains in various domains since the testing was introduced in 2008.

5), grammar and punctuation (Year 3 and 7) and numeracy (Year 5 and 9). In confirming the preliminary results released in August, at the national level, compared with 2008:

This confirms the initial findings of the preliminary information released in August 2018.

• The performance of Australian students in Years 5 and 9 – numeracy, Years 3 and 5 – reading, Years 3 and 5 – spelling, and Years 3 and 7 – grammar was significantly

“The report confirms that since 2008 there have been statistically significant gains in several domains and year levels, particularly at the primary school level,” said ACARA CEO, David de Carvalho.

above the NAPLAN 2008 average. • The writing test results in Years 5, 7 and 9 were below those observed in the base year (2011).

This national report provides further information to the August 2018 summary release including comparisons of performance by gender, Indigenous status, language background other than English, parental occupation, parental education, and school location:

Compared with 2017 results, there were no statistically significant changes in any of the NAPLAN test domains. Following the release of these results, Federal Minister for Education, the Hon Dan Tehan MP, welcomed the news that the performance of Australian students has

• Indigeneity: Since 2008, there have been some significant cumulative gains in some domains and year levels for Indigenous students, including reading (Years 3

improved since 2008. Though he added, “The decline in writing skills in years 5, 7 and 9 since 2011

and 5), spelling (Years 3 and 5), grammar and punctuation (Years 3, 5, 7 and 9) and

is concerning. In this year’s Budget we provided a further $9.5 million to deliver new

numeracy (Years 3, 5 and 9).

online courses and resources for the teaching of mathematics and phonics because

• LBOTE: Compared with 2008, there have been some significant cumulative gains in some domains and year levels for students with language background other than

literacy and numeracy are the foundational skills of an education.” “There has been fantastic improvement in the results of Indigenous students

English (LBOTE), including reading (Years 3 and 5), grammar and punctuation (Years 3

but more needs to be done to close the gap, that is why the Morrison Government is

and 7), spelling (Years 3 and 5) and numeracy (Year 5).

making Indigenous education a focus of its efforts,” said Minister Tehan.

• Gender: Compared with 2008, there have been some significant cumulative gains in some domains and year levels for female students, including reading (Years 3 and 5), spelling (Year 5), grammar and punctuation (Year 3) and numeracy (Years 5 and

The My School website has also been updated with the data from the latest round of NAPLAN tests, along with other information, including school profile information. With 2018 being the first year of the transition to NAPLAN Online, the My School

9). Similarly, there have been some significant cumulative gains in some domains and

website has been updated with NAPLAN data as in previous years, with additional

year levels for male students, including reading (Years 3 and 5), spelling (Years 3 and

information indicating whether the school did the NAPLAN test on paper or online. EM

Paying it forward for mental health Grounded in positive psychology and mindfulness-based research, the Grow Your

and community members have enabled some homes and schools in need to receive

Mind program has sparked a pay it forward movement, where schools and parents are

Grow Your Mind resources.

donating the mental health kits to other schools and families in need.

Through the Grow Your Mind program, children are taught about the contagious

The mental health resources for schools and homes were developed by primary school teacher Alice Peel and acupuncturist Kristina Freeman; and aim to teach students about their brains, emotions and ways they can flourish.

nature of kindness, compassion and generosity, which has been demonstrated throughthe pay it forward movement. It began with Woollahra Public gifting Grow Your Mind school kits to Mascot Public.

The movement emerged after their initial crowdfunder, which raised over $85,000 so that the kits could be produced and provided to a variety of low socio-economic schools.

A few weeks later Montessori East donated the Grow Your Mind teacher wellbeing workshop to La Perouse Public. In term 2 of 2019, professional volunteers from Atlassian will be visiting 10

The pair also designed a teacher wellbeing course designed with aim of better supporting school staff to not only teach emotional wellbeing but to know how to look after their own mental health.

primary schools to donate Grow Your Mind resources. For co-founders Ms Peel and Ms Freeman, these acts of generosity are incredibly uplifting. They said that to see primary schools now taking on the role of giving to

The Grow Your Mind resources are currently in use at over 70 schools throughout NSW, Australia and abroad; including both government and independent schools. Parents and grandparents have gifted mental health kits to their children’s schools

others has sparked a great level of joy and hope in both of them. They feel strongly that poor mental health does not discriminate and therefore believe that access to their resources shouldn’t discriminate either. EM

education matters primary

APPA COLUMN // Malcolm Elliott

Encouraging student participation GIVEN THAT ONE OF THE MAIN PURPOSES OF EDUCATION IS TO UNDERPIN OUR DEMOCRACY, THE FEDERAL ELECTION JUST PAST PROVIDES A FERTILE FIELD FOR LEARNING OPPORTUNITIES, WRITES MALCOLM ELLIOTT, PRESIDENT OF THE AUSTRALIAN PRIMARY PRINCIPALS ASSOCIATION (APPA).

Malcolm Elliott has been a teacher for 40 years. From 2015-2018 he was president of the Tasmanian Principals Association, representing government primary and secondary school principals. He is now president of the Australian Primary Principals Association (APPA).

At election times the media is awash with reports on announcements, appearances and analysis of policies. The complexities of all this are tough for voters to get their heads around, let alone our students, but I think it is essential that we approach this with rigour in our classrooms. This may be done more effectively a little after the event, so to speak. While newspapers have been flatlining in sales under the pressure of the internet, they nevertheless can provide a very useful ongoing stimulus for discussion – especially for children in the upper primary years, and following an election. In Tasmania, for example, there are three daily newspapers – each published from the regional centres of the north, northwest and south of the state. A classroom display of front pages can open up discussion, research and cooperative learning based on editorial choices and issues of importance to the regions. Similarly, comparisons of the daily newspapers from the capital cities prove very useful and broaden students’ horizons beyond their hometowns and locations. And, there are the smaller regional newspapers which provide even closer insights into what matters in those locales. Newspapers

education matters primary

too, remain influential enough for mainstream screen media to regularly report on their content and thus provide audio visual supplements to print analysis. In his paper ‘Beyond Certainty: A Process for Thinking About Futures for Australian Education’, commissioned by the Australian Secondary Principals Association, Professor Alan Reid AM, in regard of the impact of social media says,

Students willing to take on responsibilities are respected by their peers and acknowledged by their schools. Representation is highly valued. But at parliamentary level public confidence in political leaders has clearly been eroded. This is reflected in the ‘un-civil’ way in which our parliamentarians and candidates are treated.

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“Users are rarely exposed to points of view that vary from their own – isolating them in their own ideological ‘filter bubble’ (Pariser, 2011), closing minds and reducing the possibility of a truly democratic discourse.” (p. 33) Teachers and school leaders will need no convincing of the importance of the development of critical literacies under the deluge of internet ‘content’. If it is true that more and more voters are casting pre-poll votes, it would seem that it is even more important that our students are given experiences that enable the development of these capabilities – there is an implication that votes are being cast on impressions of effectiveness, and from digitally manipulated biases, rather than consideration of policy platforms. The voice of APPA has been amongst those calling for a more civil discourse, or a greater civility, in Australian society. While observing political processes and discussing policy are part of democracy, I believe we have a responsibility to encourage the next waves of socio-political leadership. Of course, by this I mean encouraging our students in the possibilities of active political and social participation. To do this though, the more civil discourse must prevail. Almost all schools that I visit have some form of student representative body whether it be by teacher nomination or voting; and leadership positions in teams, houses or interest groups. Students willing to take on responsibilities are respected by their peers and acknowledged by their schools. Representation is highly valued. But at parliamentary level public confidence in political leaders has clearly been eroded. This is reflected in the ‘un-civil’ way in which our parliamentarians and candidates are treated. Our teachers and school leaders do not need me to tell them the importance of democratic participation and I know there are voluminous examples of great practice around Australia. I am also aware that many of our politicians go out of their way to welcome students visiting parliaments around the country. You have to book very well in advance to secure a school tour to parliament house in Canberra and there is a highly skilled and dedicated team there to welcome, guide and educate our students. I do want to add APPA’s encouragement to pursue understanding of and participation in democratic processes – all in the knowledge that the efforts of our teachers will contribute to the strength of our civil society. EM

These days both parents are likely to be employed and working longer hours than ever. This, combined with transport issues, can make the issue of after school care a stressful one for parents and children alike. AND IT’S BECOMING A MAJOR ISSUE ACROSS THE EDUCATION SECTOR. Volunteer-managed OOSH or OSHC committees are struggling with the issue of out of school care in the face of new regulatory reforms that increase quality expectations but also increase administrative burdens. You’ll be well aware of the difference it makes to you and your school community when you have high quality, well managed outside school hours care on your site. At Sherpa Kids we deliver exactly that – but with a difference that other after school care and OOSH service providers cannot match. Our business is built on the local franchise model you get the best of both worlds; the care and concern of a local decision maker based in your community, combined with the confidence and authority of stable, professional central management. The franchisees are all part of a highly professional group with centralised resources geared to ensuring State and Federal regulatory compliance. We’ve developed a fun and flexible, engaging programme of before and after school activities that is syllabus-led and can be tailored to fit the individual requirements of schools and their curriculums. Sherpa Kids Australia are currently working with local schools in Sydney, Melbourne and Canberra areas. Sherpa Kids presents your school with the opportunity to make real a difference for your local community by providing out of school care. Please contact the team at Sherpa Kids to find out more.

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PRINCIPALLY SPEAKING // CAULFIELD GRAMMAR SCHOOL

Education for every learner A CO-EDUCATIONAL SCHOOL WITH FIVE CAMPUSES, CAULFIELD GRAMMAR SCHOOL OFFERS EARLY LEARNING AND PRIMARY YEARS PROGRAMS AT ITS WHEELERS HILL AND MALVERN CAMPUSES. SIMONE REILLY, HEAD OF CAULFIELD GRAMMAR SCHOOL’S MALVERN CAMPUS, SPEAKS WITH EDUCATION MATTERS ABOUT THE IMPORTANCE OF WORKING CLOSELY WITH STAFF AND STUDENTS.

WHAT IS CAULFIELD GRAMMAR SCHOOL’S PHILOSOPHY AND HOW DOES IT GUIDE YOU AND YOUR STAFF? Our school’s purpose is to enable quality learning every day, in every experience, for every learner for life. The repetitive use of ‘every’ is purposeful and significant and is what guides and drives me. The moment people step into Malvern Campus, the goal is to ensure that every experience, every resource, every learning environment and every encounter reflects the values and culture of our school. I am proud of the ways our staff also aspire

to this goal. They demonstrate this in the way they interact with prospective families on campus tour mornings, their open-mindedness and willingness to try new things, and the pride they demonstrate in their students and school. HOW DOES CAULFIELD GRAMMAR SCHOOL DIFFER FROM OTHER SCHOOLS? I am asked this question a lot by prospective parents. For me, what makes Caulfield Grammar School unique and sets us apart is two-fold. Firstly, we are never complacent. We always

strive to be and do better. This means that as staff we are open-minded to the feedback of our students, families and of each other. We spend time reflecting on all that we do and continually make adjustments. From the seemingly minor decisions like selecting furniture colour to the high impact student experiences such as our Science, Technology, Engineering, Mathematics (STEM) programme or our recently reinvigorated Year 6 to Year 7 transition programme, our attention to detail is outstanding.Secondly, the professional learning our teachers are engaged in on a weekly basis sets us apart. A significant amount of time is dedicated each week and throughout the year to teacher training and I believe this is what makes us an employer of choice. WHAT IS THE HISTORY OF CAULFIELD GRAMMAR SCHOOL’S MALVERN CAMPUS? The main building of Malvern Campus, the ‘Valentines’ Mansion is a significant heritage listed landmark. Designed by English-born architect, Young students explore their natural environment at Caulfield Grammar School’s Yarra Junction Campus.

Students collaborating in the classroom.

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Thomas Watts, the two-storey Italianate style mansion was built in 1891-1892 as a 40-room family residence for the Hon. John Mark Davies, a prominent solicitor and Member of the Victorian Legislative Council. The highly decorated building is impressive in scale and it is said that craftsmen were brought from Italy to install the elaborate plaster mouldings, the ornate grand staircase, wood carvings and intricate parquetry floor in the central ballroom. Due to the 1890s financial crash, Mr Davies was forced to sell the estate and the family lived in the servant’s wing of the partially completed mansion. By 1911, the large grounds were subdivided and the mansion converted into flats, known as Valentines Mansions. In 1924, Malvern Grammar School began classes in the building. The school existed as Malvern Grammar, and then Malvern Memorial Grammar, until 1960 when the school was incorporated into Caulfield Grammar School and Valentines was re-named Malvern House. Today, this much-loved mansion is alive with the cheerful voices of students and staff following extensive renovations. IN WHAT WAYS HAS MALVERN CAMPUS EVOLVED OR CHANGED SINCE YOU JOINED THE SCHOOL IN 2016? When I began at the school we were at the start of our candidacy for the International Baccalaureate (IB) Primary Years Programme (PYP). After an 18-month candidacy process, both our junior school campuses experienced a highly successful authorisation visit and are now accredited IB PYP World Schools. Undertaking this process together strengthened the bonds between

Head of Malvern Campus, Simone Reilly, demonstrates a love of learning with students.

all members of the community – students, staff and parents. Learning has evolved to the point that students can make connections between previous disparate areas of curriculum and parents understand the theory behind our approach. For our staff, the greatest change has been our involvement in the local and international network of schools that being an IB world school provides. WHAT ARE SOME OF THE EXCITING INITIATIVES AT THE SCHOOL THAT ARE EITHER CURRENTLY UNDERWAY OR SOON TO BE INTRODUCED? There are a number of new initiatives we have begun that are testament to our endeavours to improve the experiences for our students. In Term 2, we launched our formal STEM programme to all students through our pastoral care Buddy programme. The value and importance of cross-age, peer-to-peer learning is significant and we are proud that this initiative facilitates the learning of key STEM concepts in addition to strengthening the relationships between our students across the years. Additionally, we are excited that our Maths Club for highly capable mathematicians continues this semester. Planned and delivered in person each week by a group of our senior students from our Caulfield Campus, this initiative is another great example of the value we place on peer-to-peer learning and providing opportunities for our students to learn in creative and innovative ways.

education matters primary

HOW DO YOU PROVIDE SUPPORT AND LEADERSHIP TO YOUR STAFF? By being present, interested and honest. I always have my lunch breaks in the staffroom – these are scheduled in my calendar. This is a great time to hear what is happening in the classrooms or just to share a laugh. I check in with all staff, teaching and non-teaching, informally and formally throughout the term and share my gratitude both publicly and privately. I provide feedback as needed or as requested and am quick to do so. I am an advocate for our team and encourage the staff to have the confidence and courage to always do what they believe is right. My door is always open and I try to maintain a greater perspective and strive to model this through my actions and words. HOW DO YOU ENCOURAGE WELLBEING AMONG YOUR STAFF AND STUDENTS? I believe our approach to wellbeing at Caulfield Grammar School is also a significant point of difference. Through our Visible Wellbeing partnership with Professor Lea Waters from Melbourne University, we are strengthening our wellbeing practices and shared language across the school. On a daily basis we promote wellbeing through acknowledging and celebrating the achievements of our community; providing opportunities for group activities such as our parent-led mindfulness workshops or

