At the beginning of Term 2 this year, my five-year-old brought her first take-home reader from school, a Prep milestone. Featuring her hand-drawn pictures on the cover of her folder, this ‘first’ heralded the official beginning of her reading journey, and mine, as a parent, beside her.
What a joy to hear her sound out the letters and watch as her finger underlines the words, ‘s-a-t’, ‘l-o-g’. What a joy to see her pride in piecing together the sounds to form a word, and then piecing together the words to form a sentence, ‘Pip sat on the log’.
In our Hot Topic this issue, we delve into the contentious subject of teaching students how to read. We look at what happened when a small Victorian primary school changed its approach to teaching students how to read. Its story is now part of a national report on how to give every child the best chance of learning this foundational skill.
The report, released by the Grattan Institute in February 2024, claims a third of Australian children can’t read proficiently, and a key cause of Australia’s reading problem is decades of disagreement about how to teach it.
Three academics from Curtin University also contribute to the discourse, discussing current approaches to home reading in Australia and how the push for decodable texts has parents and children alike struggling to make sense of the story.
I keep up-to-date with my five-year-old’s literacy goals through her teacher’s regular notices to parents on the school’s app. It is the go-to place for the latest school updates, from a notice about a head lice outbreak, to the details of a school excursion, upcoming fundraiser, or curriculum-based task.
School management software, with parent-facing apps, have become an indispensable tool in today’s digital age, streamlining administrative tasks and improving communication, but also enhancing a sense of belonging and community. Education Matters speaks to the Director of Technology Innovation at a Melbourne school, and a former teacher-turned-researcher, about the benefits of school management software and where the technology is heading next.
Technology is undisputedly a force in education. With Australia’s largest conference and exhibition for educators and edtech providers coming to Melbourne in August 2024, we’re bringing you a list of the top speakers you don’t want to miss at the two-day event. As official media partner for EduTECH, we’re inviting all registrants to scan the QR code in this issue to subscribe to Education Matters and stay across the latest in news and expert views about the topics and issues currently impacting the education sector.
We hope you enjoy this issue.
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26 A passion for digital literacy
How Grok Academy is inspiring students in tech and cyber security.
30 Empowering personalised learning
JB Hi-Fi Education is helping schools upgrade to the 10th generation iPad.
32 Taking the next step with Lenovo Why effective implementation and readiness matter for AI in education.
34 Creating a connected campus
Samsung’s interactive displays not only help educators teach, they also engage, guide, and connect students indoors and out.
36 Finding the right fit
Parent-facing school management software has become an indispensable tool in today’s digital age, with numerous benefits.
38 Reducing double-handling School management system Compass Education is introducing a new feature developed in partnership with Deakin University.
40 EduTECH 2024
A guide to the top speakers you don’t want to miss, including when and where they’ll be appearing on stage.
42 Why sooner is better Two tutors at Kip McGrath speak about why early intervention is key to long-term success in the classroom.
44 Bridging nature and durability
An Australian-made playground equipment manufacturer is fusing timber’s aesthetics with long asset life.
46 New Primary Schools
Principals have been appointed to lead five new primary schools opening in 2025.
48 Managing challenging behaviours in the classroom
Is a disruptive student a person to be understood, or a problem to be solved? Child psychiatrist Dr Andrew Wake unpacks the dilemma.
50 A global first
Autism Spectrum Australia has adapted a mainstream learning framework to suit an autism-specific environment – with promising early results.
52 Is the ‘kid’ the only thing in the ‘pit’? Curtin University academics Dr Sonja Kuzich, Dr Paul Gardner, and Dr Carly Steele discuss current approaches to home reading in Australia.
Primary English Teaching Association Australia (PETAA) has unveiled a new position statement designed to provide an evidence-informed model of English teaching at the classroom and school level.
It said its groundbreaking document represents PETAA’s commitment to providing evidence-informed guidance to educators, ensuring the highest standards of English teaching and learning in primary schools.
“English education holds a central position in the Australian curriculum, serving as both a foundational subject and the gateway to accessing other areas of learning. English also plays a critical role in enabling individuals to participate in civic life,” PETAA said.
“PETAA’s role in this process is vital: we give support and ongoing training to teachers as they work within the rapidly changing environment that is the 21st century classroom.”
Key highlights of PETAA’s position statement include:
• Language: PETAA builds teachers’ knowledge so that they can support their students to develop a conscious knowledge of how language works in different contexts of use and at various language levels, e.g. text, sentence, group/phrase, word, sound.
• Literature: PETAA recognises the central place of literature in English curriculum and in cultural practice. PETAA builds teachers’ understandings so that they can confidently identify and use a diverse range of literary texts in their teaching.
• Literacy: PETAA appreciates that literacy involves making meaning, using and adapting language knowledge and skills in various modes and for various purposes. Across the primary years, listening, speaking, reading and writing need to be developed systematically and concurrently. Teachers support students to build on foundational skills (incl. phonic and word knowledge) to meet the demands of general and specialised purposes and contexts, with fluency and confidence.
“PETAA’s role in this process is vital: we give support and ongoing training to teachers as they work within the rapidly changing environment that is the 21st century classroom.”
Recognising this critical work, PETAA’s position statement underscores the important role member associations play in equipping teachers with the necessary tools and knowledge to foster understandings about language, literary appreciation, and literacy skills among students.
“PETAA’s position statement reflects our deep understanding of the evolving landscape of English teaching and our unwavering commitment to empowering educators with access to useful theory, sound research and evidence-informed practices so they can set their students up for success,” immediate PETAA past president Pauline Jones said.
“All teachers need access not just to the latest research, but to trusted associations that will provide the strategies, instructional practices and guidelines that will allow them to teach explicitly, meaningfully, and thoughtfully,” incoming PETAA president Helen Adam said.
“PETAA provides teachers at all stages of their careers with the knowledge and resources to enable them to make informed decisions to support their students’ learning,” CEO Megan Edwards said.
“Teachers are experts who select and sequence content and learning activities in order to support learning that develops cumulatively over time. These sequences are initiated through teacher-directed explicit teaching of knowledge and skills, followed by guided practice that develops knowledge and skills so that students can operate independently.
“We are here to support them every step of the way.”
Primary English Teaching Association Australia (PETAA) is a national not-for-profit association committed to supporting primary teachers in delivering best practice English and literacy instruction. Through professional development, resources, and advocacy, PETAA empowers educators to foster a lifelong love of language and literacy in students across Australia.
For more information on PETAA and the position, visit petaa.edu.au/w/About/PETAA_Position.aspx. EM
We enable educators and school administrators to be more productive, communities to be more engaged and students to achieve their full potential.
For nearly 15 years we’ve been powering schools of all shapes and sizes up and down the country. Our school management software is developed in-house by a team that intimately understands the challenges, processes and cultural characteristics of Australian schools.
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“Starting quality music education early and continuing to deliver music learning opportunities provides benefits throughout a child’s school life and beyond.”
The South Australian Government is committing $7.5 million towards expanding music education in schools over the next three years.
There will be funding of $2.5 million each year for the next three years to help ensure every child and young person has access to quality music education from the early years.
The announcement follows the release of a new report in May – Setting the tempo – a research initiative supported by Alberts | The Tony Foundation’s Music Education: Right from the Start and the South Australian Department for Education.
The report featured a survey of teachers and representatives from 115 public primary schools, that identified the benefits of music learning in the classroom.
Almost all teachers agree it improves students’ educational experience – 97 per cent – with similar responses seen for positive impact on literacy and numeracy skills (94 per cent) and reduced stress and anxiety among students (94 per cent).
The study shows that teachers from South Australia’s primary schools universally back the student benefits of music learning, but many agree that teacher training, dedicated facilities and appropriate resources are lacking.
The extended investment in the program will go towards buying more musical instruments for schools, extra training, upskilling non-specialist teachers to
become music teachers and making music more accessible by having music spaces and rooms available at schools.
SA Minister for Education Mr Blair Boyer said music education helps to develop thinking and learning skills, lifts literacy and numeracy standards and enhances wellbeing.
“This latest research shows that 67 per cent of participants said music education led to approved attention span, persistence and resilience – schools should be a place of inclusion and belonging with music playing a significant role in the wellbeing of students,” he said.
“Starting quality music education early and continuing to deliver music learning opportunities provides benefits throughout a child’s school life and beyond.”
At The Pines School, music education is delivered in a variety of ways, according to Assistant Principal Ms Toula Girgolas.
“All preschool junior primary staff are mentored in teaching music through the National Music Teacher Mentoring Program,” she said.
“We have a permanent arts teacher who teaches music across the school, and a leader who coordinates our music program and teaches music to individual students and groups. An instrumental teacher also visits once a week to teach students.
Currently, The Pines has five classrooms being used for music education as it has 150 students from Year 3-6 playing 15 different instruments.
“I have seen many benefits of music education in my time as a teacher. At The Pines I have seen a marked improvement in the emotional and social well-being of our students as well as an increase in their self-esteem and focus through experiencing challenge and success.”
Alberts commissioned the Australian Council for Educational Research (ACER) to develop and conduct a survey of primary school teachers.
The research is based on an online survey of 180 South Australian Government primary school teachers (83 per cent), combined or specialist teachers (10 per cent), early learning educators or government staff (7 per cent). The survey was launched in March 2023, with respondents representing 115 of the 436 government schools in South Australia (ACARA, 2023). EM
Victoria’s longest-serving teachers and education support staff were awarded a ‘Recognition of Service to Victorian Education’ honour in May for their dedication to students, schools and families.
Minister for Education Mr Ben Carroll congratulated 275 staff for their 40, 45, 50 or 55 years of service to public education in Victoria at an official celebration at the Pullman Melbourne on the Park.
The recipients included Ms Judi Grossbard, a Grade One teacher who has dedicated 50 years to public education with 37 years at Gardenvale Primary School in Melbourne’s bayside – where she has taught two generations of some families.
Ms Grossbard is one of three staff at Gardenvale Primary School being honoured this year, with the other two teachers reaching 45- and 40-year milestones.
Another 50-year honouree, Ms Jillian Burt, has spent more than half of her career at Ballarat’s Forest Street Primary School –including 10 years as a teacher and 20 years in her current role as principal.
Recently retired Ms Merrilyn Mann, who is also being recognised for 50 years of service, worked for four decades at Mount Waverley’s Syndal South Primary School as both an art and early primary years teacher.
Overall, 166 hardworking staff are being honoured for 40 years of service, 49 for 45 years, 49 for 50 years and 11 for 55 years.
Mr Carroll thanked the teachers and staff being recognised for their contribution to education in Victoria spanning multiple generations.
“Long-serving teachers and support staff are the backbone of our education system. The Victorians being recognised this year have each spent decades tirelessly supporting our children and young people – we are all so grateful for their service,” he said.
“Whether they have taught in classrooms or worked in an office supporting schools, everyone receiving recognition this year has helped us make Victoria the world class education state we are today.”
The Victorian State Government has made record investments in school workforce initiatives to attract, recruit, support and retain teachers and support staff – with Victoria’s government school staff numbers growing by 2.3 per cent in 2023, the largest increase of any state or territory.
The Victorian Budget 2024/25 is continuing to address school workforce challenges with an extra $17.9 million to attract more staff – by supporting schools to attract teachers from overseas, and giving schools leaders more flexibility in the way they work EM
The Victorian Department of Education is returning as an event partner for EduTECH Australia 2024.
EduTECH Project Director Mr Arron Penman said the two organisations are embarking on another exciting journey to shape the future of education in Australia, guided by their shared commitment to innovation, collaboration, and excellence.
“Having the Victorian Department of Education onboard once again reinforces our unwavering commitment to advancing education,” Mr Penman said.
“We’re excited to foster collaboration, bringing together the brightest minds in education to inspire and empower educators nationwide.”
He said the ongoing partnership symbolises a steadfast commitment to innovation and excellence.
“With the invaluable support of the Victorian Department of Education, we’re poised to deliver yet another ground-breaking event that will inspire and empower educators, administrators, and stakeholders alike,” Mr Penman said.
A Department of Education spokesperson said EduTECH is an event that connects educators with cutting-edge ideas and innovative technology leaders.
“We always aim to meet the technology needs of students, teachers and schools, and we look forward to continuing our ongoing partnership with EduTECH in 2024.”
EduTECH 2024 promises an unparalleled gathering of thought
leaders, visionaries, and practitioners in the field of education. With the recent announcement of Sal Khan, Founder and CEO of Khan Academy, celebrated for his groundbreaking work in AI, excitement is ramping up as organisers prepare to reveal the newest advancements, trends, and best practices.
“We express our sincere gratitude for the continued support and collaboration of the Victorian Department of Education. Together, we are shaping the future of education.”
EduTECH Australia is taking place on 13-14 August in Melbourne. Visit www.edutech.net.au for more information. EM
EduTECH Australia is taking place on 13-14 August in Melbourne.
President Angela Falkenberg looks back on the crowning achievements of the Australian Primary Principals Association, and what challenges lie ahead, as it reaches a half-century milestone.
APPA’s longevity is testament to its credibility built on the professional wisdom and experience of its members. This wisdom has informed policy and practice, decision making and even building construction. It was the strong advocacy of past President Leonie Trimper that saw the Building Education Revolution (BER) introduced into primary schools in 2008. This initially provided $12.4 billion (later, $14.1 billion) for Australian primary schools to build new facilities, or to upgrade existing facilities.
There is trust in APPA’s advice, feedback, and advocacy work, as there should be, for APPA’s National Advisory Council (NAC) members have been elected by their peers as those best able to represent their collective professional views. The NAC is a nationally representative body of highly credentialed and credible school leaders from every corner of Australia, invested in all children in all schools, having quality educational experiences and opportunities.
past decades. Data from the Australian Early Development Census along with teacher professional judgement informs us that this is the case. In recognition of this, in 2023 APPA joined the Thrive by Five initiative which aims to give all children a head start in life. This builds on the APPA 2019 paper Thrive by Five.
• Overwhelming evidence shows that the first 1,000 days of a child’s life are critical for brain development and early experiences impact a child’s future, laying the foundations for learning. Reading to a baby is a key tool to achieve this and in 2024 APPA is inviting school libraries to welcome in families, babies, and young children to read together.
• In recognition of the ongoing devastating impact that racism has on First Nation educators and families, APPA has co-constructed an anti-racism statement and reflected on the role of school leaders in the creation of safe, inclusive communities.
Former President of the South Australian Primary Principals Association, Angela Falkenberg, was unanimously elected as President of APPA in May 2023, taking over the role from retiring President Malcolm Elliott. She has held senior school leadership positions across both primary and secondary schools and has extensive experience in the education of First Nations children. APPA provides a voice to more than 7,600 public, Catholic and independent primary school principals across the country.
Currently there is a national conversation about the need to ‘esteem the profession’ and this will more naturally occur when the profession is engaged at all levels of decision making. Being heard can take courage and persistence and APPA has exercised both many times in its history. The reflections of previous APPA presidents tell this story well and their courage motivates me to continue speaking up to ensure ‘the national voice’ is being clearly heard.
The educator landscape continues to change and evolve, mostly for the better, however, we continue to be confronted with challenges and we have yet to achieve education outcomes parity for our most vulnerable children and young people.
• The number of children who have gaps in readiness for learning has increased over
What does the future hold for APPA?
In nearly every community in Australia you will find a primary school at its heart, with a primary leader who keeps the heart beating. APPA is made up of thousands of heartfelt leaders across Australia.
Primary leaders associating at a national level will continue to be important; to education in general, to policy makers and to each other. APPA’s networks nourish and support members through positive, trusting relationships. APPA’s advocacy, and connected purpose is a crucial lifeline for leaders.
The upwards trajectory of job demands for primary leaders over the past 50 years (and the lack of increased resourcing to meet these demands) tells us that without
attention to leader workload and the associated wellbeing, things will become even more dire.
Contributing to the trajectory are increased compliance tasks, measurement and outward facing accountability, complex student behaviour, community challenges such as impact of mental health, poverty, family violence, and the reduction of government and community services in many areas, leaving schools as the village to support the child. Teachers and leaders contribute significant goodwill, but it is a finite resource.
Going forward, I would like to see that the following questions are asked by policy makers and government when considering any new initiative, policy or practice.
What impact might this new initiative, policy or practice have on leader workload?
• Does it reduce it? (Well done)
• Does it maintain status quo? (What needs to
• Does it add to leader workload? (What needs to be adjusted or resource added to ensure it addresses the challenge of leader workload?)
Without such consideration, the job that I believe can be the best in the world, will not be viewed as a desirable career. This is equally true for teaching. Workforce shortages that APPA forecast in 2008 have come to be realised and are presenting daily challenges for many leaders, but particularly those in country and remote areas of Australia.
Leaders and teachers will have a crucial role going forward in teaching and expecting respectful relationships, safety and civility and in connecting families to effective support. Schools are already a powerful place-based service but not fully appreciated in terms of their positive contribution to healthy, connected communities across the nation.
to be manageable and therefore attractive, enjoyable, and sustainable. Job resources need to match job demands.
