Education Matters (Secondary): April 2017 by Prime Creative Media

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

MAY-OCT

2017

LEAPS AND BOUNDS Principally Speaking: Camberwell High School The science of being a teenager How can educators help reduce youth unemployment?

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EDITOR’S NOTE

We know that increased stress can have a significant impact on health and wellbeing, which is why it’s important to continue to break down barriers by discussing the issue. When not dealt with effectively, stress can lead to reduced productivity, not to mention absenteeism. Statistics by Safe Work Australia in 2013 found that mental stress costs Australian businesses more than $10 billion each year. Rob Nairn, Executive Director of the Australian Secondary Principals Association, has placed the issue front and centre in his regular column. Rob notes the latest Australian Principal Occupational Health, Safety & Wellbeing Survey Report shows job demands on principals have increased, and staff and student mental health problems are on the rise. He argues urgent action is needed in this space. It’s an issue further exacerbated by technology. Statistics compiled by the New South Wales Department of Education this year shows seven out of 10 Australian girls aged 15 to 19 believe online harassment and bullying is endemic. Along with the tumultuous years of being a teenager, mental health is complicated and still relatively unknown subject matter. It’s commonly held that the teenage years are a period of rapid change and for some, increased risk-taking. If you’ve ever been curious about why this is, turn to page 22. Cognitive neuroscientist Dr Jared Cooney Horvath breaks down the scientific changes in the brain that occur during puberty. On page 62, not-for-profit educational organisation Cool Australia returns with a powerful lesson plan on the complex issue of homelessness. It can be confronting to reflect on the idea of what a home really is and how we feel when we’re in a secure space. On another topic, what a pleasure it was to take a trip down memory lane, interviewing the principal from my former secondary school for this edition’s Principally Speaking feature. Turn to page 17 to hear about how Camberwell High School’s Principal Jillian Laughlin continues to instil the school’s indelible value of learning to be considerate of others. We’ve all seen widespread reports of youth unemployment across the country, particular in regional areas. In August 2016, Australian Bureau of Statistics data found youth unemployment in Australia sat at 13.1 per cent. On page 26, we hear from illuminate Education founder Adam Mostogl, who outlines why skills-based learning is crucial to preparing students for a knowledge-based economy. He argues the jobs of tomorrow will require a greater focus on collaboration, communication, creativity and financial literacy. It’s an honour to join you for this edition of Education Matters – Secondary. These print productions can be large undertakings and we are always looking to improve, and for that reason I’d love to hear your feedback. Please feel free to pass on any comments or questions to me directly via email toli.papadopoulos@primecreative.com.au. The latest news can also be found on our website: http://educationmattersmag.com.au

Chief Operating Officer: Brad Buchanan brad.buchanan@primecreative.com.au Group Editor (Southern): Sebastian Grote sebastian.grote@primecreative.com.au Editor: Toli Papadopoulos toli.papadopoulos@primecreative.com.au Art Director & Production Coordinator: Michelle Weston Designers: Blake Storey, Sarah Doyle, James Finlay Group Sales Manager: Terry Wogan terry.wogan@primecreative.com.au Advertising: Chelsea Daniel-Young chelsea.daniel@primecreative.com.au 0425 699 878 Client Success Manager: Justine Nardone Education Matters is a division of Prime Creative Media Pty. Ltd. 11-15 Buckhurst Street, South Melbourne 3205 Ph: (+61 3) 9690 8766 Fax: (+61 3) 9682 0044 Subscriptions Education Matters is available by subscription from the publisher. The rights of refusal are reserved by the publisher. Ph: (+61 3) 9690 8766 E: subscriptions@primecreative.com.au Articles All articles submitted for publication become the property of the publisher. We reserve the right to adjust any article to conform with the magazine format. Cover Image Camberwell High School Copyright Education Matters is owned by Prime Creative Media Pty. Ltd. and published by John Murphy. All material in Education Matters is copyright and no part may be reproduced or copied in any form or by any means (graphic, electronic, or mechanical including information retrieval systems) without the written permission of the publisher. The Editor welcomes contributions but reserves the right to accept or reject any material. While every effort has been made to ensure the accuracy of information, Prime Creative Media will not accept responsibility for errors or omissions or for any consequenses arising from information published. The opinions of the magazine are not necessarily the opinions of, or endorsed by the publisher unless otherwise stated. All photographs of schools (including students) depicted in feature articles and advertisements throughout this magazine have been supplied to the publisher (and approved) by the contributing school. All material supplied by schools is done so with the understanding that such images will be published in Education Matters and may also appear on the our website: www.edumatters.com.au.

Toli Papadopoulos Editor

Publisher: John Murphy john.murphy@primecreative.com.au

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contents SECONDARY MAY - OCT 2017

DEPARTMENTS Editor’s Note 4

Foreword

Advertisers’ Directory

Secondary Column

Senator the Hon. Simon Birmingham, Minister for Education and Training

Rob Nairn, President, Australian Secondary Principals Association (ASPA)

SPECIAL FEATURES 22

Are teenagers crazy?

Cognitive neuroscientist Dr Jared Cooney Horvath explains the changes in the brain that occur during the teenage years.

24 Linking to the world outside your classroom Kirsty Costa, Head of Professional Development at Cool Australia, discusses the wide-ranging implications of the word sustainability.

What is the point?

National Education News

illuminate Education founder Adam Mostogl outlines why skill-based learning can prepare students for a knowledge-based economy.

Events Diary

44 Embracing online engagement in education

Principally Speaking

Jillian Laughlin, Principal of Camberwell High School

Kathryn Taylor, Director of Turning Point Consulting, shares her experiences, strategies and positive techniques to help teachers support young job seekers.

51 Ditch that homework

US-based teacher Matt Miller argues that efficient teaching can eliminate the need for homework, right up until Year 12.

62 THE OASIS –

Owen’s Account of Life on the Street

Educational not-for-profit Cool Australia returns with a lesson plan exploring the confronting nature of homelessness.

70 The importance of offering quality music education in schools

Dr Alexander Hew Dale Crooke argues why quality music education is critical to classroom engagement.

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ADVERTISERS’ DIRECTORY

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FOREWORD

Reforming the education system SENATOR THE HON SIMON BIRMINGHAM, MINISTER FOR EDUCATION AND TRAINING, OUTLINES THE FEDERAL GOVERNMENT’S APPROACH TO LIFTING STUDENT LITERACY AND NUMERACY SKILLS. Teachers and school leaders leave a lasting impact on the lives of their students and have an enormous effect on how well they perform at secondary school. The quality of teaching and school leadership influences their achievement in the critically important teen years, when their behaviours and attitudes to learning have profound implications for adulthood. Australia has an excellent education system filled with incredible teachers, but some of the recent national and international reports that point out some stagnation and even decline, are red flags not just for families but importantly for policy-makers. Unfortunately, too many young people reach secondary school without the same literacy and numeracy skills as their class mates. Our focus is not just on ensuring our record levels of funding are reaching the schools and students that need the most support, but also that we’re supporting initiatives that evidence shows boost student outcomes. One of the first of these reforms will be our new national Year 1 phonics and numeracy check to help identify those students that need intervention. Simply, we need to identify if a child is not learning to read effectively, because then you can intervene and fix the problem. The performance of our students indicates that’s not what’s been happening everywhere and we know that once a child reaches the age of eight, there are enormous challenges to turnaround their literacy and numeracy skills. Because we value the expertise of the profession, I have appointed a panel including teachers and principals to inform the development of a skills check and complimentary supportive resources. It’s essential our education system gives students a strong foundation, not just in literacy and numeracy, but also in science, technology, engineering and mathematics (STEM). Increasingly, the jobs that young Australians are aspiring to, and the skills that the jobs of the future will demand, will require new heights of technological literacy. We will work with state and territory education authorities so that students meet minimum literacy and numeracy standards before completing Year 12. Students should also complete English or humanities and maths or science, subjects to be eligible for an Australian Tertiary Admission Rank (ATAR). These

changes mean parents and employers can be confident that students will graduate from Australian schools with the basic skills they need for life. Those initiatives are some of the dozen or so reforms the Turnbull Government outlined last year as part of our Quality Schools, Quality Outcomes reform agenda. That agenda builds on what evidence, teachers, parents and education experts tell us will boost student outcomes – things like minimum literacy and numeracy standards and recognition for teachers based on competency and achievement. We’re also investing $3 million in a contemporary National Career Education Strategy to help students develop the skills they need to be ‘work ready’. Those initiatives build on the work we’re already doing through the Teacher Education Ministerial Advisory Group. We are working to maintain and improve the quality of the profession. There is now more rigorous entry criteria for those applying for teacher education programs and we require all primary teacher graduates to have a subject specialisation and initial teacher education students to satisfy a national literacy and numeracy test. It’s discussion of reforms like those that have been lost in the spin and politicking in recent years that has focused almost exclusively just on funding. It’s clear that while a strong level of funding matters, and we have that, what matters more is what we do with that funding. In the coming year, it’s likely you will see frequent mentions of school funding in the media. We will continue to grow federal funding each and every year from a record $16.1 billion last year to $20.1 billion in 2020, all to be allocated based on need and tied to the implementation of reforms like those outlined in Quality Schools, Quality Outcomes. All governments across the country will be talking and plotting a course for education. Our goal is a national reform program to shape a high quality education system. There can be no real improvement in the quality of our education system – regardless of funding levels – unless we concentrate our efforts on what the evidence tells us, both here and abroad, makes a real and enduring difference in classrooms. I look forward to working with you and I wish you all the best for 2017.

education matters secondary

Simon Birmingham has served as a Liberal Party Senator for South Australia since May 2007 and in September 2015 was appointed to position of Minister for Education and Training. Simon grew up near Gawler in Adelaide’s north on his family’s small horse agistment property. Simon was educated at government schools before going on to study at the University of Adelaide where he completed a Masters of Business Administration. Prior to entering the Senate, Simon worked for a number of industry bodies, establishing particular experience in the wine, tourism and hospitality sectors – industries that are critical to South Australia’s prosperity. After less than three years in the Senate, Simon was appointed to the Shadow Ministry, serving as Shadow Parliamentary Secretary for the MurrayDarling Basin and the Environment until the 2013 election. Following the change of government in 2013 Simon served as Parliamentary Secretary to the Minister for the Environment, with responsibility for water policy, including the Murray-Darling Basin, National Parks and the Bureau of Meteorology. In 2014 Simon was appointed to serve as the Assistant Minister for Education and Training, with specific responsibility for vocational education, apprenticeships, training and skills. He is now Minister for Education and Training. He is married to Courtney and has two young daughters, Matilda and Amelia. Simon is an active supporter of the Parliamentary Association for UNICEF and a proud, but sometimes frustrated, Adelaide Crows fan.

ASPA COLUMN

Health and wellbeing – it’s time for action! SINCE 2011, ISSUES OF HEALTH AND WELLBEING HAVE WORSENED AMONG EDUCATORS – AN IMMEDIATE RESPONSE IS NEEDED TO ADDRESS THE GROWING PROBLEM, ARGUES ROB NAIRN, EXECUTIVE DIRECTOR OF THE AUSTRALIAN SECONDARY PRINCIPALS ASSOCIATION.

The 2016 Australian Principal Occupational Health, Safety & Wellbeing Survey Report has been released but what has really changed since the survey began in 2011? The 2016 Report confirms that since the survey was introduced, issues have worsened in many areas for school leaders and this cannot be ignored. The Report clearly shows that issues facing school principals are taking their toll. Job demands on principals have increased, staff and student mental health issues are on the rise and unacceptable levels of offensive behaviour, bullying and violence are often part of the growing problem. There is a decreasing level of personal support for principals from within the schools they lead and from their employers. Most principals reported their main source of support were their partners (80 per cent), work colleagues (67 per cent) and friends (67 per cent). Only 26 per cent said their main source of support was a supervisor or manager and even fewer, (6 per cent) said they were supported mainly by the Department of Education or their employer. Workload and the pressure of work has become such a burden that many principals are suffering a decline in their health, and this will continue unless they can find ways to reduce work pressure. Principals still rate the biggest contributor to stress, as the sheer quantity of work and lack of time to focus on their core business of teaching and learning. These issues will be exacerbated as principal turnover increases and positions become harder to fill due to the perception of the challenging nature of the role. This must be addressed. Studies undertaken in Australia and across the globe confirm that principals need to work longer hours in order to fulfil the requirements of the position. Other studies suggest working longer hours leads to increased risk of cardiovascular disease, relationship problems, increased alcohol consumption, weight gain in men and depression in women.

education matters secondary

The report highlights that there is no single stakeholder group responsible for the state of education and no single group has the power to affect much change. The problems and the solutions are similar in all sectors. The variation in social capital inside schools demonstrates that simple resourcing, while important, is not going to fix intractable issues. We welcome the positive news that more principals are taking control of their worklife balance and reducing their work hours during holiday periods. Unfortunately, this is overshadowed by the deteriorating overall health and wellbeing of school leaders. The issue however goes much deeper than just school leaders. In his blog The Elephant In The (Staff) Room - Why We Need To Talk About Teacher Wellbeing (The Huffington Post, 14th March 2017), Nick Haisman-Smith, Chief Executive at Family Links and the Nurturing Schools Network, makes the point that “it is impossible to support the social and emotional health of young people, if we as teachers do not attend to our own emotional health”. The same must be true for school leaders trying to support their teachers and students. He goes on to say “it is increasingly pressing that teacher wellbeing should be viewed as a serious concern.” Worrying figures show teachers are reporting poor physical and mental health as a result of their work, and of course this all has an impact on absence rates, motivation, and staff retention, both for individual schools and for the whole profession. Teacher wellbeing is not only a profound issue for teachers – it also has a major impact on pupil outcomes. Research has shown that teacher wellbeing not only significantly impacts pupils’ SATS results, but also has an effect on pupils’ own social and emotional wellbeing, creating a negative learning environment and damaging the quality of relationships between teacher and pupil. Whilst ASPA and other professional associations have been leveraging off the best practice of exemplary principals across the country and driving profession-led change, this is not enough. Schooling has changed and the way students learn has changed. Increased

autonomy has seen greater work intensification and accountability for both school leaders and teachers. In a complex climate of challenging pupil behaviour, emotional difficulties and ongoing policy changes, the effect on health and wellbeing is significant. The stated decline/plateauing of student achievement across Australia (as demonstrated on national and international tests) is well documented and reported in the media adding to increased stress in schools. The government has done much to address teacher quality with no real change in student achievement. Perhaps that is only part of the problem? It is time to invest in research to see how the problem of declining/plateauing student achievement might be linked to the health and wellbeing of staff in our schools. If we improve the working conditions for principals and teachers, we also improve the learning conditions for students, as the two are inseparable. The health and wellbeing of school leaders and teachers must be part of the same conversation; they are closely linked and employers must take some responsibility to address the issues. Many school leaders, due to their own health and wellbeing issues, are not in a position to address the issues faced by their staff. Many of the issues faced by school leaders are entrenched in the wider Australian culture. This is not a problem to be solved by educators alone. It requires a long-term focus and a whole of community response for sustained improvement. This is not a time to look for quick fixes. We need to talk about health and wellbeing and recognise that high stress and poor mental health are common in our schools. This requires a shared focus and dialogue between government, employers, peak bodies and school leaders. It is time to acknowledge that the problems exist and have a national conversation to address the issues highlighted in the 2016 Australian Principal Occupational Health, Safety & Wellbeing Survey Report and the research into teacher health and wellbeing. It is time to invest in our workforce and ensure they are well prepared to handle the demands and stresses of their challenging role.

education matters secondary

ROB NAIRN BEd, Dip Teach, MAICD, MACEL Rob Nairn is Executive Director of the Australian Secondary Principals Association (ASPA Ltd) and Adjunct Associate Professor at Edith Cowan University. He has extensive experience in metropolitan and regional Senior High Schools in Western Australia, particularly in low socio economic areas. Rob is passionate about developing exemplary leadership to provide high quality secondary education to all young people, regardless of their geographic, social or personal circumstances. Rob is a Director of Principals Australia Institute (PAI Ltd), Director of Australian Institute of Teaching and School Leadership (AITSL), Chair of Edith Cowan University Applied Health Research Centre Advisory Board, Director of the Asia Education Foundation (AEF) Advisory Board, Executive member International Confederation of Principals (ICP) and member of The Smith Family Principal Advisory Board.

NATIONAL EDUCATION NEWS

Study finds classroom discipline impacts academic performance Better behaved students learn more and perform among the world’s best, researchers from Macquarie University in Sydney have found. The researchers analysed results from the international measurement of student achievements, the OECD’s Program for International Student Assessment (PISA), concluding that classroom discipline could hold the key to improving academic performance. “This study suggests that education investment alone is not sufficient to boost educational performance as well as global competitiveness,’’ the research found. Researchers Chris Baumann and his Macquarie colleague Hana Krskova analysed PISA data to ascertain the impact of school discipline – students listening well in class, the noise level, teacher waiting time, class start times, and students working well – against the impact of increased education spending. “When we contrasted school discipline and education investment on the effect of performance, it was roughly 88 per cent in comparison to 12 per cent for education investment,’’ Dr Baumann said.

“That’s not to say investment is not important; of course not. But it indicates the importance of school discipline. The way we actually run the school seems to have a massive effect on how the students perform. “If you look at the East Asian model of education where the teacher enters the classroom, the students stand up and greet the teacher. What’s the cost? Zero. But you get everyone’s attention.’’ The results of the latest round of PISA data for 2015 found the performance of Australia’s 15-year-olds in maths, science and reading was in “absolute decline’’ and the nation was being outpaced by New Zealand, Estonia and Slovenia. The Australian reported government spending on school education increased by $10 billion in real terms in the decade to 2013-14, with an extra $2 billion in 2014-15. Federal Government Education Minister Simon Birmingham is in the process of negotiating a new funding deal with the states and education sectors, with a view that the debate has focused too heavily on the amount of funding being delivered as opposed to maximising funds provided.