PRINCIPALLY SPEAKING // CAULFIELD GRAMMAR SCHOOL

our staff Cardio Tennis group who exercise together each Thursday afternoon. One of the first initiatives I introduced when I started at the school was Thriving Together week. This week occurs at the mid-point of each term and whilst it initially only involved staff, over the past three years, it has expanded to include students and parents. This week is a designated ‘meeting-free’ week for all staff and is also a homework-free week for students. Each day during the week we have a range of wellbeing experiences on offer to the community such as coffee carts before school, massages for staff, workshops for parents and morning teas. It’s always fun to try and think of new ways to thrive together. WHAT ROLE DO YOU PLAY IN THE DAY-TO-DAY ACTIVITIES OF THE STUDENTS? Each morning I greet our students as they enter the campus grounds and it is one of my favourite times of the day. The students are so quick with a smile or an anecdote and it is also a wonderful time to catch up informally with parents. I schedule time each week in my calendar to visit classrooms and I particularly love sharing picture books with the students. I have quite a good collection and I enjoy the shared experience that a quality story enables. This year, I am also learning an instrument alongside our Year 5 students which is something I have never done before. Every Thursday morning, I attend a horn lesson alongside the Year 5 students in my group and for 30 minutes experience both the highs and frustrations that learning something new can generate. I am set the same homework as the students and again, this shared experience allows for quality relationships to be formed. Next semester, I am learning a string instrument with our Year 2 students so fingers crossed I may be able to play a few good notes. WHAT ARE SOME OF THE CURRENT ISSUES FACED BY EDUCATORS IN THE PRIMARY SECTOR? When I first met our Director of Teaching and Learning at Caulfield Grammar School, Dr Katherine Hoekman, she shared that our prime responsibility is to protect the school from fads. I couldn’t agree more. The ‘next big thing’ in education is always around the corner and whilst some of these fads may stick and have genuine benefit, many serve to provide change fatigue and confusion for teachers. I stand by the belief that if

Learning at Caulfield Grammar School occurs everywhere, not just in the classroom.

you are going to introduce something to your school, you must take something away. WHAT HAS BEEN YOUR MOST MEMORABLE MOMENT, EITHER AS A TEACHER OR SPECIFICALLY IN THE ROLE OF HEAD OF MALVERN CAMPUS? I have so many moments, both funny and sentimental, that I could draw on but my most memorable moment in my new role has been our first staff day back this year. I surprised the staff with a team building activity that saw us complete a series of team building activities over a couple of hours which culminated in building nine bikes from scratch for children in need from the Melbourne area. As a team forming exercise it was brilliant but the true highlight was the final surprise – actually gifting the bikes in person to the children. There were tears, pride and smiles all round and I think it was the first time in the history of Malvern Campus that we had children riding bikes on our ballroom floor. It was a special day. WHAT ARE YOUR FEELINGS ABOUT NAPLAN AND ITS EFFECTIVENESS? I believe NAPLAN is one of many assessment tools that help contribute to our understanding of how our students are developing. I believe its effectiveness as a

education matters primary

teaching tool could increase if access to the analyses was more timely. I believe a limitation is the potential misinterpretation of results, as when they are received in August-September, they reference one point in time back in May and don’t factor in the growth that has been achieved since that time. WHAT TRAITS MAKE FOR AN EFFECTIVE AND SUCCESSFUL LEADER IN EDUCATION TODAY? Emotional intelligence, clear and transparent communication, and maintaining a daily sense of curiosity and humour is key. Understanding how to connect with each person in front of you is paramount to success as throughout the day you have to meet so many diverse needs and being rigid in your approach just won’t work. Communicating in an honest and timely manner is important to me. I have found that the easiest thing to be is yourself. I am always honest and candid with our team and believe that this candour is appreciated, even if the news being shared isn’t what they had hoped for. Lastly, and perhaps most importantly, is to never forget the wonder of childhood and the incessant need to understand the world around you. I love asking questions, answering questions, sharing stories and having fun with the students. It’s why I became a teacher in the first place. EM

HOT TOPIC // Principal Mental Health

Supporting mental health POOR MENTAL HEALTH AMONG PRINCIPALS IS A GROWING CONCERN, WITH ISSUES RELATED TO STRESS, ANXIETY AND DEPRESSION BECOMING ALL TOO COMMONPLACE. THIS HAS SPARKED THE CREATION OF A RANGE OF RESOURCES THAT AIM TO SUPPORT SCHOOL LEADERS INTO A BRIGHTER, HEALTHIER FUTURE. The role of a school principal is dynamic, fluid and always under pressure. Having to oversee all that goes on in a school – from the wellbeing of young people and the day-to-day issues of teachers, to the way in which the curriculum is delivered, school programs, class schedules, policies and procedures, budgets, school facilities and maintenance, the list goes on. Add to this the increasingly complex issues coming from parents and families – and it’s not hard to see why the number of school principals who feel stressed and overworked is on the rise. While most principals are handling the realities well, increasingly mental health has become a serious issue that is having a detrimental impact on the wellbeing of many of our school leaders. The results of the latest Australian Principal Occupational Health, Safety and Wellbeing Survey, which were released at the end of February 2019, showed alarming figures, with almost one in three principals experiencing dangerously high levels of stress. This annual survey is led by Associate Professor Philip Riley of Australian Catholic University, who is also a registered psychologist. Results involved the responses of 2365 participants. Since starting in 2011, around 50 per cent of Australia’s 10,000 principals have taken part in the survey. According to Nadine Bartholomeusz-Raymond, General Manager Education and Families at Beyond Blue, there are common factors that contribute to high stress levels for those in leadership roles. “It is estimated that 45 per cent of Australians will experience a mental health condition in their lifetime. These conditions tend to affect individuals during their working years, with one in five workers currently experiencing a mental health condition in Australia,” explains Ms Bartholomeusz-Raymond. “Work and the work environment can promote or negatively impact mental health. Being in a meaningful job you enjoy is good for mental health and wellbeing. However, workplaces with persistent high stress which is not well managed can increase the risk of mental health issues including anxiety and depression.” Beyond Blue provides information and support around mental health, addressing issues associated with depression, suicide, anxiety disorders and other related mental disorders. It lists the following factors that can lead to workplace stress for educators: • Time pressures and workload. • S tudent behaviour including lack of motivation and effort, disrespect, challenging authority and violence. • M anaging instances of bullying and other behavioural issues. • Conflict with managers and colleagues. • Adapting and implementing change. • Being evaluated by others.

Persistent high levels of stress at work can increase the risk of mental health concerns.

• Poor working conditions. • Self-esteem and status. Though Ms Bartholomeusz-Raymond acknowledges that most jobs involve some amount of stress, which can affect staff at all levels, she adds, “While some stress can be managed well, it can become an issue when it is excessive and ongoing. Principals face the specific challenges of leading improvement, being accountable for their staff and students, and meeting the expectations of parents. Being responsible and accountable for educators and support staff whose sole purpose is to nurture, grow and enrich the learning environment of students and create a physical and mentally healthy environment is also a significant responsibility. The level of accountability and responsibility on principals’ shoulders is considerable when you recognise the expectations of their staff, parents, families and local communities. Stress is unavoidable.” And this view is echoed by the National Excellence in School Leadership Institute (NESLI). When asked about the biggest drivers of poor mental health among school principals and school leaders, NESLI General Manager Paul Mears explains, “It’s around workload, around pressure to innovate and change, but not really having the capacity to do that because the role of a principal needs to be redesigned into one that focuses on innovation and change.” Mr Mears believes that in the same vein, there is a reactive rather than a proactive approach, so the pressures on principals are really intense. “There is not enough scope to apply and achieve the things principals want to achieve due to constraints of dealing with mental health issues of students, pressure from parents, and all of the social dynamics that impact the role of a school leader. “They are susceptible and immediately impacted by changes in society. We can see from the results of Professor Riley’s research that the increased levels of violence in schools are alarming.”

education matters primary

Formed in 2015, NESLI focuses on developing, addressing and coming up with solutions for some of the emerging issues in schools in the K-12 sector – including principal wellbeing. “As schools become more complex, leadership skills become more paramount. At NESLI, we are firm believers that quality leadership results in quality student outcomes,” says Mr Mears. “We want to address the challenges and provide support in complex school environments, and wellbeing is at the forefront of that. The link between wellbeing and quality school leadership are integral. This has a profound influence on the academic wellbeing of students.” The latest Australian Principal Occupational Health, Safety and Wellbeing Survey results, which are based on 2018 data, shows stress caused by heavy workloads and not enough time to focus on teaching and learning has remained high among principals in recent years, but there has been an upward trend in both since 2015. Dealing with student and staff mental health issues, teacher shortages, high average working hours, offensive behaviour and increased threats of violence are also contributing to high levels of stress and poor mental health for our principals – both at the primary and secondary level. Professor John Fischetti, an expert in educational leadership and Interim Pro Vice-Chancellor at the University of Newcastle, says that the latest results are, unfortunately, unsurprising. “The fabric of Australian society is tearing a bit, with social upheaval similar to the US and UK being brought to the school’s doorstep every day. Principals are the face of schools and as such are always dealing with whatever the ‘crisis du jour’ is. They are wearing the parent and student issues that come from a society that does not value educators and education as much as we should, and ironically, this Two teachers at Southern Cross Grammar School in Caroline Springs, Melbourne, discuss their day.

comes at a time when we need great educators and education the most,” he says. Professor Fischetti believes that when it comes to poor principal mental health, hard work, long hours and people skills aren’t the root of the problem. “We have great people on the job who are excellent at the work needed. The issues young people are bringing to school, and that their parents and carers are taking out on school leaders are enormously challenging. Staff mental health issues are profound as well,” Professor Fischetti says. “This sort of social upheaval has so many families on the edge of losing their homes, working extra jobs, stressed about their future economic vitality and it shows in their children. In addition, the pedagogies used in most places lead to disengagement of young people and this exaggerates the problems. This is across socio-economic lines.” Fear of change or a reluctance to readily embrace the changing dynamic of schools can pose another reason for concern, according to Professor Fischetti. “We are still mostly running schools as places young people go to watch their teachers work. The passive nature of most pedagogies, assessments that are not authentic, the slow pace of change in many sectors of education from the top down is causing leaders to still hold on to the schools we know rather than invent the schools we need. The current designs put pressure on compliance, standardisation, passivity and rules rather than on creativity, personalisation and flexibility.” The latest survey results also highlighted that principals and deputy/assistant principals experience higher levels of offensive behaviour in the workplace than the general population. Between the survey’s inaugural year in 2011 and 2018, there was an increase in the number of principals who experienced threats of violence, up from 28 per cent to 45 per cent. Those subjected to actual physical violence rose from 27 per cent to 37 per cent. For anyone experiencing poor mental health, being able to identify that there is an issue and understand the warning signs is the first step to overcoming the problem. “It is helpful to understand the signs and symptoms of depression and anxiety so individuals can spot them in others or themselves and seek support,” says Ms Bartholomeusz-Raymond. “If you notice any persistent changes in your thoughts, feelings or behaviour that are starting to interfere with your work performance or quality of life, see your GP or a health professional for assessment and advice. The earlier you seek support, the sooner you can recover.

education matters primary

“It is important for principals to remember to first put the oxygen mask on yourself, before you can expect to support your staff and students. Modelling good mental health is also important, so self-care is paramount, as well as acknowledging periods of personal challenge.” Sometimes, signs that a person is suffering from a mental health condition such as anxiety or depression isn’t obvious. With anxiety conditions, for example, the issue can often develop over time. A normal level of anxiety generally lasts a short period and is connected to a particular stressful situation or event – for example, a job interview. This is very different to the type of anxiety experienced by people with an anxiety condition, where anxiety is more frequent or persistent, not always connected to an obvious challenge, and impacts on their quality of life and day-to-day functioning. Different anxiety conditions have varying symptoms, but Beyond Blue says some of the most common symptoms include: • Physical: panic attacks, hot and cold flushes, racing heart, tightening of the chest, quick breathing, restlessness, or feeling tense, wound up and edgy. • Psychological: excessive fear, worry, catastrophising, or obsessive thinking. • Behavioural: avoidance of situations that make you feel anxious which can impact on study, work or social life. A person suffering from depression may be identified if they have felt sad, down or miserable most of the time, or have lost interest or pleasure in usual activities. Typically, this becomes an issue if these feelings last for more than two weeks. Signs a person is suffering from depression include: • Behaviour changes including not going out anymore, not getting things done at work, withdrawing from friends/family, relying on alcohol and sedatives. • Feeling overwhelmed, guilty, irritable, frustrated, lacking confidence, indecisive and miserable. • Thoughts such as ‘I’m a failure’, ‘it’s my fault’, ‘nothing good ever happens to me’, ‘people would be better off without me’. • Physically tired all the time, sick and run down, headaches and muscle pains, sleep problems and loss of appetite. According to Beyond Blue, it’s important to remember that we all experience some of these symptoms from time to time and it doesn’t necessarily mean you’re depressed. Also, not everyone who is experiencing depression will have all of these symptoms. “While we know the expectations placed on

HOT TOPIC // Principal Mental Health

leaders can lead to mental health issues, with the right support and treatment most people affected by a mental health condition recover and lead healthy and fulfilling lives. Recovery is different for everyone. For some people, recovery means no longer having symptoms, while for others it means learning to manage their symptoms,” says Ms Bartholomeusz-Raymond. “A supportive, mentally healthy work environment that promotes mental health protective factors can minimise the risk of the workplace having a negative impact on people’s mental health. At an organisational level, research supports the implementation of an integrated approach to workplace mental health. This is about looking at your workplace mental health and wellbeing strategy holistically, not by reactively addressing issues and risks in isolation.” The Heads Up website (www.headsup.org.au), developed by Beyond Blue and supported by the Mentally Healthy Workplace Alliance, calls on those in leadership roles to make a commitment and take action in creating a healthier workplace environment. Everyone within the workplace is encouraged to contribute to creating a healthier workplace, look after their own mental health, and look out for their colleagues. Key strategies include creating a positive workplace culture, managing risks to mental health, supporting people with mental health conditions, and adopting a zero-tolerance approach to discrimination. In looking after their own mental health, Professor Fischetti adds that the key for any leader is to also manage their own work/life balance. “Physical and emotional health are both vital. Great diets, exercise and overall wellbeing are crucial; and a support system of colleagues who ‘get it’ to serve as mentors and confidants.” As a community, Professor Fischetti lists several steps we can all take to help address the issue of principal mental health: • Value school leaders and teachers far more than we do. • Embrace changes they propose to school design so that some of the issues faced are not ones where we in the public continue wanting schools to look like they did for us, rather than taking them in a whole new direction. • Support equity-based approaches to funding. With growing concern around the topic of principal mental health, various programs and initiatives have been launched to help support the wellbeing of principals and school leaders. After launching its Staff Wellbeing Toolkit in early 2017, NESLI recently followed this with the launch

of the Principal Wellbeing Forum. Mr Mears says the Principal Wellbeing Forum is about bringing principals together to build that social capability and be able to support each other at a network level. “The principal’s role can be quite isolating so recognition of the importance of staff wellbeing, having that HR approach to manage teachers, and providing opportunities for staff to build their wellbeing and social capital, provides opportunities for principals to implement the things they’d like to into their schools. It’s very difficult to build morale in a school when staff wellbeing is at rock bottom,” Mr Mears explains. “The forum was developed in recognition of Professor Riley’s research. NESLI felt that principals faced different challenges in being leaders of organisations, and needed a program that met those requirements. This resource is fully online, so it’s a different mode of delivery and is about bringing cohorts of principals together to share experiences and talk about those issues. The social aspect is where it has its highest impact.” The issue of mental health and wellbeing in schools and workplaces is one that has been recognised by governments too. As an example, the Australian Government appointed Beyond Blue in June 2017 to lead Be You (beyou.edu.au), a resource that provides useful strategies everyone can adopt in schools and early learning services to manage and reduce their own stress levels and maintain a positive work/life balance. Be You is led by Beyond Blue with delivery partners Early Childhood Australia and headspace. It is a free resource available to all 24,000 early learning services, primary and secondary schools and their respective families in Australia. At a state level, initiatives such as the Victorian Department of Education and Training’s Principal Health and Wellbeing Strategy, and the Northern Territory Department of Education’s Principal Wellbeing Framework, have been created to specifically target the wellbeing of principals within their prospective states. In the Northern Territory, the Principal Wellbeing Framework, developed in partnership with the Northern Territory Principals’ Association, identifies five dimensions of wellbeing: physical, mental, social, emotional and spiritual. The framework aims to empower principals to engage in their wellbeing, be supported to grow strategies to enhance their wellbeing; and experience development in their wellbeing capability regardless of where they identify along the wellbeing continuum. In Victoria, the Principal Health and Wellbeing