The community in general, and decision makers, need to value the primary profession for the wisdom, skills and experience brought daily to meeting children and young people at their point of need and in ensuring that community context frames successful practice.
There is much to be proud of in Australia’s primary education work and in the personal attributes, goodwill and moral purpose that primary leaders bring to their work.
Let’s pay attention to the impact of this good work and value the demonstrated commitment and expertise. In doing so, we build the trust that fosters the security and stability that underpins professional wellbeing. EM
Learn more about APPA at:
APPA’s annual conference will be held in Christchurch on 1820 September 2024 and is a professional collaboration with the New Zealand Principal’s Federation. The theme ‘TOGETHER Leading Learning’ reflects this collaboration and how we learn from each other through this unique relationship. Learn more at www. transtasmanconference.com.
Supporting teachers and reducing their workload is a key priority for many education bodies across Australia. It is one ACARA is continually focusing on as it rolls out the Australian Curriculum, Version 9.0, explains Acting CEO Stephen Gniel.
April saw the completion of the review of the Australian Curriculum: Languages. The final group of languages and language frameworks (Arabic, Auslan, Chinese for Background and First-language learners, Classical Greek, Classical Languages Framework, Framework for Aboriginal and Torres Strait Islander Languages, Hindi, Latin, Turkish and Vietnamese) are now available on the Australian Curriculum, Version 9.0 website.
This also marks the final part of the full Review of the F-10 Australian Curriculum, which began in 2020. I’d like to take this opportunity to thank everyone who provided their input into the review process.
Ever since we published the Australian Curriculum Version 9.0 website in May 2022, the focus of our curriculum team has been on producing high-quality resources for teachers and schools to support its implementation.
Our Professional Learning Hub, launched last April, has been popular with teachers and educators. It has a range of courses aimed at helping teachers and educators develop a deeper understanding of the Australian Curriculum.
We have continued to add new courses throughout last year and into this year. The latest – ‘Australian Curriculum Version 9.0: Developing a deeper understanding’ – is designed to support teachers across the eight Learning areas and explores connections between strands and sub-strands. Making these connections helps teachers to develop flexible programs which give students meaningful learning experiences that meet
their needs and abilities.
We have also published several new and updated Curriculum connection resources to help teachers identify key aspects of learning across different conceptual themes. These resources make it easier for teachers to search and organise content to support learning across the curriculum for students from Foundation to Year 10.
Artificial intelligence (AI) is one of our new Curriculum connections. We know that AI technologies have the potential to improve teaching and learning opportunities for students and provide enormous benefits for education, but we also need to educate children in how to stay safe as they use these technologies.
This is why ACARA has taken a leading role on the issue by developing this new resource to help our teachers equip our young people with the skills and knowledge they need to understand the challenges, opportunities and risks of AI. It provides an opportunity for students to learn what AI is, how it works and how to use it responsibly and ethically.
Developed in partnership with academic and teaching specialists in the AI field, the new curriculum connection allows teachers and educators to develop age-appropriate learning programs based on the Australian Curriculum, Version 9.0, across a range of subjects and progression of learning from Foundation right through to Year 10.
Working with key experts in the relevant fields, we have also updated four of our existing Curriculum connections:
informed and responsible consumer and financial decisions. The new content updates are focused on critical thinking for managing finances, new digital tools, financial data and security and new regulations and laws. Students can learn about consumer and financial literacy through explicit content in the Mathematics, Humanities and Social Sciences, and Technologies learning areas.
• Food and wellbeing Curriculum connection – this resource provides teachers with a better understanding of where important issues in relation to food and nutrition education feature in the curriculum. It promotes talking about food that is nutritious and nourishing in a positive way and provides advice about the personal challenges about food that students might face and that teachers should be aware of when teaching this content.
• Food and fibre Curriculum connection –teachers now have a framework to identify and structure information on food and fibre to support the practical application of the
curriculum. Students can gain knowledge and understanding about the production of the food they eat, the fibres they use and the environment they live in.
• Outdoor learning Curriculum connection resource – provides teachers with a framework to identify content in the Australian Curriculum that allows students to experience guided, integrated learning across the curriculum so they can safely engage with natural environments. It connects a range of subjects and a progression of learning from Foundation –Year 10.
These are just some of the latest ways we are supporting teachers here at ACARA. There is more to come as we are working with partners to develop optional teacher resources to support implementation of the Australian Curriculum including guidance and principles, and new work samples that provide evidence of student learning to demonstrate the achievement standards for subjects and learning areas. EM
To learn more about the Australian Curriculum and its supporting resources, visit www.v9.australiancurriculum.edu.au, and sign up to the Professional Learning Hub at ww.w.learning.acara.edu.au.
Follow ACARA on Facebook and LinkedIn, and subscribe to its regular ACARA Update e-newsletter at www.acara.edu.au/newsand-media/subscribe-to-acara-update, for all the latest updates.
Grok Academy would like to thank its incredible sponsors for their generous contributions which make our Schools Cyber Security Challenges and National Computer Science School Challenge FREE for all Australian teachers and students.
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ACARA has published several new and updated Curriculum connection resources to help teachers identify key aspects of learning across different conceptual themes. Image: Ermolaev Alexandr/stock.adobe.comWhen a small Victorian primary school changed its approach to teaching students how to read, success was unexpectedly swift. Its story is now part of a national report on how to give every child the best chance of learning this foundational skill.
Some years ago, Churchill Primary school followed a whole-language approach to teaching reading in its daily one-hour reading class. Classes focused on reading strategies – such as three-cueing or visualising while reading – and students were given a lot of independent reading time, even when they could not yet read. While struggling students completed Reading Recovery intervention five times a week, this did not connect to what happened in class.
With so much independent reading time, students were disruptive and classes sometimes ‘chaotic’, the principal told the Grattan Institute’s Dr Jordana Hunter and Ms Amy Haywood, Program Director and Deputy Program Director of Education, respectively.
Dr Hunter and Ms Haywood co-authored a report, The Reading Guarantee: How to
give every child the best chance of success, released in February 2024, showing a third of Australian children can’t read proficiently. It claimed that a key cause of Australia’s reading problem is decades of disagreement about how to teach it.
A detailed case study of Churchill Primary was included in the Grattan Institute’s report. Its NAPLAN results were consistently poor, and struggling students were not catching up. In 2017, the principal introduced a schoolwide, structured literacy approach.
Lessons became more engaging and explicit — teachers began breaking down the learning, modelling each step, and checking every two minutes, through questioning and mini-whiteboards, whether students were grasping the content.
Teachers now use this explicit approach to teach all the key reading sub-skills. In
Foundation, teachers follow a systematic sequence, with students learning one or two sound-and-letter combinations a week. Students then practise at home using decodable texts.
Students at Churchill Primary also get plenty of opportunities to read more complex texts together. Students study a new book every week or two, with the teacher reading and re-reading it aloud, building oral language through rich class discussions, teaching new vocabulary, building background knowledge, and using comprehension strategies (making inferences, for example). Older students also study a novel every term.
All Churchill Primary students are screened upon arrival, and struggling students are identified. In junior years, a literacy specialist supervises trained
A national report released in February 2024 shows a third of Australian children can’t read proficiently.
programs. Students are grouped based on their decoding ability and are assessed fortnightly to adjust groups for each student’s progress.
In upper primary, students are placed in targeted groups during class time. A speech therapist provides one-on-one twice-weekly support for four students with language disorders.
As the principal told Dr Hunter and Ms Haywood, the introduction of a structured literacy approach was a huge shift in teaching practise for all staff at the school. It required significant investment. The school bought decodable texts, developed its own detailed scope and sequence and lesson slides, and sent every staff member to the five-day Orton Gillingham instructional training.
“We needed to build our teachers’ knowledge of how children learn to read and make some big decisions to abandon things that teachers had been doing for 10 to 15 years. Not only were we learning new things, but we were unlearning things we’d previously been taught,” the principal said.
Results came quickly. In 2016, almost half of the Year 3 students and 65 per cent of Year 5 students did not meet national minimum standards in reading. By 2021, no student performed below this standard for reading, and Year 3 students did better than the state average.
Today, fewer students receive catch-up support, because fewer students need it. Student behaviour has also improved – within three years there had been a 70 per cent reduction in students being sent out of class for poor behaviour.
“Probably our only regret is that we didn’t know more about this sooner – because if we had, we could have helped more kids,” the principal told Dr Hunter and Ms Haywood.
Calling for a revolution
Dr Hunter says the Grattan Institute is in contact with several schools doing work on the ground to improve student’s reading skills and had known about Churchill Primary School’s change in approach for some time and continues to follow its progress.
She says her team chose to investigate reading proficiency because reading is fundamental to success in and beyond school.
“Reading is a foundational skill that unlocks the broader curriculum and empowers young people to grasp opportunities for themselves and their communities,” she says.
“We focused on reading proficiency, as defined by the new NAPLAN proficiency benchmark, because we know that this measure indicates whether students are meeting grade-level expectations and are on track in their learning.”
Dr Hunter and Ms Haywood argue 90 per cent of students should be hitting this benchmark.
“This is achievable. For example, a Year 9 student who just meets the expected proficiency standard for reading is at about the level of the average Year 7 student,” they say.
Students who struggle with reading are more likely to fall behind their classmates, become disruptive, and drop out of school. They are also more likely to end up unemployed or in poorly paid jobs.
The report calculates that for those students in school today who are hardest hit by poor reading performance and drop out of school, the cost to Australia is $40 billion over their lifetimes.
“Australia needs a reading revolution,” Dr Hunter says. “We need to transform the way we teach reading in school, so that every Australian child gets their best chance in life. This report shows how to do it.”
The Grattan report calls on all Australian state and territory governments, and Catholic and independent school sector leaders, to commit to a six-step ‘Reading Guarantee’:
1. Pledge that at least 90 per cent of Australian students will become proficient readers.
2. Give principals and teachers specific guidelines on how to teach reading in line with the evidence on what works best.
3. Provide schools with the high-quality curriculum materials and assessments that teachers need to teach reading well.
4. Require schools to do universal screening of students’ reading skills and help struggling students to catch-up.
5. Ensure teachers have the knowledge and skills they need, through extra training, and by appointing Literacy Instructional Specialists in schools.
6. Mandate a nationally consistent Year 1 Phonics Screening Check, and regularly review schools’ and principals’ performance on teaching their students to read.
The report generated mainstream media interest, including from prime-time television programs such as The Project.
“We know that reading success is an issue close to the hearts of parents, teachers, and school leaders, and that reading failure can have a devastating impact on the lives of individual students,” Dr Hunter says.
“We think the level of interest reflects Australians’ deep commitment to ensuring all students get the opportunity to succeed.”
In many schools, teachers and school leaders have been working hard to implement evidence-informed reading instruction and this report acknowledges that work, Dr Hunter and Ms Haywood point out.
“At the same time, we know a lot of schools and teachers are struggling to implement bestpractice approaches. Governments and sector leaders need to step up, take the evidence on reading instruction more seriously, and provide teachers and school leaders with real, practical guidance and support to ensure every child has the best opportunity to master this foundational skill,” they say.
The report acknowledges some countries have made significant policy changes to help schools to teach according to the evidence, with positive results.
Dr Hunter and Ms Haywood say many international jurisdictions are stepping up to the reading challenge. Education systems in England, Ireland, some states in Canada, and several states in the US, have introduced comprehensive reforms over the past 10 years to close the gap between the research evidence and classroom practice.
“Mississippi, for example, is the poorest state in the US and was one of the first to implement comprehensive, evidence-informed literacy reforms, through its 2013 LiteracyBased Promotion Act,” they point out.
It invested US$70 million (AUD$105m) in early years reading programs for schools, fully funded all early years teachers to do a 160-hour two-year training course in reading instruction, mandated that all students’ reading skills in Foundation to Year 3 be assessed three times a year, and required Year 3 students to stay back a year if they were not meeting basic standards in reading.
“Mississippi lifted the proportion of students who met the ‘basic’ standard in reading in Year 4 from 53 per cent in 2013, to 63 per cent in 2022 – a 10 percentage point improvement in nine years, meeting the US national average,” Dr Hunter and Ms Haywood say.
“Where we do see these kinds of impressive improvements, they tend to result from long-term, system-wide reform. This is why we recommend a 10-year six-step ‘Reading Guarantee’ strategy be implemented in Australia.”
Grattan’s reports often make recommendations for both state and federal governments as well as school sectors to act
upon. After a report’s release, the institute continues to engage closely with governments and schools to support the uptake of its recommendations.
“For this particular report, we’ll keep advocating for governments to implement our 10-year six-step Reading Guarantee strategy, through our consultations with political leaders, government departments, professional associations, and schools,” Dr Hunter says.
In the area of reading instruction, she says much of the heavy lifting will have to be done by state and territory governments and sectors.
“In recent years, some state governments and Catholic archdioceses have made stronger efforts to align school practise to the evidence base on the best way to teach reading,” Dr Hunter says.
“The NSW and South Australian governments, alongside the Catholic archdioceses of Canberra-Goulburn and Tasmania, have been leading the way. The Tasmanian, Western Australian, and Queensland governments have also taken some important first steps forward.
“While these steps are heartening, change will take time and long-term commitment from leaders.”
Success won’t be overnight
For primary school teachers and school leaders, Dr Hunter hopes they see that the Grattan Institute recognises the importance and complexity of their work, and the need for further practical supports from governments and sector leaders.
“It’s important for schools to know that by moving to a structured literacy approach, with a strong focus on phonics in the early years, it is possible to get children reading independently relatively quickly and confidently,” Dr Hunter says.
“This opens up the wider world of rich and engaging literature, where students can pursue their passions and develop a love of learning.”
She acknowledges that a structured literacy approach can take a while to embed well in all classrooms.
“School leaders should make sure there is enough time set aside for high quality training and professional collaboration to get started or fine-tune their existing approach,” Dr Hunter says.
“It can make a real difference for teachers to visit other schools in a similar context that
are a little further along in the journey. Having the opportunity to watch a confident teacher who has already mastered the approach can be really inspiring, especially when you can see how engaging the approach can be for students.”
Dr Hunter and Ms Haywood emphasise a structured literacy approach is essential, particularly in the early years of school, to ensure all students have the opportunity to master foundational reading skills.
“But it is just as important for schools to keep a strong focus on building background knowledge and vocabulary to support reading comprehension,” they say.
Churchill Primary student’s improvement in reading also resulted in an improvement in their behaviour. But this is not an anomaly, Dr Hunter says.
“For instance, a 2019 Dutch study of about 600 students and 70 teachers found students with poor reading skills tended to have worse behaviour, and teachers were able to improve
behaviour by providing high-quality reading instruction.”
“This was a really encouraging additional benefit to Churchill’s shift to a structured literacy approach and it is something we have heard anecdotally from other schools as well. Under Churchill’s previous instructional approach, students had a lot of independent reading time,
and classes could be disruptive with students all reading different books. Now lessons look very different. They provide predictability and structure, giving students certainty about what’s expected in the classroom,” she says.EM
The Churchill Primary case study is published with permission from the Grattan Institute.
Earlier this year, Lake Colac School relocated to purpose-built facilities, better matching the specialist programs it offers. Principal Mr Cameron Peverett shares how the school is preparing students for life beyond the classroom.
Mr Cameron Peverett was appointed Principal of Lake Colac School in 2017. During his tenure, the school has moved site and been renamed. Mr Peverett is also President of the Principals’ Association of Specialist Schools (PASS), and was this year re-appointed for a further two-year term.
What is the history of the school?
Lake Colac School was established in 1985 as the Colanda Education Unit, which was a part of the Colanda Centre, a residential service for adults with disabilities.
In 1986 the school was renamed Colac Special Developmental School and accepted students up to 25 years of age. In 1997, the age limit for the school became 18 years of age, and the following year, in 1998, the school was renamed Colac Specialist School. In 1999, the school relocated to Wilson Street, where it remained in relocatable buildings until 2023.
In 2024, the school changed its name to Lake Colac School and relocated to purpose-built facilities on the previous Colac High School site, utilising the original school building constructed in 1911.
The Colac High School merged with Colac College in 2008 and relocated to Queen Street. This left the former Colac High School site abandoned for 16 years prior to Lake Colac School now being located there.
What is the school’s student and staff population?
Lake Colac School has approximately 65 students, ranging in age from five to 18. We also have an Early Education Program on site, with 12 pre-schoolers currently
programs by having our students here become as school-ready as possible.
The students enter the program with having some form of developmental delay, not necessarily an intellectual disability. We get them as ready for school as possible; some enter into prep at Lake Colac, and others go into prep in mainstream schools.
We have 41 staff, some of whom are part-time; the full-time equivalent is about 35. We have a teacher and two teacher aides in all classrooms, bar one or two. Our smallest class has four students, with three staff.
was renamed Hamilton Parklands School during my seven-year tenure.