Teachers spend 20 per cent of holiday time working: survey “[Teachers say that] teaching is no longer just about the set text and teaching from that. There is an expectation that educators will find other resources and be able to supplement those across different platforms.” Jane Briggs, First Point Research and Consulting

Australian school teachers spend a fifth of their holidays at work or working from home, a new survey has found. The survey of 1014 school teachers by First Point Research and Consulting – and commissioned by multinational education publisher Pearson – highlighted that during a regular working week, high school teachers spend on average nine hours a week working outside standard school hours. Education Review reported that primary school teachers spend an average of seven hours of their week working outside of school hours. “That said, most [teachers say] they’re pretty satisfied with the support they have at their school, so that seems to have become the norm now, or accepted practice,” Jane Briggs, First Point research director told Education Review.

education matters secondary

“[Teachers say that] teaching is no longer just about the set text and teaching from that. There is an expectation that educators will find other resources and be able to supplement those across different platforms.” The Federal Government’s Department of Education’s Staff in Australia’s Schools 2013 survey showed that teachers spend on average 48 hours a week working on school-related activities. The OECD 2015 Education at a Glance report showed that Australia’s teachers are among the best paid in the world, at an average yearly salary of $78,305, but this is offset by working longer hours. The First Point survey indicated that 58 per cent of teachers are happy with their job, but 18 per cent want to leave the profession.

Federal Government review to target rural education barriers The challenges hampering regional, rural and remote students from improving educational outcomes will be looked at in an independent review. Deputy Prime Minister and Nationals Leader Barnaby Joyce and Federal Education Minister Simon Birmingham in March announced a review of regional education, with a goal of ensuring rural students go on to further study, training and employment. The Australian reported about one third of regional and remote students do not complete Year 12, and the number rises to almost two thirds for very remote students. Regional university participation rates have remained low over many years at around 18 per cent, despite increased participation in cities under the demand-driven system. “The Coalition Government’s independent comprehensive review into equity of education access for rural and regional students will seek fresh ideas and fresh thinking to bridge the divide,” Deputy Prime Minister Barnaby Joyce said. “There’s a clear disparity between education in the bush and the city – this seeks to address the gap of achievement, aspiration and access to higher education faced by regional students.” Minister Birmingham said the independent review would be led by Emeritus Professor John Halsey of Flinders University and regional education needed to be looked at as a “complete puzzle” and not as separate school, higher education and training sectors. “This review will look at education from school entry to job success and how we can improve results for rural and regional people,” he said.

“We must drive and better set policy to encourage ambition among our country students. Regional and remote students made up just 18.8 per cent of domestic undergraduate students at universities, compared to making up 26.4 per cent of the population in 2016.’’ John Dewar, Vice-Chancellor of La Trobe University told The Australian it was important to lift higher education participation rates. “We are doing our bit already – such as partnerships with TAFE for dual enrolments – but there is still much more work required,” he said. “We are fully committed to our regional campuses and want to build on their important contribution, not wind it back.” Corenna Haythorpe, Federal President of the Australian Education Union, described the review as cynical and illustrated how “shambolic their schools funding policy is”. “Minister Birmingham is saying on one hand they will negotiate a new funding model with the states and territories in the next months, and with the other he is announcing a review that won’t report until the end of this year,” Ms Haythorpe said. “Gaps in achievement between regional schools and city schools reflect gaps in resourcing. “The most recent PISA report showed that secondary students in rural and remote schools are up to three years behind students of the same age from high-SES backgrounds in major cities.” The final report and recommendations is expected to be delivered to the Federal Government by the end of the year.

Kids News breaks down complex issues A new educational resource headed by Melbourne journalists at the Herald Sun is bringing simplified news stories to Victorian classrooms. Kids News will be pilot trialled in 2017, as the website allows teachers to explain two stories from the daily news cycle each school day. Kids News editor Karina Grift told Education Matters the site came about due to a reported need among primary teachers for an online resource that explained the news in an age-appropriate way. She said an example of this was the recent Melbourne mall deaths, which would have been covered on the site had it occurred during the school term. “What happened in Melbourne, we wouldn’t be able to ignore it,” Ms Grift said. “It’s looking at what positive things have come out of it, people helping victims…taking the sensationalist element out of it.”

She said the organisation was developing a production guide, offered free to schools, on how to get the most out of the site with workshopping around literacy, media, enquiry and numeracy activities. “We developed Kids News and in 2017, we will publish two stories a day every school day with photos, video, voice recording and three teacher-written classroom activities,” she said. “The response has been fantastic and as of mid December last year, we had about 1400 teachers subscribed for the 2017 school year.” Ms Grift estimated up to 30,000 students had accessed the site, after it launched its free trial mid last year. She said the project remains free of charge in 2017, with an analysis of its success to follow and potential to expand. The website can be found at kidsnews.com.au

education matters secondary

EVENTS DIARY

Upcoming events in education A RANGE OF EVENTS ARE COMING UP ACROSS AUSTRALIA FOR PRINCIPALS AND TEACHERS – FROM PROFESSIONAL PRACTICE CONFERENCES TO TECHNOLOGY EXPOS – CHECK OUT THE LIST BELOW.

JUNE

JULY AUGUST

SEPTEMBER

OCTOBER

Positive Schools 2017 Mental Health and Wellbeing Conference

June 1-2, Melbourne Convention Centre, Melbourne, Victoria

Ideas and strategies for nurturing wellbeing www.positiveschools.com.au/2017%20Positive%20Schools%20 Register.html

National Disability Leadership Summit

June 19-20, Sydney Masonic Centre, Sydney, NSW

An opportunity for leaders to consider and discuss reforms www.acel.org.au/acel/ACELWEB/Events/2017/Disability_ Leadership_Summit/About.aspx

No More Harm National Conference

June 26-27, Hotel Grand Chancellor, Brisbane, Queensland

Solutions, preventive measures and responses to bullying https://nomoreharm.com.au

2017 ATEA Conference

July 5-7, Australian Catholic University, Brisbane, Queensland

The complex dialogue between the enterprise of teacher education https://lsia.acu.edu.au/atea/

CONASTA Conferences [ASTA]

July 9-12, Wrest Point and the University of Tasmania, Hobart, Tasmania

The art of science http://asta.edu.au/conasta

Knowledge Management Australia 2017 August 1-3, Parkroyal Darling Harbour, Sydney, NSW

Successful strategies, case studies and initiatives www.arkgroupaustralia.com.au/events/kmaustralia2017/

AIS Mathematics Conference 2017

September 1, Ascham School, Edgecliff, NSW

Ideas, strategies and activities for 2018 www.aisnsw.edu.au/CoursesEvents/Pages/CourseDetail. aspx?cid=859a0f36-3d24-45c2-ac0f-169a70a7c596

The Education Show 2017

September 1-2, Melbourne Convention and Exhibition Centre, Melbourne, Victoria

Showcasing school resources, products, services and technology www.theeducationshow.com.au

The AIS Conference

September 4-5, Amora Hotel Jamison Sydney, Sydney, NSW

Explore ways to strengthen school-based assessment practices www.aisnsw.edu.au/CoursesEvents/Pages/CourseDetail. aspx?cid=b45bf0f7-fcb1-4c31-aec5-27c88c7c0620

Blackboard Teaching and Learning Conference Australia

September 5-8, DoubleTree by Hilton Esplanade Darwin, Darwin, Northern Territory

Advancing best practices in technology-enhanced learning https://experience.blackboard.com/TLC-ANZ/

Making Learning Visible

September 6-8, Adelaide, South Australia

An avenue for a deeper understanding of teaching and learning www.sanguineconsulting.com/workshops/mlv17adelaide/

2017 APACS National Conference

October 4-6, Rendezvous Hotel, Melbourne, Victoria

The promotion of wellbeing, inclusion and engagement in education www.apacs2017.com.au

Australian International Education Conference 2017

October 10-13, Hotel Grand Chancellor, Hobart, Tasmania

Embracing diversity http://aiec.idp.com

eResearch Australasia

October 16-20, Brisbane Convention and Exhibition Centre, Brisbane, Queensland

Showcasing communication technologies to help researchers www.qcif.edu.au/index.php/events/232-eresearch-australasia-2017

TO HAVE YOUR ORGANISATION’S EVENT LISTED IN THE NEXT EDITION OF EDUCATION MATTERS MAGAZINE PLEASE EMAIL THE DETAILS TO TOLI.PAPADOPOULOS@PRIMECREATIVE.COM.AU 16

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PRINCIPALLY SPEAKING

Decades of learning to be considerate of others CAMBERWELL HIGH SCHOOL IS LOCATED IN THE EASTERN SUBURBS OF MELBOURNE, VICTORIA. THE SCHOOL’S MOTTO, DISCO CONSULERE ALIIS, STILL GUIDES IT TODAY, ACCORDING TO PRINCIPAL JILLIAN LAUGHLIN. WE SPOKE WITH JILLIAN ABOUT HER APPROACH TO HELPING STUDENTS BECOME RESILIENT AND INDEPENDENT LEARNERS.

HOW DOES THE SCHOOL’S PHILOSOPHY AND ETHOS GUIDE IT TODAY? Camberwell High School opened in 1941 with the latin motto, ‘disco consulere aliis’ – which means ‘learning to be considerate of others’. Established during World War II, CHS became the new institution for Melbourne High School students as the selective-entry school was used as a military base. So the school’s motto was immediately put into effect. It’s now 75 years later and the motto still holds true for our current cohort. We challenge every student to know themselves as a learner and to achieve their personal best.

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We foster a culture of respect for every member of our school community in our values, behaviours and through differentiated learning options in our curriculum and cocurricular programs. HOW DOES CAMBERWELL HIGH SCHOOL DIFFER FROM OTHER SCHOOLS? Our school community is unique. We are very much a school serving our local community, with most of our families living close to the school, walking, cycling or catching public transport for a short distance. Our students are closely connected to the school and to one another.

PRINCIPALLY SPEAKING

As a secondary school, we are fortunate to have strong parent involvement, particularly through our School Council, Parents and Friends and Friends of Music associations. New families and staff often comment on the warmth of welcome and the breadth of opportunities that the school offers. Our students have access to a rich learning program and a diverse co-curricular program including; competitive sport, musical productions, camps, tours, sister school exchange and a large instrumental music program with 11 ensembles. IN WHAT WAYS HAS THE SCHOOL EVOLVED OVER THE PAST 10-20 YEARS? Just as the world has changed dramatically in the last two decades, so too have schools. One of these big changes is the rapid development of technology, including the constant use of personal phones and computers. Students are continually processing huge amounts of information and communicating with others. The role of the teacher has changed, reducing the demands on content production and increasing the emphasis on developing studentsâ&#x20AC;&#x2122; skills, particularly as independent learners. Our physical environment for learning has changed as desktop computers have come and gone and interactive whiteboards, cameras, notebook computers and phones have become important learning tools. However, there are important aspects of the school which have changed very little, such as the dedication of teachers to their learners. HOW DO YOU PROVIDE SUPPORT AND LEADERSHIP TO YOUR SECONDARY SCHOOL STAFF? Building the capacity of leaders to implement the schoolâ&#x20AC;&#x2122;s educational vision is core work for any principal. At a large secondary school like Camberwell High, it is essential that a distributed leadership model is developed so that all members of the school community understand and enact our vision for learning. The leadership team consists of three principal team members and 10 leading teachers and we work closely together as a team and as smaller working groups within the team. Each member of the leadership team leads other staff across the school in professional learning, staff discussion groups and curriculum development teams. We are always looking for opportunities to build the capacity of teachers to create leaders for our own school and for the system. We do this through professional learning within the

school, including our aspiring leaders program, which I lead and currently has 15 staff members at varying stages of their careers. WHAT ROLE DO YOU PLAY IN THE DAY-TO-DAY ACTIVITIES OF SECONDARY STUDENTS? The best part of working in a secondary school is seeing the growth and development of children into adults. One of the reasons teachers are sometimes reluctant to take on leadership roles is because it removes them from the classroom and their immediate contact with students. This was true for me, so it is important to me that as a principal, I create opportunities to connect with students frequently and in meaningful ways. I see myself as an educational leader first and foremost. I have a mentor class once each week for 75 minutes. I started with this group when they were Year 10 students and now they are in Year 12. In my weekly meetings I act as their learning advocate and ensure that they are progressing with their learning. I ensure that they know what is happening in the school and encourage their participation in school programs. I meet with Year 12 student leaders every Tuesday morning to support them in delivering their action plan for the year. Together we run a student forum every term to ensure we are hearing from students directly. Every day I spend time with students, but there is never enough time to do this as much as I would like. WHAT ARE SOME OF THE MORE CRITICAL ISSUES FACED BY EDUCATORS IN THE SECONDARY SECTOR TODAY, IN YOUR OPINION? One of the biggest challenges in the senior years of secondary school is to do it all and to do it effectively.

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Schools have increasing demands placed upon them to develop knowledge and skills and deliver programs to prepare students to be good citizens and community members. At the same time, schools need to prepare students for external exams and a variety of tertiary settings. Finding ways to meet all of the demands and ensure the happiness and wellbeing of young people at a time of high stress and anxiety is a major issue. We know that our young people experience anxiety not only about doing well at school but also about an uncertain future in regard to employment and big world problems such as global warming. Building individuals who are resilient, positive and able to solve complex problems is essential and challenging work for schools. WHAT HAS BEEN YOUR MOST MEMORABLE MOMENT, EITHER AS A TEACHER OR SPECIFICALLY IN THE ROLE OF PRINCIPAL? There are so many wonderful moments for me, including travelling with students to our sister schools and seeing the world through their eyes. The wonder and excitement of being with students experiencing the terracotta warriors or climbing the Eiffel Tower for the first time or telling you about their first night of homestay in China or France. One moment that I will always cherish is meeting up with an ex-student at Melbourne University who I had taught when he was at my previous school. He was an English as an Additional Language student and he had achieved extraordinarily well at school, despite his challenges with language and migrating to a new country in difficult circumstances. He had completed a medical degree and was going on to postgraduate studies. Seeing students overcome obstacles, persist and achieve success is always a thrill.

online together. Students are able to monitor their own growth and development using technology. The learning process and students’ understanding of how learning occurs can be greatly enhanced through the use of technology. We have introduced Digital Technology as a subject in Years 7 and 8 so students can develop their skills, particularly in regard to programming and exciting technology such as robotics. As the creators and designers of the future, this is a vital area of skill development.

WHAT TRAITS MAKE FOR AN EFFECTIVE AND SUCCESSFUL LEADER IN EDUCATION TODAY? School leaders are diverse in their personal approaches and school contexts are unique. But the consistent requirement for leaders is the capacity to communicate an educational vision for the school and to develop personal commitment to it from all stakeholders. Building ownership across the community of the school’s direction and ensuring it is alive in all aspects of the school requires constant attention. It means that wherever possible, community members need to be engaged in providing input and are encouraged to give feedback. In this way, the vision can be owned by everyone. One of the biggest challenges is the diversity of views and ideas within the school community which pour into the school, so the principal needs to consider these carefully and not be afraid to make improvements while maintaining a clear direction.

and share the curriculum has changed. We use a continuous assessment model so students’ results are published once tasks are completed. Parents can track their child’s attendance and academic progress easily. As a result, communication between home and school has been greatly enhanced. Teachers also use collaboration tools which enable students to work

WHAT ARE YOUR FEELINGS ABOUT NAPLAN AND ITS EFFECTIVENESS? In our school, data is consistently used with the intention of improving student learning. Classroom teachers use multiple sources of data, including NAPLAN, VELS and pre-assessments to establish entry points for each learning sequence each term. VCE teachers analyse their students’ results to determine improvements to the learning program for their new class. Ongoing formative assessment is utilised by teachers as tools for determining the effectiveness of the learning program and to develop the next learning activities which ensure students’ needs are being addressed. Importantly cohort data, including NAPLAN, is analysed by teams across the school to determine the impact of learning programs. Student learning growth is the key criteria of any data analysis.

CAN YOU DESCRIBE ANY SPECIFIC WAYS IN WHICH THE DIGITAL ERA IS BEGINNING TO DISRUPT THE EDUCATION FIELD? The pace of change in technology is exciting and challenging for schools. We have a 1:1 notebook program and this has enabled us to provide students with access to online tools and resources at school and at home. So the ways in which we communicate

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HOT TOPIC

Digital technologies foster sustainable content BUILDING SUSTAINABLE CONTENT ALLOWS SCHOOLS TO CENTRALISE AND REUSE RESOURCES AND LESSONS, PROMOTING COLLABORATION AMONG TEACHERS AND MAKING IT EASIER TO REFLECT ON AND GROW COURSES, WRITES MEGAN CONLEY, ONLINE LEARNING AND EDUCATION CONSULTANT AT SCHOOLBOX.

In Australian schools, there is increasing demand on teachers to source, store and create meaningful content that not only meets the demands of the curriculum, but also addresses the individual learning styles and needs of each student. Not only is this time-consuming, but it’s becoming increasingly challenging to centralise disparate resources and learning tools from a variety of sources, whether they’re human or digital.

Without an integrated platform to centralise, sequence, moderate and embed resources, teachers often lose or forget about valuable resources. Furthermore, the increased focus on using online content over textbooks can mean that a lot of teacher’s time is spent sifting through online resources. Without textbooks, the onus to create the right content falls solely on the educator. Although this poses a significant challenge, sorting and organising content digitally creates opportunities to target student learning to their specific individual needs, with the potential to improve their educational outcomes. A textbook is shared in the classroom and can be very generic. When you have a technology platform to centralise digital content, a teacher can customise courses to suit students’ individual learning needs. WHAT TO LOOK FOR IN TECHNOLOGY TO SUPPORT SUSTAINABLE CONTENT A connected platform A platform that you can use to digitally centralise content provides educators with a space to collaborate and create a hub of resources that can be easily accessed by all teachers and students. It’s also about harnessing the collaborative aspects of the classroom - by sharing resources, teachers can avoid double handling. Organising content through a single platform also gives teachers an opportunity to focus on more important tasks, like creating personalised learning plans for each student.

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Flexibility to build reusable courses Teachers can expend a significant amount of effort collating and organising resources. So it’s important that teachers are supported by a flexible platform that allows lessons to be created, sequenced and iterated for reuse. This not only gives teachers the ability to revisit and personalise, but also encourages teacher creativity. Sustainable content should not be prescriptive, but adaptive to the styles and needs of individual students and teachers. In-built analytics Further to this, a sustainable content platform should support reflective practice. A technology with in-built analytics ensures that data informs continuous improvement of content and resources. This means that teachers can receive data on student achievements and engagement, allowing them to refine their content, not just for current students, but also for future cohorts.