education matters primary

Strategy was launched in May 2018. It aims to protect and promote the mental and physical health and wellbeing of the state’s school principals. Its key objectives include addressing sources of stress such as workload and managing complex matters, offering specialist support and services, and equipping principals with the tools and confidence to be effective leaders. The strategy’s services, which include free and confidential health checks, early intervention services, mentoring and complex case support, were used over 1000 times by principals in 2018. The strategy also includes the Proactive Wellbeing Supervision service, which provides all Victorian school principals and acting principals with access to up to four confidential sessions per year with a psychologist. Complementing this strategy, WorkSafe Victoria has awarded $1.2 million in funding to not-for-profit mindfulness organisation, Smiling Mind, as part of the WorkWell Mental Health Improvement Fund to deliver a whole-school program designed to improve school culture, particularly focused on supporting principal mental health and wellbeing. It saw Smiling Mind collaborate with WorkWell from April 2019, with 80 primary school leaders across Victoria over a three-year period. Smiling Mind will co-design a cultural and environmental change framework underpinned by mindfulness principles and practices. This will inform the direction for creating a tailored mindfulness program for each participating school. “Primary school principals and teachers are responsible for our children during some of their most formative years,” says Smiling Mind CEO, Dr Addie Wootten. “This program will create positive change not just for the leaders but will also have a strong flow on effect to benefit the entire school community.” The program will focus on four key areas: leadership training, school integration, communities of practice and coaching. “We are in such a dynamic and exciting time,” adds Professor Fischetti. “This generation of young people finishing high school this year will be only the second group to have lived their whole lives in the 21st century. Facebook, YouTube and the Smartphone have all come a long since they were born. The issues we face – from climate change to refugee settlements, to the impact of these technologies – have to be reflected in the curriculum. We need a different kind of teacher for a different kind of school. And our leaders know that. The sooner we take hold of that, the easier that transition will be.” EM

Take your class on an adventure We want to make it fun and easy for kids to eat more fresh fruit and vegies every day. That’s why we’re inviting Early Learning Centres and Primary School classes to join us on interactive Fresh Food Kids Discovery Tours at participating Woolworths stores. Tours have been designed by nutritionists, an educator and even a fruit and veg scientist! Your class will explore the store, discovering all about the colourful world of fresh fruit and vegies and where they come from. You’ll receive an activity pack for your classroom and each kid will pick up a free tour bag to keep discovering at home.

Join the adventure! Book now at woolworths.com.au/discoverytours T&Cs apply. See website for details.

HEALTH & WELLBEING // BULLYING

Starting small to effect change BULLYING EXPERT, ASSOCIATE PROFESSOR BARBARA SPEARS, DISCUSSES THE CHALLENGES OF ADDRESSING BULLYING IN SCHOOLS AND THE ROLE OF THE WIDER COMMUNITY IN INFLUENCING BEHAVIOURAL CHANGE.

Dr Barbara Spears is Associate Professor in Education, at the University of South Australia. She is recognised nationally and internationally for work on youth voice, cyber/bullying, sexting, mental health, wellbeing, and the role of technology in young people’s social relationships. She has led projects that include the review and update of the National Safe Schools Framework; A Public Health Approach to Sexting; Youth Exposure to and Management of Cyber-Bullying Incidents in Australia; and the Safe and Well Online Study: Young and Well Co-operative Research Centre.

Primary school settings are wonderful places where children’s friendships and peer relationships can and do flourish. However, when those friendships and relationships falter, the power balance within those social contracts changes, and children and young people can find themselves involved in a bullying situation, often before they realise it. Then again, there are those children who are constantly involved in bullying situations, and they bring different challenges to teachers and principals. The salient point here, is that bullying is a relationship problem, enacted in the social dynamic of peer relationships and through the social architecture of the school and community which surrounds those relationships. Bullying, as we widely recognise, is a unique form of intentional, and repeated social aggression, which can take many forms: physical, verbal, relational/social and most recently, cyber/online. Addressing it is complex, yet like all behaviours, it is learned behaviour, so it stands to reason that it can be unlearned, that these negative, socially aggressive behaviours can be modified. As adults pass by situations in the schoolyard, and ask what is happening, we often hear such responses as “we are only messing around” and “we are just kidding”. Both of these replies serve to deflect any seriousness of what might be happening between peers, and also serve to deny that what is happening is deliberate or intentionally hurtful, harmful or intimidating. We recognise as adults that schools reflect the communities in which they are situated. If the immediate community is used to employing violence or managing conflict through various physically, verbally or socially aggressive strategies, then that is what will be learnt and practised at the school by the children and young people who

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live and socialise in that community. If however other strategies and approaches to dealing with conflict are modelled by significant others such as teachers, school leaders, parents and contemporary media and sporting idols, and alternatives explicitly taught, then there are opportunities for changing the climate of the school community and achieving associated reductions in bullying behaviours. This of course is not an easy task, but it raises the issue that if we are to successfully address bullying in school settings, then this cannot be done without the community involved. If schools are microcosms of the community around it, the school alone cannot be expected to fix the problem. Whilst we know that we should be employing a whole school, tiered approach, what does that look like in reality? It means that as a base, schools should be offering universal education and information about bullying to the whole community, including clear processes for how it intends to address it in the primary school setting. It also means that in addition, some students may require slightly more specific, targeted information, resources or explicit teaching to help them to deal with any bullying behaviours or experiences they may be having as a victim of bullying. Finally, there will be a few who require tailored interventions to meet their unique needs, either as a child who bullies others, or as the one being victimised. What is important here, is that there is not a homogenous group of children and young people who bully others. Some are known to consistently aggress at higher levels than others; some also desist over time in response to either a prevention or intervention employed, or due to personal development or maturation; and some engage in bullying others at a very low and inconsistent level. It is necessary to identify these students so as to

Dr Spiers explains that bullying is a unique form of intentional and repeated social aggression.

tailor strategies to their individual behaviours. There are some strategies however, which apply to everyone and which are deceptively simple as starting points for teachers and principals who want to start to change the culture or climate of the school, from one where bullying and aggression thrives, to one where it is challenged and reduced. Students often report that teachers do nothing about the low-level behaviours which underpin negativity and allow a culture of bullying to thrive. One of these strategies concerns eliminating two small words from the vocabularies of adults, children and young people at school: just and only. These two words effectively allow the individual to trivialise any behaviours with which they are aligned. By challenging the use of these words you are bringing the individual to account for their actions. If you suspect someone is being targeted or victimised, ask: Are you all laughing? Who is laughing? Who is having fun? Another strategy is to consider the role power plays in the school setting, as power misuse and abuse is a fundamental construct associated with bullying. Those who bully are learning to use power aggressively and to control and distress others. Those who are victimised, become trapped in this abusive relationship. There are several well recognised bases of power in any organisation or social structure and schools bestow positional power on some students, through their roles on councils or committees. Other students bring personal power to the setting, through their peer status. How is that power being exercised by that student? How are adults modelling their status and use of power? Reflecting on who has the power and how that power operates within and across the school setting is one way of drawing attention to the trajectories of power in all relationships: from school bullying, to dating violence, to domestic violence, sexual harassment, workplace harassment and elder abuse. To finish, bullying is likely to be influenced by many factors: the individual, the peer dynamic, and the socio-cultural contexts of the community in which the school operates. Teachers and principals are constantly seeking new ways of addressing this complex relationship problem, but starting small is as effective as introducing a whole new array of interventions. Be conscious of the low-level behaviours which are often ignored. Eliminate the ‘justs’ and ‘onlys’ and hold everyone to account for their actions at this level. Reflect on who has the power and if/how that power is used or misused when trying to identify bullying behaviour, and recognise that there will be a small percentage of students who engage in constant, persistent negative behaviours which will require specific, targeted approaches – they are the ongoing challenges. Finally, schools alone cannot resolve this issue, and effecting change at the community level is the long game, so start small, with the little things you can do in your school setting, to impact on most students and staff, and change will begin. EM

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HEALTH & WELLBEING // WOOLWORTHS

Interactive healthy living AIMED AT INSPIRING THE NEXT GENERATION TO LOVE THEIR FRUIT AND VEGETABLES, WOOLWORTHS HAS LAUNCHED FREE FRESH FOOD KIDS DISCOVERY TOURS WITHIN ITS STORES FOR EARLY LEARNING CENTRE AND PRIMARY SCHOOL STUDENTS.

Designed with the school curriculum in mind and catering to children from Early Learning to Year 6, over 170,000 children have already participated in the Fresh Food Kids Discovery Tours – with this number growing day by day. On the tours, students have the opportunity to discover and try new fruit and vegetables, learn how and where they grow, understand the benefits of eating a good variety of fresh fruit and vegetables and play vegetable-inspired games through a full sensory experience. This initiative officially launched in July 2018, following a successful pilot program

The initiative aims to teach students about the importance of fruit and vegetables in a fun and interactive way.

education matters primary

which ran in a select number of Woolworths supermarkets. As part of Woolworths’ commitment to Fresh Food Kids, more than 18 million pieces of fruit are also being given away each year in store as part of the Free Fruit for Kids initiative. According to the Australian Bureau of Statistics 2017-18 National Health Survey, almost 95 per cent of Australian children are struggling to meet their recommended intake of fruit and vegetables. “We know that getting children to eat fruit and vegetables every day can be tricky and

Gramtica empowers your school with . . . Grammar that makes sense Grammar and �ri�ng in close partnership On-site teacher training Trained, knowledgeable teachers Empowered, knowledgeable student writers All teaching and learning materials for one year A uniﬁed whole-school approach to grammar and wri�ng Students are taught about the benefits of eating a variety of fruit of vegetables.

parents can find it challenging to get their kids to eat their required daily intake. The Fresh Food Kids Discovery Tours are designed to inspire our next generation of Aussie kids make smart and fresh food choices in an environment that they will be familiar with,” says Claire Peters, Woolworths Supermarkets Managing Director. “We worked with educators, nutritionists, as well as a fruit and veg scientist to put together the program for our Fresh Food Kids Discovery Tours to ensure real learning outcomes are achieved for each age group. Play is a key part of learning and we have quiz cards and sticker books to help extend the discussions back to the classroom and the home.” With growing interest and participation from primary schools, Woolworths hopes its Fresh Food Kids Discovery Tours will soon reach up to half a million Australian kids. The key learning outcomes of the Fresh Food Kids Discovery Tours for each age group are: • Stage 1: ELC, Kindergarten, Prep, Reception and Transition children will learn about the importance of eating a rainbow of fruit and vegetable colours. • Stage 2: Year 1-2 students will learn how different fruit and vegetables are good for different parts of their body. • Stage 3: Year 3-4 students will discover fruit and vegetables don’t grow the same and they have different seasons. • Stage 4: Year 5-6 students will learn about Woolworths’ sustainability efforts around food waste management and its big push to reduce, recycle and reuse wherever possible. For 2019, Woolworths has also launched a new Bus Grant Program to assist with transportation to and from its stores for classes participating in the Fresh Food Kids Discovery Tours. Each month, Woolworths is providing eight schools or early learning centres with $500 to put towards transportation costs. Teachers and educators can book a free Fresh Food Kids Discovery Tour for their class at their local Woolworths store or by visiting the link below. EM

Buyer’s Guide Woolworths Web: www.woolworths.com.au/shop/discover/ fresh-food-kids/discoverytours

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HEALTH & WELLBEING // SCHOOL EXCLUSION

Reducing school exclusion THE USE OF SCHOOL SUSPENSION AND EXPULSION TO EXCLUDE STUDENTS FROM SCHOOL PRESENTS A MAJOR DILEMMA FOR STAFF, WRITES STUDENT WELLBEING EXPERT, SHERYL HEMPHILL.

When a student engages in behaviour that threatens the safety of the student themselves or others, leadership teams need to use approaches such as exclusion. But excluding a student from school is inconsistent with the aim of school communities to be inclusive. There is also the risk that if the excluded student does not want to be in class (as is often the case), the problematic behaviour is rewarded. On top of this, research has shown that there are a range of negative consequences of suspension for the suspended student including increased antisocial behaviour, alcohol and drug

Sheryl Hemphill PhD is a freelance writer, presenter, and researcher. She has conducted research for over 25 years on the prevention of violence, antisocial behaviour, and cyberbullying, as well as school behaviour management approaches. Her current focus is on sharing research findings with schools and the broader community.

A recent systematic review and meta-analysis of 37 studies of school-based interventions found a short-term reduction in school exclusion.

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use, delayed graduation, and not completing school. School leaders continue to use suspension and expulsion because they are the highest level of response available to them for serious problem behaviours. Sometimes, school staff find other ways of handling serious student behaviours that fit with the circumstances of their local communities. However, these approaches may not have been evaluated. To date, the research literature has not provided clarity on effective ways to reduce the use of school exclusion. This may now have changed. In a recent systematic review and metaanalysis of 37 studies of school-based interventions that aimed to reduce the use of school exclusion, a short-term (six months) reduction in school exclusion was found. Reductions in the use of school exclusion for 12 months or more were not found. In the review, school exclusion was defined as removing students from teaching for a period of time and included in-school and out-ofschool suspension and expulsion. The latter two approaches remove students from the school setting, whereas the former removes students from the classroom. Students included in the review were aged four to 18 years of age andattended mainstream schools. Published online in March in the Journal of Experimental Criminology, the review was conducted by Sara Valdebenito and colleagues at the University of Cambridge and the RAND Europe research institute. The review showed that 73 per cent of the interventions focused on changing students’ skills or behaviour, whereas 27 per cent focused on changes at the level of the school or teacher. On average, the interventions lasted for 20 weeks. Interventions were more effective at reducing

in-school suspensions and expulsions. Several potential school-based approaches to reduce school exclusion were identified. The two interventions with the strongest and most reliable effects were: • Mentoring/monitoring for students; and • Skills training for teachers. The mentoring/monitoring interventions were structured and supportive relationships between students with academic, behavioural or emotional problems and non-parental adults such as teachers, counsellors, and other members of the community. The specific role of the mentors differed in each study but, in general, they were role models. They also provided support, assisted students with academic tasks, supervised academic performance, and gave students advice or counselling. There were five studies on this form of intervention included in the review. The skills training for teachers comprised establishing clear rules in the classroom, facilitating mutual respect between teachers and students, and strategies for teachers to work with parents to

encourage students’ participation in school activities. A total of four studies on this intervention were included in the review. Two other types of school-based interventions were promising: • Improvement of the students’ academic skills (two studies in the review); and • counselling/mental health services for students (three studies in the review). The researchers cautioned that the number of studies in their review on the specific types of school-based intervention was small. Only randomised controlled trials were included in the review. These are studies in which participants, classrooms or schools are randomly assigned to a treatment or a control group and are the gold standard for tests of interventions. Another caution about the findings was that most of the studies had been conducted in the United States of America so we do not know how well the findings apply in other countries like Australia. An important area for future research is to conduct studies in a

range of countries around the world. The results of the review did not show a reduction in students’ antisocial behaviour following participation in school-based interventions compared with a control group. This is not surprising since the interventions focused on reducing rates of exclusion rather than changing student behaviour. The authors of the review called for more intervention studies that seek to understand how the intervention may impact on the use of school exclusion – what are the key elements of the interventions that show reductions in school exclusion? In addition, the review authors encouraged the use and study of innovative approaches to the reduction of the use of school exclusion. Although the results of the systematic review and meta-analysis are instructive, further high quality research is needed to address the question of how schools can reduce their use of exclusion. Ensuring that any reductions in exclusion continue beyond six months is an area that needs to be addressed. EM

TRANSFORM YOUR TEACHING Study a Master of Education in Inclusive and Special Education Promote inclusion of learners with diverse needs. Discover how to transform education to include all learners, and develop strategies for inclusion across a range of learning contexts. If you are a registered teacher, this course will qualify you as a Special Education Teacher. monash.edu/education/inclusive Produced by SMC Monash: 19P-0245. May 2019. CRICOS provider: Monash University 00008C.