I’ve got about 19 years of special education under my belt. I’ve been President of the Principals’ Association of Specialist Schools (PASS) for five years, taking on the role in 2019. I’ve recently been granted tenure of a further two years.
PASS has more than 200 members, comprising principals and assistant principals. We represent all government specialist schools, including schools for students with intellectual disability, autism, physical disability, or who are deaf;
the whole gamut. Currently, we have 100% membership of all eligible schools – every single specialist school has at least one member in PASS.
What is Lake Colac School’s philosophy and how does it guide you and your staff?
Our philosophy is built around all students being able to achieve their personal and academic best. We try to provide the same or similar types of educational and whole-of-life opportunities for our kids so that they’ve got the greatest opportunities in life beyond schooling, once they graduate from Lake Colac School.
A large part of our curriculum is around foundational learning and becoming as literate and numerate as possible. As our students enter into the senior years of the school, they then start being able to apply their knowledge and skills into the workforce or further learning beyond school.
How does the school differ from other schools?
We have highly tailored programs on an individual basis for all our students – hence why there’s such a large staffing profile. Every student has an individual learning plan; every student is working at their level, at their capacity, at their rate of learning. We don’t rush learning – we make sure that learning is
consolidated and embedded before moving on to the next thing, which sometimes means the process can take a little longer than usual. However, we know that through their learning, we’re more confident that they have the knowledge and the skills required to advance into their community, through employment or further learning.
We’ve got a robust literacy program, based around a structured, systematic synthetic phonics program, which we embed across the
reading – and reading competently – with a heavy structure around developing their comprehension at the same time. We’re seeing enormous gains in their learning, and in their reading ability particularly, because of the way that we’ve structured that, all based on the evidence of what works.
When students move into our senior programs, it’s again highly tailored to the individual. All of our students, when they turn 15, complete work experience in the community, regardless of ability – just the level of support will differ.
We also run what we call ‘Enterprise Education’, where the students create micro businesses. They’re responsible for the name of their enterprise, their uniforms, their logo design, the products and services they’re delivering, and they’re responsible for the budget, so there’s a
lot of built in literacy and numeracy.
Students also run a cafe and a school lunch program; they take the orders, make the food and deliver it to staff and students. We know this practical application of their literacy and numeracy skills is working because over the last six years, every student who has graduated from our school has gone into open or supported employment, trending towards open. If you go to McDonald’s in Colac, it’s highly likely that you will be served by one of our former students. We do a lot of planning and preparation
with the kids and employers to make sure that it’s going to work. We don’t want to burn any bridges along the way by having a mismatched placement or not enough support wrapped around the student when they go out there. We’ve got former students employed in local industry, in supermarkets, real estate agents, dairies, on farms, at McDonald’s: they’re everywhere.
How do you provide support and leadership to your staff?
Leadership is dynamic; there are different types of leadership you need at different times. I describe my leadership style as a combination of instructional and distributed leadership. I like to build the capacity of my staff and get them into low-level leadership roles early and increase that through their time with us to take on portfolios for the school. Most of the teachers who have been with us for a couple of years have some additional portfolio that they are in charge of, which means I can provide a light touch, with gentle guidance.
Another important part of leadership, particularly in a specialist setting, is to be present. I try to follow the motto of visiting ‘every classroom, everyday’, even if it’s only for a couple of minutes, just to pop in to say G’day to the kids and the staff, and make sure that I’m present and visible. On the rare occasion things go pear-shaped, I’m in there, helping the staff at the same time with everyone else. I think that’s really important.
I try to be, as best I can, a ‘people by day, paper by night’ kind of person. I try to be as accessible as I can, although that’s not always possible, particularly with the role as President of PASS as well. But I try to be as available as I possibly can. Having a clearly articulated vision, and then building the capacity of those around you to help enable that, is crucial. I don’t want all the great programs that we’ve got fall over should someone change their role or move on. If you’ve built the culture of the place, and the ethos and leadership within the school, then disruption is minimised as changes happen.
How do you encourage wellbeing among your students?
Our school has an overarching wellbeing strategy, which is multilayered. The main thrust is around school-wide positive behaviour support, which caters for all students across
the school. It is taught through our school values and behaviour expectations – these are the behaviours that we expect, and this is how we explicitly teach those behaviours.
Underneath that sits the Berry Street Educational Model (BSEM), which is taught in the classroom as part of the curriculum. We’ve got kids who come from trauma background, so they need something a little different, which is supported through the BSEM. It is taught through our social/emotional learning sessions and house meetings and includes the teaching of our character strengths curriculum.
All our students, because of intellectual disability, have communication delays, so we have very clear strategies around how we support the communication needs of our kids.
There are certain strategies that you might put in place for a student who may have an intellectual disability, but that won’t necessarily work in the same way for a kid who has experienced trauma. We need to have a lot of tools in our toolkit to be able to support and co-regulate the behaviour with the students, leading into the students being able to selfregulate their behaviour.
What are some of the challenges faced by teachers in the specialist school sector?
I come from a teaching lens. I think there’s two main factors that the Department of Education is still catching up with. Part of that is around having a robust and agreed curriculum, and the way that we teach kids with disability. There has been a lack of sophistication from a department level around how do we teach the kids in the best ways that’s going to make the most impact, and how do we assess their growth because the kids don’t learn a year for a year, like their mainstream counterparts generally do.
sitting in that level because of the way that we’re teaching. We’ve got kids who are at the same level or just below their mainstream peers, particularly in the early years.
Schools like ourselves are able to capture that data but there isn’t a system-wide way of
descriptor to show that while they can’t do it perfect yet, they can do it with an extra level of independence that they couldn’t before, or they’ve achieved a couple of the goals within that level, they just haven’t achieved all of them.
Any final words?
I have loved every bit of my journey in specialist education and I am looking forward to many years to come working with students, staff and the families in these communities. EM
It’s a lot harder to assess the impact of the teaching and learning for that particular child when their growth is not at the same rate as their mainstream peers who don’t have intellectual disabilities. I think that’s something for us to work our way through.
Specialist schools sit under the same curriculum and assessment standards as government schools. Our curriculum is the Victorian Curriculum. A lot of our students operate in the pre-Foundational years. However, as a result of our systematic synthetic phonics program, we have fewer students who are
Lake Colac School was one of 39 to benefit from Victoria’s largest investment in upgrading specialist schools. The new school includes a kitchen garden.
Melbourne-based primary teacher Carissa Shale is passionate about inquiry-based pedagogy, believes wellbeing is at the core of every classroom, and cultivating positive relationships with students must be a priority for all educators.
June 21st marks the 10th year of celebrating International Yoga Day, introduced in 2015 by the United Nations General Assembly (UNGA) to raise awareness of the benefits of practising yoga as a holistic approach to health and wellbeing.⁷
The Central Council for Research in Yoga and Naturopathy in India, the birthplace of yoga, recently conducted a comprehensive review of existing global research into the role of yoga in enhancing student wellbeing and academic
performance. In summary, the review highlights the overwhelming positive impacts of yoga on physical health, mental wellbeing, and cognitive capacities and argues that adding yoga into educational settings can improve concentration, reduce stress, raise self-awareness, and improve overall academic achievement.³
In recent years, there has certainly been an increase in visibility of children’s yoga, as more yoga schools begin to offer classes for children. Furthermore, yoga schools have begun to offer a range of
professional development and teacher training sessions for educators wanting to learn how to teach yoga to children and young people.
Gopola Amir Yaffa is the Co-Founder of Rainbow Yoga, the biggest children’s yoga teacher training school in the world.⁴ Since 2007, Rainbow Yoga has trained more than 30,000 teachers in the art of teaching yoga to children.⁴ Yaffa strongly believes in the life-changing nature of yoga education, and has seen a definite increase in the need for children’s yoga in recent years.
“Yoga is a fantastic tool to teach children about the world, nature, animals, themselves, their mind, their emotions, their bodies and many life lessons such as kindness, friendship, resilience, confidence, equality, self-expression and many more,” Yaffa says.
Educational and Developmental Psychologist, Carrie Parratt, is a trained yoga teacher who has taught yoga to students aged from Lower Kinder to Grade 3. Parratt currently uses yoga techniques regularly in her role as a wellbeing coordinator and believes yoga has a wealth of benefits for primary-aged students, as it links the body, breath and mind. Parratt believes yoga is physical, so helps the body to stretch and be limber, it is about the breath, so it helps with self-awareness, and gives strategies to help students feel calm, grounded and centered.
So if yoga is seen to be so beneficial for children, how can it be incorporated into an already jam-packed school curriculum?
Through her extensive experience working in school environments, Parratt believes yoga can be incorporated in the classroom in a variety of simple and accessible ways, including as a brain and body break throughout the day, or as extracurricular activities for students, such as lunchtime clubs. However, Parratt believes starting the day with a short yoga session as a morning routine for students is the most valuable way to incorporate yoga into a school culture as it becomes a given life skill for everyone to learn and benefit from. Practicing a morning yoga routine also allows students to start their day in a calm, and grounded manner, while creating predictability and safety for those children who thrive in routine.
Studies have shown regular yoga practice
to be particularly beneficial for neurodivergent students. Acting as a holistic mind-body intervention, yoga balances the autonomic nervous system by regulating the high levels of stress response in children with Autism spectrum disorder (ASD), influencing their mind and body into a state of calmness and relaxation.⁵ Furthermore, yoga can develop social skills such as imitation and communication skills, eye contact, tolerance, and emotional regulation in children with ASD.⁵
Yaffa believes that yoga is not only a powerful addition to the school day, but can even be adapted to become a powerful tool to teach absolutely anything, through movement and experiential learning. Ken Robinson’s famous criticism of most school systems was the fact that students are treated as “heads on sticks”, while their body has no active role in learning and is instead a “form of transport for their heads”.⁶ An overwhelming amount of research now supports the “understanding that the brain is not disconnected from the rest of the body … but an organ occupied with processing perceptions experienced in the body”.¹
In simple terms, learning through movement and multi-sensory presentations, or embodied learning, is the most efficient mode for both retaining information and being able to draw it back when we need it.²
Yaffa says it is possible to explore core subjects such as history, geography, science, literature, maths, geometry and languages through creative yoga poses, allowing yoga to become a holistic practice that embodies learning in abstract ways. Embodied learning gives “children a non-language dependent medium through which to think about ideas … and to grow as thinkers”.⁸
Unfortunately, current research is limited in the sense that it looks predominantly at older students, with a heavy focus on secondary students and university students. However,
many believe that students of all ages can reap the benefits of regular yoga practice. According to Yaffa, viewing yoga as a “giant toolbox of practices and techniques” helps you realise that everyone can do yoga. It’s all about starting from where you are, and improving your body awareness “step by step”. Parratt also believes that yoga is a “valuable activity for all ages … and can easily be adapted to suit each”.
Timing is one of the core ways of adapting yoga to suit a variety of ages. As a rule of thumb, Parratt recommends that teachers only expect students to engage in breath work or meditation for the same length of time as their age. Therefore, a child aged five should only be expected to engage and hold focus for five minutes at a time.
To ensure maximum effect, Parratt also recommends keeping yoga practice dynamic and fun, particularly for younger students, and using games and circle activities to help keep them connected. Yaffa recommends taking a progressive approach that considers students’ developmental age.
Through Yaffa’s Rainbow Yoga programs, teachers use songs, storybooks, props and visual cues to keep their youngest students engaged, while gradually incorporating yoga journeys and storytelling. Slowly, more meaningful themes are introduced, full of life lessons and coping skills to help [students] with the growing demands of life.
Yaffa strongly believes that there is always a way to incorporate yoga into the classroom. The secret is to experiment and trial new techniques until you find the best methods which engage and benefit the individual children in your class. While yoga clearly offers a range of benefits for primary-aged children, it is not only a solution for the present, but a lifelong gift that may benefit individuals well beyond their school life EM
Grok Academy is an edtech not-for-profit that empowers Australian students with the technology skills they need to thrive in the digital economy. It’s collaborating with industry experts to create a more cyber-savvy generation of young Australians.
Grok Academy (Grok) understands that teachers are time-poor and overworked. Grok supports them with its free online e-learning platform, classroom-ready resources and professional development programs, so they can deliver the Digital Technologies Curriculum with confidence and ease to every student in Australia.
Grok’s curriculum authors, technologists and educators are not only passionate about digital literacy, but they are also committed to solving Australia’s IT skills shortage together with industry and government.
One of the areas in technology dealing with an ongoing skills crisis is cyber security, which industry experts believe is facing a severe shortage of job-ready cyber security professionals.
According to AustCyber, the workforce
needs to grow by 66 per cent to reach the 85,000 cyber security employees required by 2030, or 4,800 jobs every year.
Given the ubiquity of cyber attacks in Australia, and the expected increase in sophistication of cyber criminals using AI, Grok believes it is vital that the nation tackles this issue by engaging K-12 students in digital technologies and cyber security education.
Running since 2019, Grok’s Schools Cyber Security Challenges program creates a more cyber-aware generation in Australia. As of October 2023, Grok has had more than 500,000 students enrolled in the Schools Cyber Security Challenges, with more than 7,000 teachers and nearly 4,000 schools participating.
Why start at school?
Instilling cyber security behaviours from an early age can help students identify cyber threats and learn how to mitigate them. In Grok’s Schools Cyber Security Challenges program, students learn about the risks of sharing personal identifiable information (PII), managing these risks, and the importance of protecting and securing this information.
Grok’s resources not only raise awareness of important cyber security concepts, but also teach students to take a proactive and skills-based approach towards managing their data.
Grok aims to develop students’ foundational technical knowledge, skills, and dispositions in cyber security. At the same time, Grok provides teachers with resources
and professional learning opportunities to empower them to confidently teach cyber security. Importantly, Grok’s Schools Cyber Security Challenges program provides school students with an awareness of the cyber security sector, hopefully encouraging them to consider lucrative and exciting tech careers in this field.
Cyber Challenges by the numbers:
510,830 student course enrolments
7,183 participating teachers
32 Cyber Challenges released to date
Industry partners are key to success Industry collaboration brings real world knowledge and application to Grok’s programs, ensuring they are authentic and relevant to the needs of students.
Grok works with subject matter experts from industry and government to contribute to the development of the content, including ANZ, the Australian Signals Directorate (ASD), the Department of Industry, Science and Resources, Amazon Web Services (AWS), BT, Commonwealth Bank, Fifth Domain, National Australia Bank (NAB) and Westpac.
Cyber security professional Angelee Worner employed in BT’s Security Operations Centre. She is responsible for reviewing cyber security alerts that have been triaged by BT’s Security Operations Centre in Hungary.
“If any alerts need to be escalated, I collaborate with our Threat Analytics Manager to communicate these to our customers, along with recommendations on how to mitigate the threat,” she says.
Jess Modini is Executive Advisory Solutions Architect at Amazon Web Services (AWS). She says there’s really no such thing as a ‘typical’ week at AWS – and that’s what makes it so exciting.
Having previously worked in the hospitality industry, Ms Worner was attacted to a career in cyber security because of the strong demand for trained people, career growth opportunities, and challenging and rewarding work.
“You are always learning in cyber security. I like to be kept busy and am always looking to push myself and cyber security really fits that.
“I didn’t have a technical background, so I had to study hard to get myself up to speed. But I also found there were a lot of transferable skills such as analytical thinking, time management, attention to detail, collaboration and problem solving – especially looking at things from different angles.
“I am glad that I took the plunge to move into this career. It’s so important to identify something that you think you will genuinely enjoy and thrive in.”
“One day, I might be collaborating with government agencies on policies and technology reforms to bolster our nation’s critical infrastructure security. The next, I could be architecting cutting-edge solutions to enable threat intelligence sharing between organisations. Last month I led AWS in a NATO’s ‘Locked Shields’ exercise – an intense live-fire cyber wargame testing our ability to defend networks against sophisticated attacks.”
Ms Modini holds Master’s qualifications in Cyber Security Operations, Systems Engineering, Space Operations, Project Management and International Relations (Security), which all coalesce in her role.
“Cyber security is highly complex, and you can’t approach it from only one narrow perspective. Project management and systems design provides the foundations for understanding people, processes and technology. International relations knowledge is crucial for grasping the global political context of cyber threats. And now, with space becoming a new battleground, we need to factor in space operations too. Traditional compartmentalised thinking won’t work anymore,” she says.
“Cyber threats aren’t limited by geography, so strong cyber security is a vital part of our military defence and overall security posture.”
She says a career in cyber security is so broad and multi-dimensional that you learn and grow continuously.
“Cyber security requires a blend of technical skills, analytical thinking, and problem-solving abilities. You are on the front lines defending critical infrastructure, personal data, and financial information from cyber criminals and other malicious actors, so you are directly protecting people and organisations from harm,” she says.
Criminologist Laura Hartley is Head of Security Culture & Advisory, Group Security, at National Australia Bank (NAB) Limited.