Vir t

LMS

Portal

t en

An integrated system Going beyond a content management system (CMS), a platform to support sustainable content should not only enable the storage of resources, but also allow for digital tool integration. This helps teachers extend students’ experiences beyond the classroom by delivering more holistic, engaging or varying content. A versatile platform allows you to store resources and content in ways that best suit your school, while making it easy to retrieve material or connect your classroom. This means that it’s simple to import or embed content (such as multimedia or collaborative tools) into one place, making it easier for educators to grow content and their curriculum.

g arnin Enviro e n lL

TECHNOLOGY TO TRANSFORM SCHOOLS Schoolbox is an integrated all-in-one virtual learning environment, it’s an LMS, an intranet and portal. Schoolbox is a mature robust and sustainable platform that connects your entire school community and powers innovative teaching and learning.

Intranet

Technology to transform K–12 schools Enhance learning, collaboration and communication at your school with Schoolbox

An easy-to-use interface In order to facilitate the reiteration and growth of sustainable content it’s important that the technology being used has an intuitive and easy-to-use interface. This ensures that updating and managing content is simple, making a teacher’s life easier and allowing them to focus more on what they’re teaching.

Try it for free www.schoolbox.com.au

HOT TOPIC

Are teenagers crazy? ADOLESCENCE CAN BE A TUMULTUOUS PERIOD OF INCREASED RISK TAKING AND ADDICTION. COGNITIVE NEUROSCIENTIST DR JARED COONEY HORVATH EXPLAINS THE SCIENCE BEHIND IT ALL.

Jared Cooney Horvath is a cognitive neuroscientist with expertise in human learning, memory, and brain stimulation. Jared has conducted research and lectured at Harvard University, Harvard Medical School, the University of Southern California, the University of Melbourne, and more than 30 schools around Australia. He has published three books, numerous research articles, and his research has been featured in numerous publications, including The Economist, WIRED, The New Yorker, New Scientist, and ABC’s Catalyst. Jared currently serves as a research fellow at the Melbourne Graduate School of Education, an honorary research fellow at St. Vincent’s Hospital in Melbourne, and director of the Science of Learning Group – a team dedicated to bringing the latest in brain and behaviour research to teachers, students, and parents alike.

Are teenagers crazy? Admit it. You’ve asked yourself this question once or twice. How else to explain the wildly discrepant, alternately bored and passionate, dismissive and sympathetic, timid and courageous behaviours. It’s long been known that adolescence is a period of extreme physical change, psychological growth and social adaptation. Decades, if not centuries, of behavioural research have established a rather clear picture of the tumultuous teenage years driven by sexual maturation, identity establishment, and social exploration. We know from research that teens are more prone to addiction than children and adults.1 We know that many teens demonstrate increased risk-taking behaviours (though it’s a myth that teens are unaware of the consequences of their actions).2 We know that during this time sex and sexuality take centre stage.3 Recently, neuroscience has begun to weigh in on this picture of teenage cognition and behaviour. THE ROLE OF NEUROSCIENCE IN EDUCATION Before we look at the neuroscience of adolescence, it is worth clarifying what brain knowledge can meaningfully add to this discussion. Perhaps the best way to address this is through an analogy. There is a trend to reduce sports performance to simple physics. 4 For instance, a number of Australian Rules Football clubs employ researchers to measure the force, resistance, and momentum of player kicks. This mathematical representation certainly serves as an honest representation of kicking distance, but these numbers alone will never be able to tell a player how to adjust his/her stance, shift his/her balance, or change his/her pivot point in order to kick the ball further. So what good is physics in sport if it doesn’t directly lead to practical applications? The answer

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is that it shifts conceptualisation of how the game works. Reducing AFL to numbers forces us to look at this familiar game in a novel way – and even if this doesn’t directly tell us how to improve our game, it may lead to novel and creative ideas worthy of experimentation and testing. This is the role of neuroscience in education. Knowledge of the brain alone will never help teachers work with students. Instead, neuroscience works best when it’s understood as establishing possible mechanisms behind behaviours.5 Again, knowing these mechanisms does little in the way of instructing us how to change behaviour (unless we’re willing to perform neurosurgery or pump a student full of neurochemicals). However, knowing these mechanisms offers a new lens through which to conceive of, consider, and approach behaviour.6 WHAT DOES THE NEUROSCIENCE SAY? Although there are a myriad of differences between teenage and adult brains, there are three major differences worth exploring. Nucleus accumbens (NAc) The NAc is a small brain region that plays an important role in our reward and reinforcement circuitry. When we do or experience something pleasurable, the NAc demonstrates activation proportionate to the size of that pleasure: in adults, small rewards generate moderate activity, while large rewards generate strong activity. Interestingly, during adolescence, small rewards generate almost no activity within the NAc, while large rewards generate excessively large activity. Simply put, teenagers do not perceive subtle rewards as pleasurable, however, they do perceive large rewards as highly pleasurable.7 It is possible that this pattern is a mechanism behind teenage risk-taking and addictive behaviours. As teenagers require large inputs to

in teenagers. Driven by strong emotions, stunted inhibitory control, and a drive for sensation, teenage arguments follow a completely different rule-set.10 As such, there is simply not enough overlap between adult and adolescent arguments to generate an easy ‘winner’. For this reason, remain calm, take nothing personally, and don’t engage. Ask not why teenagers argue with adults – ask why adults argue back.

feel pleasure, this may drive some teens to seek out sensational experiences. Furthermore, as events that do register as pleasurable do so in a strong manner, this may impact reinforcement of and addiction to certain behaviours. Insula / right dorsolateral prefrontal cortex (rDLPFC) When confronted with a threat or a potentially dangerous scenario, adults will typically demonstrate strong activation within an area of the brain called the insula. The insula is strongly correlated with emotional response patterns and visceral feelings. Interestingly, when teenagers are confronted with the same situations, they demonstrate weak activity in the insula and strong activity in the rDLPFC; an area of the brain correlated with effortful reasoning and decision making.8 This suggests that adults mediate some decisions based on ‘gut’ responses while teenagers mediate some decisions based on cognitive deliberation and mental abstraction. This almost certainly plays a role in poor decision making during adolescence, as some teenagers may have a stunted ability to ‘feel into’ scenarios – an important capacity adults often take for granted. Prefrontal cortex (PFC) A major role of the PFC is to inhibit unwanted behaviours and automatic response patterns. Interestingly, during adolescence, the PFC show both over-communication and under-communication with a number of brain areas.9 Over-communication with several brain regions (especially other frontal areas) likely serves to inhibit a number of desired behaviours thereby possibly contributing to increased laziness/boredom seen during the teenage years. Conversely, under-communication with other brain regions (especially the amygdala, an area of the brain associated with basic emotions) likely serves to allow automatic behaviours to go

unchecked which may contribute to highly emotional and disproportionate response patterns. WHAT CAN WE DO? As noted above, there are no prescriptive ideas inherent in neuroscience alone. Seeing as none of us will ever see our student’s brains (god willing), we must address behaviour with behaviour. For this reason, the suggestions below are far from novel, in fact, most have been around for centuries. However, it’s possible that the lens of the teenage brain may help you view and conceive of these suggestions in a novel manner. Never engage in arguments Adult arguments typically evolve alongside a set of coherent rules which involve presenting ideas, weighing evidence, and attempting to sway opinion. This type of interaction requires the ability to remain dispassionate, cognitively consider options, and validate beliefs/actions. Unfortunately, these skills are underdeveloped

Clear rules, clear processes, clear consequences A strong strategy for working with adolescents involves forming a clear and unambiguous set of rules and consequences…and sticking with them! Involving students in the formation of these rules improves engagement.11 Furthermore, consistency removes much of the confusion and impetus to engage with teens attempting to push the boundaries. Leverage emotions It’s long been established that emotions play a strong role in learning and memory.12 Luckily, emotions are one thing teenagers have in spades! Rather than attempting to disengage emotions, leverage this natural feature of adolescence to help them engage with and personalise novel information. Choice A large aspect of adolescent development is the generation of a personal identity (mirrored in the evolving PFC connections and NAc reinforcements). To that end, experimentation with personal voice and drive are major drivers of teen behaviours. As with emotions, we can try to limit this in our classrooms – or embrace it by allowing choice. Even the choice between two options (you can watch video A or read passage B) is enough to generate a sense of agency within the learner, increasing engagement and learning.13

References 1. Chambers RA, Taylor JR, Potenza MN. Developmental neurocircuitry of motivation in adolescence: A critical period of addiction vulnerability. Am J Psychiatry. 2003;160: 1041-1052. 2. Steinberg, L. (2004). Risk taking in adolescence: what changes, and why?. Annals of the New York Academy of Sciences, 1021(1), 51-58. 3. Every Parent Ever. 4. Armenti, A., & Adair, R. K. (1992). The physics of sports. Physics Today, 45, 86. 5. Horvath, J. C., & Donoghue, G. M. (2016). A Bridge Too Far–Revisited: Reframing Bruer’s Neuroeducation Argument for Modern Science of Learning Practitioners. Frontiers in psychology, 7. 6. Donoghue, G. M., & Horvath, J. C. (2016). Translating neuroscience, psychology and education: An abstracted conceptual framework for the learning sciences. Cogent Education, 3(1), 1267422. 7. Ernst, M., Nelson, E. E., Jazbec, S., McClure, E. B., Monk, C. S., Leibenluft, E., ... & Pine, D. S. (2005). Amygdala and nucleus accumbens in responses to receipt and omission of gains in adults and adolescents. Neuroimage, 25(4), 1279-1291. 8. Baird, A., Fugelsang, J., & Bennett, C. (2005). What were you thinking?. An fMRI study of adolescent decision making. 9. N. Gogtay, J. N. Giedd*, L. Lusk, K. M. Hayashi, D. Greenstein, A. C. Vaituzis, T. F. Nugent III, D. H. Herman, L. S. Clasen, A.r W. Toga, J. L. Rapoport, and P. M. Thompson, “Dynamic Mapping of Human Cortical Development during Childhood through Early Adulthood,” Proceedings of the National Academy of Sciences of the United States of America 101, no. 21 (2004): 8174. 10. Montemayor, R., & Hanson, E. (1985). A naturalistic view of conflict between adolescents and their parents and siblings. The Journal of Early Adolescence, 5(1), 23-30. 11. Porter, S. R. (2006). Institutional structures and student engagement. Research in Higher Education, 47(5), 521-558. 12. Kim, C., & Pekrun, R. (2014). Emotions and motivation in learning and performance. In Handbook of research on educational communications and technology (pp. 65-75). Springer New York. 13. Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active learning in higher education, 11(3), 167-177.

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HOT TOPIC

Linking to the world outside your classroom SUSTAINABILITY CAN BE USED TO ENGAGE A SCHOOL’S CURRICULUM AND CATER FOR THE LEARNING NEEDS OF A DIVERSE RANGE OF STUDENTS. KIRSTY COSTA, HEAD OF PROFESSIONAL DEVELOPMENT AT COOL AUSTRALIA, EXPLAINS THE MEANING AND IMPLICATIONS OF THE WORD.

Sustainability is now part of every teacher’s brief. It is included in the Early Years Learning Framework and sits across the Australian Curriculum (and its interpretations in each state and territory). It is a way to engage students in real-life learning and connect lessons to the world outside the classroom. The word sustainability means the ability of something to keep going at the same rate and in the same condition as before. In 1987, the word started to take on a new meaning. The World Commission on Environment and Development popularised the concept of sustainability as, “meeting the needs of the present without compromising the ability of future generations to meet their own needs.” Sustainability is important for a very simple reason – the choices that we make today will Kirsty Costa helps teachers grow in their profession. She inspires hundreds of educators each year by sharing more than 15 years of teaching and training experience. In her courses, workshops and keynote speeches, Kirsty creates a dynamic space for teachers to be creative and curious. She builds teacher confidence and makes information relevant, helpful and powerful. Kirsty also has a background in communication and how to talk to people about creating change. Kirsty was awarded the 2013 Victorian Environmental and Sustainability Educator of the Year award. She was also chosen to be trained by Al Gore as a Climate Reality Leader in 2014.

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decide if living species, including humans, will thrive now and in the future. But how do we meet the needs of future of generations…let alone our own needs? Sustainability is better achieved if we consider the relationships between the ‘Three Pillars of Sustainability’. An easy way to remember the Three Pillars is ‘Planet, People, Profit’, which represent the interconnected systems that exist on Earth: • P lanet – Ecological and environmental systems eg. ecosystems, plants, animals, weather • P eople – Social systems eg. families, friendships, communities, health, education • P rofit – Economic systems eg. economies, budgets, employment, finances The Three Pillars are mentioned in the key concepts of sustainability as a cross-curriculum priority of the Australian Curriculum.

Sustainability links learning in the classroom to the world outside your school gates. It helps answer the question, “Why are we learning this?”. It provides ways for students to apply their learning in real-life contexts. And it encourages optimism, hope and resilience. Instead of being an add-on, sustainability can be used to enrich your existing curriculum and cater for the learning needs of a diverse range of students. One way to teach sustainability is to use learning outcomes that are clearly linked to sustainability. For example, Year 7 Geography explores, “The way that flows of water connects places as it moves through the environment and the way this affects places (ACHGK038)”. Sometimes, though, curriculum links to sustainability are not so obvious. Over 60,000 teachers are currently using Cool Australia’s units of work, lesson plans, worksheets and online professional development to switch on young learners. We use Australian Curriculum content descriptors and Learning Statements to guide how to teach sustainability. In English, students create texts that inform and persuade others to take action for sustainable futures. Using the Year 9 and 10 Earth Hour resources, you can explore how environmental issues have been represented in the media and support students to create their own texts. In health and physical education, students develop their world view by exploring concepts of diversity, social justice and consumerism. The vignettes from Cool Australia’s THE OASIS documentary share the resilient stories of youth experiencing homelessness and provide a launchpad

for students to create their own self-care plans. In mathematics, students can develop the proficiencies of problem-solving and reasoning essential for the exploration of sustainability issues. Cool Australia’s Year 7 and 8 student-led energy, waste, water and biodiversity audit lessons measure school resource use and provide ideas for representing different data sets. In technologies, students give prime consideration to sustainability by anticipating and balancing economic, environmental and social impacts. Cool Australia’s The Analyse the Impact of Everyday Objects online course provides professional development and advice for using a life cycle assessment tool to discover the story of our stuff. In work studies, students recognise the need for respecting diversity and social justice to achieve outcomes that lead to a more sustainable future. The teacher toolkit for La Trobe University’s Aspire Generation will help you show students how

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volunteering builds community and assists them with their career pathways. Education really shines when you use sustainability to enhance your existing curriculum and link it to real-world learning. Sustainability can also be combined with other cross-curriculum priorities to create rich learning experiences for students. Our Cool Burning teaching resources show the links between sustainability and Aboriginal and Torres Strait Islander histories and cultures. Geography and science lessons explore how Aboriginal land managers use fire-stick burning to reduce the impact of bushfires in Northern Australia. Every day, we hear from students around the country who are making a difference. There is a huge appetite for this type of learning. Over 300,000 young Australians have participated in Enviroweek in Term 3. Enviroweek provides students with an opportunity to undertake meaningful everyday actions in their personal lives and community. In a world that’s changing quickly, young people need to develop the knowledge, skills, and values that will help them address whatever the future brings. Use sustainability to link your curriculum to reallife and show students the relevance and value of learning at school. For more information on Cool Australia, head to www.coolaustralia.org

HOT TOPIC

Developing skills-based teaching to prepare students YOUTH UNEMPLOYMENT POSES SERIOUS CHALLENGES ACROSS THE COUNTRY. ILLUMINATE EDUCATION FOUNDER AND ENTREPRENEUR ADAM MOSTOGL OUTLINES WHY SKILL-BASED LEARNING COULD HOLD THE KEY TO PREPARING STUDENTS FOR A KNOWLEDGE-BASED ECONOMY.

Across Australia, youth unemployment is climbing to levels that are, frankly, scary. There are regions where having one in five young people out of a job is just the average (Brotherhood of St Lawrence, 2016), and that’s not taking into account the effect that underemployment has on communities. However, it’s not just the evident lack of basic transferable workplace skills preventing young people from thriving, we’re also looking at students disengaging in the classroom at alarming rates. There has been a lot of tinkering around the edges to drive engagement, both in employment opportunities and in the classroom, but we are at the point where we need to rewrite the way we deliver education to give our young people the best opportunity to succeed. When it comes down to it, we need to return back to the point of education. The Melbourne Declaration states that the purpose of education is to create active and engaged citizens, and when the workplace is one of the key areas where students will meet this criteria, have we missed something? The working world is constantly changing, and as a small business owner myself, I am seeing that on a regular basis.

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So instead of looking at simply preparing students for a single career path or job opportunity, we need to prepare our youth for the changing world that they need to thrive in and even mould. As Charles Darwin said: “It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is most adaptable to change” so we need to prepare our students for the changing world. This is not to be an indictment against every teacher and school leader who is passionate about supporting students. Most passionate teachers I have met understand that students need something different to what is in the Australian Curriculum or what the system is meant to provide, so this is not news to many of you. Instead, consider this article to be one that gives new insights and perspectives to the discussion, and helps all schools look at making the changes in their systems to support students to adapt and survive in this changing world, because the knowledge they are leaving with at the end of their time in school is no longer enough, or at times even relevant.