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TECHNOLOGY // ACER

Improving student learning in a connected world DATA SCIENCE RESEARCHERS FROM THE UNIVERSITY OF TECHNOLOGY SYDNEY HAVE TEAMED UP WITH ACER IN A PROJECT THAT USES ARTIFICIAL INTELLIGENCE AND DATA SCIENCE TO ADVANCE LEARNING OUTCOMES.

The University of Technology Sydney (UTS), in partnership with computer technology companies Acer and Intel, has launched a new pilot program that trials new methods of monitoring student attentiveness and learning in the classroom. An industry first-of-its-kind, the UTS x Acer Learner Attention Analytics Pilot Program is currently being piloted with 200 data science students in the faculty of Engineering and IT at UTS, with several high schools expected to participate in the future. The program employs the latest technology in attention analysis, with the aim of establishing a fuller understanding of student behaviour in a classroom setting. The desired outcome is the

development of a proof-of-concept platform that could help enhance student learning experiences and outcomes. The pilot program was announced in early April at the UTS campus in Ultimo by Acer’s Oceania managing director, Darren Simmons, and the university’s executive director of data science, Professor Fang Chen. Mr Simmons spoke of the necessity of harnessing developments in computer technology to aid the process of learning in a classroom setting in an age of ever greater connectivity. He says that with Acer selling 70,000-80,000 laptops in the education space annually, he was regularly

The program is currently being piloted by 200 UTS students.

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confronted with questions regarding the efficacy of computer usage in student learning outcomes. “Do students really learn better? Do they really interact better with the environment? Is the process individualised, is it actually having an impact? These are questions that are directed to me all the time. It’s a challenge, and one that this project is working on,” says Mr Simmons. Mr Simmons says the program, developed in partnership with UTS, would revolutionise personal learning in and out of schools, enable live learning and information sharing, and help develop hardware and software that will enhance the learning experience and

promote the wellbeing of students. “Acer is thrilled to support the UTS Data Science team led by Professor Chen and to be part of a pilot program that will transform the education sector and be crucial in preparing students for the future,” Mr Simmons says. “In addition to education, it will also assist technology providers, such as Acer, to develop new computers and software applications and behaviouraware computer technology to better facilitate the changing needs of the education sector.” The project involves the collection of learner data using hand gesture and eye-tracking technology combined with a graphical user interface (GUI) to record mouse movements, keyboard and digital pen usage and eye movements. The data will then be analysed using artificial intelligence (AI) and machine learning algorithms to determine behaviour patterns and the linkage to learning outcomes. According to Professor Chen, students in a highly-connected, digitalised world now face more distractions than ever before. Combined with the old issue of different students learning at different ways at varying paces, the presence of devices, and their potential to disrupt student attention, is putting traditional teaching approaches that rely on a standardised curriculum to the test. It also creates a greater need for educators to better understand how to capture the attention of different students. “There’s so much for a student to learn. How can they can use the limited time and limited space to learn quickly and in the way that is best for their learning outcomes? The current system is that you read results or your report card after semester or after you finish the course, and you get the score,” says Professor Chen. “How can you know in between how you are performing and how you’re dealing with the content – whether you feel the content is suitable for you or not, and how the pace of the learning is for you?” Professor Chen explains the purpose of the project was to facilitate the development of learning experience that was more personalised and more responsive to the needs of individual students. “The aim of the UTS x Acer Learner Attention Analytics Pilot Program is to create an education industry blueprint that can generate tailored personalised learning programs according to learners’ behaviour patterns,” she says.

The UTS x Acer Learner Attention Analytics Pilot Program was demonstrated during a launch event in April.

“Using learners’ behaviour as a fundamental indicator of attention and analysing this with AI and machine learning technologies will enable the education sector to optimise the pace and learning materials for the needs of different learners.” During the launch, the technology was demonstrated to those assembled. When a learner sits in front of a computer, a camera will capture what the learner’s eyes are attending to, while software will register whether, and in what manner, the learner is touching and using the mouse and keyboard. According to Professor Chen, these forms of student monitoring will help determine if the individual learner is focussing on the content they should be and to what extent the student is preoccupied with other distractions. “Basically, that’s the concept: to capture all the behaviours of the learner in front of a digital device. This is tracking where you’re looking at, mouse movement, and – how you’re interacting with the device.” In this manner, Professor Chen says, data would be collected and analysed to establish what insights can be established on the basis of particular patterns of recorded behaviour. “It is in data analysis that we can try to find out what different behaviours mean. Do they mean that the student is more engaged? Does the engagement link

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to a better learning outcome or not?” The pilot project is now in the initial data collection stage of the program, involving two classes within the School of Computer Science UTS Data Arena, including an undergraduate class of 150 students studying software engineering, and a postgraduate class of 50 students using machine learning. According to the UTS research team, the project will also have the potential to be further extended to detect learner frustration and hesitation, the determination of which, they claimed, was essential in developing customised teaching and learning, and integral in improving student experience and wellbeing. “The purpose of the project is to make the learning experience better and more positive, and to help students learn not only in school, but in life beyond school,” Professor Chen says. “We hope that this is a step towards providing a more engaging and personalised learning experience for every student.” EM

Buyer’s Guide Acer Computer Australia Ph: 1300 308 056 Web: www.acer.com/ac/en/AU/ content/home

TECHNOLOGY // A SLOW APPROACH

A vision of ‘Slow’ education IN A FAST-PACED WORLD, WHERE TECHNOLOGY IS EVER-EVOLVING, ASSOCIATE PROFESSOR MIRIAM TANTI DISCUSSES THE IMPORTANCE OF A ‘SLOW’ APPROACH TO TECHNOLOGY-RICH EDUCATION.

Associate Professor Miriam Tanti is the Acting Head of the School of Education in NSW and the ACT at the Australian Catholic University. She prepares both undergraduate and postgraduate preservice teachers to teach in contemporary learning environments, through the meaningful integration of digital technologies. In addition, she has worked with schools and school leaders to develop Science, Technology, Engineering and Maths (STEM), Problem and Project Based Learning frameworks and Action Research. Associate Professor Tanti completed her PhD through the University of Sydney. The PhD, and subsequent research, has focused on developing a Slow educational framework that presents a vision for sustainable learning. She is currently writing a book, on Slow, due for release in late 2019.

During the 25 years I have been involved in education it has undergone significant change. I have witnessed firsthand the impact global influences, accelerating change and increased technological complexity have had on education, knowledge, teaching and learning. I have watched, as education has become increasingly perceived as the key to national competitiveness, tilting education’s balance in favour of the vocational and economic development of human capital and on the commodification of learning and teaching. Education now utilises a model crippled by too much content and too little time to think, built upon the provision of knowledge and skills that governments think businesses require, informed by political agendas looking for ways to educate more people to even higher levels. All of this contributes to the dichotomous relationship between technological advancement and innovation on the one hand, and the conservation of humanity and the humanistic pursuit of knowledge, understanding and wisdom on the other. My research is not anti-innovation or technology. In fact and perhaps surprisingly, it demonstrates that the modern world need not sacrifice concepts of right, wrong, ethics, morals and long-term vision, to technology. But rather, the informed and purposeful utilisation of technological innovations can help orchestrate a recovery of education and humanity. To do this, I offer an alternative to the ‘fast’ of 21st century life and education, through the sharing of a ‘Slow’ way of living, teaching and learning. A Slow approach embraces the joys and challenges of discovering one’s self and one’s natural rhythm and tempo in a speed-hungry world, identifies teaching and learning as humanistic, social and multidimensional and puts this view forward as a guide for future developments in education. WHAT IS ‘FAST’? The increased emphasis on the economy, ubiquitous nature of technology and the pressure on educators to serve the needs of ‘the knowledge society’ is breeding a culture of Fast knowledge. The National STEM School Strategy (Office of the Chief Scientist,

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2013) and the Digital Education Revolution (Rudd, Swan & Conroy, 2007 plus other reports) saw the rapid increase in access to technological resources and an interdisciplinary understanding of STEM, which required teachers, and students, immediately adopt these new initiatives. The immediacy of adoption, without sufficient pedagogical dialogue, critique and reflection limits the effect a “national strategy” and “educational revolution” can have on learning. This is educational reform focused heavily on the ‘here and now’ and short-term measures that are unlikely to adequately prepare students for a twenty-first century world of uncertainty, complexity and changing technological innovation. TOWARDS ‘SLOW’ The exploration of ‘Slow’ is best approached through Slow Food, which was the Slow Movement’s founding organisation. Slow Food was a revolution conceived in Italy when McDonald’s opened a franchise amongst the historic architecture of the Piazza di Spagna in Rome. A revolt was held in the name of traditional foods that were increasingly at risk of disappearing forever as a speed-hungry world turned increasingly to fast food over food that was ‘good, clean and fair’; food connected to people, culture and place – Slow Food. Fast food represented everything commercial and industrial: where ingredients were sourced internationally with the financial gains a priority over taste, where food preparation was centred on standardised procedures regardless of location and tradition and where food did not reflect the culture, local climate or conditions – each hamburger a clone of the other, completely disconnected from the city in which it was purchased and consumed. It’s a metaphor we could aptly use to describe 21st century education – a system where teaching practice still reflects its industrial roots; where the emphasis is on knowledge that is standardised, of specific use and that which can be measured, over that which is merely contemplative and demonstrates respect for our cultural inheritance. It is also where exam results

are prioritised over engagement in rigorous discussion and debate for no reason other than to pursue one’s natural curiosities and establish deep connections and where the focus is on short-term rewards over long-term implications. To counter the fast food trend, Slow Food was established to protect traditional culture, the environment and biodiversity. In the Slow Food manifesto, Slow is defined as an awakening of our senses through a strong philosophical position motivated by the desire to experience life more fully, to enjoy the company of like-minded people through which one can pursue one’s natural curiosity. Second, Slow values tradition and character, because eating well means respecting culinary knowledge and honouring the complexity of the gastronomic practices undertaken. And third, Slow is about making moral choices, where taste holds the central position supported by our direct relationship with food growers, our direct link to the natural environment in which we live. This is a philosophical position that education too could benefit from. The literature on Slow in education is embryonic, as most debate has occurred only in the last 20 years. There have been a few advocates for Slow in education, the most prominent being Holt (2002), who called for the commencement of the ‘Slow School Movement’. As a result, I undertook a large research project to explore exactly what Slow may look like in education, and the benefits. The research uncovered the essence of Slow in education as consisting of the following elements: fostering a Slow state of mind, discovering natural time, valuing the process of learning, nurturing connectedness and embracing Slow technology. Below is a brief summary of each:

Do your students: Struggle with the same maths concepts each year? Forget what you worked so hard to teach them? Never seem to really understand maths?

STATE OF MIND A Slow state of mind is one that is mindfully aware. It is open and responsive and requires continual examination and reflection, as the tensions between fast and Slow are evaluated on an ongoing basis, and as a way to translate experience into meaningful learning. A Slow state of mind encourages us to engage with the moments of our everyday lives in a more considered and meaningful way, to feed our sense of curiosity, as a catalyst for questioning, searching, hunting and inquiring – leading to a journey of engagement and investigation of the world. This is important in the development of learning for the long term as we move into the complex and unknown territory of the future, with issues and problems that have no definitive answers and solutions. DISCOVERING NATURAL TIME Slow requires time – time to think deeply, talk more, explore, reflect, engage and rejoice in each moment. Students need to be able to exercise choice and control of what feels like the right number of tasks to undertake; reflecting tempo, rhythm and pace in tune with, and unique to, each individual. Such a view of time, one that is more subjective, personal, dynamic and supportive of the connection and engagement with learning and learners connects education with meaning and authenticity. In this way time is transformed, providing an opportunity for learning to resonate with students as the learning activities flow naturally and in tune with each student’s world, tempo and rhythm. APPRECIATING PROCESS Shifting the focus to the process of learning, away from a focus on ends, means creating activities that encourage learners to think, take risks, succeed, fail,

collaborate and communicate. Projects and problems are a way of piquing learner interest, offering intrinsic motivation, and awakening curiosity and demand for information over extended but flexible periods of time. In this way, learners become active participants, not passive recipients, with a call for each of them to be engaged in continual thought, inquiry, discovery and action as a way to develop empathetic, caring and compassionate people who value learning. CONNECTEDNESS Slow is about connecting to self, others and place. Connectedness is a way of thinking described as looking inward to the internal rhythms of the self. It involves asking life’s bigger questions to gain clarity, insight and wisdom. Understanding ourselves is to be able to give sense and purpose to life and can be recognised via learners questioning, trying, challenging, testing and experimenting. SLOW IN EDUCATION Slow, in education, will not naturally occur – it needs to be made explicit. Making Slow experiences a part of education requires educators to be conscious of the value and role of Slow. The implication is that educators need to open up these areas of inquiry. It is also through awareness that Slow can cause educators to question personal epistemologies, so that Slow might be adopted in their own lives too. Educators need to re-conceptualise fast in their personal and professional lives in order to foster an alternate, slower, reality in the future. This is thinking that would take us into the depth of our experiences: ourselves, others and nature. The implication is that such thinking and understanding could see the personal experience and education effectively pursued through the experience of Slow. EM

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TECHNOLOGY // PROMETHEAN

Promethean celebrates a love for learning

The Promethean Grant encourages students to share inspirational stories from the classroom.

TEACHERS AND EDUCATORS IN AUSTRALIA AND AROUND THE WORLD ARE UNITED BY A LOVE FOR LEARNING AND A PASSION TO INSTIL THAT SAME LOVE IN STUDENTS. EDUCATIONAL TECHNOLOGY CAN PROVIDE NEW OPPORTUNITIES FOR UNLOCKING STUDENT AND STAFF POTENTIAL, CREATING A FOUNDATION FOR INNOVATION THAT ENRICHES THE EDUCATION EXPERIENCE.