“I lead a team that works with NAB’s colleagues, customers and the community to help them learn how to protect themselves online. We explain current cyber security threats and the simple things people can do to better defend themselves,” she says.
Ms Hartley has worked in cyber security at NAB for 11 years.
“NAB offers great opportunities for career development and upskilling, for example: FINSIA’s Career Qualified in Banking program, Distinctive Leadership Program, and cloud training through NAB Cloud Guild.
“To students considering a career in cyber, I would say, go for it! The work can be broad, it can be deep, and there’s always something new to learn and do. And it’s fun.”
As a female executive in a largely maledominated space, Ms Hartley is passionate about encouraging other women (and all genders) to work in cyber security.
“All cyber and tech teams face gender balance challenges but it’s something we’re actively working on. We work with expert partners to help us reach more female talent. NAB sponsors the Australian Women in Security Network as well as the Australian Women in Security Awards every year to help women explore pathways into the industry and better understand the career opportunities in this space,” she says.
NAB has worked in partnership with Grok Academy for many years, supporting the Schools Cyber Security Challenges program.
“There is a real talent shortage in the cyber security industry, so working with Grok is one of the ways we can help address that. I’m lucky to have been involved with Grok’s Cyber Challenges program since its inception in 2019. By showing young people that working in cyber can be fun, rewarding and challenging, we hope that some of them will help create the cyber workforce of the future.” EM
A goal-based approach is helping schools to self-assess their digital capability against evidence-based practices.
To help schools more confidently measure the digital capabilities of their own students and staff, and identify specific areas for improvement, Grok Academy (Grok) has developed an evidence-based Digital Capability Framework (DCF) assessment and development tool in consultation with educators and various state-based government departments.
The DCF provides reference points for each school to evaluate how it’s tracking against state-based and national curriculum guidance – and critically, specific guidance as to how to close any identifiable gaps.
“We worked with the Western Australian Department of Education and the South Australian Department of Education in developing and trialling our DCF tool,” she says.
“It’s designed to be easy to use. We continue to refine the tool based on feedback from school leaders, and plan to make it more widely available in the future.”
The DCF measures a school’s digital capabilities on a four-point scale (emerging, developing, achieving, and excelling) against four key drivers: teaching, learning, leading and managing.
The DCF requires educators to reflect on the results and commit to an action plan for each key driver. This goal-based approach leads to more effective outcomes for teaching, learning, leading and managing in a school’s digital transformation.
Grok Academy’s assessment tool asks educators to make a series of yes/no decisions related to four key drivers.
Grok’s DCF tool asks educators, supported by specialist staff where appropriate, to make a series of yes/no decisions related to those key drivers.
Their position on the four-point scale for each element is determined based on the answers with targeted advice provided as to improvement areas.
“We know this generation of students needs digital skills to succeed in all aspects of their lives,” Ms Christophersen says.
“The burden of responsibility on teachers to deliver the education outcomes required – when they’ve often not been trained in digital literacy-focused learning themselves – can be overwhelming. Our tool is providing clarity by saying, based on
your answers, this is where you’re at, this is where you can be, and this is how you get there.”
“Schools engaging with the DCF are better positioned to make decisions that can strengthen their digital culture, streamline processes through innovative practices and achieve improved teaching and learning outcomes, particularly when implementing the Australian Curriculum: Digital Technologies and the Digital Literacy capability,” she says. EM
For more information about Grok Academy’s Digital Capability Framework assessment and development tool, contact Grok at help@grokacademy.org
Students and teachers are invited to sign up for Grok’s competition o solve real world problems while learning to program.
Grok Academy’s National Computer Science School (NCSS) Challenge kicks off for Years 5 to 12 students and teachers on 29 July 2024.
The five-week online programming course and interactive problem-solving competition is available to newbies, beginners, intermediate and advanced students and features learning aligned with the Digital Technologies curriculum (Australia and New Zealand).
Participants get weekly notes and realworld problems to solve with code on topics from medicine to movies, sport to science, and everything in between. Students have fun learning technical digital skills while also earning points to climb the leaderboard, competing against students from across Australia and Aotearoa New Zealand.
What is the Grok Academy National Computer Science School?
Grok Academy‘s National Computer Science School (NCSS) offers a yearlong program of activities for primary and high school teachers and students from Australia and Aotearoa New Zealand with two core programs:
• The NCSS Challenge: A five-week programming competition for students in years 5-12 run twice a year in February and July.
• The NCSS Summer School: A 10-day residential camp that takes place in January teaching advanced web development and cyber security in Sydney and Melbourne.
One teacher described the Challenge as, “one of the best and most rewarding extracurricular activities available for students who love programming and really want to grow their skills and knowledge in that area.”
Students and their teachers who participate in the July/August course are supported with intelligent auto-marking, instant feedback and online support from industry expert tutors from Grok and sponsor organisations including Atlassian, Australian Signals Directorate, Westpac, Commonwealth Bank, Macquarie, National Australia Bank (NAB), Optiver, Telstra and platinum sponsor, WiseTech Global.
According to Grok Academy Lead Educator, Ms Julie McMahon, handson guidance from sponsor employees actively working in their chosen fields is an important differentiator to Grok’s approach.
“Having our accomplished sponsor experts on-hand to respond personally to student questions and guide problemsolving, takes the pressure off classroom teachers to be the only source of student guidance and input as they tackle each task, either in-class or as an extra-curricular activity,” she says.
“Teachers particularly love the live dashboard that shows their students’ progress against others from both countries, as well as the auto marking features. If teachers wish to utilise the material at a pace that suits their class, content can be made available throughout the year without the leaderboard aspect and tutor support.”
Of those who participated in the NCSS last year, 73 per cent said they felt more confident about programming and the
majority said the best thing about the Challenge was learning to code followed by the fact it was fun and that they were supported with step-by-step instructions.
2023 NCSS Challenge participant, 17-year-old student Lauren, says the Challenge teaches you as you go.
“You are able to test yourself, but you aren’t expected to already know everything. I love how the problems are so creative and entertaining to read. The tutors are also really friendly and respond quickly to queries,” she says.
Ms McMahon says Grok’s goal is to empower Australian and Aotearoa New Zealand students with the technology skills they need to thrive in the digital economy.
“The NCSS Challenge engages young people in technology with its ‘go as you learn’ approach. It is interactive, immersive and an excellent classroom-ready resource for teachers of digital technologies,” she says. EM
Scan the QR to sign up for this year’s National Computer Science School Challenge or visit grokacademy.org/challenge
The integration of technology in primary school has become increasingly important in the digital age. The iPad from Apple is a learning device providing innovative technology that integrates seamlessly into classrooms, enabling creativity and collaboration while enhancing student experience with educational material.
Apple’s ecosystem is designed to smoothly integrate across devices, enabling educators to concentrate on what matters most: teaching.
As an Apple Authorised Education Specialist, JB Hi-Fi Education is more than a provider; it’s a partner committed to supporting educational learning outcomes
for all students, using its expertise to bring Apple technology to schools.
Mr Tony Richards, JB Hi-Fi Education Apple Business Lead, says the Apple iPad, with its powerful capabilities, goes beyond the confines of the classroom.
“Its versatility empowers both students and teachers to learn and work in ways that suit their individual needs,” he says.
“It is built to last and made to handle the rigours of students’ daily life. It is incredibly thin, so it’s light enough to carry around the classroom, bring home, or take anywhere. Its portability enables mobility in and outside the classroom.”
In addition, he says, its deep reserve of battery life allows the device to last through a day of school. “It is the perfect mobile learning companion,” he says.
However, the iPad’s true power lies in its versatility for all learning experiences. It reimagines technology’s role, empowering students and teachers to learn and teach how, when, and where they want. With creative tools and education apps, it transforms into anything needed – a camera, recording studio, notebook, and more.
The iPad is also compatible with the daily apps and services educators and students require, including productivity and classroom tools like Pages, Numbers, Keynote as well as Microsoft 365, Google Workspace for Education and learning management systems such as Canvas and Seesaw. This vast array of compatible apps allows students and teachers to concentrate on meeting learning objectives.
With its powerful A13 Bionic chip, available from the 9th generation, and its expanded battery capacity, the iPad handles complex tasks like editing 4K videos, and more, for longer use before charging.
“This exceptional performance allows students and teachers to focus on their work rather than worrying about having enough battery on their device,” Mr Richards says.
Educators have embraced the iPad as an invaluable tool for personalising instruction through its vast array of educational apps.
“The iPad simplifies the learning experience for students and teachers alike,” Mr Richards says.
“It’s a game-changer for staying organised, with its intuitive touchscreen interface allowing you to manage multiple windows and projects, so students can focus on learning.”
The iPad family continues evolving, offering more powerful and versatile devices for enhanced learning as with the launch of the new iPad Air. Available in a 13-inch model, iPad Air is supercharged by the incredibly fast Apple M2 chip.
It features a Liquid Retina display, a new landscape camera for FaceTime and video calls, superfast Wi-Fi 6 and 5G, and compatibility with essential apps from Microsoft, Adobe, Google and more.
Upgrading to the 10th generation of iPads
Staying ahead requires embracing the latest technologies that empower both students and educators. Upgrading a school’s iPad fleet to the 10th generation model is a
strategic move towards elevating learning to new heights. As the 5th and 6th generation iPads will no longer receive iOS updates, acquiring the latest capabilities for seamless and secure learning experiences will help to ensure students and teachers keep pace with the demands of the modern classroom.
The 10th generation iPad delivers powerful performance for students. Its fast-charging battery promotes all-day use in class. It is also up to four times faster than the 5th generation, allowing it to run demanding apps, multitask smoothly, and offer double the storage. Whether it is used for editing video or running the camera for calls, the 10th generation can easily handle students’ multitasking needs.
“The 10th generation iPad boasts a tenfold improvement in front-facing camera quality and an upgraded rear camera capable of 4K video recording with camera stabilisation – a significant upgrade from the 5th generation iPad,” Mr Richards says.
“Not only is there a significant upgrade in the quality of videos, but the HEVC compression format available on the 10th generation can allow students to store more media.”
The 10th generation is versatile and offers more ways to personalise learning with the addition of the Apple Pencil.
Apple Pencil provides more ways to engage students, from marking up documents and filling in digital forms using ‘Scribble’ to drawing and animating. Moreover, a vast array of native built-in apps like Pages, Numbers, Keynote, iMovie, GarageBand, and FreeForm offers a suite of educational tools ready to use right out of the box.
Built with privacy and security in mind, the
10th generation iPad ensures that students’ data remains protected.
“The 5th and 6th generation iPads no longer receive iOS updates, so their security is not up to date with the latest upgrades. The 10th generation iPad, however, offers a more secure and private experience, with ongoing updates to maintain robust protection,” Mr Richards says.
The 10th generation iPad is made for learning on the go. It’s True Tone display, which adjusts colour and intensity to match the ambient light, makes images appear more natural, ensuring comfortable reading in the classroom, at home, or outdoors. The 10th generation iPad is also equipped with Wi-Fi 6, enabling seamless learning anywhere.
The transition to the 10th generation of iPads offers students increased storage capacity, better performance, more options, and a variety of apps to enhance their learning outcomes.
Safeguarding investment with Tech Care+ from JB Hi-Fi Education
Equipping students with iPads is a significant investment that requires protection against daily wear and tear. Each institution needs their students and educators to be productive and efficient at all times – device-related downtime can significantly affect both productivity and learning.
JB Hi-Fi Education’s Tech Care+ comprehensive refresh or protection plan safeguards this investment, providing peace of mind that devices are covered from day one.
Under a Tech Care+ plan, iPads experiencing damage or malfunctions ranging from scratches to faults (excluding lost or stolen devices) can be promptly replaced or
refreshed for a service fee, which minimises disruptions to learning.
“Tech Care+ is a commitment to protecting your school’s investment in cutting-edge technology,” Mr Richards says.
“With our any-reason coverage, you can focus on fostering an engaging learning environment without worrying about the unexpected.”
Seamless upgrades with the Technology Buyback Program
Keeping a schools iPad fleet up-to-date with the latest features and capabilities is essential. JB Hi-Fi Education’s Technology Buyback Program simplifies upgrading to new iPad models, relieving schools of the hassle while reducing total ownership costs.
The Technology Buyback Program permits JB Hi-Fi Education customers to trade their existing iPads for the latest 10th generation models, which reduces interruptions to a transition to a new technology.
Working in tandem with its Technology Buyback partner, Moorup, traded-in products are repaired, refurbished, reused and recycled – supporting a circular economy which extends the life of electronic devices, minimises environmental impacts and reduces unnecessary additions to e-waste.
The Technology Buyback Program reduces overall costs, by recovering value for dates products, supports sustainability goals, and provides students with advanced learning tools.
“Upgrading your school’s technology shouldn’t be daunting,” Mr Richards says.
“With our Technology Buyback Program, we’ve streamlined the process, making it easy for schools to stay ahead of the curve while minimising their environmental impact and optimising their budgets.”
Embracing iPads in primary schools is more than a technological shift – it’s an investment in better learning outcomes. JB Hi-Fi Education’s expertise, commitment to service, and innovative solutions make them the ideal partner for your school’s digital transformation. EM
Want more information?
JB Hi-Fi Education can help your school switch to iPads or upgrade to the 10th generation model. Contact education@ jbhifi.com.au or 1300 746 752.
Technology has long played a role in education, from calculators to whiteboards. Just as these tools expanded and enriched learning opportunities, AI is the next step in this evolution, writes Hassan Baickdeli, Head of Emerging Technology and Solutions at Lenovo.
There is no denying that Artificial intelligence (AI) is rapidly transforming various sectors, and education is no exception. From independent curated learning journeys to automated grading, AI offers a plethora of tools to enhance the educational experience. However, in order to reap the full benefits of AI there needs to be effective implementation and that starts by ensuring
educators and students are prepared to leverage the powerful and seemingly endless capability of the technology.
The power of AI in education AI can personalise learning by tailoring content and instruction to individual student needs. Imagine an AI system that identifies a student struggling with math concepts
and suggests targeted practice exercises or alternative teaching methods. This approach also caters to diverse learning styles and fosters deeper understanding. Furthermore, AI-powered assessments can provide immediate feedback, allowing students to identify knowledge gaps and adjust their learning strategies as necessary and this real-time feedback loop is crucial for effective learning. AI can also automate administrative tasks, freeing up valuable educator time to focus on student interaction and personalised guidance.
The key to success
Simply deploying AI tools in classrooms isn’t enough. Here’s what effective implementation entails:
• Teacher Training and Support: Educators need training on using AI tools effectively and integrating them seamlessly into their teaching styles. They should be empowered to leverage AI as a valuable assistant, not a replacement.
• Focus on Equity and Inclusion: AI algorithms must be unbiased to avoid perpetuating educational inequalities. Data used to train AI systems should be carefully curated to ensure fair and inclusive learning experiences for all students.
• Ethical Considerations: Transparency and student privacy are paramount. Students and educators should understand how AI tools function and how their data is used.
When looking to enabling educators for AI, there are some key areas of consideration to bridge the gap between technology and effective teaching.
Focusing on empowerment and collaboration, not as a replacement for educators or any type of threatened from AI. Instead we focus on and emphasise how AI can free them from tedious tasks, allowing them to focus on more high-impact activities like personalised guidance, creative lesson planning, and fostering deeper student engagement and connection.
Another impactful reinforcing this is by building confidence and further development of skills with AI. This is done by providing ongoing training and support to equip educators with the necessary skills to leverage and enhance the impact of AI tools effectively. This fosters confidence and ensures they can integrate AI seamlessly into their existing teaching styles.
Building readiness:
equipping educators and students
• Teacher Confidence: Teachers need to feel comfortable and confident using AI tools. Workshops and professional development opportunities can equip them with the necessary skills and knowledge.
• Student Digital Literacy: Students must develop the ability to critically evaluate information provided by AI systems. They should understand the limitations of AI and be able to discern fact from fiction.
• Continuous Improvement: The field of AI is constantly evolving. Schools should establish mechanisms for ongoing
evaluation and improvement of AI implementation, ensuring they adapt to the changing landscape.
• Promoting Student Agency and Ownership: Students should understand how to personalise their learning experience with AI tools. This could involve choosing learning pathways suggested by AI or customising feedback options. Empowering students fosters a sense of ownership over their learning journey.
• Addressing Potential Disengagement: Overreliance on AI for learning can lead to disengagement. Ensure a healthy balance between technology-driven and teacherled instruction. Activities that promote critical thinking, discussion, and hands-on learning are still crucial for well-rounded development.
Key elements from the student perspective starts off with further traction on digital literacy and critical thinking skills, students need to accelerate the ability to critically evaluate information presented by AI systems. This includes understanding how AI works, recognising potential biases in AI outputs, and discerning fact and relevant subject matter data from fiction.