HOW BAD IS THE JOBS CLIMATE? We’ve all see reports of youth unemployment, which in August 2016 was 13.1 per cent across the country, but there are numerous regions throughout Australia where it’s above one in five young people who are out of work (Brotherhood of St Lawrence, 2016). Now while these are just figures and percentages, this represents a significant reduction in the potential economic output of Australia. For instance, if our youth unemployment rate was comparable to our national unemployment rate, it would generate up to $11.3 billion in additional GDP (Foundation for Young Australians, 2016). This is not just affecting our economy, it can also be affect the confidence of our young people as they cannot find a place to work and add value to their own community. Then there is another 17.5 per cent of our youth population who are underemployed (Australian Bureau of Statistics, 2016), which is often harder to measure but just as important of an issue to tackle. Combining these two numbers together, it means that 1 in 3 young Australians are not working or working as much as they would like to – and that should be alarming. Now it’s not only our education system that needs to be aware of what is happening, but everyone has a responsibility reduce this figure. Educational institutions play a key part in facilitating this shift to preparing students for a changing world, but where do we start? SKILLS-BASED LEARNING One fundamental shift is on how we assess and support the growth of skills, not just knowledge. While we are moving into a knowledge-based economy, the biggest challenge is that we learn things in the classroom that are not always connected with the way they are used. A student can pass a maths test, but if they can’t quickly calculate change when working that first job handling cash, then have we really made an impact? And with resources like the internet at our fingertips, how do we prepare students to research information beyond typing the exact question into a search engine. Further to this, how do we allow students to critically consider this information before handing it in for an assignment. The reason that I opened with looking at how we

assess skills is that so much of what we focus on in education is measurable. The OCED rankings on subjects or NAPLAN results (as examples) are held up as report cards on how we are doing in education, but the skills that young people need are not as easy to measure in traditional assesses like these examples. Once we can measure them though, we can then put the focus on them to give the outcomes that matter in the long run in balance with academic outcomes. Skills-based learning also opens up the horizons for young people, as they can then use these skills across multiple jobs into their future. The idea of having a single career for life is a luxury for our young people, and we need to prepare them for all possibilities. Current data suggests that young Australians will have seventeen jobs across four different industries in their lifetime – and that is just the average (Foundation for young Australians, 2016). If we focus on the core skills in the classroom that students can then apply across all of these different industries or job clusters, then we are better preparing our youth to succeed. We have all seen the data on the risks of automation and globalisation affecting job opportunities across Australia, so preparing students to use their skills in a wide variety of fields is of utmost importance. The skills that we focus on in our education programs through illuminate Education are the following nine which we believe are critical to all opportunities for our youth; • Collaboration: as many modern workplaces are team environments where everyone needs to work together • Communication: to be able to talk with people, no matter the relationship • Creativity: as the ability to think differently when solving problems is vital to being innovative • Critical thinking: to be able to evaluate information and situations swiftly to handle anything that comes up • Digital literacy: in being able to use technology productively in all situations • Financial literacy: in being able to handle money and help businesses remain efficient • Presentation skills: as the ability to present and convey information is crucial for many job opportunities

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In any given week, Adam Mostogl might be helping young entrepreneurs to kick-start their companies, stimulating small businesses to challenge the status quo, challenging communities to understand their potential or teaching hundreds of students to embrace innovation to solve the problems of the future. Adam is passionate about embracing creative and innovative solutions to common problems, founding illuminate Education in 2010, which has inspired over 2800 young Australians to recognise how they can be the job creators of the future at primary and high school levels. Adam is also the Executive Director of The Van Diemen Project, which supports Northern Tasmania to see self-employment and entrepreneurship as an employment possibility as well as business advice and mentoring. Adam is also a director of Northern Tasmania Development Corporation, the Launceston Chamber of Commerce and an advisory board member of the Peter Underwood Centre for Educational Attainment. Adam was announced the 2015 Tasmanian Young Australian of the Year for his endeavours in entrepreneurial programs, education more generally as well as community development. He was also given an honourable mention (and was the only Tasmanian) in the 30under30 list for young Australian entrepreneurs for 2015.

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• Problem solving: to be able to handle situations as they arise and pose realistic solutions • Reflection: as the ability to reflect and set new goals will help our youth remain resilient These skills can then open up the opportunities for students rather than close off opportunities. It is very easy to be caught up in getting students to a particular point for assessment or to tick off curriculum objectives, but when we are pushing students in that direction, we can sometimes miss other opportunities that inspire and captivate our students. Often with this thinking, we see learning as a tunnel where they need to get to an end point rather than opening up their opportunities like a fan. The world constantly gives our young people opportunities that sometimes see them change their path, and we need to foster the ability to make that shift in school. Therefore taking a skills-based approach helps to keep these options open for our youth.

student learning and the benefits of this are seen on many levels. Students often take notice of their insights and feedback because they relate it to real world examples. The community benefit from seeing the potential of these students and look at new ways to continue supporting education. These relationships open up new opportunities for students and for the school, which only helps the students to implement their skills in new authentic ways.

LASTING RELATIONSHIPS These skills will only be embedded and valued by students if they can recognise the real applications of what they are learning. I was teaching at a school where students had previously learned interest rates in maths, and many students had proudly stated to their teacher that they would never use the skill, until they developed projected financial tables for a business where they needed a loan to start it. Many students recognise that the working world looks different to the classroom, so showing them these skills and their application in the working world will drive engagement. The best way to do this is through building strong relationships with the business community – where a majority of businesses are interested in helping your students. Many businesses are unsure how they can best support student learning, and schools often have enough on their plate in terms of student learning that keeps them extremely busy, so often these types of relationships are not prioritised. Through our education programs, we frequently bring in members of the community to support the

HOW DO WE INSPIRE STUDENTS TO CREATE THEIR OWN FUTURE? As I have addressed the ability to handle and thrive in a constantly changing world, the best opportunity we can give students is to inspire them with confidence to create their own future. This could be as simple as approaching traditional job opportunities with other skills and experiences that could add value, or even going as far as empowering students with the ability to create their own jobs through entrepreneurship into the future. This is something I am particularly passionate about as this is what illuminate Education focuses on delivering and our programs place these ideas at the forefront. Students should be empowered to be able to start their own businesses and create their own jobs, but of course not all students will go down this path. However, some students will rise through the ranks and sustain our existing businesses and they have to be confident to undertake projects and manage teams within businesses and the community. Alternatively, they simply need to understand the basics of business to be able to

perform more proficiently in workplaces. It is for this vast range of opportunities that enterprise skills are crucial to teach in schools, and will empower our students to take on the world into the future. The idea of empowering students is important too, because we should not ever limit the potential of a student. Imagine if someone cut off the dreams of Nikola Tesla, Thomas Edison, Albert Einstein, Marie Curie, Florence Nightingale or countless other influential individuals. CONCLUSION The case for skills-based learning is evident everywhere we look, especially as we consider there is a generation of students who want to make a positive impact on the world but are struggling to find a job, and we need to begin focusing on cultivating these skills in authentic ways from an early age. There is enough out there in the world to show how it can be done, but we just need to make it happen in every single school. It should not be just an opportunity that some schools offer, as every students can benefit from learning enterprise skills, building authentic relationships with the business community, being inspired to see all opportunities and creating their own future. We need to examine how our entire education system can facilitate these aims to empower students not just with the knowledge to change the world, but the skills to do so. Because in this rapidly changing world, the ability to cope is something that will help our next generation thrive – and that’s what we are all focused on making happen.

References Australian Bureau of Statistics 2016, Labour Force, Australia, March 2016 (ABS Cat No 6202.0), Australian Bureau of Statistics, Belconnen, ACT, viewed 15 March 2017, < http://www.abs.gov.au/ausstats/ abs@.nsf/Previousproducts/6202.0Main%20Features2Mar%202016?opendocument&tabname=Summary&prodno=6202.0&issue=Mar%202016&num=&view=> Brotherhood of St Lawrence 2016, Australia’s Youth Unemployment Hotspots Snapshot March 2016, Brotherhood of St Lawrence, Fitzroy, Victoria, viewed 15 March 2017, <http://library.bsl.org.au/jspui/ bitstream/1/9004/1/BSL_Aust_youth_unemployment_hotspots_Mar2016.pdf> Foundation for Young Australians 2016, Renewing Australia’s Promise: Report Card 2016, Foundation for Young Australians, Melbourne, Victoria, viewed 15 March 2017, < http://www.fya.org.au/wpcontent/uploads/2016/06/RenewingAusPromise_ReportCard_finalwebappend.pdf> Foundation for Young Australians 2016, the New Work Mindset: 7 new job clusters to help young people navigate the new work order, Melbourne, Victoria, viewed 15 Marcg 2017, , https://www.fya.org. au/wp-content/uploads/2016/11/The-New-Work-Mindset.pdf

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TECHNOLOGY

Interactive technology in the classroom keeps students engaged INTERACTIVE LEARNING APPLICATIONS HELP TO KEEP STUDENTS INTERESTED IN THE CLASSROOM AND INCREASE TEACHING TIME FOR EDUCATORS, STUDIES SHOW.

Statistics show 57 per cent of children under the age of eight are already using education applications, according to Nielsen’s 2014 Digital Consumer Report. Education applications include any computer software that allows for teaching or self-learning and can often be facilitated by interactive whiteboards (IWBs) and projectors. Interactive learning can be a valuable resource for engaging students with their studies. When used effectively, the devices can incorporate a range of multimedia elements into the classroom, such as text, animations, videos, maps, sound and spreadsheets. The University of Sydney’s Faculty of Education and Social Work notes interactive whiteboards and projectors have been used in a number of schools as replacements for traditional whiteboards, flip charts and video/media systems. Introduced in 1991, the interactive whiteboard is a large interactive display that connects to a computer and a projector. The whiteboard emulates the computer mouse and keyboard and is operated by using a special pen, or finger touch, depending on the model. Interactive whiteboards and projectors can be used for a range of functions, including translating hand-writing into text, carrying out polls and quizzes and using software to capture notes written on a whiteboard. But what has past research discovered about the devices? Research published in the British Journal of Educational Technology in 2008 examined past studies looking at focus groups with student teachers and various students. A number of teachers and students highlighted the fact that good visual resources supported the ‘visual learners’ within the class, and images displayed on such devices were often of better quality than the physical worksheet. It concluded presentation technologies such as interactive whiteboards and projectors could be used to support teaching for creativity. The data suggested that the provision of speed, capacity and range enhanced the delivery and pace of the classroom session, while the skill and professional knowledge helped to facilitate the development of pupils’ responses at the interface of the technology. An analysis by Becta ICT Research in the UK found that interactive whiteboards enable teachers to integrate ICT into their lessons, encourage spontaneity and flexibility and enable teachers to save and print what is on the board, including notes made during the lessons, reducing duplications. Meanwhile, students resort to less note taking and are able to understand

complex concepts as a result of a clearer, more dynamic presentation. According to DIB Australia, EPSON interactive projectors allow for greater engagement through a ‘hands-on’ lesson. These devices allow students to interact with content in real time, with students having the capacity to move digital resources on the board. Teachers are able to annotate materials as they endeavour to respond to questions or clarify aspects of the lessons. In an editorial, technology giant Hitachi identified five ways that teachers could take advantage of an interactive projector, including more efficient notetaking, interactive presentations to keep children engaged, teaching with a range of mediums and making better use of time in the classroom. In terms of more efficient note-taking, Hitachi highlighted that showing presentations and information through an interactive projector provided the ability to share the notes digitally at the end of the lesson, reducing the issue of students taking down irrelevant or incorrect notes. At the same, they noted the interactive projector keeps children engaged by allowing them to explore cities on Google Earth and having the ability to research information online as a group. Students can learn to a range of mediums by switching between simple tasks on a browser, and make better use of classroom time by sharing presentations and exercises with teachers in advance, reducing the administrative burden on educators.

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TECHNOLOGY

Epson enhances learning for Victorian school FROM MULTI-USER INTERACTIVITY TO STUDENT COLLABORATION, EPSON’S LATEST MODELS OF ULTRA-SHORT THROW PROJECTORS HAVE IMPROVED TEACHING FOR VICTORIA’S CHAIRO CHRISTIAN SCHOOL, THE INSTITUTION’S ICT MANAGER SAYS.

Victoria’s West Gippsland region is home to Chairo Christian School, a co-ed school offering Pre-Kinder through to Year 4. The school’s Drouin East Junior Campus recently received three EB-595Wi projectors, and the institution’s ICT Manager, Daryl Tate, believes the upgrades have made a significant improvement to the teaching of Prep and Year 1 classes. Daryl says Epson’s high quality brand of projectors has seen the school recently install 30 projectors at its Packenham, Drouin East and Leongatha campuses. The models include the EB-585W, EB-585Wi, EB-595Wi, which were installed by Save Time Visuals Senior Integration Consultant, Jakob Malinovsky.

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With more than 10 years’ experience installing audio visual equipment, Jakob says ultra-short throw projectors reduce costs for schools and are ideal for interactive presentations. He explains that the EB-585W displays images only, while the EB-585Wi offers pen interactivity and the EB-595Wi offers finger and pen interactive capabilities. “Either the student is working interactively with a pen, or with the other model they can use their pen and finger,” Jakob says. “Epson’s three projectors provide an attractive option due to the size of the screen, so it projects to a normal whiteboard, but you don’t have to have additional infrastructure.”

“They are eager to be involved and engaged with the lessons, and being able to display multiple sets of information keeps the learning happening without long delays of deleting old information.” Chairo Christian School ICT Manager, Daryl Tate. Daryl says upgrading to a finger touch model enables all children to participate in activities on the board easily. “The Epson EB-595Wi projectors have a clear and bright image that is readable across the whole room in normal daylight conditions,” Daryl says. “They are eager to be involved and engaged with the lessons, and being able to display multiple sets of information keeps the learning happening without long delays of deleting old information,” he says. Daryl explains the projectors are used on a dayto-day basis in calendar exercises at the beginning of the day, which leads to a clock activity allowing students to develop a sense of time, past, present and future. “Birthdays are a lot of fun as we can look forward as a group to share the momentous occasion with a song. “Students will read the numeral and number word versions of a number, counting, sequence and measurement activities. Alphabet recognition, phonics and high frequency words exercises are also routine uses.” It complements the use of iPads in group work, where the output of the application can be shared wirelessly to the projector, Daryl says, which further enables classroom sharing and discussions. “We use the Teacher Notebook to display interactive activities, music, picture searches and internet use while using the interactive projector as the ‘mouse’.” He says all staff members are enthusiastic about Epson’s interactive projection systems. “They are sharing tips and resources to improve classroom engagement and reach the wide spectrum of learning types within each classroom. “Overall we are very impressed with the continued improvements in the technology which gives significant benefits to the modern classroom.” Jakob explains that Epson’s unique product also means no additional software is required, as the technology can be installed simply by plugging it into a laptop or desktop computer. “The lamps are also very low cost. Schools are

running long hours, and most of the time if they’re changing lamps, it’s a very big consideration.” According to Epson, the company’s low-cost lamps offer up to 6,000 hours lamp life in ECO mode, which is defined as low power mode, a mode used to reduce energy consumption. Jakob says compared to older projectors Epson’s current models use ultra-short throw projection, which means the projectors are installed in closer proximity to whiteboards, improving the quality of the display.

Ultra-short throw projectors use special lenses so they can be mounted only inches from the presentation, Jakob says, which means they are ideal for interactive presentations as there is no risk of projector light shining in the eyes of teacher or student. Jakob says another main feature of the projector is widescreen functionality, which increases the width of the display. He says the devices feature multi-user interactivity, meaning teachers and students can annotate at the same time, offered in both the EB585Wi and EB-595Wi models. Another advantage of the device on the EB-585W is brighter images, Jakob says, with up to 3,300 lumens white brightness and colour brightness. Images this bright mean they are highly visible in high ambient light conditions, such as those in the middle of a sunny day with blinds and curtains open. Epson’s three models of ultra-short projectors also feature 16W built-speakers, which have built in

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audio with the capacity to fill the room. Modelled as bring your own device technology, the projectors cater to 21st century learning practice of teachers using their own personally owned devices in the classroom, including laptops, tablets and smartphones. All models offer advanced networking capability, allowing the devices to be monitored, controlled and presented from a remote location. Each device also allows for up to 50 devices to connect to the projector, combined with a moderator function which can be used to manage and control images displayed on the screen. All models incorporate a classroom friendly design, as ultra-short projectors are designed to blend in with office or classroom surroundings, even when wall mounted. The setting plate and cable cover keep cables out of sight. Both the EB-585Wi and EB-595Wi feature SMART NotebookTM software, which provides an enhancement to classroom learning by facilitating student collaboration and game-based learning software. Jakob says feedback from teachers in information sessions showed the interactive features of the projector technologies freed up teacher’s lesson times by up to 35 per cent. “They don’t have to jump between laptop to whiteboards. You do everything from the projector; you don’t have to use your laptop in a lesson. “One of the advantages of Epson is you’re doing everything with your mouse or laptop touchpad. You’re whiteboard becomes interactive, so you don’t have to purchase a separate device. “What Epson did is they combined everything into one, so you only need a basic whiteboard to go interactive.” Product information site: www.epson.com.au/products/projector/EB-595Wi.asp

TECHNOLOGY

How schools can best prepare Australia’s future workforce FUTURE GENERATIONS WILL NEED TO BE ABLE TO THINK CREATIVELY, PROBLEM SOLVE AND ADAPT THEMSELVES IN NEW WAYS TO ADDRESS THE JOBS OF TOMORROW, WRITES BYRON SCAF, CEO STILE EDUCATION.

Byron Scaf is the CEO of Stile, an Australian education start-up that creates STEM curriculum resources used by over 100,000 school students. Born and educated in Melbourne, Byron studied neuroscience and engineering at Melbourne University before joining Better Place, an electric car infrastructure start-up, where he built and oversaw the Australian technical operation. Byron then transitioned from a focus on renewable energy to one of education. In 2012, he developed a learning platform for the Australian Academy of Technology and Engineering’s STELR program, an online STEM resource for Australian schools. Shortly thereafter, Byron was brought on to lead Stile where he continues to head a team of passionate teachers and engineers. Byron’s vision for Stile is to a create a thought-leading education organisation that works collaboratively with teachers, students and school leadership to create resources, professional development opportunities and industry partnerships to best prepare students for the future.

When asking ourselves what skills schools need to be teaching to prepare students for the modern workforce, we must first ask, “What does the modern workforce look like?” We know that 75 per cent of the fastest growing careers will require science, technology, engineering and maths (STEM) skills, however STEM performance in Australian schools has stalled and even declined over the past 20 years. Studies have estimated that Australians will make 17 changes in employers across five different careers. Regardless of the career paths students pursue, success in the modern workforce demands critical thinkers and confident problem solvers. While we can’t know what technologies today’s young people are going to utilise in their future roles, we do know that strong critical thinkers are going to be best placed to adapt to this fast-changing environment. In addition to being directly relevant to the jobs they’ll be going into, a strong STEM education builds these very skills.

possess. For example, around 35 per cent of Australian 15-year-olds showed low proficiency in problem solving – an essential skill for the professional workforce they’re entering. In a more recent report, The New Basics, FYA analysed 4.2 million job ads between 2012 and 2015 to show that the predicted changes in skills required by young Australians in order to succeed in the workforce have already begun to be realised. In the past 25 years, Australia’s workforce has lost one million jobs in manufacturing and labouring, but gained more than one million jobs in the knowledge and service industries. Specifically, demand for digital skills increased 212 per cent over three years, while the need for critical thinking increased 158 per cent, and creativity by 65 per cent. The evidence is clear: more employers are demanding enterprising skills from their young employees. These are exactly the types of skills that a well-rounded STEM education is designed to foster.