Education technology will never replace teachers, nor solve all the challenges they face. It is however proving its capacity to be instrumental in helping teachers do what they do best: inspire students to engage with education more than ever and empower them to be able to do so in their own way. Following on from the Promethean Grant last year, 12 Australian schools are doing just this. Having produced a winning entry to the creative grant competition, they are now equipped with a state-of-the-art front-of-class interactive display: the Promethean ActivPanel. WHAT DOES THE PROMETHEAN GRANT MEAN TO THEM? One of the winning schools – Isabella Plains Early Childhood School in Canberra – was especially

pleased with its prize. Executive Teacher, Melissa Chadwick shares her thoughts, “We are so excited because the ActivPanel is going to really help the children share their ideas and further their learning. I saw a demo at EduTech and knew that the ActivPanel would be perfect for our school, to help adopt a more flexible way of teaching and learning where there is no visible front of the room. Winning one brings many opportunities for our children across the school.” Some of the winners are already thinking about how the ActivPanel will give them new ways to interact in the classroom. Venetta Jones, classroom teacher at Gracemere State School says, “Winning the ActivPanel is such a reward for all of our efforts in making the video – we cannot wait to use it and show the children that when we work hard at something, it is

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recognised and gets rewarded. “As a teacher, I am so excited that I will be able to use the 20-point touch screen – this will mean that all the kids can come and interact with the lesson content at the same time, which will be amazing.” Promethean prides itself on being an education-focused company, and this sort of feedback has ensured that The Promethean Grant will run once again. SHARE STORIES FROM YOUR CLASSROOM THROUGH THE PROMETHEAN GRANT Now in its third year, The Promethean Grant in 2019 revolves around a competition encouraging teachers to share inspirational stories from the classroom. Amidst concern over teacher workloads and budget constraints, it is more

important than ever to celebrate the successes that teaching brings. This competition provides teachers with a platform to share positive experiences from the classroom and gives them a chance to win an ActivPanel to take their teaching even further. Your video might be about a particular student who was inspired by a new way of working or showed special dedication to overcoming a challenge. Whether it is inspiring, heart-warming or impressive; the floor is yours to choose an experience that you feel deserves to be shared. VISIT PROMETHEAN AT EDUTECH 2019 As a warmup ahead of The Promethean Grant, a competition will be running at EduTECH 2019 in Sydney on 6-7 June. Educators can visit Promethean at stand 833 to record a video and be in with a chance to win an ActivPanel. Entries to this special competition will be judged by a panel at EduTECH, with a winner announced on the afternoon of 7 June, before the end of the show. The brand new ActivPanel Elements Series will also be launched at Promethean’s stand with an exclusive first look at the latest range of interactive displays. The Elements series offers a choice of solutions to fit different school budgets and offers

Students at Isabella Plains Early Childhood School in the ACT use the ActivPanel interactive display.

Promethean’s exclusive Vellum technology for the most natural writing experience. EduTECH is free to attend and is an opportunity to see what is happening in the ed-tech space, listen to world-leading speakers on digital learning and attend masterclasses to help

invigorate your teaching. Dr John Collick, Senior Education Consultant at Promethean, will deliver a presentation on ‘Cyberstudents, AI and the future of learning’. He will discuss the ways we interact with technology, and how we can positively integrate with technology inside and outside of the classroom. Commenting on the forthcoming event, Dr Collick says, “We are immensely pleased to be returning to EduTECH 2019. It’s great to share a space with brands and professionals as committed to education as Promethean is. It is a testament to the evolving role of education in technology that this show continues to grow and deliver more every year.” Once EduTECH is all wrapped up, The Promethean Grant 2019 competition will begin on the 23 July on a termly basis, offering two ActivPanels to schools who share their story on social media in each period. For more information on Promethean’s stand at EduTECH, or The Promethean Grant competition, please visit www.PrometheanWorld.com/au. EM

Buyer’s Guide The ActivePanel will help children at Isabella Plains share their ideas and further their learning.

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Promethean Web: www.prometheanworld.com/ au/about-us/contact-us/

TECHNOLOGY // EFFECTIVE INTEGRATION

One size doesn’t fit all ACCORDING TO DR MICHAEL PHILLIPS OF MONASH UNIVERSITY, THERE IS NO ONE-SIZE-FITSALL APPROACH TO TECHNOLOGY FOR THE CLASSROOM. INSTEAD, HE SAYS, IT’S IMPORTANT FOR EDUCATORS TO UNDERSTAND HOW THE TECHNOLOGY WORKS AND WHETHER OR NOT IT’S THE RIGHT FIT FOR THEIR PARTICULAR CLASSROOM. As educators, we are often exposed to advertisements promoting the use of digital technologies in our classrooms. Additionally, pressures from state and federal curriculum documents and even from school leaders and parents can make teachers feel as though they have to constantly be using the latest hardware and software.

Dr Michael Phillips is a Senior Lecturer in the Faculty of Education at Monash University. His work focuses on the knowledge expert teachers develop when integrating educational technologies into their practice. Additionally, Dr Phillips researches the ways in which expert teachers make active decisions about their classroom technology integration. His research regularly involves collaboration with colleagues from Australia, the United States, Europe, Asia and the sub-continent.

While there are undoubtedly a range of ‘stateof-the-art’ examples in which teaching and learning are enhanced through the use of educational technologies, the ‘state-of-the-actual’ in many classrooms is quite different. Many educators struggle to keep up with the latest technological developments and to consider the ways these might best work for the students they are teaching.

The TPACK framework suggests that the most effective educational technology integration occurs when technological, pedagogical and content knowledge overlap. Photo credit: The TPACK framework, reproduced by permission of the publisher, © 2012 by tpack.org.

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While there are undoubtedly a range of ‘state-ofthe-art’ examples in which teaching and learning are enhanced through the use of educational technologies, the ‘state-of-the-actual’ in many classrooms is quite different. Many educators struggle to keep up with the latest technological developments and to consider the ways these might best work for the students they are teaching.

TEACHING IS A PEOPLE BUSINESS All of the great teachers I have met share one thing in common. They love working with people. At its core, I believe teaching is a people business. If you cannot relate to the students in front of you, it is going to be very difficult to understand what may or may not resonate with them. Not understanding what motivates, engages and frightens the students in your classroom means that you are likely to miss the mark more often than you hit it. So, trying to work out what technologies might work as part of your teaching practice has to start with the students you are teaching. With the latest app, there may be great opportunities that others rave about, but if this isn’t going to resonate with your students, then it is unlikely to have similar results for you. The first thing to consider is your pedagogical knowledge – understanding the relationship between your teaching and your students’ learning. At the heart of this relationship is people and not all technologies are going to work in the same way with different groups of people (or even with the same group of people at different points in time). CONTENT IS A BIG DEAL The particular information that you are presenting to your students makes a really big difference. Unlike secondary school teachers, primary teachers so often need to be familiar with a huge variety of content. The way that content is organised reveals a great deal about the nature of the knowledge being taught. Even if we take what appears to be one subject – like Science – we can find really important differences between Biology and Chemistry, for example. Biologists like to think in terms of systems and how these interact with one another. Chemists like to break down more complex structures into their constituent parts. This means the way information gets represented looks very different for these topic areas and one thing that digital technologies are able to do really well is represent information in a variety of ways. Thinking deeply about your content knowledge allows you to carefully consider what digital technologies will allow you to best represent different types of information – this is not a one-size-fits-all model.

GETTING DOWN TO THE TECHNOLOGICAL BIT Many teachers I have worked with start with considerations of the technology – “What button do I need to press to make it…?” is the kind of question many teachers ask. While the technical aspects of some technologies can make things challenging, many of the really well designed, newer forms of technology are powerful but also user friendly. Instead of worrying about which buttons you are going to need to know about, I encourage educators to think about a deeper form of technological knowledge as well. The form of technological knowledge that my research has shown to be really important is understanding the connections between technological opportunities and constraints, and your pedagogical and content knowledge. Asking: In what ways does this technology allow me to better represent particular content to my particular students at this particular point in time for a very particular purpose lies at the heart of effective technology integration. An easy way to picture this is in the TPACK framework diagram in which technological, pedagogical and content knowledge are represented as overlapping circles. Punya Mishra and Matt Koehler who developed this model argue that the most effective educational technology integration occurs at the nexus of these three circles – when our Technological, Pedagogical And Content Knowledge (or TPACK for short) all come together in our own particular context. EM

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CURRICULUM // LEGO EDUCATION

Confidence is key LIFELONG LEARNING STARTS WITH CONFIDENCE AND HANDS-ON LESSONS SUPPORT STUDENT SUCCESS, ACCORDING TO THE RESULTS OF A RECENT GLOBAL SURVEY COMMISSIONED BY LEGO EDUCATION WHICH AIMS TO PROVIDE INSIGHT ON HOW CHILDREN ARE LEARNING IN THE 21ST CENTURY.

The Hopper Race lesson enables students to design prototypes to determine the most effective way to move a robot without using wheels.

The Confidence in Learning Poll, fielded by Harris Insights & Analytics, was conducted online from 6 to 28 February 2019, with findings released in early April. A total of 5002 students, 5001 parents and 1152 teachers from around the world took part in the research. Each of the parties agreed that hands-on learning was highly beneficial to learning; with 99 per cent of teachers stating that they believe handson learning builds student confidence, 89 per cent of students saying hands-on learning helps them remember topics longer, and 93 per cent of parents saying they believe hands-on learning helps children retain knowledge for the future. In addition, more than half of students also said that hands-on learning made them more confident in Science, Technology, Engineering, Arts and Mathematics (STEAM). Students who are confident in learning STEAM subjects are two times more Hands-on projects can assist students to build confidence in STEAM.

More than half of students also said that handson learning made them more confident in Science, Technology, Engineering, Arts and Mathematics (STEAM). Students who are confident in learning STEAM subjects are two times more likely to say they are confident at school. 36

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likely to say they are confident at school. However, less than one fifth of students surveyed say they are “very confident” in learning STEAM subjects. Modern Teaching Aids, thought leaders in the digital technology space agree that the best way to build confidence in STEAM is to enable students to work on a hands-on project with others. Understanding the important role hands-on learning plays in the modern classroom, LEGO Education has developed SPIKE Prime, the newest product to join its STEAM learning portfolio. “The Confidence Poll data shows that most students say if they failed at something once, they don’t want to try again. With SPIKE Prime and the lessons featured in the SPIKE app, these children will be inspired to experiment with different solutions, try new things and ultimately become more confident learners. And for teachers, time is the ultimate barrier.”

89 per cent of students surveyed said hands-on learning assisted them to remember topics longer.

LEGO Education produces hands-on, crosscurricular STEAM solutions for early learning, primary and secondary education, competitions and afterschool programs. Designed as a learning tool for students in Years 5-8, LEGO Education’s SPIKE Prime combines colourful LEGO building elements, easy-to-use hardware and intuitive drag-and-drop coding language based on the Scratch Coding Platform. Through engaging students in playful learning, SPIKE Prime was specifically designed to encourage students to think critically and solve complex problems, regardless of their learning level. From easy-entry projects to limitless creative design possibilities, SPIKE Prime uses fun ways to assist students to learn the essential STEAM and 21st century skills needed to become the innovative minds of tomorrow. SPIKE Prime offers four unit plans, each with a specific theme and focus. All units are designed to develop critical thinking skills through complex,

engaging and personally relevant STEAM challenges. Each unit focuses on a specific STEAM strand, whether this is engineering, technology, mathematics or competitions. It is powered by the SPIKE app and includes lessons that are designed to be completed within a 45-minute class. This also includes teacher support, introduction videos, links to curriculum standards, hints, extension ideas, assessment tools and technical support to help create confident teachers from the moment they open the box. Each SPIKE Prime set has 523 pieces which can be used to build many different creations including corresponding STEAM lesson plans that were created by and for educators to help them bring more hands-on STEAM learning into their curriculum and get students more engaged and excited about STEAM subjects. LEGO Education and the LEGO Group have also created 11 new innovative elements, which have been debuted with SPIKE Prime. These new elements include an innovative integrator brick, which allows for

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building together with both the LEGO Technic and the LEGO system platforms, further expanding systematic creativity and the building possibilities. As well as bringing STEAM creativity and engagement into the classroom, SPIKE Prime also brings this into robotics clubs, coding programs and maker spaces. The SPIKE Prime Expansion set in combination with the Competition Ready Unit – one of the four units included in the software, will prepare both teachers and students for robotics competitions. It can help empower students and teachers who are new to robotics and in need of more formalised training. SPIKE Prime will be available to pre-order from Modern Teaching Aids from 4 June 2019. EM

Buyer’s Guide Modern Teaching Aids Ph: 1800 251 497 Web: www.teaching.com.au

CURRICULUM // EDUCATIONAL PIONEER

An enduring educational legacy AS IN ANY AREA OF HUMAN ENDEAVOUR, EDUCATIONAL IDEAS HAVE BACK-STORIES THAT HELP US UNDERSTAND THEIR BEGINNINGS, ADVOCATES AND MANIFESTATION IN DIFFERENT CONTEXTS, EXPLAINS DR DON CARTER, SENIOR LECTURER IN EDUCATION AT THE UNIVERSITY OF TECHNOLOGY SYDNEY.

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

Previously in Education Matters, I drew attention to significant figures in our educational past. In keeping with this historical focus, this article illuminates key ideas of the German philosopher, psychologist and educationalist Johann Friedrich Herbart (1776-1841) whose ideas and their ensuing development by his acolytes (often called ‘Herbartians’) influenced major figures and practices in education for decades afterwards. One key idea of Herbart’s was concentration. Based on the association of ideas – their relatedness - concentration involves placing one topic (or a group of topics) at the centre with other subordinate topics connected to it. This idea was extended by a follower of Herbart’s, Tuiskon Ziller, who advocated the deliberate establishment of a relationship between topics which he labelled correlation. This idea saw that the study of a topic such as American history would connect with the study of American literature, and so on. In fact, a version of correlation, called the complex method, was implemented in the USSR in the 1920s. This involved abolishing individual subjects such as reading, science and history in favour of integrating the disciplines into a thematic unit that might, for example, focus on daily life. More recently, an approach to teaching the NSW primary curriculum known as Connected Outcome Groupings (COGs) was undertaken between 2006 and 2013 to promote the teaching of a “balanced curriculum across key learning areas” aimed at “making connections between ideas” to enhance student learning. Furthermore, a version of this idea was again apparent in the NSW senior English syllabus from 1999 to 2018 with the Area of Study requiring the investigation of a number of prescribed texts through the lens of a specified

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concept such as ‘belonging’ and ‘journeys’. Each is reminiscent of a Herbartian approach to the correlation of topics and subjects. The idea of a ‘pivotal topic’ was also extended to curriculum organisation where a specific subject was anointed to develop a student’s sense of morality and for Herbart, the study of literature satisfied this criterion. Again, this idea was discernible in the early 20th century in NSW with the subject of English becoming the hub of both the primary and secondary curriculums where the development of students as active, responsible citizens was to be achieved through the study of literature. In addition, the scholar Peter Meadmore argues that the 1905 NSW primary syllabus was based on Herbartian educational principles and points out that this syllabus was subsequently appropriated by Queensland educational authorities a year later without amendment, thus introducing a Herbartian approach in that state. Another key idea of Herbart’s adopted by his followers was a ‘many-sided’ interest which, as Herbart wrote, was the “readiness to form new ideas”. This was based on the notion that by capturing a student’s attention, motivation can be cultivated and with that, interest in an object, idea or activity, resulting in the retention of specific knowledge. This then leads to a deeper opportunity for the student to develop an interest into the variability and multi-faceted nature of issues and topics – thus demonstrating a many-sided interest. This emphasis on interest was central in the development of the Dalton Plan pioneered by Helen Pankhurst in the early 20th century, an approach still used today in Dalton schools in the US, the Netherlands, Japan and one in Sydney, Australia. In the 1920s and early 1930s,

Herbart’s ideas also enjoyed a rebirth in the form of the Morrison Plan developed by the University of Chicago which focused on the delivery of classroom units of work each a week in duration. Another of Herbart’s ideas was that of ‘apperception’, involving the integration of new ideas into previously formed constellations of ideas as part of an incremental building process. This means that when the individual assimilates new information based on preceding perceptions, it incites or imitates similar ideas so that a mass of ideas assimilate and associate with other similar new ideas and in doing so, relegate opposite ideas to the outer consciousness. Learning is therefore seen as organising ideas into larger systems of understanding, where, as Herbart asserts, “The better the apperception masses… the more closely and easily and effectively a person would think.” And as curriculum historian Stanley Ivie points out, Herbart’s ideas influenced major figures in the 20th century with the American psychologist Jerome Bruner replacing the term ‘apperception’ with

One key idea of Herbart’s was concentration. Based on the association of ideas – their relatedness – concentration involves placing one topic (or a group of topics) at the centre with other subordinate topics connected to it. This idea was extended to a follower of Herbart’s – Tuiskon Ziller. ‘structure’ while retaining the same meaning. Herbart also emphasised the importance of systematic instruction through an ordered and sequential approach to teaching and learning based on clearness, association, system and method. These were further developed by devotees such as Wilhelm Rein, Tuiskon Ziller, Karl Volkmar Stoy and Charles DeGarmo. The four conditions

were expanded by DeGarmo to ensure that teaching provided clearness in the presentation of specific facts; association of these facts with one another, and with other related facts previously acquired; the systematic ordering of facts; and the methodical application in exercises of the facts. Such an approach is evident in versions variously labelled ‘explicit instruction’, ‘direct instruction’ and notably in Madeline Hunter’s prominent ‘7 Step Lesson Plan’ which was widely adopted across the US in the 20th century. The list of those influenced by Herbart does not stop there – E.D. Hirsh, like Herbart, also promoted guided instruction from the teacher where the pace and content of the lesson is directed by the teacher; and according to Ivie, B.F. Skinner’s operant conditioning and David Ausubel’s scaffolding and anchorage also can be attributed in part to Herbart and his theories. Thus, Herbart’s rich legacy extends across many decades and countries and is worth investigating to shed light on our current practices. EM

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CURRICULUM // GRAMATICA

More than just grammar THE LIFELONG WORK OF A TEACHER FASCINATED BY LANGUAGE, LEARNING, LINGUISTICS, NEUROSCIENCE AND ASSESSMENT, GRAMATICA AIMS TO REVERSE THE AGE-OLD DISLIKE OF GRAMMAR AND INSTEAD REMAKES IT INTO SOMETHING ALTOGETHER INNOVATIVE, SIMPLE, RELEVANT AND FUN.