This assists with building trust and responsible AI use and encouraging open discussions and dialogue about how AI is used in their education and the importance of data privacy can help students build trust in AI tools as well as be conscious of the dangers and challenges. By doing so, this encourages them to question AI outputs and seek clarification from educators when/if needed.
Beyond the learning environment developing human skills alongside AI, automation of tasks, providing information and context on various topics can’t be replaced by essential human skills like creativity, problemsolving, collaboration, and communication. Ensuring that learning experiences continue to nurture these crucial skills alongside AI proficiency is key in the journey that each student chooses as they follow their path into next stages of their lives and continued education journey.
By prioritising effective implementation and fostering readiness among educators and students, AI has the potential to revolutionise education. It can personalise learning experiences, improve student outcomes, and empower educators to focus on what they do best: fostering a love of learning in their students.
As we move forward, a collaborative approach that values responsible and equitable AI integration will be key to unlocking the transformative power of AI in education.
AI is a natural extension of the technological advancements that have already benefited education, and with careful implementation and preparation, it has the potential to create a truly transformative learning experience for all. EM
From outdoor digital signage to classroom interactive whiteboards, displays are powerful tools which help educators teach, engage, inform, guide, promote and connect with students.
St Joseph’s College, a boys’ secondary school in the outer-eastern suburb of Ferntree Gully, Melbourne, has transformed its classroom experience for teachers and students.
The College, which has approximately 1,000 students and 120 staff, has partnered with Samsung to equip its new cuttingedge building with reliable displays that enhance engagement and elevate digital communication throughout the entire school.
St Joseph’s IT Manager, Mr Phil Skiller, says the project with Samsung was about what sort of infrastructure they were going to put into the newly-built classrooms.
“Part of the challenge was to have a device that we could use to interact with a computer screen. With the Flip Interactive Displays, we can have the computer screen visible in any part of the display, we can use part of it as a whiteboard, or we can annotate over the top. It all works seamlessly,” Mr Skiller says.
“What sold us on the Samsung Flip was the high resolution of the display and the math tools that we can use. It’s easy to write on the display, erase it, write more, or save it so we can go back to it later without having to recreate it again.”
Interactive Displays, Mr Skiller says, streamline the way staff produce content.
“Every teacher in the new buildings know how they work. We have three Flip Interactive Displays in some of the classrooms and we link them together, which is another great feature,” he says.
Mr Andrew Cooper, Deputy Principal and teacher at St Joseph’s College, said Samsung’s Flip Interactive Display has quickly become part of the fabric of teaching and learning at St Joseph’s College.
“It has also allowed us to do something that seems to be quite obvious in teaching but isn’t done enough, and that is to allow students to be part of that teaching, to have them at the front of the classroom leading discussion as well,” Mr Cooper says.
He believes a true measure of the success of Flip Interactive Displays has been the uptake by students.
“We’ve got students who are tutoring each other after school and teaching the way that they’ve seen teachers teaching with the Flip. They’re using all the different tools to help their peers, which is gamechanging,” he says.
Mr Skiller says the school felt confident in choosing Samsung.
“Their display does everything that we want to do. The support that we’ve had from Samsung overall has been fantastic. If I’ve got any technical problems, I make a phone call, I get an answer or someone’s here to help us.”
Whether inside the classroom, or around the campus, Samsung’s education line-up gives teachers the tools they need to deliver an enhanced experience, while maintaining student engagement, collaboration and confidence.
Samsung’s Head of Display and Brand Memory in Australia, Mr Phil Gaut, says teachers can use Samsung’s displays to create light bulb learning moments in the classroom.
“In-classroom interactive displays redefine what interaction looks like. While they help teachers create a more engaging classroom environment, they also foster collaboration for students, by facilitating peer-to-peer learning,” Mr Gaut says.
Outside the classroom, Samsung’s LED Displays ensure that communal spaces like the hall can be the hub of the school, helping to keep the social fabric of the
school feel more connected.
“By delivering vibrant content, LED Displays engage students across multiple purposes. They can act as a sports board, a tool for showing educative content, presentations and more. Samsung’s LED Displays deliver an impactful viewing experience on a large scale,” he says.
Schools can also use LED Displays to make a strong first impression as students first enter the campus, with digital signage that delivers important information with great visibility, even in bright sunlight.
But it’s not only students and teachers who stand to benefit from Samsung’s displays, as St Joseph’s College has demonstrated.
Administrative staff within a school can also improve workflow with Samsung’s business monitors. With ultra-wide screens, there is more real estate than ever for staff to multi-task. Productivity is also supported with ergonomic design and eye comfort features –such as FlickerFree and EyeSaver Mode.
Samsung’s range of display solutions can also integrate with other Samsung products, including mobile phones and televisions, and agnostic technology that works with other brands.
“We have an ecosystem of products that are built to allow for a seamless learning experience. With Samsung’s MagicINFO all-in-one content management system, the administration has control of all the devices so they can communicate with students and teachers no matter where they are. This is our vision of a connected campus,” Samsung says.
Displays help create a connected campus in multiple ways
Former daily newspaper journalist Mr Dave Haynes is a well-known veteran in the digital signage industry. He says digital signage technology has dozens of uses in education.
Canadian-based, Mr Haynes is the founder and editor of Sixteen: Nine, an online magazine that has been following the digital signage industry for more than a decade.
The following applications are some of the most popular for displays in classrooms and on campuses, according to Mr Haynes.
Collaboration: The Samsung Interactive Display, available in 55, 65, 75 and 85-inch models, comes with built-in annotation tools that can preserve notes and share them easily. Educators and students can open documents, take notes and then save, archive, retrieve or email them — right from the screen. Because the interactive whiteboard connects seamlessly to videoconferencing solutions, remote learners can feel like they’re in the classroom even when learning from a remote location, be it at home or another classroom within the school.
students as they arrive or leave campus. In lobbies, hallways and other gathering points on campus, wall- mounted, flat-panel displays can easily reach the entire school population.
Creativity: Interactive whiteboards allow students to create digital works of art, with brushstroke modes that support watercolour and oil painting styles. With the embedded InGlass technology in the Samsung Interactive Display, students can draw without any lag. Their work can be easily archived and retrieved on the school network, and it can be emailed or saved to USB.
On-campus announcements: Outdoor LED
Automated alerts: Paired with management software, digital signage displays operating on a school’s network can be preconfigured to share alert messaging based on real-time data from internal or external systems. Samsung interconnects school building safety systems and sensors so if, for instance, a smoke alarm goes off, it automatically sends a predesigned alert message to on-campus screens, letting everyone know the safety protocol.
Hybrid learning: Facilitating an engaging, interactive classroom is uniquely challenging, especially on campuses where there are hybrid learners or students who are attending classes virtually. By using a webcam monitor with built-in speakers, educators can reach those students who are learning remotely. A 178-degree viewing angle paired with crisp, clear video and audio ensures teachers can see and hear all their students so everyone can focus on the lesson rather than troubleshooting technology issues. EM
For more information about Samsung’s display solutions, visit www.samsung.com/au/business/displaysolutions/education-schools/
Parent-facing school management software has become an indispensable tool in today’s digital age, streamlining administrative tasks, improving communication, and enhancing overall efficiency.
In 2015, nearly a decade ago, St Leonard’s College in Brighton East, Melbourne, decided to switch to a new school management software provider. At that time, the decision was driven by one overarching consideration: continuous academic reporting.
Mr Tim Barlow is Director of Technology Innovation at St Leonard’s College and also currently teaches Year 11 VCE Biology. His role encompasses liaising with external companies and contractors including software developers, printing, telecommunications, and IT service providers.
“That all falls under my purview, as does
leading staff in using all forms of technology, in both teaching and the operational side of the business, as well as helping teachers and students with devices in the classroom,” Mr Barlow says.
School management software is also his responsibility. “Our parent-facing school management software, which also links with other third-party platforms, is where everybody in our school community ‘goes’. Generally speaking, every teacher and every student accesses it every single day,” he says.
Mr Barlow says parents are also active on it, accessing it on a near daily basis. He led St Leonard’s College’s decision to switch school management software providers in 2015.
“The main impetus for us changing to a different software provider was because we wanted a system which could provide continuous reporting, so parents and students know how they’re going, not just at the end of the semester or the year but continuously, throughout each term,” he says.
“The growth of a human character doesn’t happen with a click of your fingers and cannot be captured only at a specific time of year. Every single day’s experience builds a person’s character. And so we wanted a system to show that student growth and development as it happened, to allow appropriate interventions at the moment of need.”
While access to continuous reporting drove the shift initially, there have been other significant benefits too, Mr Barlow says.
“Our school management software has a host of features which we use, such as digital news delivery. It’s more streamlined and goes straight into parent’s inboxes. Parents can choose how they get information; they can receive a weekly email, which contains their child’s weekly report, plus news and information relevant to them, or they can receive an instant push notification to their phone on the latest news or feedback on their child’s learning in a particular subject.”
St Leonard’s approach to technology has never been to follow a fad, Mr Barlow says, and newer tech, like AI, is no exception.
“AI could be seen as a potential fad, but it’s going to be immensely useful as it grows and develops. Our approach at St Leonard’s is always to try to maintain a broad overview of technology in terms of what there is and what is coming, and while we do not want to get caught up in a fad, we do want to use new technologies in appropriate ways,” he says.
“AI has already and will continue to introduce new efficiencies to the modern workforce. But where I think AI will most impact education is going to be elements of AI and big data coming together to enable far more efficient ways of targeting differentiated education to individual students.”
Anyone in the field of education, Mr Barlow says, knows that differentiation is increasingly important.
“We’ve moved away, over the decades, of delivering every single child the same lesson in the same way. Obviously, everybody’s different; everyone has their own passions and skill sets and abilities,” he says.
“Therefore, the tools of technology, in terms of storing and tracking a student’s progress and performance, is already enabling a level of differentiation. Take the NAPLAN test, for example. It used to be that everyone got the same test. But now, because it’s online, you can give a group of students the first set of questions, and then depending on how they went on those, you can then give them different followup questions”
He continues: “It gives you a better picture of exactly where each student is at. And if you apply that approach to learning, and you have well-designed learning platforms that can map out appropriate learning tasks for each individual student, that will enable students to get the most out of themselves – I can see that kind of technology slowly emerging.”
There are numerous school management software providers in the market, many with similar features, and new innovations on the horizon. How do schools make a decision?
“My advice to schools, when they ask, is that they need to decide what their aims and goals are. So, if they want to start continuous reporting, they need to ask if the platform they have can do it. If not, they need to investigate an alternative. Or it might be they want to introduce a level of academic analysis of their student cohort. There are tools you can add-on to your existing school management software which enable teachers to get broad and useful insights into their entire class at certain points of the year. Overall, the decision needs each individual school to establish their strategic aims and then use that lens to guide their choice.”
Connection and inclusion
Former teacher-turned-researcher Dr Matthew Harrison has hands-on experience of being a digital learning leader. Now a Senior Lecturer in Learning Intervention Education at the University of Melbourne, Dr Harrison has a passion for utilising technology to enhance social capacity building, belonging and inclusion in education.
“When these whole-school systems are set up with community buy in –when they’ve got parents and families and caregivers on side – they can be a really effective way of breaking down communication barriers.”
He finds one of the most interesting aspects of school management systems is the sense of belonging and community connection they can create.
“When these whole-school systems are set up with community buy in – when they’ve got parents and families and caregivers on side –they can be a really effective way of breaking down communication barriers,” he says.
“For example, some school management systems have automatic translation, which is vital for communities who don’t speak English as a first language. I worked at a special development school with a management system that could automatically translate announcements into 96 languages. Being a multicultural society, those sort of access and inclusion features are really important.”
Attendance data is another valuable asset of school management systems, in Dr Harrison’s view. He and his colleague, Associate Professor Lisa McKay-Brown, gave testimony to a Senate Inquiry into the national trend of school refusal.
“When set up correctly, school management systems can allow schools to get an accurate snapshot of the percentage of kids who are absent and be able to see why they’re away. This
can help schools to communicate with parents around supports that can be put in place to help students return to school, to what we call ‘regular attendance’, which is over 95 per cent,” he says.
Dr Harrison recommends schools invite stakeholders to be involved in the decisionmaking process when selecting a school management system .
“I would set up a consultative committee and have parents and students discuss the multiple options of which system to use and which one is going to meet their community needs because they’re not all created equal in terms of functionality,” he says.
Schools should also consider how some apps interface with other management systems. When he was working in a special development school teaching 16-year-old students with intellectual disabilities, Dr Harrison used an app which allowed him to take photos and short videos of the students, so their parents could see their competencies and skills developing.
“A school management system with the capability for multimedia data collection for teachers – who can securely share it with parents – allows students with different skills to be able to show their learning,” he says.
Looking ahead, Dr Harrison predicts school management systems will increasingly incorporate AI in the form of virtual assistants for students, which will help kids with varying levels of executive function.
“AI is much less of a flash in the pan, and more of a game changer. It’s not going away. It’s being embedded into every tool. What is interesting is the technical capabilities of what may be possible versus what policy and politics allow,” he says.
“For example, the mobile phone ban in Victoria and New South Wales mean schools are less likely to have student integration with mobile phones. Parents are concerned about students being able to message each other.”
Dr Harrison thinks one of the big changes that will happen in the near future is the integration of school management systems with wearable devices.
“Wearable devices aren’t covered by the phone ban. They can be integrated with school systems and that way, parents can communicate with their student during certain times of the day, such as recess and lunchtime, but teachers can turn messaging off during class times.” EM
Web-based school management system, Compass, is introducing a new timetabling solution, explains the company’s National Marketing Manager Ms Hannah Goldsmith.
Compass’ new timetabling solution, Griddle, was developed in partnership with the Applied Artificial Intelligence Institute at Deakin University. The institute combines world-leading lean data AI and machine learning expertise with a scaled-up team of software engineers.
“Griddle is revolutionising the way schools timetable through its advanced platform, built on cutting-edge algorithm design and decades of timetabling experience,” Ms Goldsmith says.
Griddle provides the first multi-user, fully cloud-based timetabling solution that supports student-centric scheduling.
“It’s the only solution fully integrated with Compass and syncs seamlessly with the Compass Events module to eliminate double-handling of data,” she says.
“Griddle’s world-class engine can generate timetables that accommodate the most complex scenarios such as split room usage and curriculum pathways. The user-friendly platform empowers users at all levels of timetabling expertise to achieve optimal schedules that enhance learning
Supporting schools to navigate change
Founded in 2010, Compass is used by more than 3,000 schools and four million parents, teachers and students, and has recently expanded into Ireland and the UK.
“Our cloud-first, scalable platform delivers real solutions to the complexities schools face every day,” Ms Goldsmith says.
“Our modules are highly integrated, mature and easy to use, so schools can spend less time on administrative tasks and more time focusing on student outcomes.”
It typically takes between one to three months to rollout Compass once a school comes on board, depending on complexity, providing an intuitive platform to centralise school news, events, attendance, learning tasks, wellbeing updates and more.
“We understand that involving key stakeholders and creating a shared vision is crucial for a smooth and successful transition to Compass, and we engage with school administrators, teachers, business managers, and IT staff throughout the journey,” Ms Goldsmith says.
in a single platform, reducing the number of systems required for daily operations. It integrates with best-of-breed software including several enterprise finance systems to deliver an end-to-end technology solution for schools,” Ms Goldsmith says.
“Schools are supported by our dedicated
Compass was, she says, the first Australian school management system to deliver a native app that was available to students, staff and parents. With two million users and ranked number two in education applications on the App Store, the app provides anywhere access to the Compass platform with over 80 per cent of parents choosing the Compass app as their preferred method of communication with their school. Its events, wellbeing and attendance tools are some of the system’s most popular.
“Our attendance module is the most sophisticated of its kind, providing intuitive roll marking, absence management, reporting and monitoring tools. Likewise, our wellbeing and behavioral management tool helps schools to monitor the wellbeing of individual students or cohorts. Our scalable suite of modules allows schools to create a customised solution shaped to their needs, which can evolve as the school’s needs change,” Ms Goldsmith says. EM
Education Matters magazine is an informative, valuable resource for decision makers of both primary and secondary schools Australia-wide. We provide a content-rich, comprehensive buyer’s guide of the most reliable, trustworthy school suppliers in the market. This is coupled with the latest in news and expert views about the topics and issues currently impacting the education sector.
For more information contact Kylie Nothrop -0422 046 299 kylie.nothrop@primecreative.com.au
EduTECH, Australia’s largest conference and exhibition for educators and edtech providers, will open its doors in Melbourne in August. Delegates will have access to presentations from leading experts and unlimited networking opportunities. Here are the top five sessions spanning education from Kindergarten to Year 12.
As an international education thought leader and the founder and CEO of the non-profit Khan Academy, Sal seeks to remove the barriers to education that leave more than 600 million children lacking basic math and reading skills.