THE CURRENT STATE OF PLAY In 2015, the Foundation for Young Australians (FYA) undertook a report called the New Work Order, which analysed how ways of working have changed for young people, largely as a result of the unique amalgamations of automation, globalisation and collaboration. The first report found that as young Australians transition from school to work, there’s a noticeable gap between the enterprising skills they need and the level of skills they

SOLVING TOMORROW’S PROBLEMS Significant and frequent developments in technology are having a huge impact on the way we work and do business. It’s likely that many of the most important issues of the future haven’t been realised yet. While there’s no doubt that climate change, artificial intelligence, automation, technologies and the need to accommodate an ever-expanding global population will remain key issues, it’s hard to foresee what else we’ll be dealing with by the time today’s school

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age students enter the workforce. The World Economic Forum notes that, “In many industries and countries, the most in-demand occupations or specialties did not exist 10 years ago.” For future generations to be appropriately equipped to solve the most pressing issues of tomorrow, they’ll need to be able to think creatively, problem solve, and adapt themselves in new ways, addressing problems we haven’t considered. By prioritising a strong STEM education today, schools can not only equip students with the subject matter knowledge they’ll need, but also foster the critical thinking and enterprise skills that will set young people up with the best chance of success after graduation. THE IMPORTANCE OF STEM – A WARNING While developing strong critical thinkers across the board is important, nowhere is the impact more pertinent than for STEM careers. Today, the foundation of this knowledge is most commonly taught separately, in traditional science, technology, engineering and mathematics classes

– subjects that will mould tomorrow’s inventors and innovators. One of the biggest issues that we see, is that despite significant new funding and a focus on STEM as an integrated approach, there is still a lack of consensus on what this actually means for teachers in terms of its practical implementation within the framework of the curriculum. We must teach to the curriculum, but we know that we should be teaching to build these critical skills. The challenge at hand isn’t that we’re slipping in global rankings (though we are), it’s that Australia’s education system is producing young people who have a limited interest and understanding in how the world around them works. This will have the inevitable result of stifling innovation and our ability to find domestic talent to fill crucial roles that will require STEM skills in future. HOW DO WE DEVELOP CRITICAL THINKERS? This takes us back to the findings of the 2015 Program For International Student Assessment

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report, which found a strong and positive relationship between performance in science and mathematics, and a student’s ability to problem solve. It makes sense really – those with a solid foundation knowledge are well-equipped to come up with unique solutions to unforeseen challenges. The answer lies in tying these disciplines – science, mathematics, engineering and technology – together in a meaningful way for students and showing the interplay between them, as well as how they apply to real life problems that they can relate to and are going to need to solve. It’s unrealistic to think that teaching via rote learning will ever be phased out completely, but it’s important that schools teach students to recognise the critical difference between memory and intelligence. As the OECD noted, “modern economies reward individuals not for what they know, but for what they can do with what they know.” WHAT NEXT? We need to provide schools and teachers with frameworks for thinking about and tools for implementing an integrated approach to STEM. We need to experiment and push the boundaries of conventional thinking about how we approach these subjects and their delivery in the classroom environment. Surely, technology is going to play a greater role in the classroom as we integrate STEM into a more unified curriculum, but what this actually looks like is going to be defined largely by the innovations of today’s critical thinkers. If we get this right, tomorrow’s workforce will be even better equipped to innovate and drive change in education and beyond. The writing is on the wall, industries everywhere are demanding young people with the confidence to ask the hard questions, take risks, learn through experimentation and learn from their mistakes. Regardless of year level, schools should be prioritising tools and technology that enable students to think critically – a skill that is inevitably developed when students are provided with a well-rounded STEM education. This approach will develop well-equipped individuals who are poised to become the next generation of problem solvers in the modern workforce.

TECHNOLOGY

IT Refresh Cycles: what is your school’s strategy? TECHNOLOGY IS CONSTANTLY EVOLVING AND ADVANCING IN LINE WITH GLOBAL MARKET TRENDS. SCHOOLS ARE A PRIMARY DRIVER OF ADOPTING TECHNOLOGY, ENSURING THEY REMAIN COMPETITIVE IN THEIR BID TO INCREASE STUDENT ENROLMENTS.

It is important for schools to have a strategy in place to transition and maintain new technologies. Acer Computer Australia can work with your schools stakeholders to ensure you remain at the cutting edge of technology when delivering your schools learning methodology and leave the “behind the scenes” requirements to us. Changing technology in terms of class room devices for staff or students is one component of the IT landscape in a school. The other is a term we may be familiar with called, “life cycle management”, which when planned effectively can offer cost savings, reduce resource burdens and eliminate waste costs, helping to ensure schools contribute to sustainability and recycling

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initiatives as good community citizens. Technology advances at a fast pace, and any changes should be made in line with ensuring digital technologies are used to enhance the quality of education and learning outcomes, not just for the sake of change. Many technologists believe the average lifespan of a staff or student device is between two and three years. Yet many educational institutions still don’t plan around device lifecycles in a structured way, resulting in longer refresh cycles due to budget limitations. But a wellstructured plan can help maximise the usable life of a digital tool, while reducing the amount of overhead required to do so.

Refreshing devices in a school is not without its challenges, which is why we are methodical in our approach, and all service deliverables can be customised to your school’s unique requirements.

Lifecycle management can typically be categorised in four key stages; procurement, deployment, management and end of life. Procurement involves pre-planning, including buyback programs to repurpose existing capital, while deployment includes an organisation’s installation, integration and configuration of products. The final two stages involve ongoing managed services and end of life solutions, which range from recycling and disposal to data destruction. With this in mind, Acer Computer Australia has developed a strategy to help schools develop a plan for the transition of their hardware. Technology upgrades are important for any school, and at Acer we plan to accommodate for such an event, as well as units that come out of warranty and lease. Our Lifecycle management services allow for seamless transitions and can be used to forecast requirements and hardware supply. There is no cookie cutter approach, and at Acer our staff recognise that each schools has its own unique requirements and that we need to be able to cater for flexibility in our processes. We also recognise the need to plan for contingencies. It is these specific elements of service which are critical and set Acer Computer Australia apart in its approach. We believe close and effective communication with the schools’ designated Technology Team and Financial stakeholders’ needs to be relatively flexible to support changes without compromising the project milestones or costings. Refreshing devices in a school is not without its challenges, which is why we are methodical in our approach, and all service deliverables can be customised to your school’s unique requirements. From specific installation services to data migration, the list goes on. We can cater for after-school hours for installations, or weekends and school holidays. Our services cover everything from devices to servers, networking infrastructure and even point of

Many technologists believe the average lifespan of a staff or student device is between two and three years. Yet many educational institutions still don’t plan around device lifecycles in a structured way, resulting in longer refresh cycles due to budget limitations.

sale equipment for your canteen. We can even offer warehousing for staged deployments. Our Configuration Centre is capable of processing over 500 units concurrently, this can deliver huge efficiencies, reduce double handling, additional logistics and eliminate time consuming steps when products are delivered to the school. We can structure a pre-deployment plan which ensures devices are delivered with image loads completed, pre-configuration to your schools domains and asset tagging completed before even reaching the school. Acer can also assist schools in reducing the carbon footprint by providing an e-waste and asset re-use service across a range of commodity types, including mobility style devices such as laptops and desktop monitors, to name a few. We can co-ordinate the separation of assets into e-waste and re-use the units for re-sale. We then arrange the logistics to ensure old units removed from the school promptly and with minimal fuss. We can arrange for assets

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to go through an e-waste processes and provide data destruction certificates upon processing which confirm the recycling conducted. Alternatively, if the units still hold market value, we can data sanitise them and resell the units, providing the profits back to schools. These funds can be used to offset the costs of your technology refresh. Acer respects Privacy Laws and understands schools have a duty of care toward its student community, which is why we can erase all data onsite before it leaves the schools premises. Our recycling initiatives typically see 90 per cent of the weight re-entering the commodity markets in the form or steel, plastics, semi-precious metals and precious metals. We typically recycle over a million kilograms of e-waste per year. Should you have questions around the content in this editorial or would like to explore a discussion in greater detail please reach out to our Education Team at: education.aca@acer.com

TECHNOLOGY

Acer CloudProfessor fosters STEM growth RESEARCH SHOWS STEM SKILLS ARE CRITICAL TO PREPARING STUDENTS FOR A RAPIDLY CHANGING WORKFORCE. ACER EXPLAINS HOW ITS CLOUDPROFESSOR TECHNOLOGY WILL EQUIP STUDENTS FOR THE JOBS OF THE FUTURE.

Contemporary research shows 75 per cent of the fastest growing occupations will require science, technology, engineering and mathematics, according to a 2014 report by the federal government statutory authority, the Office of the Chief Scientist. The Science, Technology, Engineering and Mathematics: Australia’s future report noted that strong performance in STEM is critical to the education sector, and demand for these subjects is only set to grow. For those unaware of STEM, it stands for science, technology, engineering and mathematics. The subjects are closely aligned in primary and secondary schools across the country, as innovation and digital skills become increasingly important to equipping students for a rapidly changing workforce. A critical component of STEM is the ability for students to learn computer coding across a

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range of different year levels in Australian schools. According to the Foundation for Young Australian’s New Work Order 2015 report, at least 50 per cent of workers will need advanced skills to configure and build systems. Coding involves the algorithmic language of computers, and teaches children how computers are built, how they work, helping them to construct their function and behaviour. Recent data also shows the Australian workforce is rapidly changing. Data compiled by KPMG shows between May 2011 to the same month in 2016, more than 100,000 jobs have been created in professional, science and technology industries. Acer has taken many of these factors into account when developing the Acer CloudProfessor – a technology that facilitates a range of coding programs. The company says some of its many goals are to create a school culture where the importance of STEM is recognised and valued,

expose students and teachers to a wide range of career options, and build on students’ curiosity and connect STEM learning to solving real-world problems. “We hope to ensure all students finish school with strong foundational knowledge in STEM and related skills. Part of that involves increasing student’s STEM ability, engagement, participation and aspiration. This is why we have designed the Acer CloudProfessor, Acer says. CloudProfessor helps students hone their coding skills by giving them the option of working with a variety of programming languages. The programs include JavaScript, English-like LiveCode, as well as Blockly, which gives younger learners the visual interface they need to begin innovating in the new Internet of Things (IoT) era. The ability to connect to multiple devices at once forms the basis of IoT, which is a system of interrelated computing devices that have the capacity to transfer data over a network. A variety of devices including PCs, mobile phones and tablets can all connect with CloudProfessor to begin utilising cloud technology and development. The idea aligns with the Australian Curriculum, which notes on its website that students need the knowledge, skills and confidence to make ICT work for them at school, at home and in their communities in order to participate in a technologically sophisticated society now and into the future. The CloudProfessor App similarly allows students to write down their code ideas wherever they are, teaching them to use multiple devices in the classroom. Acer explains that its CloudProfessor technology is the world’s first IoT start kit, combining hardware, software and the Cloud. JavaScript is the programming language of HTML and the Web, which can be used to design the program and how web pages behave, an essential part of computer programming.

LiveCode is a multiplatform development application that allows students to create apps that run on every major device, including iOS, Android, Mac and Windows. Blockly provides a visual way to learn code, by using interlocking, graphical blocks to represent code concepts, a key element for students who learn visually. CloudProfessor also contains the Arduino development board, which is capable of supporting a wide variety of sensors, including light to temperature and other elements. Acer CloudProfessor features eight different application packages for students to work with, including LED lights, temperature sensors, light sensors and fans. As computer technologies become embedded in our working lives, it will be critical children are adept in ICT programs to meet skills shortages. In 2013, Australian Workforce and Productivity Agency’s National Workforce Development Strategy predicted that by 2025, there may be an undersupply of qualifications in the ICT sector. They predicted the industry would grow between 64 and 72 per cent faster than overall employment growth, and accounting for around 5 per cent of all employment in 2025. Critical to this is an understanding of cloud computing, which is a type of internet-based computing that provides shared resources and data to computers and other devices on demand.

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“Acer CloudProfessor is the world’s first IoT starter kit, combining hardware software and the Cloud.” “It is the easiest way for teachers and students new to the Cloud to learn what it is and how to bring their unique creations into the world,” Acer says. With a variety of sensors already provided, Acer says its plug and play functionality allows you to easily plug the hardware in and begin using the device. “Our code and make allows you to explore the cloud over your phone with intuitive and easy to use languages such as JavaScript and LiveCode.” Acer realise the importance of connecting technology and activities in the classroom to the Australian Curriculum and have therefore partnered with Harvey Norman Business & Education to utilise their education team (that consists of qualified and experienced classroom teachers) to help with implementation of CloudProfessor in schools. Activities vary from class to class, but will include areas like technology in sustainability to create energy efficient smart lights, smart fans and more, that link directly to existing Australian Curriculum topics. This helps make students aware of ‘real world’ examples while focusing on creative design and innovative technology solutions. CloudProfessor also comes with an optional Arduino Robotic Arm, which makes coding and programming in the classroom fun, while allowing them to physically create and program things like factory production lines or execute repetitive tasks that human hands might normally need to do. After all, robotic arms are now being used in a significant number of industries from factory production right through to previously impossible medical procedures! To achieve their goals, the company is focused on targeting private, independent and public schools. Acer’s national strategy hopes to reach more than 1000 private independent schools nationally, including in excess of 43,000 full-time-equivalent staff and 500,000 students. Another segment of its strategy is public schools, with 116 primary and high schools across the country receiving funding grants to motivate schools to partake in STEM related activities with the aim of improving outcomes. “Our focus is also on enhancing the professional development of schools across the country,” Acer adds. “We want to ensure students are comfortable with taking risks and thinking outside the box. For this to happen, teachers need to ask for feedback so that they can reflect on their teaching practice.” Should you have questions around the content in this editorial or would like to explore a discussion in greater detail please reach out to our Education Team at: education.aca@acer.com

PRINTING

Printing VS digital: a comparison of learning outcomes DO STUDENTS LEARN BETTER FROM READING A SOFT COPY OR PRINTED VERSION? SOME RESEARCH SUGGESTS THE LATTER.

Some students learn more from print than they do from reading content digitally, according to author Naomi S. Baron in research published in her 2015 book – The Fate of Reading in a Digital World. Ms Baron’s research looked at 429 university students from the USA, Japan, Germany, Slovenia and India, with interviews conducted between 2013 and 2015. Students in the study reported that print was aesthetically more enjoyable, making comments such as “I like the smell of paper” or that reading in print is “real reading”. The students also noted the print copy gave them a sense of which chapter they were up to, so that they could “see” and “feel” where they were in the text. Other results found print was also easier on the eyes and less likely to encourage multitasking. So which one yields better results? According to a study published in the International Journal of Education Research in 2013, students in Norway scored significantly better on reading comprehension than students who read digitally. The study, Reading linear texts on paper versus computer screen: Effects on reading comprehension, looked at 72 Year 10 students from two different primary schools. The students were placed into groups, where one group read two texts (between 1400-2000 words) in print, and the other group looked at the same texts in PDF format on a computer screen. Another study, published in the journal PLoS One, found participants scored the

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same on print and digital. The study, titled: Subjective impressions do not mirror online reading effort: concurrent EEG-eyetracking evidence from the reading of books and digital media, measured young and elderly adults reading short texts on three different reading devices, including a paper page, e-reader and tablet computer. Another study, by Anne Mangen of Norway’s Stavanger University, found in 2014 that print readers were better at reconstructing the plot sequence of a short story by Elizabeth George. Half of the 50 readers read the 28-page story on Kindle, and half in a paperback format, with readers then tested on elements of the narrative, including objects, characters and settings. Similarly, a 2003 study conducted at the National Autonomous University of Mexico, found nearly 80 percent of 687 surveyed students preferred reading text on paper instead of a screen in order to “understand it with clarity”. While print remains a popular choice, keeping costs down is still a priority for schools across the country. Griffith University on its Sustainable Initiatives webpage suggests minimising the distribution of hard copy documents, redesigning paper forms to use half a sheet of paper and creating double-sided forms, and using word template forms to avoid the cost of pre-printed forms that may date. They suggest using electronic versions for policies, technical manuals, employee directories and job postings. Other organisations, such as Epson, have however endeavoured to reduce costs in the delivery of new office printers. Epson’s WorkForce Pro RIPS was built for organisations that prioritise low running costs. Epson’s new WorkForce Pro R5000 and R8000 Series printers can deliver up to 75,000* printed pages in both black and colour before the ink needs replenishing, equating to 150 reams of paper. Four compact ink supply bags reduce the impact on the environment and save time, while inkjet printers such as Epson’s Workforce models use no heat in the printing process, reducing power consumption by up to 80 percent when compared to laser printers. *WF-R8590 only

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FURNITURE & EQUIPMENT

At Woods, we’re for flexible learning EDUCATION IS OF THE UTMOST IMPORTANCE, NOT ONLY FOR THE CHILDREN OF TODAY, BUT ALSO FOR OUR ENTIRE WORLD TOMORROW.

This belief has driven our team, for over half a century, to study how children learn – from a behavioral, ergonomic and cognitive perspective – and to develop furniture that is flexible, adaptable and stimulating. Our product range positively enhances the educational environment, ensuring our children are reaching their full learning potential. We offer an extensive range, service and support to education facilities across Australia. Our support and services commence with the initial contact or enquiry and continue years down the track with our valued Woods clients. We provide professional advice on how to integrate best practices into the learning environment, which in turn inspires education and allows students to perform better in a flexible and stimulating setting. We are proud to say we take a “hands on” approach, with our people travelling all over Australia to work with educators, architects and specifiers to design and provide the best possible learning and teaching outcomes. Woods is committed to Australian manufacturing. Whilst many of our competitors have chosen to use imports as the key source of their furniture supplies, our company remains Australian owned and continues to manufacture our award winning, innovative furniture right here in Australia, as we have done since 1953. By investing in CNC machinery and hightech equipment, Woods has the technology to produce the majority of the components for its broad furniture range in house. Additionally, having our own extensive warehousing facility, teamed with strong alliances with locally-based transport companies, Woods has the resources to meet customer expectations and requirements by delivering our products anywhere throughout Australia in a timely manner. At Woods, not only are we committed to providing inspired and flexible learning environments, we are also passionate about

providing a better world for future generations. At our factory we have adopted processes of utilising solar power, harvesting rainwater, waste minimisation, resource conservation, recycling and sustainable manufacturing decisions and processes. It is this consideration that sets us apart and this is the contribution we are making to the world of tomorrow. Our products are GECA certified (Green Tick). This provides our customers with the confidence that our products meet environmental, human health and ethical impact criteria. Additionally, all Woods products are VOC Emissions Certified and contain no volatile compounds or carcinogens that cause chronic irritation to children. Naturally, Woods considers this an important factor when developing furniture that will be used daily by many children. Additionally, we proudly manufacture our products to the highest quality standards, of AS/NZS 4610, ensuring our products meet the demands of classrooms today and well into the future. We back this promise with a 10-year warranty on the entire Woods range. By implementing best practice in management control, business practices,

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operation performance, communication and coordination Woods achieved an ISO 9001 accreditation. Ensuring we maintain a consistent level of service and product delivery throughout the company. With our own in-house research and development team, Woods is constantly expanding and refining its line of products to ensure we keep providing current furniture designs, relevant to today’s complex learning and working environments. Our strategic partnership with VS, a German company, arguably the world’s best designer and producer of ergo-dynamic and flexible school furniture, ensures Woods is always at the forefront when it comes to innovation and design within the Australian education system. By incorporating our design philosophy with products that are produced to the high Australian and New Zealand Standards, in an environmentally sustainable way, we are creating furniture that not only enables students to reach their full learning potential, but also contributes to a better future for them and the planet in which they live. Visit www.woodsfurniture.com.au for more information.