Imagine a school where both teachers and students are empowered, decisive and knowledgeable writers, where everyone speaks the same grammar and writing language, and everyone knows how to assess grammar and writing, their own and others’.

end learning goal and shows students how to reach it. Along the way, it shows students how to formatively assess their own work using reliable, visual learning cards, and gives both teachers and students the metalanguage they need to do so.

HOW DOES IT WORK? Gramatica combines writing and grammar into a single, holistic area. It trains students to focus their attention firstly onto the writing task. What do they need or want to write about? Do they want to write an action story or a persuasive text, a fantasy epic or a list of instructions? This first part is easy. Having established this, they then consider what grammar tools they need, and Gramatica provides this grammatical knowledge with clear, visual structure and simple language that everyone understands, from the youngest pre-primary student to senior students. Writing has always had a reason, but grammar has tended to be taught in isolation and viewed as rather unnecessary and boring. In linking the two, Gramatica gives grammar a reason. Now it becomes the road to achievement and success, both at school and for life.

ON WHAT RESEARCH AND EVIDENCE IS IT BASED? A great deal: the combined knowledge of many years of lecturing undergraduate and postgraduate B.Ed students at ECU, teaching ESL to adults, writing a novel and getting it published, and reading extensively about language, alphabets and linguistics. Gramatica is based on the neuroscience of Zadina, Zull and others, the pedagogy and assessment of Hattie, Wiliam, Timperley, Allen and Readman and others, and the far-reaching implications of Bloom’s Taxonomy.

WHAT DOES IT INCLUDE? Gramatica includes the entire learning journey from teacher training to student assessment. It sets the

Greg Byrne has loved the English language since he first experienced it as a child, a passion that continues unabated today. He teaches English at a Perth ESL college and lectures at Edith Cowan University (ECU) in the Bachelor of Education degree. He has also spoken about Gramatica at conferences around the world – New Orleans, Cambridge, the Philippines, Melbourne, Brisbane and Perth. In his spare time, he thinks about grammar, pedagogy and assessment, writes novels, travels and adores his family.

Gramatica provides students with grammatical knowledge using visual structure and a simple language that is easy to understand.

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WHO BENEFITS? Everyone. Students become empowered, confident, decisive writers, teachers gain the knowledge of grammar they have often lacked, and the whole school gains a common, simple language for both teaching and assessing grammar and writing. EM

Buyer’s Guide Gramatica Web: www.gramatica.com.au

CURRICULUM // BACK-TO-FRONT MATHS

Intervention demonstrates dramatic PAT Maths growth NEW PEER-REVIEWED RESEARCH SHOWS STUDENT GAINS OF 27-29 MONTHS BEYOND THE 24-MONTH EDUCATION DEPARTMENT EXPECTATIONS. THIS WAS MEASURED BY PERFORMANCE ON PAT MATHS FOR THE LOWEST 20 PER CENT OF STUDENTS ACROSS SIX PRIMARY SCHOOLS IN SOUTH AUSTRALIA.

Throughout the two-year project, published by the Mathematics Education Research Group of Australasia. all teachers across all six schools were required to implement one lesson each week that paired a challenging mathematics task with a unique sequence of linked questions designed to target underlying misconceptions. Mathematics Consultant, Tierney Kennedy, provided in-person professional learning for leaders from each school, who were in turn responsible for training their own staff. Teachers were provided with lesson plans from the series Interventions in Mathematics and webinars with the consultant. “It was a game changer for many teachers. Teachers talked about how much they learned and the impact it had on their classrooms. As an Education Director, I witnessed changes in classroom practice as I visited schools,” says Gerri Walker, Executive Director for Torrens Valley Partnership (2015-2017). While the Conceptual Change Approaches are new in Australian mathematics research, similar methods have been well-researched in science with an effect size of 0.99 putting them in the top ten in the Hattie Ranking (2017). Ms Kennedy’s research showed an effect size of 0.7 over and above the annual 12-month expectations of the department for each year of the

project. In fact, every group of students caught up to the education department expectations for Progressive Achievement Tests in Mathematics within 12 months, with no additional time or withdrawal provided. So how does it work? Ms Kennedy says it takes a simple mind-shift for teachers to approach problemsolving in maths as experimenting rather than as applying. Students begin by making conjectures as to what the answer might be, then work to prove or disprove their ideas. The teacher’s job is to, “Ask questions to draw attention to any disparities (evidence that disprove an idea), enabling a student to disprove their own idea and then try out a new one.” Teacher questioning focuses on helping students to evaluate their own ideas rather than on pointing them towards the correct answer, which according to Ms Kennedy, encourages students to change their own minds. It is this unique approach to questioning that principals have attributed their high growth to, with 87 per cent of the schools exceeding Australian NAPLAN cohort gain throughout the project. And the results are not limited to just low achieving students – according to Ms Kennedy her next paper explores the causes of the exceptionally high growth made by the highest 20 per cent of students in the same project (0.62). The original research paper, as well as free resources to support teachers and leaders can be found at www.backtofrontmaths.com.au. The Fixing Misconceptions book bundle contains all the programs in the Highly Commended Intervention in Mathematics series. It can be found by visiting the website below. For a 10 per cent discount, please enter the code isfmset-save10. EM

Buyer’s Guide Kennedy Press Ph: 07 3040 1177 Web: www.backtofrontmaths.com.au

Tierney Kennedy works with teachers to develop new ways of thinking for Maths students.

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PROFESSIONAL DEVELOPMENT // OPEN UNIVERSITIES AUSTRALIA

Take the next step in your primary teaching career PRIMARY SCHOOL TEACHERS PLAY A PIVOTAL ROLE IN HELPING TO SHAPE THE FUTURE OF OUR YOUNG PEOPLE, AND THERE IS AN ONGOING DEMAND ACROSS THE COUNTRY FOR QUALIFIED TEACHERS TO HONE THEIR LEADERSHIP QUALITIES AND STEP INTO HIGHER-LEVEL ROLES.

With job and career growth opportunities for primary school teachers currently booming, now is a great time to be considering the next step in your pathway towards a more senior position. While upskilling via a postgraduate qualification is now considered an essential for those wanting to work their way up within education, the challenge faced by many is how to find the time. As demand for highly skilled primary school teachers continues to soar, leaders in online higher education, Open Universities Australia (OUA), now offer more than 25 online postgraduate education degrees from leading Australian universities, enabling students to drive their careers forward without having to sacrifice their income, family and other life commitments. SKILLS TO SET YOU APART While the hierarchical approach to school leadership may have been acceptable many years ago, this is certainly no longer the case. Emotional intelligence, a growth mindset and the ability to work collaboratively with other members of staff are the sorts of qualities that make for a far more successful educational leader, according to Petrah Harslett, director of Australia’s leading education job site, Teachers on Net.

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“Being able to apply leadership skills to different areas comes down to emotional intelligence and the ability to get along with others and build a team around you. Empathy, collaboration and communication are key skills; and this is the case for both primary and secondary schools. Understanding mental health has also become very important – it’s about understanding your own mental health and understanding the mental health issues that can happen in a school, both with staff

For primary school teacher Ally Kettle, the flexibility of studying through OUA has been a great advantage.

and students,” says Petrah. Through speaking with various principal associations and other experts on educational leadership, Petrah says that interpersonal skills are also crucial in setting someone apart when it comes to selecting candidates for higher level positions. “If you’re a maths teacher for example, it’s less about how brilliant you are at maths; and more about how well you get along with other staff members and how well you are able to work with them to achieve the desired outcomes.” Petrah strongly encourages aspiring school leaders to embark on a Master of Education to hone in on the skills required to achieve their goals, and to gain a better understanding of themselves and what they wish to achieve. “For those wanting to get into a school leadership role, my advice is to work on yourself and consider something like a Master of Education for the self-development and vast growth opportunities that comes out of it.” MAKING A REAL DIFFERENCE REQUIRES LEADERSHIP To be considered for roles such as head of faculty, curriculum coordinator or principal, a postgraduate degree such as a Master of Education will enrich your critical thinking, inform new perspectives on professional practice and also show employers that you’ve developed the in-depth knowledge and skills needed to investigate and solve complex educational issues. “A Master of Education provides educators with the opportunity to get involved in lots of projects at their school, forces them into opportunities where they have to work on their leadership skills, and offers them visibility, where they get to showcase their leadership skills,” says Petrah. Choosing to study a Master of Education with leading Australian universities online through OUA allows busy students to upskill at their own pace and on their own schedule. The large breadth of choice means that you can choose the right degree for you, or even mix and match subjects from multiple universities to align with your own personal goals. At the end of the degree, students will graduate with exactly the same qualification as if they had studied on campus.

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For those wanting to get into a school leadership role, my advice is to work on yourself and consider something like a Master of Education for the self-development and vast growth opportunities that comes out of it. At the end of completing Curtin University’s Bachelor of Education (Primary Education) through OUA, aspiring school principal, Ally Kettle, moved onto Curtin’s Master of Education, also through OUA. Balancing her study with a graduate teacher position, it’s been a busy, yet fulfilling, few years for Ms Kettle who has always dreamed of becoming a teacher and says that she owes her success to the flexible nature of online study. “I teach science to primary school children and so for me, being a STEM teacher and being able to study master’s level units specifically in the area that I’m teaching is extremely helpful and has really enhanced the way in which I approach my work in the classroom,” says Ms Kettle. “I’m able to study at any time, anywhere and when it suits me which is amazing when you’re working as a teacher and have a busy lifestyle.” NEW KNOWLEDGE DELIVERS NEW ENERGY Gain the expertise you need to become a school leader. There’s no need to give up your day job to take on further study – through OUA there are more than 25 Master of Education degrees from leading Australian universities to choose from. Graduates receive exactly the same qualification as on-campus students, but can obtain their master’s from the comfort of their own homes. Explore your options online or call a friendly student advisor on the phone number below. EM

Buyer’s Guide Open Universities Australia Ph: 13 OPEN Web: open.edu.au

PROFESSIONAL DEVELOPMENT // MONASH

Maths tasks that challenge the whole class A TEAM FROM MONASH EDUCATION HAS BEEN WORKING WITH TEACHERS TO TEST THE EFFECTIVENESS OF A SERIES OF MATHEMATICS LESSONS USING CHALLENGING TASKS FOR EARLY PRIMARY CLASSES.

The tasks are connected, cumulated and challenging, and form a single sequence of learning. Students are required to work out the answers themselves, with teachers providing support only at key strategic times. LAUNCH, EXPLORE AND SUMMARISE These lessons have three phases. When the task is launched, students are given the task without instructions on how to solve it. They then explore strategies and ways to solve the problem. The teacher then selects different students during the summarise phase to share their mathematical thinking and strategies with the rest of the class. Throughout the lesson the teacher can use enabling or extending prompts to support students at all levels. HOW IT WORKS IN PRACTICE On TeachSpace – Monash Education’s new resource for teachers – Dr Sharyn Livy and classroom teacher Mark Pietrick show how a 12 cubes task

was used with a Year 1-2 class. Proficiencies and curriculum outcomes are outlined, and a two-part lesson plan provided, along with a video that demonstrates the lesson in practice. The lesson was designed to assist students to develop the understanding that the same number of cubes can be used to make different prisms. The big idea was that the same volume can look different. The question was: “A rectangular prism is made from 12 cubes. What might the prism look like? Give some different answers.” Students used their 12 blocks to make prisms and took a photo of the various prisms they created on an iPad. They drew and labelled their answers on paper. There was more than one solution, and all students constructed different prisms with the same volume and number of cubes. Students then shared, explained and justified their mathematical thinking.

A student from St Anthony’s works on the 12 cubes task.

TEACHER FEEDBACK Mr Pietrick has trialled these kinds of tasks in his classroom for two years, and encourages teachers to give it a go. “If you are not used to this technique, it can feel like a bit of a disaster, especially if you haven’t done it before,” he said. “But it does really work. The kids love it. They enjoy the challenge of the tasks and making those connections. You really do see the benefits of this type of learning and where it can take the kids with their maths.” This project will continue thanks to a recent three-year Australian Research Council linkage grant. Monash will be partnering with the Catholic Education Dioceses of Parramatta and Catholic Education Melbourne to further investigate similar lesson ideas and develop mathematical resources for teachers and their students in the early years. EM

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

Sharyn Livy works with students from Gilson Collage on a challenging maths task using 12 cubes.

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BEYOND THE CLASSROOM // SHERPA KIDS

A seamless partnership SINCE INTRODUCING SHERPA KIDS’ OUT OF SCHOOL HOURS CARE PROGRAM TO ITS STUDENTS FIVE YEARS AGO, ST PAUL’S CAMDEN HASN’T LOOKED BACK. THE STRUCTURED YET FLEXIBLE APPROACH HAS BECOME A WELCOME ADDITION TO THE SCHOOL.