His free, world-class curriculum –available to anyone, anywhere – has made a massive impact, with the academy’s videos
Discover the expertise of Leon Furze, an esteemed international consultant, author, and speaker boasting more than 15 years of experience in secondary and tertiary education leadership. Currently pursuing a PhD, Leon delves into the transformative potential of Generative Artificial Intelligence in writing instruction and education.
With a rich background spanning Director of Teaching and Learning, Head of English,
reaching more than a billion views. Now, Sal is using the power of AI to make education even more accessible to students around the world.
With the introduction of the revolutionary Khanmigo, an AI-powered teaching student, every student now has a personal tutor.
Sal’s opening keynote will share how we can revolutionise education with technology, open interaction, and a personalised approach to learning.
Brave new words: How AI will revolutionize education
After the explosion of AI, teachers and parents around the world worried that it
would completely undermine education as we know it. But Sal says that doesn’t have to be the case.
“We’re at the cusp of using AI for the biggest positive transformation that education has ever seen,” he says.
Aug 13, 9:45am
Plenary 2 – Convention Centre
PANEL – The future of education in an AI powered world
Sal Khan, Khan Academy
Rose Luckin, University College London Sean Box, Department of Education, Victoria Aug 13, 10:05am
Plenary 2 – Convention Centre
and eLearning roles, Leon has cultivated a nuanced understanding of educational dynamics at various levels.
As a Non-Executive Director on the boards of Young Change Agents and Reframing Autism, and a member of the Council for the Victorian Association for the Teaching of English, he actively shapes educational discourse.
Leon’s educational journey culminated in a Master of Education from the University of Melbourne, emphasising student wellbeing, change leadership, and community engagement. His prolific contributions include numerous publications such as Practical Reading Strategies and Practical Writing Strategies, resonating with audiences globally. Leon empowers educators across
K-12 and tertiary levels to navigate the transformative landscape of Generative Artificial Intelligence in education.
Text-to-anything: The (near) future of GenAI
• Understand the concept of multimodality in GenAI and its significance in creating compelling, engaging, and persuasive content.
• Explore the implications and challenges of multimodal GenAI.
• Gain insights into the convergence of audio, video, code, 3D, gaming, apps, and VR/XR technologies in the context of GenAI.
Aug 13, 11:45am
Room 213 (School Leaders)
Level 2, Convention Centre
Associate Professor in the School of Mathematical and Physical Sciences at University of Technology Sydney, Dr Mary Coupland specialises in mathematics education, specifically in first year university mathematics, data literacy, and professional learning for teachers of mathematics. A
Ryan has career-long passions for using technology to support educational accessibility and equity for teachers and students, ethical and safe integration of edtech into the classroom, and working across teams toward shared goals.
Currently Director of Curriculum at the Victorian Curriculum and Assessment Authority, Lauren Sayer is dedicated to fulfilling the VCAA mission of providing highquality curriculum, assessment, and reporting
highlight is the ‘Maths Inside’ project funded by the federal government and involving collaborations with CSIRO and AAMT to develop resources showing the integration of mathematics and science.
She has been a consultant in mathematics curriculum development for NESA (NSW Education Standards Authority) and ACARA (Australian Curriculum, Assessment and Reporting Authority), and an examiner for the NSW Higher School Certificate examinations in mathematics.
She is a member of the Mathematics Education Research Group of Australasia
(MERGA); Life Member of the Mathematical Association of NSW; President, (2014-2015), Australian Association of Mathematics Teachers.
AI in maths
• Can Chat GPT do maths?
• Do students think Chat GPT can do maths?
• How can teachers make best use of Chat GPT and Generative AI now, and in the future?
Aug 13, 11:45am
Exhibition – Hospitality Suite 2 (Upstairs)
As a 20-year veteran of the classroom, having taught STEM with a focus on engineering and physics in three countries. He completed an undergraduate degree in Physics Education at Saint Vincent College, followed by a Master’s in Earth and Space Science Education at Johns Hopkins University to better support his teaching practice. He is currently enrolled at QUT, working toward a PhD in digital technologies and teacher self-directed learning.
Ryan is currently the Director of the Online Safety Education and the Digital Pedagogies within the ACT Education Directorate.
Moving from AI prompting to AI fluency with large language models
Through this presentation, attendees will:
• Review and reflect on the importance of prompting with large language models, and how a few key inclusions can increase the impact of the AI output.
• Define AI fluency and unpack the skills and dispositions teachers and students can demonstrate to create more effective and meaningful interactions with large language models.
Aug 13, 11:45am Digi Tech Theatre
Previously, she served as the Executive Director of Research and Innovation at Melbourne Girls Grammar, where she led and collaborated across the institution, enabling teachers to embrace evidence-informed practices in their professional work, thus enhancing student learning outcomes. Lauren was also the founding Co-Director of the Melbourne Girls Grammar Institute, a global educational community hub dedicated to innovation and leadership, whe she played a crucial role in implementing successful pedagogical changes that transformed teaching and learning methodologies.
Neurodiversity in leadership
In today’s evolving educational landscape, embracing neurodiversity in leadership isn’t just a moral imperative – it’s a strategic advantage. Lauren’s presentation will unveil the untapped potential of neurodiverse leaders in shaping innovative, inclusive, and resilient educational environments. By rethinking leadership through the lens of neurodiversity, we can unlock a wealth of problem-solving skills and creative solutions. Aug 14, 1:30pm Room 213 (School Leaders) Level 2, Convention Centre
Two tutors at Kip McGrath speak from first-hand experience about why early intervention when students are struggling with maths or English is key to long-term success and confidence in the classroom.
Hollie Ulbricht, a Hub Manager at Kip McGrath Education Centres, was sitting in the audience at a recent secondary school assembly where students were being awarded for their academic success, as well as their outstanding effort and dedication to their learning.
Among the students was a familiar face.
“One student had come to Kip McGrath in Grade 1, as they were really struggling with their reading. After 12 months, they had caught up, not only with their reading but also their spelling and comprehension, and they graduated from the program,” Hollie recalls.
“Now in secondary school, this student was receiving an award for their academic achievements in English. I wondered what the outcome might have been if they hadn’t received early intervention for their literacy skills.”
Students fall behind for many reasons but identifying it early prevents it from becoming a bigger issue. It’s something tutors at Kip McGrath Education Centres know all too well. Founded in 1976 by two Australian school teachers, Kip and Dug McGrath, the network has grown to 600 centres worldwide. It has 150 centres across Australia and New Zealand, offering both online and in-person tuition in maths and English.
Australian parenting resource, Raising Children Network, advises that if a child is having early difficulties with reading, writing and maths, it’s important to get these problems checked out early. For parents, it recommends talking with their child’s teacher, or seeing a GP.
At Kip McGrath, tutors like Hollie do not diagnose children who may be experiencing learning difficulties. However, they provide a free assessment to determine how a child is
really doing in class.
With a Diploma of Community and Family Services and a Bachelor of Early Childhood Education, Hollie worked in early education for 11 years, before then starting a tutoring role with Kip McGrath. Now in her tenth year at Kip McGrath, she is based in Bathurst, NSW, but also works with tutors and students across NSW, Tasmania and the ACT.
“I tutor students from six to 16 years of age who are working at a primary school level in either maths or English. In my role I also assess students to identify their learning gaps and provide programs to see them achieve their needed learning goals,” she says.
“Early intervention is key to long-term success and confidence in the classroom and beyond. At Kip McGrath we see many students that have gone under the radar or fallen through the gaps for such a long time, that by the time intervention is sought, we may not have the time to cover all that is needed before finishing school.”
Hollie says many students have shown to be working two to four years behind their chronological age and grade level expectations.
“Although there are many roads postschool to assist with learning gaps, early intervention makes the journey from school to the ‘real world’ – and even grade to grade – much easier.”
But convincing parents to ‘act now’ can be challenging. She wants parents to trust their instincts and seek advice early.
“I hear a lot of comments from parents like ‘I just want to wait and see how they go’, ‘They have a new teacher so things will be better now’, ‘We are in a new school, so we want to see how that goes’,” Hollie says.
“Unfortunately, choosing to ignore the
help’ can mean that intervention is left too late to really get the needed support. It is always best to intervene early. Ensure the time is there for the support they need. This will lead to confident, lifelong learners.”
To help parents understand, Hollie finds it useful to draw an analogy between a child’s education and their health.
“Early intervention with something such as a broken arm, for example, will mean it will heal faster and more correctly rather than if it were left untreated for months and become untreatable or lead to surgery. Early intervention is always the best solution.”
Hollie remembers another student who received support in their reading and comprehension when they were in grade 2.
“This student was very reluctant to complete any work. Little by little, their confidence grew and each lesson more words were being read, more sentences were being written,” she says.
“There were smiles and giggles instead of frowns and tears.”
dedication and outstanding effort in English lessons years later. Early intervention for this student lead to confidence and willingness to learn that carried through the rest of primary school and into high school. What will they go on to achieve?”
For tutor Ms Tegan Chambers, Hub Manager at Kip McGrath Education Centres, assessing new students is a highly-valued aspect of her role.
“I enjoy being able to explain to children and their parents the importance of early intervention and also explain exactly how we
are going to achieve that,” she says.
Tegan has an Associate Degree in Education and Diploma in Early Education. She previously worked in a school for 10 years, supporting students who were on individualised learning plans.
“It was during those 10 years that I knew I was drawn more to supporting students on a smaller, remedial level rather than as a whole class. This is what led me to Kip McGrath,” she says.
During her three years at Kip McGrath to date, she has tutored primary aged students in math and English, both in-centre and online.
“By identifying and addressing learning gaps early on, students can build a strong foundation in core subjects like maths and English. This proactive approach not only boosts confidence but also prevents struggles from snowballing into larger obstacles later in a student’s academic journey,” Tegan says.
“So often I hear parents say, ‘We wish we enrolled years ago’. Early intervention leads to greater success and parents should be encouraged to have their students assessed at the first sign that they are struggling.”
Tegan says the sooner tutors are able to begin filling in the gaps identified in an initial assessment, the sooner the student can be on track with their learning and the risk to their confidence is less.
“I think this is something I have noticed quite often in students who have not had
Signs a child may need extra support
Parents and teachers might notice learning difficulties and early signs of specific learning disorders in the early years of primary school, when children start classroom-based learning in reading, writing and maths.
For example, if a school-age child has learning difficulties or a specific learning disorder, they might:
• dislike reading, writing or maths or find reading, writing or maths hard
• have a lot of trouble spelling common words, sounding out words or counting
• find it hard to count syllables in words or spot single sounds in words, like the ‘k’ sound in ‘monkey’
• find it hard to think of rhyming words
• have trouble with basic maths skills – for example, they lose track when counting or need to count things one by one
• don’t feel confident about schoolwork
• try to avoid schoolwork or homework or get upset about doing it.
Source: Raising Children Network
dispositions and confidence are now also impeding on their learning growth,” she says.
Tegan recalls one of her first students – a young girl experiencing external factors which hindered her from keeping up with her peers.
“Her reading was behind and she was on a reading program. With every stage I kept in close contact with her mum to continue to encourage the support at home, and this student continued to work hard each week. Reports from school noted they had ‘already’ seen a difference in this student in class and I believe it was because we were able to intervene before she was too far behind her peers,” Tegan says.
“Her confidence grew quickly and she proudly read aloud because she felt safe to give it a go. This confidence and the support of the Kip McGrath program meant she progressed through the reading program right on track and ‘graduated’ to a Keep Up student before we knew it.”
For more information, visit www.kipmcgrath.com.au
An Australian-made playground equipment manufacturer is fusing timber’s aesthetics with long asset life, increasing the likelihood that generations of families will be playing on the same schoolyard structure
WillPlay’s dedication to delivering highquality playground equipment, prioritising safety, enjoyment, and sustainability, sets them apart in the playground industry.
As an Australia-made and owned business, the company’s focus on timber-look aluminium posts and composite wood panels showcases their commitment to evoking natural aesthetics without sacrificing performance, durability, and environmental responsibility.
Timber-look aluminium encapsulates the cosy wooden appeal while leveraging the sturdy, low-maintenance advantages of Australian made marine-grade
Unlike regular wood, timber look aluminium resists weathering while avoiding splintering or decay, delivering resilient playground equipment in harsh coastal conditions.
This combination of natural charm and strength makes WillPlay’s timberlook aluminium an ideal choice for those seeking the timeless beauty of wood without the drawbacks.
Matching the allure of natural wood, composite wood panels provide the beauty and warmth of timber boasting an inherent resistance to decay, pests, and moisture.
Low-maintenance composite wood panels ensure the longevity of your playground equipment, standing as a testament to WillPlay’s dedication to sustainable and responsible design. Reduced maintenance costs and extended product life will appeal to asset managers, while keeping users engaged in a visually appealing setting.
Providing a lifetime structural warranty for all WillPlay’s play and
fitness systems is testament to the company’s confidence in their premium material choices, including timber look aluminium and composite wood panels. These systems are designed with 100 per cent recyclability in mind, ensuring a minimal environmental impact at the end of their asset life.
As a registered Australian-made and owned business, WillPlay is more than just a local business – it contributes towards the Australian community’s sustainable growth.
WillPlay’s product range bolsters the local economy, nurture sustainability, and provide safe, eco-friendly environments for children to play and flourish. Their commitment to Australian manufacturing is also evident in their selection of local suppliers, ensuring unwavering support for the local industry.
Updated Treehouse range
WillPlay’s updated Treehouse range showcases its signature timber-look aluminium posts and composite wood panels. This deliberate material choice captivatingly blends the allure of timber with the robustness of modern elements, reflecting the essence of nature in a strong, sustainable format.
The Treehouse range is more than a collection of playground equipment – it’s a testament to WillPlay’s dedication to crafting both safe, and environmentally friendly spaces that evoke lasting memories for children and communities.
This unique approach ensures these playgrounds not only sync with the beauty of nature but also stand the test of time in terms of durability and appeal. EM
For more information, visit www.willplay.com.au/timberlook
Crafted to resist decay, weathering, and splintering, WillPlay’s timber-look aluminium posts and battens lend an enduring strength to playgrounds in versatile climates – including challenging coastal conditions.
Key Benefits:
• Strength and lightness: Aluminium is lighter, stronger, and straighter than real wood, making building efficient and preventing warping over time.
• Environmental responsibility: Aluminium is 100% recyclable with free VOC coatings and leadfree finishes, meaning a smaller environmental footprint for your school.
• Fire, pest, and corrosion resistance: Aluminium is non-combustible, impervious to insects, and offers excellent corrosion protection—an ideal material for any school environment.
• Practicality: Its non-porous nature ensures aluminium doesn’t swell, grow mould or mildew when exposed to harsh conditions, thus requiring minimal maintenance.
WillPlay’s composite wood panels are a superb alternative for schools that love the beauty of natural wood but require a more enduring solution.
Designed to resist decay, pests, and moisture, these panels mimic the warmth and texture of timber while being almost maintenance-free.
Key Benefits:
esthetic versatility: available in different colours, these panels can accommodate diverse design needs while maintaining the warm timber aesthetic.
Environmental sustainability: made from recycled materials, composite wood panels not only stand the test of time but also reduce landfill waste.
Safety: their high resistance to slipping makes the panels especially safe for children, even in damp environments.
The Victorian State Government has appointed principals that will lead five new primary schools in Melbourne’s surging growth corridors which are set to open for Term 1 in 2025.
Minister for Education Ben Carroll announced in March 2024 the principal appointments for five new primary schools as part of the state Government’s $573.1 million school construction program in the Victorian Budget 2023/24.
Ms Kristy Miller has been appointed principal of Clyde North Primary School (interim name). Ms Miller has more than 15 years of education experience, including leadership roles.
A confirmed address for Clyde North Primary School (interim name) will be announced in coming months. The school will be able to enrol up to 900 students in Prep to Grade 6 when complete.
Ms Zania Cope has been appointed principal of Pakenham North West Primary School (interim name). She has worked in several leadership and principal roles spanning 33 years.
A confirmed address for Pakenham North West Primary School (interim name) will be provided in the coming months. The school will be able to enrol up to 525 students in Prep to Grade 6 when complete.
Ms Nicole O’Brien has been appointed principal of Riverdale North Primary School (interim name). She is a passionate educator with global experience. Ms O’Brien recently completed the Victorian Aspiring Principal Assessment and was awarded a scholarship from the Victorian Academy of Teaching and Leadership to complete the Masters in Instructional Leadership at Melbourne University.
Located on Hummingbird Boulevard in Tarneit, Riverdale North Primary School (interim name) will be able to enrol up to 650
students in Prep to Grade 6 when complete.
Ms Nicole Walker has been appointed principal of Thompsons West Primary School (interim name). She has 35 years’ experience in education and been principal of three government primary schools.
The new primary school will be built on Welsummer Drive in Clyde North. It will be able to enrol up to 650 students in Prep to Grade 6 when complete.