At Woods, we believe that education is of the utmost importance – not just for the children of today but for our world tomorrow. This belief has driven our team, for over half a century, to study how children learn – from a behavioral, ergonomic and cognitive perspective – to develop furniture that is flexible, adaptable and stimulating. It’s this philosophy that inspired our ergo-dynamic PantoFlex chair. Designed by one of the world’s greatest furniture designers, Verner Panton, the PantoFlex chair promotes correct posture, improves blood and oxygen circulation, assists the developing musculo-skeletal system and most importantly contributes to an increased attention span. And that’s only half the story. To find out more about our innovative range of educational furniture visit woodsfurniture.com.au or call 1800 004 555. We’re for flexible learning

MAKING THE GRADE

Embracing online engagement in education KATHRYN TAYLOR, DIRECTOR AND OWNER OF TURNING POINT CONSULTING, SHARES HER EXPERIENCES, STRATEGIES AND POSITIVE TECHNIQUES TO HELP TEACHERS SUPPORT YOUNG JOB SEEKERS IN A TECHNOLOGICALLY-DRIVEN EMPLOYMENT CLIMATE.

Kathryn Taylor is the Director of Turning Point Consulting, a Centre of Excellence: Leadership, Change & Wellbeing Services. With over 18 years’ experience in education and corporate human resources, leadership and organisational change, Kathryn provides insight to support individuals in positioning themselves for personal success. Recognised as a centre of excellence in Leadership, Change & Wellbeing Services, her business works across education program K-12 in independent and department schools delivering staff, student and parent initiatives.

The changes in the workplace over the past 20 years have been dramatic. Reflecting on commencing a career without mobile phones, emails and websites as the norm seems to be impossible for youth today. Managing a workforce without online communication, professional training and an understanding of local, interstate and global transition seems to be a foreign concept. This is however, where the volume of senior leaders and executives began their career. Recognising the online divide between generations has created angst and opportunity as students gain confidence behind the screen and the modern workplace demands greater collaboration, introspection and emotional intelligence than ever before. PwCs report, Millennials at work, Reshaping the workplace, confirms that millennials first choice for career is around continual learning and development. Additionally, they are seeking companies they admire, ensuring branding is key to their decision making. The report found 41 per cent of millennials say that they prefer to communicate electronically, avoiding face-to-face discussion, while 78 per cent stated that technology makes them more effective in their workplace. Combined with the continuing impacts of the Global Financial Crisis and the new commercial environment, we find education along with all industries, faced with the challenge of how to achieve more with less. Collaborating with the education sector as a whole, we hear common themes of workplace fatigue, communication gaps, expectations of professional improvement

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and accountability and inter-staff frictions alongside a need for more hours in the day. Education has embraced and enveloped technology within the classroom by taking standard blackboards to Smartboards and student quizzes to online surveys. The results have enabled student discussion without vulnerability, bring your own device for students and access to online courses for staff and students to further knowledge and learning. As a broader society and school community, there is often much focus on the negative impacts of online activities. As such, it is important to recognise the value in the increase in technological reach. There are a multitude of opportunities to achieve strategic plans, coaching goals and whole school engagement by way of positive online application. Within our work, we identify several core functions benefiting from these techniques which encompass the school’s commercial accountability, staff management and development and connecting with parents and community. Here are some suggestions and techniques for teachers hoping to achieve outcomes with technological efficiency. COMMERCIAL OUTCOMES Now more than ever schools have outlined commercial accountability to their schools’ board, department and/or community. As such, the responsibility on educational leaders has increased in their requirement to communicate a crisp vision, clarify strategic alignment and deliver through the whole staff group.

Talent management Reaching and selecting talented educators in a candidate-rich market demands a holistic talent management process. With such a process in place, the school benefits from positive marketing, branding and promotion of vision and achievements alongside identification of potential staff in a timely manner. The LinkedIn global recruiting trends report 2017 states that hiring choices are increasingly moving to referrals from staff, accounting for 48 per cent of hires, closely followed by website or online job boards at 46 per cent. Social professional networks, such as LinkedIn, result in 40 per cent of staff sourced. Marketing and branding The business of educating students requires a view of reaching students and their families with alignment to their beliefs, expectations and culture. Online marketing is now the standard medium of reach for all sectors and accessing platforms attractive to your demographic is an expectation of growing businesses today. Visibility is key to the appeal of top talent and discerning parents seeking

value for their investment in their childâ&#x20AC;&#x2122;s future through difficult economic times. As a result, we have seen an increase in parents selecting public and Catholic schools particularly due to the results and shared knowledge. International reach for trends and resources It has been said that knowledge is power. Certainly this is true for our student population who will seek online results for personal, social, educational and future pathways. Being a global society, educational activities around the world are impacting the standards of institutions at the forefront of their sector. Looking beyond academic outcomes relating to staff and studentâ&#x20AC;&#x2122;s engagement, overseas communities have advanced beyond many others. We are able to gain evidence from overseas as to potential avenues to address student learning or engagement needs, wellbeing initiatives, maximising active working and learning spaces and staff development, all with a connection to student learning results.

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STAFF DEVELOPMENT AND PROFESSIONAL NETWORKING The career of an educator offers diversity and opportunity across key learning areas, including student demographics, research and corporation. Key to success as a professional in any field today is ownership of self, recognition of competence, establishment of aspirational goals and longterm vision of personal purpose. As such, online communities support and extend professionals with ease, offering a variety of mediums for achievement. Professional online presence Career pathways and opportunities, as much as development, are extensive in an online community. Business social networking platform LinkedIn offers access to a global industry forum in your living or staff room. With positive self-promotion, staff will have access to development tools and forums that can resolve immediate needs and benefit longer-term planning within the classroom and their careers.

MAKING THE GRADE

Teaching tools and techniques Creating active groups or connections via LinkedIn, Facebook, Twitter and other social media channels, educators are positioned to access content, lesson ideas, programs, support and varied ideas to use within professional development meetings, coaching conversations, student and classroom interactions. Supporting teachers in achieving individualised learning, online communities deliver a breadth of information in an accessible manner. Connections for local, regional and rural schools Isolation is a common concern for staff in various areas, be it in isolation within the school. This is due to the interaction of faculties, limited student numbers in course streams or physical remoteness for regional educators. Online communities offer a positive social network to support their professional demands and need for social interaction aligned to school or student outcomes. Creating constructive relationships builds a sense of belonging for situations where this would otherwise not be possible. PARENT AND COMMUNITY (P&C) ENGAGEMENT Now more than ever, schools are seeking ways to develop cohesion within their community. The value of effective communication in minimising issues and creating consistency is well documented as is an essential aspect of every school’s strategic plan. The traditional P&C engagement group has grown to encompass past and present community members by means of Facebook groups, Twitter and LinkedIn followers along with other online forums. Linking online presence to educational benefit Positive sharing of success within school, student and community achievement has become critical to differentiation within a competitive educational market. Sharing these milestones and successes provides opportunity for marketing, recognition and outcomes within the community and beyond. Social media for parent engagement Bringing parents into the community and sharing

Now more than ever, schools are seeking ways to develop cohesion within their community. The value of effective communication in minimising issues and creating consistency is well documented as is an essential aspect of every school’s strategic plan.

student learning experiences has become essential to the modern school. Parents are acutely aware of their expectations of their child’s learning and growth, they seek to provide a better life for their child and will seek to understand the actions of the school. Many schools are sharing student activities, achievements, awards and staff interactions, which creates an open environment, bridging the traditional divide and separation between the teacher and community. Connecting schools to the broader community It is understood that education maintains a leading role in preparing students for their future careers. As the modern workplace continues to grow, change and adapt to world and technological changes, the need to remain current and connected to what that workplace looks like has become important

References Millennials at Work 2017. PWC, 2017. Online Bernard,. “Linkedin Global Recruiting Trends Report 2017”. Slideshare.net. N.p., 2017. Web. 4 Apr. 2017. Balogh, Stefanie, and Stefanie Balogh. “The School Fee Shuffle”. Theaustralian.com.au. N.p., 2017. Web. 4 Apr. 2017. “Why Settle For A Career You Hate?”. News.com.au. N.p., 2017. Web. 4 Apr. 2017.

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to all educators. Continuing the relationship with past students and families supports industry currency, fundraising pathways and access to a volunteer community to assist in wide-ranging school initiatives. While many of us have embraced technology as part of our personal world, staying in contact with friends and family, seeking out information supporting our personal needs and remaining current in our hobbies and interests, we are now offered the opportunity to build a commercial and/or professional presence to assist in supporting our careers, wellbeing, achievements and opportunities. Education has provided the opportunity to maximise their capacity through efficiency rather than exhaustion. Kathryn will present her ideas at the National Education Summit in September.

MAKING THE GRADE

Deakin University – Dedicated to developing specialised skills and knowledge Ever thought about broadening your horizons? Gain a languages specialisation with Deakin’s Master of Languages Teaching or Graduate Certificate of Languages Teaching. The course is designed to broaden the skills of those working as registered teachers in primary and secondary schools, by adding a VIT-endorsed specialist teaching method area in languages teaching to their existing teacher registration. A Masters-level qualification in Education additionally

offers relevant professional learning, to teachers who seek to move into, or already occupy, leadership, coordination or specialist positions in school systems. At Deakin, you will learn from experts in the industry who are highly experienced, engaged in contemporary research and working to improve the quality of learning to make a positive impact on education in Australia and around the world. Deakin’s unique trimester system also provides

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students with an incredible amount of flexibility and the option to fast track your degree allowing you to complete your studies while you work. Find out more Deakin.edu.au/tlote Talk to us: 1800 693 888 or email artsed-pg@deakin.edu.au

MAKING THE GRADE

DRIVE REAL CHANGE AT YOUR SCHOOL AT TORRENS UNIVERSITY AUSTRALIA. MASTER OF EDUCATION (INNOVATION AND CHANGE) GRADUATE CERTIFICATE OF EDUCATION (INNOVATION AND CHANGE)

STUDY ONLINE FROM ANYWHERE IN AUSTRALIA CLASSES START 5 JUNE, 2017 TORRENS.EDU.AU/COURSES/EDUCATION

Supporting innovation and change in schools Classrooms are dynamic environments in which teachers need to constantly innovate to enhance student learning. There are many innovations available to teachers, and much literature on educational innovation. But often the difficulty is knowing how to innovate in a way that is right for who you are as a teacher and for your students. To address this, Torrens University has launched a suite of postgraduate education courses tailored to the realities of classroom life. These courses, designed for professionals in mainstream education, give teachers and school leaders a set of skills, tools, and processes to identify opportunities and develop strategies for innovation, and to test them in practice. Participants in Torrens University postgraduate courses learn about different approaches to educational change and innovation, critique the role of technology, and are supported to understand the impact of educational innovation within their classroom. The courses take a â&#x20AC;&#x2DC;practice-firstâ&#x20AC;&#x2122; approach, the central focus is teachers in their classrooms. Graduates complete the course with a deeper understanding of their own practice, and the kinds of innovations that are effective in their settings through examining their practice and current theoretical perspectives. They will also develop an extensive portfolio of evidence that shows their capacity to plan for, implement, and lead school and classroom-based improvements, and monitor the impact for teachers and students. In this way, the Torrens University courses reflect a new approach to postgraduate education, designed to enable participants to share, critique, and extend their current practice and knowledge in a supportive environment that reflects the needs and realities of teachers and school leaders. Professor Tim Moss, Program Director, Education. Email timothy.moss@laureate.edu.au, Phone: +61 3 8199 3123

MAKING THE GRADE

Engaging STEM

ENGAGING STEM EDUCATION

The Monash Education Engaging STEM Education seminar series intends to explore various aspects of the discipline with a focus on implications for learning and teaching. The second in this series of four seminars furthers our understandings by questioning - what approaches and pedagogies might usefully contribute to STEM education? Using resources developed by the ReMSTEP project as a stimulus, a panel of educators will provide practical insights into STEM education. The results aim to highlight how STEM might be executed into relevant and meaningful learning experiences. Opportunities will be provided for attendees to discuss their related experiences and practices with colleagues, before moving into a sharing session to generate further conversation and ideas about what STEM education might look like in practice. To find out more about the ReMSTEP project visit: monash.edu/ science-education/2016/resources/remstep-video-2-fractals/ To register for the upcoming seminar visit: monash.edu/education/stem

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Seminar series for teachers and educators Find out more monash.edu/education/stem

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MAKING THE GRADE

Graduate and Grow: helping your school to retain graduate teachers Teacher attrition is a problem that affects many countries, and Australia is no exception. Australian researchers estimate between 3050 per cent of teachers leave within their first five years in the profession. Loss of graduate teachers means schools are losing valuable staff and students are experiencing instability among their teachers – not to mention the disenchantment being felt by the graduate teachers themselves. GG half page ad_233x145mm_WORKSHOP.ai 1 03-Apr-17 10:37:02 AM

A key reason new teachers don’t stick around is a lack of on-the-job support. Great leaders help graduates grow, and Principals Australia Institute (PAI) can help with this, supporting leaders to mentor graduate teachers. PAI offers Graduate and Grow workshops for principals, taking a professional development approach to graduate teacher support. Sessions will be held in April, May and June across Australia.

Graduate and Grow’s support continues beyond the workshops, with participants receiving a kit to keep. These practical resources will assist school leaders in fostering the effective teaching practice of teachers at the beginning of their careers. The kit also provides graduate teachers with tools and strategies. For more information about Graduate and Grow, visit the Event Calendar at pai.edu.au to find a workshop near you.

BEYOND THE CLASSROOM

Ditch that homework TEACHERS ARE UNDER INCREASING PRESSURE TO GIVE THEIR CHILDREN HOMEWORK AT A YOUNG AGE. IS IT NEEDED AND DOES HOMEWORK GUARANTEE BETTER RESULTS FOR STUDENTS IN THE LONG-TERM? US-BASED TEACHER, BLOGGER AND PRESENTER MATT MILLER ISN’T SO SURE…

Do school students really need to do homework? In many cases, today’s technology-rich education environment and innovative teaching methods can reduce or eliminate the need for it. We all grew up with homework. It is ingrained into the psyche of most schools and many have a set homework program, with the number of hours that students are expected to complete growing as they get older. In my 11 years teaching Spanish in two different high schools, I thought there had to be a better way. Now in my second year away from the classroom, I write, blog and present my ideas on how we can be more innovative in the classroom.

Matt Miller has been infusing technology into his classroom for more than 10 years. After trying to do the traditional “teach by the textbook” for a few years, he launched into a path where learning activities were often custom-produced for his students. Matt is the author of Ditch That Textbook, a book that encourages teachers to free their teaching and revolutionise their classrooms with mindsets, techniques and curriculum to serve today’s learners.

As part of that, we can use textbooks and homework much less while still achieving great results. I have experienced a range of classroom settings and can see the potential for technology and good teaching practices to make it a much more productive place. I’m in and out of classrooms as I have friends who teach and my wife is a teacher. I help them create and execute innovative lessons and am an occasional substitute teacher at my children’s school, putting me in roles I never got to experience as a fulltime teacher. Many homework advocates claim that homework can help students to develop time management skills and discipline while enriching their learning. But students can develop these skills in the classroom, and do it more efficiently without the need for taking work home. Teaching is a noble profession brimming with dedicated educators who want the best for their students. Through new technology and improving best practices, we can build upon solid teaching to get more done in the school day. My earlier book, Ditch That Textbook, talks about ways in which teachers can engage students by ditching old, tired, ineffective “textbook” practices and mindsets about education in favour of more modern, innovative ones. I’m now writing Ditch That Homework, which is due out in the middle of this year and argues that homework can be reduced or even eliminated by innovative teaching. I believe that efficient, technology-rich teaching can also minimise the need for homework and maybe eliminate it, even up to Year 12. The essential message is that if we can become more effective and efficient in the classroom we can reduce our reliance on homework. We talk about how we can use the following to reduce our reliance on homework: using current brain research to create brainfriendly learning activities, focusing on skills

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students will really use in the real world to better prepare them, and giving them timely feedback on their work so they can better internalise changes they need to make. One chapter in Ditch That Homework that I find particularly fascinating deals with optimising teaching based on how the brain learns. Researchers found that “retrieval” – pulling information learned from the brain through selfassessment or recitation – is much more effective than re-reading and re-studying, a common suggestion given to students. One study found better achievement and 50 per cent improvement in long-term retention for students using the practice. (Karpicke & Blunt, 2011) Every teacher knows his/her situation best, but if they’re like me, they’d like to reduce reliance on homework to the point that that it was unnecessary. It can be easy for us as teachers to make a homework assignment without thinking about the time it takes for students to do it. And often, students take more time to do it than we realise. A big focus of our book is this: If you weren’t allowed to assign homework, what would your class look like? I quit assigning it several years into my teaching career because it was a source of frustration for my students and I – and it wasn’t getting the results we wanted. There are so many concerns about assigning homework that should cause teachers to worry about assigning it. It gets copied in the hallway before class. Students struggle with it at home – especially those whose parents have less education. Research shows that the sleep lost from extra study is counterproductive to academic achievement. (O’Neel, Huynh & Fuligni, 2013) It’s not an effective use of students’ time, and it kills relationships with parents and teachers. Everything I mentioned above can apply up to Year 12 as well. Instead, we can give students assignments

BEYOND THE CLASSROOM

where they can create and share instead of consume. We can give students more choice and bring in student interest, keeping students engaged in learning better. We can work on relationships – with students, with parents and student-to-student – because relationships are the glue that holds everything together. Jeffrey Cornelius-White writes in Review of Educational Research, “positive teacherstudent relationships are associated with optimal, holistic learning.” (2007) Really, the idea here – and the book – is all about providing teachers with strategies they can use in the classroom to reduce their reliance on homework. Some strategies will likely work better in certain classrooms than in others. I discussed both my books at the second annual TeachTechPlay conference at Ivanhoe Grammar School on April 3-4. Differences exist between the educational system where I’ve taught in the United States and that in Australia. But similarities abound. A majority of Australia’s 3.7 million students attend government schools (Australian Bureau of Statistics, 2016), as do a majority of the United States’ 75 million students (National Center for Education Statistics, 2015). In both, college entrance is competitive and rigorous study is expected to meet those standards.