With a high number of its students requiring before and after school care, St Paul’s identified the need for a more suitable solution. Without a service of this kind previously offered at the school, parents were having to rely on external providers. Based in Sydney’s south-west, in a busy part of Camden, having busloads of students being brought to and from the school was becoming a logistical nightmare. That’s when Michael Rasmussen, who is the current General Manager of Sherpa Kids and was teaching at St Paul’s at the time, suggested adding Sherpa Kids’ programs into the school’s offering. “There was a high number of students requiring before and after school care. Outsourcing with those sorts of numbers, it was obvious this needed to change. The school saw a real need to enlist a third party. Based on what Sherpa Kids could provide, St Paul’s decided to develop that opportunity under Mr Rasmussen’s direction,” says St Paul’s Principal, Michael Reardon. Making use of St Paul’s existing facilities, Sherpa Kids has been run out of the school hall since January 2014. There are 615 students attending the school, with approximately 250 students using the before or after school care services provided by Sherpa Kids each week. These services are also utilised by a public school located just across the road. Mr Reardon says the programs have provided a positive solution to the school’s outside of school hours care requirements, giving him one less thing to worry about. “The fact that all of the administration is taken care of is great. I love the fact that I don’t need to worry. The programs

have an element of flexibility but at the same time, staff are very consistent. And as Mr Rasmussen comes from an educational background, I know I can trust in the way things are run,” Mr Reardon says. He adds that the feedback from students has been positive too. “They actually like attending the program. It involves a lot of physical activity which is important. These are the sorts of activities we can’t provide during school times because time doesn’t allow for it. It’s great that it encourages kids to be moving around, especially when kids these days can spend a lot of time sedentary.” According to Mr Reardon, Sherpa Kids has become a highly valued part of the school’s offering. “We see our relationship with Sherpa as very important, and that is reciprocated. I don’t take it for granted, and neither do they. The program runs so smoothly. It’s almost like Sherpa Kids has become part of the school because it’s just so seamless.” EM Sherpa Kids has become a valuable part of St Paul’s Camden’s offering.

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

Making use of St Paul’s existing facilities, Sherpa Kids has been run out of the school hall since January 2014.

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BEYOND THE CLASSROOM // PLAYGROUNDS

Finding the right balance DEDICATED TO CREATING PLAYGROUNDS WITH UNIVERSAL DESIGNS THAT SUPPORT EQUALITY IN PLAY, KOMPAN AUSTRALIA HAS RELEASED A NEW PUBLICATION THAT HIGHLIGHTS THE IMPORTANCE OF INCLUSION AND PROVIDES GUIDELINES ON CREATING SPACES THAT CATER TO ALL.

KOMPAN was founded on the principle that “children unfold their imagination through play and thereby learn and develop their social and cognitive skills.” Its play and activity solutions are designed to encourage fun while promoting the development of physical, social and learning skills. Children and adults alike are encouraged to learn and play together, regardless of their abilities. Utilising over 40 years of experience in designing play solutions, including children with disabilities; and combining this with the increased focus it has placed on observational studies and insights over the past five years, KOMPAN shares its findings in its new Play For All: Universal Design for Inclusive Playgrounds publication. It brings together observations, insights and new research on accessible, inclusive and universal play equipment and playgrounds, and provides a number of recommendations for planners and designers to use as a guide. The United Nations Declaration on the Rights of Persons with Disabilities (2006) recommends a universal design methodology as the most efficient way of ensuring equality of access to and use of public services and facilities. This The Birds Nest Swing supports varied body positions including seated, lying and standing.

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means applying an inclusive approach to all public planning – and thisincludes the school playground. As playground planners and designers, equal possibilities for outdoor play is crucial. But, many can struggle with the guidelines and directions for planning inclusion when it comes to playground design. This goes far beyond accessibility. Motivating and including all users by offering relevant, useable solutions is where the big challenge lies. Very specialised designs can sometimes have the effect of stigmatising rather than including. Highly accessible spaces can lack thrill and excitement. Though accessible, they can be perceived as boring. It is all about finding the right balance. Studies show that children with disabilities who play with typically developing children grow and develop an understanding of their own abilities and strengths, and develop a more positive image of themselves. For typically developing children, direct contact with peers with disabilities has a positive impact on their tolerance and empathy. Play areas need to be both accessible and relevant. An accessible, inclusive and universal playground should consider the widest number and range of potential users possible, including children with and without disabilities, as well as parents and carers with or without disabilities. To ensure accessibility, spaces should provide sufficient access for both foot traffic and wheelchairs, along with firm safety surfacing and firm pathways to play activities. To cater for a wide range of users, spaces should also feature multiple access points. As highlighted in the Play for All publication, there are six universal playground design points: • Accessible, inclusive routing and infrastructure: This includes accessible surfacing to and around activities, clear design signals, and alternative entrances and exits to the play area and equipment. • Access to relevant ground-level activities: Surfacing around play activities needs to be accessible, there should be varied access possibilities into and onto play activities, and play activities should support varied body positions.

The Mungret autism-friendly playground in Limerick, Ireland includes quiet areas for solitary reflective play.

• A ccess to relevant elevated-level activities: Consider the access and egress motivation and possibility of elevated-level activities, and consider the thrill levels and the social benefits of elevated levels. • S upport thrilling and challenging play: Offer thrilling activities such as spinning, swinging, swaying, bouncing, gliding or sliding; along with graded play challenges – some that are easier and some that are harder; and offer variations of thrill including physical, social, cognitive and sensory. • Support social interaction: This refers to activities that can be done together with others. Two of each parallel play options are also great for trainingsocial skills. • Variation in play activities: Provide wild and quiet activities; provide physical, social and cognitivecreative activities; and offer spaces for breaks such as seating. There are also six points to consider for universal play equipment design: • Ground-level usability. • Responsive or thrilling. • Play from all sides (i.e. 360 degree design). • Two-sided play activities on play panels. • Transparency in design. • Multifunctional whenever possible. Spinners and carousels can be great examples

The Tipi Carousel supports easy entry and exit for children with physical impairments.

of inclusive, universal play equipment. Spinning and rotating trains the senses of balance and spatial awareness. These crucial motor skills help children to sit still on a chair, for example. The training of balance is particularly important for children with autism and vision impairments, as well as a range of physical disabilities. Springers and seesaws train the vestibular system, and the understanding of cause and effect. Bouncers and swayers add thrill or comfort depending on their intensity, helping to develop spatial awareness and train the sense of balance.

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Swinging also trains spatial awareness and the sense of balance. Sand and water play on the other hand creates sensory stimulation. By creating a universal playground that caters to various skill levels and abilities, all users benefit. EM

Buyer’s Guide Kompan Australia Ph: 1800 240 159 Web: www.kompan.com.au

BEYOND THE CLASSROOM // PLAYGROUNDS

Promoting exercise during break times BEING PHYSICALLY ACTIVE IS IMPORTANT FOR A CHILD’S PHYSICAL, MENTAL AND SOCIAL DEVELOPMENT. PLAYGROUND DESIGNERS AND CONSULTANTS, PLAYROPE, DISCUSS THE LINKS BETWEEN EXERCISE AND ACADEMIC PERFORMANCE.

There have been various studies that have linked children being physically active with their intelligence quotient, concentration capacity and linguistic and mathematical skills. Aside from this, there are also the obvious benefits of physical activity like assisting to reduce the likelihood of obesity and reducing the instance of postural deformities. While students spend much of their school day sedentary, break times offer the perfect opportunity to get the body moving. In a primary school setting, choosing the right play equipment can encourage students to undertake basic forms of exercise such as balancing, climbing, jumping, bouncing,

This space features a Tetragode from PlayRope supplier Berliner, which provides plenty of room for many children to play on it at the same time.

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rocking and swinging. This helps to strike an important balance with cognitive learning in the classroom and is also conducive to a child’s development. Suitable play equipment can also assist students with learning to assess risk and play equipment that encourages role play can assist with the development of a child’s social and communication skills. To fully benefit the students using the playground, play equipment should encourage a versatile range of exercise, offer a high degree of challenge, accommodate as many children as possible and provide the necessary degree of safety.

A VERSATILE RANGE OF EXERCISE The act of balancing requires coordination and concentration. To solve an equilibrium task, skills like perception, planning, risk assessment, decision making and reacting alternately in quick succession are necessary. These skills can be promoted an attractive balancing and handrail offer in the school playground. Examples of play equipment that rely on the act of balancing include slacklines, nets, hand ladders and jungle or rubber bridges. Equipment that promotes the swinging of the arms has similar effects on development. This strengthens arm and shoulder muscles, and encourages balance and coordination. By including play equipment that encourages the act of climbing, it helps to train a child’s sense of balance and body awareness. On a neurological level, climbing in a three-dimensional space stimulates interconnecting patterns in the brain, namely those that stimulate the imagination, which in turn are needed in three-dimensional computing. Through jumping and bouncing, a certain degree of muscle power is required. Play equipment that encourages these types of movements also requires children to land safely, which promotes coordination and balance. When jumping down from a piece of play equipment, the child assesses the risk. By providing flexible or bouncy play equipment, children are given a particularly exciting challenge in this regard. While designing a play space that encourages a

Choosing play equipment that encourages basic forms of exercise such as balancing, climbing, jumping, bouncing, rocking and swinging helps to promote physical activity.

wide range of movements is important for a child’s physical and mental development; there are a number of factors to consider too. From the school’s perspective, the playground should also offer ease of supervision, simple maintenance, a long service life and the ability to add to or extend the existing play space in the future.

level of challenge can benefit children as they learn to self-assess risk. This also adds an element of excitement as children learn how to navigate the equipment. By providing play equipment that is interesting and exciting, children are more likely to use the space during their break times, which encourages physical activity and exercise.

CREATING CHALLENGE An ideal play space provides a stimulating environment that challenges its users. Incorporating an appropriate

SPACE FOR ALL During the school day, a large group – if not all – students have their breaks at the same time. Therefore play spaces should accommodate a high number of children at any given time, ensuring they have enough room to exercise and work their developing muscles. By ensuring play equipment can be used by a high density of students in unison, it ensures more students have the opportunity to exercise during their break times.

The Roplay Ball, as seen on this playground at Casula Public School in Sydney, provides the opportunity to swing, rock and climb.

CREATING A SAFE ENVIRONMENT While a successful play space incorporates a calculable risk, it is vital that all play equipment offers the necessary level of safety. Each piece of equipment should be designed so that the chance of serious injury is avoided. A degree of risk assists children to understand danger and consequence. EM

Buyer’s Guide PlayRope Ph: 1800 767 529 Web: www.playrope.com.au/schools

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BEYOND THE CLASSROOM // PLAYGROUNDS

Playground design – How to get it right? WILLPLAY’S GENERAL MANAGER NATHAN LEE SHARES TIPS FOR CHOOSING THE RIGHT SCHOOL PLAYGROUND FOR A VARIETY OF LEARNING ENVIRONMENTS.

With the challenge of our changing lifestyles and the need to activate students into movement and non-digital play, the humble school playground has taken on new importance in the lives of students. Getting it right can make a amazing difference to student mobility and physical wellbeing. Getting it wrong risks losing an amazing opportunity to make a difference. Playground design can be a fun process for all involved, however it can be a bit daunting for the uninitiated. WillPlay is an Australian manufacturer of play and fitness equipment. With extensive experience in designing play areas for schools, my team and I can help you through the complete design and construction process. Know your user: The play and physical needs of preppies is different to students in upper primary. Determine the age range and physical needs of your intended users and choose the equipment that best suits. If the play area is to suit a wide range of ages, talk with your designer to ensure all physical levels are catered for. WillPlay also manufacture a range of

equipment to cater to the needs of students of varying abilities. Define your outcomes: Is this to be a imaginative play area or do you want more physically challenging equipment? Do you want both? By combining systems from a variety of WillPlay’s ranges, you can design a play area that achieves both. Material selection: WillPlay lead the industry in the use of premium materials such as stainless steel, aluminium and recycled plastics and composites. Do you want the natural look of timber but not the maintenance hassles? Consider the TreeHouse range from WillPlay featuring their timber look aluminium posts. What is the best softfall?: Whether to choose an organic product like sand or Takura Engineered Softfall or to use rubber or synthetic grass will often be determined by budget. The different materials all have their own benefits and disadvantages so talk with your designer to determine the best material for your area. Combining materials will often give a visually appealing result and offer different experiences in the area. Do you want shade with that? As play time is usually in the hottest parts of the day, shade can be an important yet often ignored aspect in the design. Whether you choose a shade structure or work with the existing natural shade from trees and buildings, getting this right will encourage greater use of the area. Spare parts and after-market support: Talk with your prospective equipment suppliers and ask about the availability of spare parts and the manufacturer’s warranty and support. As a local manufacturer of play equipment, WillPlay stock a wide range of spare parts and accessories and their rapid shipping time ensures you’re play area is up and running and downtime is kept to a minimum. EM

Buyer’s Guide WillPlay has extensive experience in designing play areas for school.

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WillPlay Ph: 1300 132 047 Web: www.willplay.com.au

BEYOND THE CLASSROOM // PGL ADVENTURE CAMPS

A tailored approach to adventure PGL ADVENTURE CAMPS TAILORS ITS PROGRAMS TO BEST MEET THE DESIRED OUTCOMES OF EACH SCHOOL GROUP AND ITS TEACHERS, OFFERING A MEMORABLE EXPERIENCE THAT ENCOURAGES STUDENTS TO STEP OUT OF THEIR COMFORT ZONES.

Offering residential adventure camps for students at three sites – Camp Rumbug and Campaspe Downs in Victoria, and Kindilan in Queensland – PGL offers a range of outdoor adventure-based programs for primary and secondary schools, which can be adapted for small numbers through to whole year groups. Jack Weston, PGL Camp Rumbug’s Centre Operations Manager, says that all PGL programs allow guests to take responsibility for their own experience. “We will always exercise ‘Challenge By Choice’ for guests while facilitating those guests to step outside of their comfort zone and into their stretch zone. All guests will walk away after completing a program with increased self-esteem, a sense of pride and most importantly fun through the activities they participated in,” explains Jack. Jack joined the business in 2014. As part of his role, he writes activity programs to cater to each individual group of students taking part in PGL’s camps. The camps offer close to 30 land and water activities which include abseiling, the flying fox, raft building, a challenge course, giant swing and initiative exercises. “Before any program is written we will work closely with the

school or group travelling to find out any desired outcomes so that we can then build an activity program that allows guests to complete requested activities, but also build in certain activities that will allow facilitation of their learning outcomes more easily,” he says. Jack says that the number one objective when writing a program is to understand what learning outcomes and activity requests the group completing that particular program has. “Our instructors are incredibly skilled at incorporating learning outcomes into all activity sessions.” According to Jack, PGL’s instructors also play a pivotal role in determining what students take out of the program they participate in. In a climbing activity for example, it can be all about personal achievement if the instructor tells the student to climb as high as they can go. But if instead the person climbing the wall is directed by a buddy on the ground, it encourages communication, peer support and teamwork. “We listen to what teachers want for their students, and change every session toward what the teachers are hoping to achieve,” adds Jack. “Initially I underestimated the impact that experiences in an outdoor environment could have for children – especially with the two-night program length. However this quickly changed after witnessing children who have struggled in a traditional education setting thrive in our programs. Jack says that this has been echoed time again by school staff who comment regularly about the changes in behaviours they see in the outdoor environment for their students. “Outdoor education plays a key role in building on the outdoor experiences children learn at a young age through outdoor play.” EM

Buyer’s Guide PGL Adventure Camps Ph: 1300 859 895 Email: info@pgladventurecamps.com.au Web: www.pgladventurecamps.com.au

PGL offers a range of outdoor adventure-based programs for primary and secondary schools.