Ms Rebecca Spink has been appointed principal of Wollert Central Primary School (interim name). Her career spans over 16 years and includes several leadership roles. The school is being built on Saltlake Boulevard in Wollert. It will be able to enrol up to 525 students in Prep to Grade 6 when complete.
The interim school names will soon be updated with First Nations names, with the naming process already underway in close consultation with Traditional Owner groups.
Following consultation, the Minister for Education will make the final decision on each school’s name, which is expected to be by early Term 3, 2024.
The new principals will now begin to prepare for the 2025 school year, recruiting teachers and staff and designing a curriculum for their new school communities.
Seventy-five new schools have opened in Victoria between 2019 and 2024, and another 14 are in planning or construction.
“We’re continuing to invest in schools for Melbourne’s growth areas so that families can access world-class schools close to home,” Minister for Education Ben Carroll said.
“Students and teachers deserve modern facilities that will allow them to reach their full potential, and that’s exactly what we will continue to deliver across Victoria.”
“I congratulate the new principals and wish them every success in creating a strong school community in their brand new schools.”
Land acquired for new school In Fishermans Bend
Families in Melbourne’s rapidly expanding inner bayside suburbs are a step closer to a new primary school, with the Victorian Government acquiring land in the City of Port Phillip for a school at Fishermans Bend.
Minister for Education Ben Carroll announced in May the Government has acquired land on Williamstown Road, Port Melbourne to build the Fishermans Bend Primary School (interim name).
The new school, which will open from the beginning of 2026, will provide places for up to 650 students from Prep to Grade 6 at the centre of Fishermans Bend in the Wirraway Precinct.
Fishermans Bend is Australia’s largest urban renewal project, covering 480 hectares that will be home to 80,000 people.
The following new primary schools are due to open in Victoria in 2026:
• Fishermans Bend Primary School (interim name), with places for up to 650 students.
• Horseshoe Bend Primary School (interim name), located in Charlemont, south of Geelong, with places for up to 525 students.
• Leneva (Frederic Street Road) Primary School (interim name), in Wodonga East, with places for up to 525 students. This includes 50 places for students with a disability.
• Point Cook South P–9 (interim name), with places for up to 1,250 students (650 primary and 600 secondary places).
• Tarneit Plains Primary School (interim name), in the City of Melton, with places for up to 575 students. This includes 50 places for students with a disability.
• Toolern Waters Primary School (interim name), in Weir Views, south of Melton, with places for up to 715 students. This includes 65 places for students with a disability.
• Wallan East Primary School (interim name) in Mitchell Shire, with places for up to 525 students. EM
Planning for new schools underway in Queensland
The Queensland Government Department of Education is actively planning for the delivery of six new primary schools in 2025 and 2026.
A new primary school is being constructed for the growing area of Park Ridge (near Logan Reserve) and will open for Prep to Year 6 students for Term 1, 2025.
Park Ridge’s new primary school will increase the local schooling network and provide enrolment relief to Crestmead State School, Marsden State School and Logan Reserve State School.
The foundation principal will be appointed mid-2024. Enrolments will open following the appointment of the foundation principal.
New state schools are being planned for Caboolture West, Caloundra South, Ripley Valley and Greater Flagstone
Early planning is being undertaken for the new school at Caboolture West, with site investigations and land acquisition being explored. Sites have been identified for the new schools in Caloundra South, Ripley Valley and Greater Flagstone
Construction of each school is forecast to commence in 2024, with each set to open for Term 1, 2025.
A new state school is being planned for Holmview, previously described as Bahrs Scrub, to open for Term 1, 2026. Early planning is being undertaken for the new school.
The new school will increase capacity in the local school network and provide enrolment relief to surrounding schools.
The Brown Collective’s flagship program, ‘Leading from Within’ acknowledges the importance of middle leaders to a school’s overall performance. The vast majority of middle leaders want to remain in these roles.
Leading from Within supports and enhances the formation of middle leaders through exploration of key aspects of their leadership such as leading teaching and learning, and leading teams. Every program is customised to ensure contextual relevance to the school, network, region or system that it is being delivered to.
The program is typically conducted over a nine-month period with a minimum of 20 participants. Successful completion of the Leading from Within program enables participants to make application for a 1 unit credit towards a Master’s Degree offered by Australian Catholic University (ACU), Charles Sturt University (CSU) and Broken Bay Institute—The Australian Institute of Theological Education (BBI TAITE).
Is a disruptive student a person to be understood, or a problem to be solved? Child psychiatrist Dr Andrew Wake unpacks the dilemma.
Australia is high on the list of chaotic classrooms according to a recent OECD report on classroom behaviour management. Disruptive behaviour is one of the top stressors that teachers are confronted with. As a one-off event, disruptive behaviour is a relatively minor annoyance that mostly can be easily moved on from. But where disruptive behaviour is a pattern, it becomes a source of stress, frustration, and demoralisation for everyone in the classroom.
Three factors should be considered when managing behaviour in a classroom: what the group needs in terms of justice (the problem to be solved fairly), what the individual needs in terms of compassion (the person to be
understood and helped with care), and what to do when justice and compassion are in conflict.
The moral imperative of justice and what works for the group comes first. The teacher is responsible for class functioning, and their needs must be met if they are to effectively provide leadership. Anything that undermines a teacher’s authority is ruinous, as responsibility without authority is a sure recipe for stress.
Teachers clarify the values of their classroom, provide rules for when values are not being met, and predictably enforce the costs of broken rules. When behaviour disrupts the class, the teacher is expected to bring the disruption to an end. The experience
Dr Andrew Wake is a child and adolescent psychiatrist, and the author of the teacher resource When You’re The Adult In The Room, and the parenting book, The Good Enough Parent. For 10 years he has presented to teacher groups in school settings, and for five years ran seminars through Monash University on understanding and managing challenging behaviours in the classroom.
of boundaries predictably implemented is important for the moral development of all the students, helping them move away from the self-focused motivation “what’s in it for me” towards “what is good for us”.
Unfortunately, some teachers can be unprepared or uncomfortable when authority is required of them. This increasing discomfort about leadership is understandable. Our culture and media are cynical about authority figures. Rather than being respected, leaders are doubted and suspected. Some hold to an equation that ‘authority equals hierarchy equals exploitation equals evil’ and are thus uncomfortable when their role requires exercising control.
Students (and their parents) can experience the implementation of justice as a personal attack and may accuse the teacher of a lack of compassion, and teachers who have experienced harm from excessive authority can be uncomfortable when they feel like a persecutor. But whatever the cause, this hesitancy and lack of confidence around authoritative leadership is seriously problematic.
Just as excessive authority is wrong, insufficient authority is also wrong.
Without adequate authority there will be a lack of safety, security, trust, and order in the classroom. Without authority’s calm and confident restraint, chaos ensues as immature self-directed children use immature selfdirected behaviours to solve their problems. When costs are not imposed on those who break rules hope for justice is lost, others question why they should follow the rules, and respect for the teacher diminishes as ruptures are not repaired and are instead blown over.
It is imperative that each teacher is provided with a strong foundation in how to calmly manage group dynamics and has confidence in the moral basis of their authority and their duty to uphold justice. It is only once the class is running well that a teacher will have the time and energy to think about the second important moral duty: the compassion of helping the disruptive individual.
Most people who choose teaching are caring and strongly motivated to help students learn and develop. However, this can be eroded by the energy that disruptive behaviours consume. In working with individual teachers and whole school groups over the past 20
years, I have seen the benefit of a shared understanding and structure when managing strong emotions and tricky behaviours.
Simple ideas and approaches based in attachment theory, grief and disappointment, basic neuroscience, and moral development increase understanding of the student’s behaviour and gives the confidence to manage both the student (the person) and the disruption (the problem) helpfully. That confidence also provides a wellbeing effect for the teacher as they are more likely to see the disruption as their business to be dealt with, rather than as a personal problem they are stuck with and to be endured.
This brings us to the third factor: the balancing act required when an individual student’s needs conflict with the needs of the group. A student showing disruptive behaviours benefits from compassionately being understood and flexibly assisted … but this cannot be at the expense of justice and the group’s fair functioning.
Teachers need back-up to prioritise the general needs of the class as there will always be pressure to prioritise a child’s specific needs from both the suffering individual and their concerned parents. Rock-solid support from
leadership is required to help the teacher feel calm and safe when implementing behaviour management in the face of complaint. However, for a principal to do this confidently the teacher must be open and accountable to their leadership and be able to justify their behaviour management decisions in their classroom. Unity and fidelity to an agreed approach helps communication and trust within a school and also with the parents.
Class-wide expectations of learning and behaviour that are based on clear values and staged strategies are essential to improving group behaviour management for all students, whether neurotypical or neurodiverse. Group expectations consistently implemented helps all students learn how to fit in with the needs and expectations of others, vital skills for social cohesion. Then (when the time is right) from the position of calm predictable authority an individual student’s needs can be met.
Even the most expertly devised individual approaches will be ineffective in a chaotic classroom led by a demoralised teacher. Value and prioritise the groups’ need for justice, fairness and authority when thinking about how to compassionately address an individual’s disruptive behaviour in the classroom. EM
Aspect (Autism Spectrum Australia) has adapted a mainstream learning framework to suit an autism-specific environment, explains National Director Maryanne Gosling, and initial results are promising.
Maryanne Gosling joined Aspect in January 2020 as National Director of Aspect Education. She completed a Bachelor of Teaching (majoring in Special Education) and Bachelor of Education, before undertaking her teaching career as a primary teacher and then special needs teacher in a range of Queensland schools. As a teacher of learning difficulties, Maryanne also led teams to develop and implement Gifted Education Programs across several schools. Later as a school leader in large metropolitan schools, Maryanne completed an MBA before translating her skills into the corporate sector of education.
Aspect has been a pioneer in autism-specific education for over five decades. Since opening Australia’s first autism-specific school in Sydney in 1971, Aspect has expanded to include nine dedicated schools and 113 satellite classes across New South Wales, and South Australia, educating 1,250 students with the support of 720 staff members. Aspect’s approach to education involves preparing students for transition into mainstream schools, tertiary education, or the workforce, according to each individual’s needs.
In 2023 the Aspect Learning Improvement Collaborative (ALIC) was launched, a professional development program aimed at strengthening teacher practice to measure and increase student growth.
However, what makes this program ground-breaking is that Aspect is adapting a renowned mainstream learning framework, to suit an autism-specific education environment.
ALIC employs an innovative, evidencebased teaching framework developed by global education leader Dr Lyn Sharratt. The framework comprises 14 parameters that emphasise the importance of fostering a collaborative school culture where all stakeholders are actively engaged to ensure every child receives the support they need to succeed.
ALIC’s initial qualitative results are promising and suggest it may soon become a model for autism-specific schools worldwide.
Program aims and outcomes
ALIC focuses on refining and advancing classroom practices to support individual student needs in an autism-specific setting. The program aims to:
• Enhance teacher understanding of evidence-based strategies to improve teaching quality and student outcomes.
• Promote personalised learning paths, making each student’s learning needs and progress visible through data.
• Develop leadership within the teaching staff to sustain the program’s goals and ensure continuous improvement.
The program also includes a robust online Professional Learning Community (PLC) which serves as a central hub for ongoing dialogue and sharing of best practices among educators. Through this community and regular in-person and online sessions, ALIC aims to foster a culture of collaboration and continuous learning.
Development and implementation of ALIC Leading up to the implementation of ALIC, Aspect began with a thorough assessment of its existing educational practices and how they could be adapted and enhanced. This involved partnerships with various educational bodies and a detailed analysis of current student outcomes to establish clear growth benchmarks.
The collaboration with Dr Sharratt was pivotal, ensuring the program’s alignment with proven educational strategies while tailoring them to the unique needs of autism education. Comprehensive strategies were implemented to ensure staff engagement, setting clear expectations and aligning their professional development plans with ALIC’s objectives.
A multidisciplinary core team was established so that co-ownership was fostered across many arms of the organisation to support the success of work in schools.
The 14-parameters explained
Dr Sharratt’s comprehensive model is designed to enhance school effectiveness and improve student learning. Each parameter serves as a guideline or area of focus for educators and administrators to ensure that every aspect of the educational system is aligned and functioning to support student success.
Here’s a snapshot of each parameter:
1. Shared beliefs and understandings: This involves all stakeholders, including educators, students, parents, and community members, sharing a common vision and understanding of educational goals and practices.
2. Embedded knowledgeable others: Identifying and training instructional coaches to assist classroom teachers with assessmentdriven instructional strategies, ensuring longevity of the program.
3. Quality Assessment informs instruction: There should be a strong alignment between what is taught (curriculum), how it is taught (instruction), and how it is measured (assessment). This alignment ensures that educational efforts are cohesive and targeted.
4. Principal as Lead Learner: Principals engage deeply with educational data and practices, gaining a thorough understanding of effective classroom techniques through regular participation. Alongside their leadership teams, they engage in systemic learning sessions and strategise ways to implement these insights in their schools.
5. Early and ongoing interventions: The determination of individual student needs is achieved through continuous analysis of various assessment data. It is essential for all teachers to collaboratively plan and structure their approach, designing and delivering lessons and units that incorporate an integrated co-teaching strategy to support every student.
6. Case management approach: Utilising data to manage individual student needs effectively. This involves prevention, where the
Since the launch of ALIC, Aspect has seen positive results including full participation of staff across its extensive network, ensuring that the strategies reach every classroom. Alongside this, Aspect has developed sophisticated data walls designed to track and display individual student progress. The data walls don’t just serve as records but facilitate a targeted and individualised approach to education, allowing teachers to adjust teaching methods and interventions in real-time, based on specific needs.
ALIC certainly exemplifies innovation in program design and delivery, aligning with global best practices in education while addressing the specific learning outcomes of students on the autism spectrum. Its positive progress highlights its potential to set new standards in education for autism globally.
collaborative creation of data walls enables staff members to review and discuss each student’s needs; while intervention involves case management meetings where a teacher is supported by a wider group on how best to support a student.
7. Focused professional learning at staff meetings: Utilising meeting times for professional development enhances the collective capacity of teachers and leaders and fosters collaboration across learning areas.
8. In-school meetings: Collaborative assessment of work: Regular co-teaching discussions to refine teaching strategies and use of assessment data for targeted instruction.
9. Book rooms of levelled and multi-modal resources: Providing diverse and accessible teaching materials in a dedicated space empowers teachers with access to high-quality, timely, and appropriate materials.
10. Allocation of systems and school budgets for learning: Strategic budgeting to support learning needs, deliberately allocating budget funds for resources that meet instructional needs.
11. Collaborative inquiry: A whole system approach: Groups of teachers work together, reviewing data to determine impact of actions, leading to shared learning and improvement.
12. Parental and community involvement: Active involvement of families and the community in the educational process enhances support for students and bridges the gap between the school and the external environment.
13. Cross curricular literacy connections: Enhancing literacy skills across the curriculum, assessing data to identify the literacy skills each student needs.
14. Shared responsibility and accountability: Fostering a culture where everyone is invested in student success, within and across schools. This means that each person understands and can clearly articulate the priorities at the system, school, and classroom level.
Curtin University academics Dr Sonja Kuzich, Dr Paul Gardner, and Dr Carly Steele discuss current approaches to home reading in Australia.
Some parents may be puzzled by the storyline of some of the ‘texts’ their child brings from school for home reading. The push for decodable texts has parents and children alike struggling to make sense of the story.
The emphasis on phonically regular ‘decodable’ texts appears to arise from national reports and research studies that have recommended the teaching of phonics in early reading. Aside from the UKs Rose Report, published in 2006, which advocated systematic synthetic phonics as the exclusive method to teach early reading, no report has supported a single type of phonics instruction.
Most reports suggest phonics should be taught alongside other strategies. For example, the US Government’s National
Dr Sonja Kuzich is a Director of Learning and Teaching at the School of Education, Curtin University. She is a qualified teacher and teaches in the first-year literacy unit in the Bachelor of Education Primary. Alongside her work in sustainability education, a key research interest is the development of student teachers as writers.
Reading Panel Report (NRPR), published in 2000, identified five strategies. One panel member, Joanne Yatvin, warned policy makers that the report’s summary was inconclusive. However, Australian policy makers have mandated the strategies, popularised as the ‘Big Five’, in the AITSL Standards for Initial Teacher Education.
Although Australia has not mandated synthetic phonics per se, the proliferation of commercially produced phonics programs and decodable readers means that practice is trumping policy.
The following example of reading homework aligns with a synthetic phonics only approach:
A pit. Min is in the pit. Nat is in the pit. Min and Nat fit. Min and Nat sit in the pit. Sap is in the pit. Min and Nat sat
in sap! (University of Florida Literacy Institute, 2022).
The passage is printed on a single piece of paper. After reading this passage, the child is asked to illustrate the text. Parents are instructed to read the passage with their child every night until the child is fluent.
We make the following points:
• A piece of paper does not provide children with opportunities to enjoy the tactile and multisensory experience of books and flicking through the pages. Home reading programs should involve real books.