But the homework debate is universal. When the homework load is unbearable, students miss out on opportunities to pursue their passions outside of school – something we as adults do all the time. Parents in poorer families often have lower educational levels, making them less able to provide support to their children with advanced homework. Plus, regardless of country, we’re still not sure that it’s effective. “Taken as a whole, the available research might be summarised as inconclusive,” Alfie Kohn wrote in The Homework Myth: Why our kids get too much of a bad thing. (2007) “Careful examination of the data raises serious doubts about whether meaningful learning is enhanced by homework for students.” Here are some practical examples of how teachers can reduce their reliance on homework through what they do in the classroom: • Use technology to become more efficient in what you do in the classroom (i.e. let the computer grade what it can for you automatically) • Use technology to help students create – we want students to become creators instead of consumers. Some examples: helping students publish their work to the web using free website tools, creating with engaging activities like making Pinterest-style

infographics, video presentations • Provide timely feedback that students can really use. This is different from traditional homework, which can be delayed almost 48 hours from the time it’s assigned to when it’s collected and after students receive written feedback. Quick assessment tools like Quizizz and Kahoot! can let students practice in class and receive instant feedback that they can internalise instantly. • Communicate with parents to create mutual understanding and support. Parents can be a teacher’s biggest ally, and when they’re both on the same page and working toward the same goal, great learning can take place. Constant communication through many channels with parents can help them stay current with what’s happening in the classroom so they can better support their students. • Build relationships with students. This is a big one, and some teachers don’t see the importance of it. But it’s like Rita Pierson said in her well-viewed TED Talk called “Every child needs a champion” – “Kids don’t learn from people they don’t like.” There’s a lot of truth in that. They need to know that teachers see them, know them and appreciate them before they’ll work their hardest. • Ditch the lecture and engage students in new ways. Employers now want to hire employees that are good collaborators, that have good critical thinking and problem solving skills. We need to give students opportunities to do things – create things! • Give students choice. Cookie cutter lessons were a necessity when textbooks ruled the classroom. But now we have access to ubiquitous information on the internet and more opportunity to personalise learning than ever. In the end, students are preparing themselves for a future that’s hard to predict in a complex world. What they learn every day in a traditional classroom won’t prepare them for it alone. Instead of imposing on free time outside of school and time spent with family, schools can liberate students and their families to use that time as they see fit. A first step to make that a reality? Ditch That Homework.

Sources: Australian Bureau of Statistics. “Schools, Australia, 2016.” http://www.abs.gov.au/ausstats/abs@.nsf/mf/4221.0 Retrieved 6 March, 2017. Cornelius-White, Jeffrey. “Learner-centered teacher-student relationships are effective: A meta-analysis.” Review of educational research 77.1 (2007): 113-143. Dunsmoor, Joseph E., et al. “Emotional learning selectively and retroactively strengthens memories for related events.” Nature 520.7547 (2015): 345-348. Gillen O’Neel, C., Huynh, V. W., & Fuligni, A. J. (2013). To study or to sleep? The academic costs of extra studying at the expense of sleep. Child Development, 84(1), 133-142. Karpicke, Jeffrey D., and Janell R. Blunt. “Retrieval practice produces more learning than elaborative studying with concept mapping.” Science 331.6018 (2011): 772-775. Kohn, Alfie. The homework myth: Why our kids get too much of a bad thing. Da Capo Press, 2007. National Center for Education Statistics. “Digest of Education Statistics: 2015.” https://nces.ed.gov/programs/digest/d15/tables/dt15_105.30.asp Retrieved 6 March, 2017. More about Matt Miller: ditchthattextbook.com/about Ditch That Textbook: www.DitchThatTextbook.com / tinyurl.com/dttbook (Amazon) Ditch that Homework: www.DitchThatHomework.com Twitter: twitter.com/jmattmiller Matt’s co-author, Alice Keeler: alicekeeler.com

education matters secondary

ories m e m of e A Lifetim iendships and fr

DARWIN KAKADU

ARNHEM LAND

KATHERINE

TENNANT

CREEK

ALICE

SPRINGS

ULURU

NT LEARNING ADVENTURES

Come on an adventure to the Northern Territory. Discover, understand and learn new skills along with a lifetime of memories and friendships. The immersive Aboriginal culture, multicultural past and present will contribute towards cross-curriculum priorities and our National parks such as Kakadu, Uluru-Kata Tjuta and Nitmiluk National Parks, will inspire students to learn more about our natural resources.

SAVE & LEARN IN THE NT

NT school excursion funding of up to $1000 available. Simply apply online to save and learn! See our website for more information www.ntlearningadventures.com

trip

12 Day NT excursion $1695p/student Highlights: Royal Flying Doctor service, School of the Air, Nitmiluk Gorge Cruise, Mataranka Thermal Springs, Kakadu National Park, Yellow Water Cruise, Darwin Museum and Fanny Bay Gaol. Includes: • Coach equipped with seatbelts, DVD player, driver and cook • Airfare from Darwin to Melbourne including transfer back to school • All camping fees and equipment including tent and mattress • Entry to attractions • Entry fee waiver to Kakadu and Uluru-Kata Tjuta National Park on application* Price based on 44 students with up to 4 staff complimentary ex Melbourne. Price subject to terms and conditions. Optional component prices available on request. For all itineraries, terms and conditions visit www.worldstrides.com.au or call 1800 331 050. *Schools must apply directly to Kakadu and UluruKata Tjuta National Park for free entry.

BEYOND THE CLASSROOM

Tourism NT’s immersive teacher’s trip fosters development TEN TEACHERS FROM ACROSS AUSTRALIA WILL EMBARK ON A JOURNEY TO THE NORTHERN TERRITORY’S PICTURESQUE TOP END. TOURISM NT REFLECTS ON THE SUCCESS OF PREVIOUS TRIPS, HIGHLIGHTING WHAT’S IN STORE FOR THE NEW GROUP THIS YEAR.

The Northern Territory Government’s tourism body, Tourism NT, believes that a hands-on experience is the best learning tool for school students. Tourism NT has worked with the state’s tourism operators, schools and universities to create NT Learning Adventures, a programme offering school excursions that are aligned with the Australian curriculum. The unique state-wide partnership offers both students and teachers the opportunity to cover key learning areas, general capabilities and cross-curriculum priorities in an informal, yet valuable learning environment. Excursions are an alternative teaching method, allowing the regular ‘classroom-based lessons’ to be reinforced by the experience they have. In 2014, a group of Australian teachers were given the opportunity to experience their own learning adventure in the Northern Territory, incorporating experiences such as a night under the stars at Alice Springs’ Earth Sanctuary, exploring Uluru-Kata Tjuta National Park and riding a camel at Uluru Camel Tours. The group walked away with a greater understanding and appreciation for our great northern land, along with everlasting memories. Victoria’s Northcote High School teacher Natalie attended the first teacher famil trip to Central Australia in 2014, and said schools should place more emphasis on Australian explorations rather than international trips. She came to the realisation that our own backyard is rich in history and culture. Natalie was successful in producing a proposal to offer a school trip to Central Australia in place of a Gold Coast or international trip in 2015 and Northcote High School is now busily

NT Top End Teachers Famil 2015

planning their third trip to Central Australia. “With everything we participate in on a school level, we need to be able to articulate the impact on the student learning experience, and what NT Learning Adventures has achieved is having the tourism operators directly inform the schools of the outcomes and clearly identify the educational purposes behind a tour to the NT,” she said. “In addition, this highlighted to me the positive partnership between tourism and education. I was thoroughly impressed with the background work that had commenced prior to showcasing to teachers the value in a Northern Territory tour.” The 2015, another Top End trip saw nine

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teachers from Victoria, Tasmania and South Australia visit the NT. Coby Beames, a teacher from Torrens Valley Christian School (SA), found all the experiences were amazing, highlighting “what a beautiful place the NT is”. “The things that I liked most would be the Indigenous interactions we had with various tour groups, cooking, sightseeing, sharing stories, listening to culture and learning about a different way of life, such a precious gift,” she said. The fourth teacher-only trip to the Northern Territory is taking place in April this year, visiting the tropical Top End. Expressions of interest were sought out for 10 teachers to embark on the 2017 trip and the response was overwhelming.

The chosen teachers hail from Victoria, New South Wales and Western Australia and will discover a myriad of educational activities. These range from joining a cultural cruise in Kakadu, participating in an immersion program in Katherine, as well as visiting the newly established RFDS Darwin Tourist Facility. “I’m really looking forward to the 2017 teachers family in the Top End. We have 10 amazing teachers all eager to learn more about the NT. I’m excited to show them how our tour operators have recognised the requirements of a school excursion and align their product with curriculum outcomes. After five full days of travelling over 1200km they [the teachers] will most likely be rather exhausted by the end of it, but it will definitely be worth it!”, said Becky from Tourism NT. Since the inception of NT Learning Adventures in 2014, Tourism NT have reported that excursions to

NT Red Centre Teachers Famil 2014

the Northern Territory have increased by a massive 20 per cent, which is a significant rise for local tour operators. Education tourism is identified as an important market to target for Tourism NT, but the benefits are ten-fold when considering the positive impact that it has on Australian students. Students are not only learning about our nation’s pioneering and military history, but they are gaining knowledge of our Indigenous culture, past, present and future, which is such an important experience as they begin to make their own mark on the world. The variety of opportunities for school excursions in the NT cover a plethora of learning outcomes related to the Australian curriculum which create episodic memories in students – allowing them to draw a connection from their learnings to the memories they created on their school trip.

• Travel to the Territory Wildlife Park to gain an introduction to the flora and fauna of the Top End • Tour of Mt Bundy cattle station • Meet Manual from Top Didj Aboriginal experience in Katherine • Say g’day to Tom Curtin from Katherine Outback Experience • Cruise along Katherine River in Nitmiluk National Park • Immerse into Jawoyn culture with a ‘Footsteps of our Ancestors’ program • Witness the remarkable landscape of the world heritage listed Kakadu National Park • Cruise Yellow Water Billabong • Adventure into Arnhem Land with Kakadu Cultural Tours • Visit Crocosaurus Cove in Darwin city

TEASER HIGHLIGHTS OF THE 2017 TOP END TEACHERS FAMILY • Visit to the RFDS Darwin Tourist Facility and Bombing of Darwin experience and the Museum and Art Gallery of the Northern Territory

For more information on opportunities to join an NT teacher family or any of the NT Learning Adventure experiences go to www.ntlearningadventures.com or contact education.tourismnt@nt.gov.au

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BEYOND THE CLASSROOM

Melbourne Discovery Melbourne Discovery Group knows school accommodation. Planning a camp can be stressful but we make it easy. If you want a stress free, easy and educational camp that most importantly, is full of fun, then Melbourne Discovery Groups should be your number one choice. We are the premier provider of school group accommodation in Melbourne, located in the heart of the city and right on the doorstep of everything it has to offer. Take advantage of the free tram zone to get to all of Melbourneâ&#x20AC;&#x2122;s major attractions or make your way by foot through the cityâ&#x20AC;&#x2122;s famous laneways. School camps are what we do with free itinerary planning, on-site catering and numerous facilities such as a conference room and cinema. Our expert groups consultants will help you every step of the way and make sure your school camp goes off without a hitch and that you get to see the most that Melbourne has to offer. Melbourne Discovery Groups has you covered. For further information go to: www.melbournediscoverygroups.com or call +61 3 9329 4012

BEYOND THE CLASSROOM

New wheelchair-friendly Renault Master Bus arrives SCHOOLS AND COLLEGES SEEKING TO RENEW THEIR MINIBUS TRANSPORTS FOR STUDENTS HAVE BEEN TURNING TO THE NEW RENAULT MASTER 12-SEATER BUS SINCE ITS LAUNCH IN AUSTRALIA ONE YEAR AGO.

Not only does the spacious and fuel-efficient Bus look impressive, it is priced competitively, and comes with a long factory warranty, backed by a growing network of 52 dealers nationally. In addition, versions of the Renault Master Bus can be ordered now with a rear-entry wheelchair lift and space for two wheelchairs. One of the key benefits of the Renault Master Bus is that the high roof design allows the wheelchair passengers’ carers to walk around upright inside the vehicle. Well-respected conversion specialist Norden Conversion has a Master Bus package that can accommodate two wheelchairs as well as seven passengers and a driver. “We could see a demand for a bus that offers accommodation for up to two wheelchairs from schools, colleges and community groups, one that also maximises the regular number of seats,” says Lyndon Healey, Senior Model Line Manager for Renault LCV. “Working in conjunction with Norden, we have created a product that meets a wide range of needs across all school-age groups. “The wheelchair lift-equipped Renault Master Bus is also ideal for city and local councils’ health and social services

education matters secondary

BEYOND THE CLASSROOM

“With our reassurance programme, wide dealer network and strong factory warranty we can provide the ideal solution for all schools and colleges that need a 12-seater bus for pupils, as well as conversions that can accommodate students with reduced mobility.”

departments, private and public aged community and respite homes, as well as maxi-taxi and regional bus operators. “The conversion has been carried out to a very high standard, and provides a competitively-priced vehicle that outshines other offerings in the market,” Lyndon said. “To permit the wheelchair access we installed a Braun L918 chairlift without requiring any structural modifications to the bus,” says Nick Kotsonis, Norden Conversion’s Business Development Manager. With two wheelchairs installed, two rear-facing, lightweight, high-backed seats are situated against the back of the front seats, with three further single seats mounted down the side, one behind the other. All feature three-point inertia-reel seat belts, while the flat floor reduces tripping hazards and there are handrails for ease of entry and exit. “Renault offers a more competitive price than other European suppliers but superior in terms of interior space and carrying capacity,” Nick says.

education matters secondary

Renault has been attracting an ever-growing array of customers across Australia for its vans and light trucks, with more than 4600 vehicles sold last year. “One-in-five commercial vans sold in Australia in 2016 were Renaults,” Lyndon says. “With our reassurance programme, wide dealer network and strong factory warranty we can provide the ideal solution for all schools and colleges that need a 12-seater bus for pupils, as well as conversions that can accommodate students with reduced mobility. “There’s a lot more to buying a Bus than the purchase price. Renault and its dealers are committed to providing a positive ownership experience for our Bus customers throughout the vehicle’s working life,” he says. To find out how your school or college can benefit from the Renault Master Bus, contact us on 1800 009 008 or visit www.renault.com.au

SCHOOL MAINTENANCE

Carpet care IN TODAY’S FAST-PACED SOCIETY, CLEANING IS RESTRICTED TO TIGHT SCHEDULES, WHATEVER THE DAY, WHENEVER THE TIME, AND THIS HAS HAD A DIRECT IMPACT ON CLEANING TURNAROUND TIMES.

To deal with these time constraints, the carpetcleaning paradigm has shifted. The focus is no longer on cleaning stains after they occur; rather a proactive approach to maintaining carpet appearance and cleanliness has developed instead. This involves preventative maintenance measures such as dry vacuuming and interim cleaning with the use of carpet cleaning equipment. Tennant’s innovative ReadySpace® Rapiddrying Carpet Cleaning Technology cleans and dries carpets in under 30 minutes. This minimises area closure times and allow for the removal of soils before they become embedded in the carpet fibres. Carpets remain cleaner over time, last longer and extraction is required much less frequently.

are also available with HEPA filtration systems to maintain indoor air quality and certified by the Carpet and Rug Institute. More Information: tennantco.com/au/education 1300 TENNANT

Tennant also provides a complete line of vacuums for daily carpet maintenance. Tennant’s vacuums are durable and versatile with heavyduty, cordless, wet-dry, backpack and wide-area vacuum options available. Most of our vacuums

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SCHOOL MANAGEMENT

Edval’s free choice model FREE CHOICE IS KEY TO A PROSPEROUS EDUCATION. EDVAL EXPLAINS WHY SCHOOLS SHOULD GIVE STUDENTS AS MUCH FLEXIBILITY AS POSSIBLE WHEN IT COMES TO ELECTIVE SUBJECTS.