education matters primary

THE LAST WORD // eSafety Commissioner

Why we need to upskill educators in eSafety eSafety Commissioner, Julie Inman Grant, discusses how schools and educators can work with parents to deal with online challenges faced by young people. Guiding young people to positively shape their digital practices has never been more important. Whether it’s for school, socialising or entertainment, almost everything they do is enabled through an internet-connected device. And it’s happening from a younger age – our survey of 3520 Australian parents revealed 81 per cent have allowed their pre-schooler access to the internet. While this exposure to digital technology can create diverse and rich experiences, our research shows that young people also encounter a range of negative experiences online, such as being contacted by strangers, being left out by others or having mean things posted about them. Of these young people, only 8 per cent spoke to a teacher or Deputy Principal and just 8 per cent spoke to a school counsellor about their online issue. However, a larger number reported speaking to their peers (28 per cent) or their parents (55 per cent). At eSafety we are dedicated to helping Australians have safer online experiences, especially young people. We operate the world’s first (and still only) legislated cyberbullying complaints scheme, where young people under 18 can report serious cyberbullying and then we work with social media providers to get the harmful content removed. We also run a legislative-backed reporting tool for victims of image-based abuse – or the sharing of intimate images/videos without consent. From the complaints we receive, we know many of these online issues are closely linked to social conflict occurring at school. But the problem of bullying – online and offline – extends far beyond the school gates. It is embedded in the values and norms of wider society. So to effectively address this behaviour, we need to

take a holistic approach, including a whole-ofschool and whole-of-community approach. To assist educators with this, eSafety has developed an accredited Teacher Professional Learning Program, empowering teachers with the confidence and competence to guide their students through a range of online challenges they may encounter. The live-webinar sessions help teachers understand the current trends in technology, the latest cyber-related laws and the education resources and strategies that can empower students to deal with online challenges. They also cover the common online safety concerns of families, and the resources and strategies available to help families address these concerns, including ideas for how to engage the whole school community in online safety awareness. Educators play an increasingly important role in helping shape positive online experiences for young people. Not only can teachers initiate important discussions about online safety issues in the classroom and help students deal with these issues by using eSafety resources like the The YeS Project, they can also help bring parents along on the journey. Understandably, parents are grappling with a generation who do not know a world without the internet and connected-devices. Issues like screen-time, gaming and access to online pornography are primary parenting concerns – and represent a set of challenges our own parents did not have to deal with. While three in four parents from our nationwide survey say they took some form of action to try and keep their child safe online, there is a significant knowledge gap, as timepoor parents struggle to keep up with the ever-

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changing online trends of young people. Less than half of parents feel confident dealing with cyberbullying, or managing online threats, like contact with strangers – which we know one in four Australian teens have experienced. A whopping 96 per cent of parents told us they need additional online safety information to help them manage the online risks children are exposed to. Schools are a key gateway to getting essential online safety information to parents and carers. But they are also time-poor, so a variety of channels to reach busy parents can be looked at – whether it’s having them acknowledge technology and cyberbullying policies, holding parent-information seminars, or including regular articles about online safety in the school newsletter or app. As digital technologies continue to infiltrate our lives, for the good and the bad, we all need to take responsibility for keeping children safe online. I encourage teachers to step up to the challenge – register for eSafety’s Professional Learning Program, explore the resources, support and reporting available, and pass on our advice and information for parents and carers. Teachers who are competent and confident in dealing with online safety issues not only help more students effectively deal with online issues; the whole community benefits by being engaged and informed about how to help young people stay safe online. EM

The Geek Girl Academy // THE LAST WORD

Hackers, hustlers and hipsters Sarah Moran, Co-Founder of the Geek Girl Academy, explains why algorithmic systems and design thinking is part of a future wave of technology education. I started coding in 1990 when I was five years old. No, I wasn’t some super genius. I had a very thoughtful teacher, Mr Cam, who secured a classroom full of Australian-made Microbee computers. As he learned how to use them, he encouraged us to learn alongside him. Picture a classroom full of primary school kids swapping code across computers, playing each other’s games with pride and laughing when the code wouldn’t do what we thought we’d told it to. Learning technology was a very collaborative activity and this social butterfly fell in love with building the internet. Today, many teachers inspire the next generation to fall in love with the T in STEM. It might have taken nearly 20 years, but almost every school classroom across Australia now looks and feels like mine did growing up. But there’s still a long way to go. When kids illustrate what they want to be what they want to be when they grow up, they can usually draw a scientist, an engineer and a mathematician. But what does a technologist look like? Technologists build the future so unless you’re drawing a crystal ball that can be hard to visualise. Technology is a relatively new profession, and the other professions have been socialised far more effectively. With more time to make these roles visible in society, they are now richly developed in our stories and culture. If I want to dress up as a famous technologist do i go as Mark Zuckerberg, Steve Jobs and Elon Musk? For a start they’re all men who live in San Francisco, so not exactly relatable. The idea of going as Steve Jobs and Steve Wozniak standing next to the Apple II doesn’t really connect mentally with learning drag-and-drop block coding on your iPad.

Microsoft CEO Satya Nadella said at BUILD 2019 that “right now as we speak there are more software developers being hired outside of what is considered the ‘tech’ industry and it’s only going to grow”. So now every traditional career has technologists too! I run school holiday programs teaching women and young girls together in the one classroom. The first activity is for everyone to close their eyes and imagine what it looks like to build the internet. On my screen I show a stock image of a “hacker” - a dude in a hoodie sitting alone in the dark. “Put your hand up if this is what you think of when you think of hacking?” Up goes every adult’s hand, met with looks of confusion from young girls. Because they are too young to consume some of the media that glorifies this kind of hacker, those girls haven’t been hit with the stereotypes. But a new risk is on the horizon. Technology moving faster than the curriculum, and coding as we know it is becoming “daggy”. As a woman who thought she’d found a bargain when she scored her Frozen pyjamas for half price, I can assure you - youth culture moves fast. If we think teaching young people the same block coding lessons in Scratch and Code Studio will still be cool in 2020, think again. This is already happening in high schools, where kids in Year 7 are being “taught” things they’ve already learned in Year 3. It’s frustrating young people and turning them away from technology altogether. At Girl Geek Academy we ensure we go beyond coding to explain the broader roles and skills in a technology team: hackers, hustlers and hipsters.

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A hacker is a builder or coder and uses algorithmic thinking, a hipster is a designer who makes things look good using design thinking, and a hustler uses systems thinking to make sure people actually use the technology once it’s built. These skills are the core ingredients you need to build tech products, and a good technologist is able to dabble in all three. We are also using the influence of pop culture to inspire young people to think more broadly about careers in technology. Our “Girl Geeks” book series for young girls ages 9-12 features four friends who discover their talents as hackers, hustlers and hipsters in their classes at school. There is a real risk the digital wave currently driving inspiration in young people will age quickly and no longer be considered cool, so we need to think about what’s next in terms of inspiring merging future technologists. According to the Australian Government’s Department of Industry, Innovation and Science, 75 per cent of jobs will require STEM skills by 2026. We need all hands on deck to ensure young people not only learn the basics but commit to technology careers and be supported to study the right things at the right time. EM

THE LAST WORD // The Grattan Institute

Mental health and wellbeing matters Peter Goss, School Education Program Director at the Grattan Institute, sheds light on how poor mental health and low wellbeing harms student learning outcomes. If you ask a policy wonk how well a primary school is doing, you’ll probably be subjected to statistics about NAPLAN. If you ask a parent, you’re more likely to hear how their child feels about school. Of course, both things matter. But the dynamic interplay between wellbeing and mental health, social and emotional skills, and academic learning is starting to get a higher profile in policy circles. It’s about time. Social and emotional skills include managing emotions, setting positive goals, building relationships and being aware of others. They are vital for success in life – but of course they aren’t isolated from academic learning. Students with strong social and emotional skills tend to improve more quickly in those domains – a non-cognitive version of the Matthew Effect – but also progress more rapidly on academic skills. At the other extreme, poor mental health and low wellbeing harm learning. But two major Australian studies are shedding more light on how common these issues are: how young they start and how much of an impact they have on learning. Young Minds Matter: the second Australian Child and Adolescent Survey of Mental Health and Wellbeing is run by the University of Western Australia. It shows that roughly one in seven students has a mental disorder in a given year, with ADHD the most common disorder for boys and anxiety for girls. The prevalence of mental disorders is broadly consistent across Years 3, 5, 7 and 9. The impact on learning is already apparent by midway through primary school. Year 3 students with any mental disorder are six to nine months behind in NAPLAN compared to their mentally healthy peers. This gap grows to between 1.5 and 2.8 years by Year 9, depending on the NAPLAN domain. Some of this slower rate of learning

progress is probably due to lower attendance rates, although absenteeism for students with mental disorders is much lower in primary school than secondary school. These are huge learning gaps. The Year 9 learning gap is about the same as the learning gap for students whose parents didn’t finish high school or are unemployed, two common markers of social disadvantage. To make matters worse, family background and mental health challenges interact. Students from low-income households have twice the rates of mental disorders as those from high-income households, students from unemployed sole parent households have three times the prevalence of mental disorders as students who have two employed parents or carers. In effect, worse mental health may account for somewhere between one tenth and one quarter of the overall gap between socially advantaged and disadvantaged students. The second major study is the Childhood to Adolescence Transition Study (CATS), run by the Murdoch Children’s Research Institute in Melbourne. It shows that students lose about eight months’ worth of learning from Year 3 to Year 7 if they have low wellbeing, and nearly ten months of learning if they are bullied for two or three years. Because it tracks students as they move through school, the CATS study can tease out the links between these interacting factors. And there are strong links: students with low wellbeing in primary school tend to have poor engagement and learning in secondary school. Primary school principals have always focused on the wellbeing of their students and the data increasingly shows just how vital this is. Prevention is better than cure, but schools also need the

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capabilities to identify and support mental illness. But what should principals do? After all, there are dozens (if not hundreds) of programs on offer that claim to improve wellbeing/reduce bullying/ support mental health. There is one new initiative that can help principals cut through the noise. ‘Be You’ was launched late last year as the national mental health initiative in education, with a vision to create a mentally healthy generation of young Australians. It gives educators knowledge, resources and strategies to help children and young people achieve their best possible mental health. Be You is led by beyondblue with delivery partners Early Childhood Australia and HeadSpace. It integrates several successful initiatives into a single framework and also provides details about the implementation and evidence base of a wide range of external programs. And Be You is free, courtesy of generous funding from the Federal Department of Health. It’s great that policy makers are getting on board with mental health in schools. But in the end, each school has to choose how it will approach student wellbeing and mental health. The hard yards get done each day, with each child, in the classroom, in the playground, and at home. Be You is there to help you find the right approach for your school. Peter Goss is an unpaid member of beyondblue’s National Education Program Council for Be You. EM

EVENTS

PRIMARY AND EARLY CHILDHOOD MATHEMATICS EDUCATION CONFERENCE 20-21 June 2019 University of Melbourne, VIC Web: mav.vic.edu.au/conference/primary-andec-2019.html Presented by the Mathematical Association of Victoria in collaboration with the Melbourne Graduate School of Education’s Mathematics Education Group, the conference focuses on primary school mathematics education. INTERNATIONAL CONFERENCE ON EDUCATION, LEARNING AND TRAINING 28-30 June 2019 Central Queensland University Australia – Sydney Campus, NSW Web: www.icelt.org This event aims to bring together researchers, scientists, engineers and scholar students to share ideas and research about education, learning and training; and discuss challenges and solutions. 2019 ATEA CONFERENCE 3-5 July 2019 University of the Sunshine Coast, QLD Web: atea.edu.au/2019-atea-conference/ Hosted by the Australian Teacher Education Association, the event will focus on the theme of ‘Professionalism and Teacher Education’, exploring the profession from early childhood through to higher education. CONASTA 68 7-10 July 2019 Darwin High School, NT Web: asta.edu.au/conasta This is the annual science education conference of the Australian Science Teachers Association and will this year be hosted by the Science Teachers Association of the Northern Territory. AAMT 2019 NATIONAL CONFERENCE 9-11 July 2019 Somerville House, QLD Web: www.aamt.edu.au/whymaths Centred around the topic of ‘Why Maths? Inspiration Beyond the Classroom’, this Australian Association of Mathematics Teachers event will investigate some of the ways educators are making mathematics more relevant and engaging for their students.

ALEA NATIONAL CONFERENCE 9-12 July 2019 Pullman Melbourne on the Park, VIC Web: www.englishliteracyconference.com.au The 2019 Australian Literacy Educators’ Association’s National Conference will be centred around the theme of ‘Literacy Empowering Voices: Reflecting the Past, Viewing the Present, Scripting the Future’.

THE EDUCATION SHOW 30-31 August 2019 Melbourne Convention and Exhibition Centre, VIC Web: www.theeducationshow.com.au Showcasing the latest learning and teaching resources, programs, support services and technology for educators, the Education Show is a professional development event for principals, school leaders and educators.

EDTECHSA STATE CONFERENCE 17-18 July 2019 Immanuel College, SA Web: edtechsa.sa.edu.au/2019-conference/ Presented by EdTechSA, the 2019 conference will be based on the theme ‘Thinking Technologically’.

ACEL 2019 CONFERENCE 2-4 October 2019 Hilton Sydney NSW Web: www.acel.org.au This year’s Australian Council for Educational Leaders’ Conference will focus on the theme of ‘Vision and Voice’ in setting the learning agenda.

DIGICON 25-26 July 2019 Catholic Leadership Centre, East Melbourne, VIC Web: digicon.vic.edu.au This two-day conference for teachers will have speakers discussing a range of topics including STEM, Digital Technologies Curriculum and emerging technologies. ANGLICAN SCHOOLS AUSTRALIA CONFERENCE 9-10 August 2019 Hotel Grand Chancellor, TAS Web: www.anglicanschoolsaustralia.edu.au ‘Awe and Wonder’ is the theme of this year’s event, which will bring together principals, chaplains, senior staff and members of school councils. PROFESSIONAL DEVELOPMENT NETWORK SCHOOL LEADERS’ CONFERENCE 15-16 August 2019 Royal Pines Resort, Gold Coast QLD Web: www.griffith.edu.au/pdn-school-leadersconference Based on the theme of ‘Strategy: Success by Design’, the conference will feature six keynote speakers and four workshops across two days. NATIONAL EDUCATION SUMMIT 30-31 August 2019 Melbourne Convention and Exhibition Centre, VIC Web: nationaleducationsummit.com.au Aimed at principals, school leaders and educators from K-12, the event combines conferences, a symposium, free seminars and a free trade expo.

APPA NATIONAL CONFERENCE 3-6 September 2019 Adelaide SA Web: appaconference.com.au The Australian Primary Principals Association Conference will look at how collaboration, connection and community can provide support for principals to lead in new ways and strengthen current ways of working. HTAA CONFERENCE 2019 1-3 October 2019 Loreto College Marryatville Web: www.historyteacher.org.au/conferences/ Presented by the History Teachers’ Association of Australia and in partnership with the History Teachers’ Association of South Australia, this year’s event will be centred around the topic of ‘History Matters’. AGTA 2019 CONFERENCE 1-4 October 2019 Gold Coast, QLD Web: www.agta.asn.au ‘The Innovative Geographer’ is the theme of this year’s Australian Geography Teachers Association Conference, which will bring together teachers from across Australia to share their own innovations for the Geography classroom.

ENHANCE STUDENT LEARNING WITH TECHNOLOGY Visit Acer at EduTECH on 6-7 June at booth 615 and see the latest developments that will transform the teaching experience: • Learner Analytics Program: customise student learning and enhance engagement • Facial Recognition Technology: facilitate student safety and classroom management • Mixed Reality: bring the classroom to life. For more information or to access on-demand resources visit:

educationmatters.com.au/acer

Spin 5 8th Gen. Intel® Core™ i7 Processor 13.3” IPS Full HD (1920x1080) Touch Display 360⁰ Dual Torgue Hinge | Acer Active Pen Up to 13 Hours of Battery Life for Full School

For more information on Spin 5, visit: http://www.acer.com/ac/en/AU/content/series/spin5

Digital Pen: A pen that can do it all.