• There are no illustrations to engage the child and to support their construction of meaning. Context and meaning-making are crucial to reading, even with phonicsbased approaches.
Dr Paul Gardner teaches English at Curtin University. He is Vice-President of the Primary English Teachers Association of Australia (PETAA) and is the United Kingdom Literacy Association’s (UKLA) Ambassador for Australia. His latest book, Teaching Primary English in Australia, was published this year (2024) by Routledge.
Dr Carly Steele is an educational linguist and qualified teacher. She holds the positions of lecturer and Master of Education course coordinator in the School of Education at Curtin University. Her research focuses on culturally and linguistically responsive teaching and assessment practices.
• The ‘story’ makes little sense. After this passage was read to a child, they asked “Who was Min?”, which demonstrates its lack of context. Context is crucial to meaning-making and comprehension. Reading is not decoding alone. It is so much more. Phonics-dominant approaches, as they are being implemented, lose sight of this. Few children would enjoy reading this text at home with their parents.
• The synthetic phonics approach at this stage of reading only includes regular sounds (s, a, t, p, i, n, f) yet the passage includes ‘s’ as a /z/ sound (e.g. ‘is’).
• The repetitive sentence structures do not conform to good models of spoken or written language. In some cases, they are not even sentences. For example, there is no verb in the first ‘sentence’. Limited exposure to other forms of language results in children using stilted, arid and monotonous language in their writing. Current media representations of literacy instruction in Australian schools tend to frame the teaching of reading as a simple case of ‘whole language’ versus ‘phonics’.
But this is not true, and it does not speak to the complex realities of literacy education in Australian classrooms. A more nuanced understanding is required to improve literacy education in Australia.
Additionally, a critical perspective is required to debunk simplistic dichotomies like ‘whole language’ versus ‘phonics’ and the rhetoric about ‘science’ and ‘evidencebased practice’ that surrounds these debates. Teachers know that classrooms do not function like laboratories. We need to remember that ‘scientific evidence’ without
consideration of how it is applied in the real world of classrooms only offers a distorted, and often partial view.
The research questions asked, the methods used, research contexts, theoretical perspectives, sample populations and research paradigms can all influence findings. The answer then is not to look for a single source of ‘evidence’ believing it to be the ultimate ‘regime of truth’ (Foucault), but to weigh up ‘evidence’ from different sources and different scientific paradigms. Rather than a single ‘panacea’ promoted by those with vested interests, we should adopt an approach that synthesises insights from multiple sources.
Applying this to the context of learning to read, it is not a case of one approach or another. Instead, we advocate for comprehensive approaches to literacy education. This includes teaching phonics, but making sure that learning to read is not just about ‘cracking’ the code of the written word, it is also about developing an appreciation of the ‘music’ of language, the eloquence of meaning, the delight of the imaginary and the sociability of sharing books. If we fail to make reading a rich, inspiring experience for children, the media, policy makers and schools risk throwing a generation of ‘kids’ in a ‘pit’ from which they will have no desire to climb. EM
‘Carpetbaggers’ and the voices of so-called experts in education should be treated with caution, writes Dr Stephen Brown, managing director of The Brown Collective.
The term ‘carpetbagger’ is used exclusively as a pejorative term. It originates from the carpet bags – a form of cheap luggage made from carpet – that migrants from America’s northern states carried to the south after the American Civil War.
Every day I observe – through social media and the like – a vast array of individuals, consultants and for-profit companies selling and promoting their wares to educators, schools and systems. Schools and the education sector make up a very large and lucrative market these operatives target.
Many are highly reputable, have a demonstrated experiential base that informs their work and are committed to research –using corroborated evidence and investing in independent evaluation.
Others are ‘carpetbaggers’ or ‘snake-oil salesmen’. They sell their ‘pots and pans from town to town or school to school’ with their focus on making the next sale.
Typically, they see the transaction and the dollars as primary goals rather than the long-term positive impact on schools and the profession. Every week, I observe activities promoted to the education community as best practice, best-ever and as having great impact.
When one looks for evidence and rigour to support such assertions, generally, one is disappointed. There is little or no evidence, but simply a glib set of statements made for marketing purposes. I often wonder where they have successfully undertaken and/or completed work that signifies that they are self-declared ‘experts’ in their nominated area of practice.
Professor Gary Martin (2024) notes that in today’s era of digital self-promotion and personal branding, the term ‘expert’ is
presentations, augmented with the latest animations.
Some of these ‘edutainers’ live far from the realities of the daily life of schools –scarcely spending extended periods of time working within schools and with their staff. Sustained meaningful change takes time, is responsive to context and requires hard work. The global commentary on the fourth industrial revolution brings into sharper focus issues such as:
• the exponential growth of knowledge
• evidence and research cycles
• the ethical use of knowledge
• knowledge curation and validity.
Commentary on all aspects of schooling and education is pervasive and unrelenting. What constitutes an authoritative voice in this context is questionable. Rick Ginsberg and Yong Zhao (2023) in their text, Duck and Cover, provide a fascinating commentary on confronting and correcting dubious practices in education.
Consultants, companies, think tanks, global for-profit enterprises, high-profile
and fantasy espoused by such sources. Einstein notes that “information is not knowledge. The only source of knowledge is experience. You need experience to gain wisdom”. The challenge for decision-makers is to engage in informed discourse and not be seduced by the views of a few lone voices or research (Eacott, 2017).
The ongoing challenge and seduction are the temptation to reduce the dynamic of the core elements of schooling to a set of numbers or a set of principles deemed to be applicable in all settings.
Context matters – geographical, spiritual, cultural, historical, global, and ‘local’. Acknowledging context and listening to the profession must be at the forefront of shaping any collaboration or support to schools, students, teachers, leaders, and the community. All of us who care deeply about the moral purpose of education and schooling must remain vigilant and protect our work from the churlish advances of carpetbaggers. EM
References will appear in the online version of this article.
Acting CEO Edmund Misson reflects on AITSL’s progress developing new resources and data reports while continuing to advocate for Australia’s teachers and leaders.
The Australian Institute for Teaching and School Leadership (AITSL) is responsible for 10 national frameworks and a whole host of tools and resources.
The one you’ll likely know best is the Australian Professional Standards for Teachers (Teacher Standards). The Teacher Standards have been embraced by the teaching profession after being released in 2011. We’re proud to see them embedded in much of what teachers do – whether they are moving through initial teacher education studies, watching videos of specific descriptors through our Illustrations of Practice, or collecting evidence for a Highly Accomplished or Lead certification application.
The Teacher Standards serve as a foundation for many of AITSL’s tools and resources. I want to highlight some resources that relate to Teacher Standard 6: Engage in Professional Learning.
Australia’s teachers and leaders are highly committed and motivated, investing considerable time into their own professional learning to improve the quality of teaching and learning for their students.
We know high-quality professional learning is relevant, collaborative and future-focused and that it relies on applied learning and reflective practice. AITSL’s High Quality Professional Learning (HQPL) cycle reflects a continuous learning journey for teachers and leaders. You can access the professional learning templates, guides and case studies available on our website.
Recently, there has been a discernible shift to online professional learning – which can be more accessible, flexible, costeffective and scalable. The range of options
available might mean you need support to identify your professional learning needs and select the right professional learning to improve your practice.
You may find our free Teacher SelfAssessment Tool (TSAT) a useful starting point to determine where your practice sits in alignment with the Teacher Standards. The individualised report you receive will help narrow down focus areas to target.
To assist with selecting an appropriate professional learning mode, explore AITSL’s dedicated High Quality Professional Learning toolkit; an online, interactive platform that helps you build a professional learning plan that suits your needs within your educational setting. When completing your professional learning plan, you can download a PDF version and access our suite of implementation resources to apply and refine learning.
We know it can be challenging to access high-quality professional learning which is why we’ve also created quick guides to support early childhood teachers, casual relief teachers and regional and remote teachers to identify opportunities in improving their access.
For those wanting to see the Teacher Standards in action, check out our In the Classroom videos. Watch primary and secondary teachers impact learning with eight videos freely available on our website. Choose to watch the teacher interview, full classroom footage or classroom video with commentary to understand their context and teaching practices. You may also find the discussion questions beneficial to engage with professional conversations with your colleagues.
Great leadership is key when it comes to improving education and maximising student outcomes. Leaders can visit our website to find resources for whatever their goal is – developing themselves as a leader or developing others. Leaders can start with the Australian Professional Standard for Principals (Principal Standard), the Leadership Profiles, or understand the impact of their leadership practice further through the 360 Reflection Tool. We’ve also just released new guidelines for induction, which leaders may find useful for supporting early career teachers or new leaders joining their school.
Another key focus for us at AITSL is working on original research to shine a light on topical issues in the education landscape. Our Spotlight reports contain evidence-based insights and the latest educational research, with topics like classroom management, wellbeing, and teaching students with disability.
We’ve recently published a two-part series about edtech in Australia, looking at the explosion in available technologies and the impact on enabling learning. You will find the reports on our website. EM
Dr Jenny Donovan, CEO of the Australian Education Research Organisation (AERO), draws on her experience in the classroom to provide an overview of why evidence is an important consideration for teachers and school leaders.
When I started out teaching, fresh and full of enthusiasm, I saw my primary role as engaging and inspiring young learners, and I believed that my students’ natural curiosity would do the rest. Well, I’m still enthusiastic and I still believe that inspiring and engaging students are often hallmarks of an effective teacher. What I have learned over the years, though, is that students need more from us than enthusiasm and good intentions, if we want them to learn. The good news is that we are now at a point in history where decades of empirical research meets more recent advances in cognitive science and we understand more than ever before about how great teaching leads to learning that lasts.
Thanks to cognitive science, we know about the complex processes that need to occur in the brain of a child, or young person, for them to take in knowledge in a way that it can be stored in memory and reliably recalled and applied to the creative process of problem solving in the future.
We also know, thanks to empirical research, what are the teaching approaches that lead to the best learning outcomes in our classrooms. This isn’t about popular opinion, or teaching fads. This is about evidence – rigorous research – being our guide to the actions we can take every day in our classroom.
When teachers use an evidence-based approach in their practice, students are more likely to learn. I don’t know about you, but I find this an incredibly comforting thought. It means that we can know, with a great deal of confidence, what efforts in the classroom are going to pay off in terms of student achievement.
So, what does the evidence tell us? It tells us that the most effective, evidence-
based approach is explicit teaching. Simply put, this is when the teacher breaks down what students need to learn into smaller parts and models each step. Explicit teaching allows students to process new information more effectively and retain it so they can build new knowledge.
Explicit teaching involves managing classrooms to be calm environments where learning can happen without distraction; identifying where students are in their learning and knowing what needs to come next; providing feedback that students respond to and which helps them improve; assessing regularly to check learning; and providing opportunities for students to practise new concepts and retrieve their knowledge.
it would provide a soothing and protective layer to heal the burn. However, as medical research advanced, clinical trials proved that this approach was not only ineffective but potentially harmful. And so, doctors adjusted their practices in light of new evidence.
With many demands on a teacher’s time and attention, it’s more important than ever that we make sure that our time is used wisely. There is no wiser use of a teacher’s time than that spent on explicit teaching. How can I say this so confidently? Well, that’s the beauty of evidence. Evidence derived from rigorous research can give us confidence about what works best. So, rather than relying simply on our own experiences, intuition or habits, we can follow the evidence that has been tried, tested and refined.
We see the importance of evidence play out in many other domains of life. In fact, when the stakes are high, we expect it. In health care, for example, we expect our doctors and other professionals to consider the latest evidence when they are providing care. As new evidence comes to light, we expect them to adapt their practices. For instance, it used to be common practice to apply butter to burns, in the belief that
It’s no different in education. The stakes in education are also high. We know the difference that a strong knowledge base and good learning outcomes can make in the life of a young person. We owe it to ourselves and our students to build our teaching practices on a strong evidence base.
Not sure where to start? The Australian Education Research Organisation (AERO) is here to help. Our job is to seek out and deeply understand the evidence in education, and to pass it on to you in ways that make it easy to apply in your schools and classrooms. We regularly release a range of free resources via our website. I encourage you to start a conversation with your colleagues. Consider what changes you might make to your own practice in light of evidence that’s new to you. And together, we can be confident that we are giving our students their very best shot at a life full of choices – made possible by a great educational start. EM
To list an event in our calendar, email rhiannon.bowman@primecreative.com.au
The theme for Book Week 2024 is Reading is Magic. Image: dusanpetkovic1/stock.adobe.com
Growing the whole student webinar event
5 June h1.mailout.ct.com.au/bloumdiscovery-day-30april-reg
National Education Summit, Melbourne 14-15 June nationaleducationsummit.com.au
School Holidays, QLD 22 June - 7 July education.qld.gov.au
School Holidays, Victoria 1-12 July www.vic.gov.au
School Holidays, NSW 8-22 July www.nsw.gov.au
Schools Tree Day 26 July treeday.planetark.org
National Education Summit, Brisbane 2-3 August nationaleducationsummit.com.au
National Science Week 10-18 August scienceweek.net.au
EduTECH Australia, Melbourne 13-14 August terrapinn.com/exhibition/ edutechaustralia
Book Week 17-23 August cbca.org.au/cbca-book-week
It Takes a Spark STEM conference – Queensland 30 August spark-educonferences.com.au/ queensland-2024
R U OK? Day 12 September ruok.org.au
APPA/NZPF Trans-Tasman Conference, Christchurch, NZ 18-20 September appa.asn.au
Image: Terrapinn
It Takes a Spark STEM conference – WA 18 September spark-educonferences.com.au/ western-australia-2024
It Takes a Spark STEM conference – Victoria 24 October spark-educonferences.com.au/ victoria-2024
World Teacher’s Day 25 October worldteachersday.edu.au
National Recycling Week 11-17 November recyclingnearyou.com.au/ nationalrecyclingweek
It Takes a Spark STEM conference – Tasmania 29 November spark-educonferences.com.au/ tasmania-2024
Last day of school, VIC 20 December www.vic.gov.au
Last day of school, NSW 20 December www.nsw.gov.au
Last day of school, QLD 13 December education.qld.gov.au
Welcome to People on the Move, Education Matters’ bulletin to keep the Australian education sector updated on new appointments and personnel changes.
Judge appointed for children’s book awards
Liz Murray has been appointed as a judge for the Children’s Book Council of Australia awards. Mrs Murray is director of library services at Hillcrest Christian College, and launched her own children’s book, Gus, in February. “The Children’s Book Council of Australia have an incredibly positive impact on creators and young readers, and their strong connection with Australian schools is remarkable. I’m glad to be a small part of that ongoing legacy,” she said.
Image: Liz Murray
Acting CEO at Independent Schools Victoria
Meg Hansen has been appointed Acting Chief Executive of Independent Schools Victoria (ISV). She has more than 40 years’ experience in educational leadership, including serving as Principal of Westbourne Grammar School and Lauriston Girls School. She is a member of the Australian Institute of Company Directors, a director of the Invergowrie Foundation, and has held various board positions, including at Victoria University and the Association of Heads of Independent Schools of Australia.
Image: ISV
operations, tertiary education, and dispute resolution. Before joining TEQSA, Dr Russell has served as chair and member of regulatory boards in the health sector.
Image: TEQSA
First new Principal in 17 years
Joel Copeland has been visiting schools in Canberra following his appointment in January as Principal of the ACT Instrumental Music Program (IMP). The IMP operates instrumental music classes in 57 public primary schools and eight public secondary schools across the ACT. Mr Copeland replaced Naida Blackley, who retired as IMP Principal after 17 years in the role. Mr Copeland founded a successful Music Academy at his last school, Canberra Girls Grammar School, and has been a strong advocate for music for all throughout his professional career.
Image: IMP
Incoming CEO of ARACY
The Australian Research Alliance for Children and Youth (ARACY) has announced the appointment of Prue Warrilow as its CEO, effective 1 July 2024. Ms Warrilow has had extensive engagement in child and youth policy and service delivery, having established her own company Families At Work, and having served as Chair of Families Australia for nine years, and the Y NSW for three years. She is currently the interim CEO of Y NSW.
Image: ARACY
Nido Early School CEO joins ELACCA
CEO of Nido Early School Ms Renee Bowman has joined the Early Learning and Care Council of Australia (ELACCA) as its newest member. Ms Bowman was previously the UK CEO of outside school hours care (OSHC) provider Junior Adventures Group (JAG), which has education and care services in Australia, New Zealand and Ireland. While Nido Early School has been a member of ELACCA since 2021, Ms Bowman’s appointment as CEO in May 2023, and her admission to ELACCA, follows a handover from Founder and Managing Director, Mathew Edwards.
Image: ELACCA
If you’d like to tell the sector about a new person in your school, company, institute or not-for-profit, please send the person’s name, position, image and a short description about their role to editor Rhiannon Bowman for consideration at rhiannon.bowman@primecreative.com.au.
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