A 2006 University of Georgia study of US high school students found a markedly higher rate of ‘intrinsic’ (inherent) motivation in students enrolled in electives compared to ‘required’ subjects. That might seem like old news for some, but the same study also found an even higher rate of motivation in students who had a hand in the selection process – as opposed to choosing between subjects on predetermined lines. Edval believes schools should give students as much freedom as possible when it comes to elective subjects. Free choice is core to a successful education. Students who get their choices are more engaged, perform better and more likely to pursue their interests beyond school. Likewise, schools who keep a pulse on student demand and deliver subjects accordingly are an attractive choice for parents. But granting students the subjects that they want is a constant challenge for those tasked with timetabling, who must consider staffing availability and resources when generating elective lines. These factors are all too often considered as rigid limitations. But what if they could be adopted as ‘rules’ in a more fluid timetabling system that responds, as much as practically possible, to student preferences? Using Edval’s software, schools have found they don’t have to simply offer students a choice between A or B, or spend hours going back and forth with subject re-selection when limitations emerge. Staffing and resource availability and constraints on student choice, for instance, a schools’ decision to make a language compulsory, are incorporated into the subject selection module and built into the timetabling program. Students choose their subjects freely and Edval’s powerful algorithms generate lines that take into account the school’s unique needs and resources. THE RESULTS MAY SURPRISE YOU Edval consultant Moira Toohey says all too often, schools do not realise that there is a better approach to elective line generation. Many schools still use ‘fixed lines’ (predetermined) that offer students a choice between A, B or C. The ‘fixed line’ approach is typically attractive to schools because it allows the timetable to be signed off and recycled (with minor tweaks) from one year to the next, but it is far from ideal.

education matters secondary

“Fixed lines ensure that resources such as teachers and rooms are fully utilised but overlook the most important factor which is student choice,” Moira says. “Often schools discover that the subjects that they thought were popular aren’t. So they would traditionally have run two classes, and now only need to run one, because they’re not actually popular. On the flip side, the subject they think is not popular actually is popular.” At the other end of the spectrum are schools who feel they have done everything in their power to ensure student preferences are met, and as a result are putting up with a timetable that doesn’t work as efficiently as it could. Robert Aerlic, of New South Wales’ Matraville Sports High School, had already signed off on his school’s elective lines, but decided to give Edval a try after speaking with one of the organisation’s consultants. “They were able to show we could cut two whole classes and yet still satisfy more preferences than the lines we had proposed to run. This was just an amazing difference especially for a relatively small school and was achieved so quickly and easily,” Robert says. FROM SELECTION TO GRANTING: PUTTING STUDENTS FIRST At subject selection, students use an online module called WebChoice. Students are urged to rank the subject choices in order of preference and list back-up choices. School-specific rules incorporated into the form itself prevent invalid subject input. According to Moira, not only does this eradicate a huge amount of admin, it builds a system that is more receptive to diverse student choices. “If you had an elective program at Year 9 or 10 and they could choose four subjects, but as a school you want them to do one art subject, one technology subject and one humanities subject, we can actually write rules to make sure they choose one of each,” Moira says. Of course, it is not always practicable for a school to offer an extra class even if there is demand from students. But in this ‘free choice’ system, schools are able to look at student preferences overall to limit disappointment. “Our software generates reports about the

popularity of courses, where subjects sit in student preference levels, and even popular combinations of subjects,” Moira says. Schools are able to use this data to ensure net student satisfaction is met. For instance, if a school is faced with a decision about cancelling a music class and a drama class, they might see that both subjects are popular with a particular group of students and decide to cut only one subject. Better still, Edval itself can suggest the appropriate subject to cut with minimal disruption. Students will more often be granted their top subject choices rather than their lower preferences, in cases where a school cannot run all classes. Schools may in fact decide to run an extra class in a subject that was a popular third choice for students over a subject that was a top choice for a handful of students.

own subjects can be a daunting exercise, particularly for schools that feel settled in their approach to electives. But from a progressive point of view, the benefits could be enormous. Using Edval’s reports, decision-makers can take note of trends and adjust subject offerings accordingly. “If suddenly there’s a swing away from humanities subjects towards science subjects, you’ll need more science teachers. And since schools start this process in July/August, they’ve got plenty of time to look at their staffing needs and make adjustments,” Moira adds. A finely-tuned ‘free choice’ model facilitated by Edval will not only result in more choice for students; it can have very positive spin offs, like newly-found efficiencies, information about subject popularity and the basis for a more progressive educational program. Most importantly, turning an open ear to students will improve student motivation and educational outcomes overall. For more information visit: www.edval.education Or contact: sales@edval.education

LEVERAGING THE DATA OF STUDENT PREFERENCES Giving students an open slate to choose their

education matters secondary

HEALTH & WELLBEING

THE OASIS – Owen’s account of life on the street EDUCATIONAL NOT-FOR-PROFIT COOL AUSTRALIA RETURNS WITH A LESSON PLAN EXPLORING THE CONFRONTING NATURE OF HOMELESSNESS.

This lesson plan will show students a different side to the world they thought they knew and inspire them to take action to address an issue that really matters. THE OASIS is a powerful documentary exploring real life stories of young people facing homelessness and the people who support them. Cool Australia, in partnership with Shark Island Productions, provides free-toaccess Year 9–12 units of work that use selected clips from the documentary to teach English, Health and Physical Education. Each lesson plan includes curriculum links, teaching tips, fact sheets, assessment ideas and access to free educational videos. ABOUT THIS LESSON Students consider Owen’s experience of living on the street and the reasons that he is experiencing homelessness. They explore their own responses to Owen’s experiences, and then analyse the manner in which Owen’s story is told through a

deeper investigation into film techniques and how they affect the audience’s interpretation of the story being told. AUSTRALIAN CURRICULUM General capabilities: Critical and creative thinking, ethical understanding, literacy English: Years 9-12 Time Required: 120 minutes (or 2 x 60 minutes) WHAT YOU WILL NEED Film - https://www.coolaustralia.org/activity/the-oasis-englishowens-account/ Student worksheet - https://www.coolaustralia.org/activity/theoasis-english-owens-account/ Film techniques fact sheet - https://www.coolaustralia.org/wpcontent/uploads/2016/02/Film-techniques-Factsheet.pdf TEACHING SEQUENCE 10 minutes - Part A: My home 25 minutes - Part B: THE OASIS clip viewing and understanding 10 minutes - Part C: My reaction to Owen’s story 25 minutes - Part D: Film technique exploration 10 minutes - Reflection PART A: MY HOME Step 1: Invite students to explore the idea of home and the way they would like to feel at home. Ask students to name some of the things they love to do the most when they’re at home. Students complete this personal reflection activity and then share their thoughts using the think-pair-square method – which encourages students to justify their reasoning. You could use these questions to guide the discussion: • What is the activity you love to do at home? • Who does it with you? (If no one is required, are you left to do so on your own?) • What do you feel when you’re doing this activity? • What about ‘being at home’ more generally – how do you feel? Step 2: Summarise this part of the lesson by reinforcing that we all like to feel a certain way when we’re at home and are entitled to a feeling of safety and security.

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PART B: THE OASIS CLIP VIEWING AND UNDERSTANDING Step 1: As a class, watch the film to learn more about Owen’s story. Step 2: After watching Owen’s story, ask students to note down one phrase spoken by Owen that stood out to them on sticky notes, and stick them up on a space on the wall/whiteboard in random order. Step 3: Create a mindmap to group the phrases by moving the pieces of paper that are the same or similar into themes. Use those themes to have a class discussion about Owen’s story. PART C: MY REACTION TO OWEN’S STORY Ask students to choose one word that explains their reaction to Owen’s story. Encourage students to then write a short paragraph that explains why they chose that word.

• How is the technique used during Owen’s story? • What is the effect on the audience? • What are your thoughts on Owen’s reasons for homelessness and how does the film technique influence your opinion of him? Students could start their research using Cool Australia’s Film Techniques Factsheet.

PART D: FILM TECHNIQUE EXPLORATION Individually, in pairs or in groups, students explore how the film influences the audience to think about Owen’s reasons for being homeless. Ask students to analyse the way that film techniques are used to portray Owen and his story and how the audience is ultimately influenced to feel a certain way about Owen and his situation. Step 1: Consider the following…when he’s telling his story, Owen lists some pretty serious crimes that he’s committed. And yet, it could be suggested that we as the audience aren’t afraid of him. Why is that? We could start by considering what the film director shows us. For example, how are Owen’s experiences shown to the audience by the director and how does that influence our view of him? Directors always use film techniques to influence the audience to see the subject of their film in a certain light, and everything we see on the screen is

intentionally included. Considering that, let’s explore some film techniques and their purpose and effect to find out a little more about how the film changes our understanding of Owen’s reasons for being homeless. Step 2: Students choose a film technique to investigate, and respond to the following: • Define the film technique and its intended effect

education matters secondary

REFLECTION/HOMEWORK Students’ initial research and exploration of the film techniques as they apply to how Owen’s story is told in THE OASIS could be expanded and presented in a way that they choose, for example, an analytical essay – 500+ words and explanatory presentation. Use screenshots from the film to create an annotated story board. Write a quiz (with answers) for classmates. Discover the whole English unit of work at https:// www.coolaustralia.org/unit/oasis-english-year-9-10/ Cool Australia features free-to-access units of work and lesson plans that integrate topics such as sustainability, ethics, economics and wellbeing across subject areas.

HEALTH & WELLBEING

Geelong Grammar School’s Institute of Positive Education places wellbeing at the heart of education WHEN ACTIONED, CHARACTER STRENGTHS CONTRIBUTE TO LIVING A ‘GOOD LIFE’. THIS KNOWLEDGE AND FOCUS UNDERPINS GEELONG GRAMMAR SCHOOL’S POSITIVE EDUCATION PROGRAMME.

CHARACTER STRENGTHS While historically, education has been focused on academic outcomes, student wellbeing is increasingly becoming more salient, relevant and prioritised. Positive Education – informed by Positive Psychology and the science of wellbeing – places the wellbeing of students at the heart of education. A strengths-based approach, focusing on what is going well, is an essential tool of the Positive Educator. There is a wealth of research into the identification and treatment of mental illness, with consistent language around symptoms, diagnosis and behaviours associated with people who are languishing. Conversely, until recently, an agreed-upon set of criteria for describing those who are flourishing has been lacking, as have evidence-based strategies through which one might nurture this state. A common language with which to describe positive attributes in people has been an area of significant development within the science of wellbeing over the past decade. CHANGING THE FOCUS The VIA (Values in Action) Classification of Character Strengths was developed over a number of years by Professors Chris Peterson WISDOM

COURAGE

HUMANITY

JUSTICE

and Martin Seligman. It describes and characterises the positive human qualities that, when actioned, contribute to living a ‘good life’. Peterson and Seligman conducted an extensive literature and cultural review which examined not only scientific texts, but also politics, fables, plays, religious texts, customs, greeting cards, and even video game character profiles. The aim was to identify strengths and virtues that have been universally valued across the broad expanse of cultures and human history. The resulting list of 24 Character Strengths are grouped into six virtue areas; Wisdom, Courage, Humanity, Transcendence, Justice and Temperance. Everyone in your school community, including your colleagues, students and their family members, has every one of these strengths, albeit to different degrees and expressed in different ways. A person’s signature strengths have been found to be relatively stable over their lifetime, although the most commonly identified strengths in children and adolescents are Capacity to Love and be Loved, Zest, and Hope. Research has shown that it is possible to develop strengths through intentional activity and that people who use their signature strengths in new ways experience increased levels of wellbeing.

TEMPERANCE

Creativity

Bravery

Capacity to Love & be Loved

Teamwork

Forgiveness

Appreciation of Beauty & Excellence

Curiosity

Persistence

Kindness

Fairness

Modesty

Gratitude

Open-mindedness

Honesty

Social Intelligence

Leadership

Prudence

Hope

Love of Learning

Zest

Self-control

Humour & Playfulness

Perspective

Spirituality Adapted from VIA Institute on Character (http://www.viacharacter.org/www/Character-Strengths/VIA-Classification)

TRANSCENDENCE

education matters secondary

CHARACTER STRENGTHS AT GGS The knowledge and focus on Character Strengths underpins Geelong Grammar School’s Positive Education programme. By explicitly teaching our students the language of strengths and helping them to identify these positive character attributes in themselves and others, we give them the tools to develop and understand these aspects of their personality. By encouraging our staff (both teaching and non-teaching) to use and explore the language of Character Strengths, we aim to support a strengthsbased approach to all facets of the school experience. The students at our Year 9 campus, Timbertop, have recently completed the strengths survey through the VIA website (www.viacharacter.org). They have used their results to inform their personal goal-setting for the year, describing how they might use their signature strengths to achieve their goals. The staffroom wall at this small rural campus is decorated with the signature strengths of all the staff. This display has inspired a number of conversations amongst colleagues, as well as greater awareness of the unique character of the adults in our school community. In Senior School Positive Education classes, our

• • •

Year 10 students use their knowledge of Character Strengths to develop their understanding of what it means to flourish. In one exercise, they are asked to describe a memory of themselves at their best, and identify the strengths they used in the situation. These activities encourage students to contemplate how they could use and emphasise these strengths – in everything from their relationships to their choice of career – to help them to flourish in the future. By making Character Strengths part of the language of our learning environments, staff and

students are given agency to increase self-awareness and social awareness. In using a strengths-based approach to learning about character, our aim is to increase the focus on what is good about each member of our school community. To gain a deeper understanding of how schools can implement a strengths-based approach, please see Geelong Grammar’s Institute of Positive Education website (instituteofpositiveeducation.com). Educators may also wish to come along to one of our Positive Education training courses including our one-day Embedding Character Strengths workshop.

HEALTH & WELLBEING

Top 5 experiences: New Zealand THERE IS NO BETTER PLACE TO VISIT THAN NEW ZEALAND, WHICH IS A MIX OF STUNNING NATURE AND THRILLING ADVENTURE.

Australians make up almost half of all visitors to New Zealand and the below tips will help you ensure you get the most out of your holiday break. 1. CITIES TO VISIT New Zealanders love town nicknames, and all of our top picks have alter-egos that describe their unique atmosphere and culture. Auckland - The ‘City of Sails’ The largest city in New Zealand, built around two harbours. It has the nick name due to the popularity of sailing in the region. Rotorua - The ‘Sulphur City’ Thermal activity is a highlight but the hydrogen sulphide emissions from the hot pools have given this city its nickname. Wellington - The ‘Windy City’ The capital city of New Zealand. Its proximity to the mouth of the narrow Cook Strait leads to strong winds in this city. Christchurch - The ‘Garden City’ Known for its expansive parks and public gardens making this city a relaxing stop on the East coast of the South Island. Queenstown - The ‘Global Adventure Capital’ The home of adventure and with everything from bungee jumping to skiing. Dunedin - The ‘Edinburgh of the South’ A city on the South Island, settled by the Scots and aimed at emulating the romantic characters of Edinburgh. 2. FOOD TO EAT Whitebait - A seasonally available fish patty made from immature, translucent native freshwater fish which migrate from spawning in the sea each year. A whitebait fritter is served without gutting or de-heading. Roast Kumara - New Zealand name for sweet potatoes. Hangi - A traditional Maori feast cooked in

heated pit. Meat and vegetables are slowly steam cooked in a covered pit in the ground. L&P - Or Lemon and Paeroa is a sweet carbonated lemonade style drink which is ‘world famous in New Zealand’. Pavlova - You will most likely know about this one due to the rivalry between Australia and New Zealand on where the Pavlova was invented. 3. VISIT A VOLCANO New Zealand is home to many dormant and active volcanoes including that of White Island. White Island is a volcanic island just off the coast of the North Island of New Zealand and is still active. The island is a different world, with its smoke plume, yellow sulphur stones and green Crater Lake to absorb. Most of the volcano lies under sea level which means you can step right on to the top of the volcano. Have you ever been able to say you stood on an active volcano? 4. STEP INTO MIDDLE EARTH Ever wanted to visit a beautiful magical place filled with wizards, elves and dwarves? New Zealand is home to ‘Middle-earth’ with over 150 locations across the country being used to film The Lord of the Rings and The Hobbit trilogies.

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Some of the main places from the film are also stunningly beautiful and include glow worm caves, active geysers, mountains, rivers of bluegreen, fjords, river valleys and scenic waterfalls. 5. ADVENTURE INVENTIONS If you are someone who loves a thrill, there is no better place to get involved in the action than in the country that invented it! Zorbing - Invented in Rotorua, Zorbing is essentially stuffing yourself into a plastic ball and rolling down a hill. You can do it wet, dry, on your own or with your friends. Bungee Jump - Visit the first bungee jump at its original location at Kawarau Bridge bungy at the Kawarau Gorge Suspension Bridge near Queenstown. Jet Boating - The jet boat can take you places no other boat can. It is fast, exciting and takes you to beautiful locations. This content was compiled by AWP Australia Pty Ltd ABN 52 097 227 177 trading as Allianz Global Assistance (AGA). While every effort has been made to ensure the accuracy of all information, AGA does not accept liability for any errors or omissions. Photography Credits: Niradj and ChameleonsEye, Shutterstock.com

SUSTAINABILITY

Secondary schools sprouting kitchen gardens KITCHEN GARDEN PROGRAMS ARE EXPANDING FROM THE REALM OF PRIMARY SCHOOLS INTO THE SECONDARY SCHOOL SECTOR.

Australian secondary schools are digging into food education and introducing kitchen garden programs and activities into their curriculum. With support from the not-for-profit Stephanie Alexander Kitchen Garden Foundation, secondary schools are teaching food education in a variety of ways. Some schools, such as Melbourne’s Cranbourne East Secondary College, are developing kitchen and gardens where students can grow produce to be used in food technology and home economics classes. Others are using kitchen gardens as alternative learning spaces for subjects such as English, Art, Science and Maths. Schools are also using their kitchen and gardens as spaces to help students who find the traditional classroom setting challenging, including students with special needs or behavioural disorders. More than 800 primary schools are running the Stephanie Alexander Kitchen Garden Program. Some of these are feeder schools, and their secondary counterparts are realising the importance of continuing the vital food education these students have been learning. The Kitchen Garden Foundation’s new Kitchen Garden Classroom membership has enabled secondary schools to access the Foundation’s wealth of knowledge, professional development, resources, support and online community of kitchen garden educators. Melbourne’s Doncaster Secondary College recently joined as a member of the Foundation’s Kitchen Garden Classroom, and are just beginning their pleasurable food education journey. The school already has a vegetable garden that contains raised and vertical garden beds and a sensory garden. The garden also incorporates art and seating created by Victorian Certificate of Applied Learning (VCAL) students at the school. Produce grown in the school’s garden is being used by food technology and outdoor education students in their cooking classes. The garden space has also been used by the school’s student welfare staff as a quiet place to speak to students. Simon Cross, Doncaster Secondary College Arts and Technology Learning Area Leader, said the school hopes to widen the use of the school gardens this year. He said the school also hopes to incorporate kitchen garden learning into a broader range of subjects across the curriculum, and the teaching faculty has many exciting ideas about how to do that. “I thought the best thing was to sign up (for the Kitchen Garden Classroom membership) and get the ball rolling from there,” he said. Simon said the garden provided fantastic opportunities to link to the arts curriculum, and they had some interesting projects lined up for the year. “We’re doing a sculpture for the garden made out of old colanders from the school’s industrial kitchen,” he said.

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“And Year 10 students are making ceramic fruit and vegetables that will decorate a totem pole for the garden. They’ve made fantastic dragon fruit, pomegranates and lemons.” Doncaster Secondary also runs a program called MYSELF (Middle Years Selected Essential Learning for the Future) in Year 9, which provides many options for linking kitchen garden learning and the curriculum. The MYSELF program runs one day a week, and involves students undertaking real-world learning. The program includes a My Bakery class where students learn hands-on cooking skills.

Simon said the school’s canteen, known as the Doncaster Café, is undergoing a renovation to make it look more like a café, with the refurbishment offering an opportunity in the future to incorporate produce from the school’s garden into the menu. GS Kidd Memorial School – a school for students with intellectual disabilities in Gunnedah, New South Wales – is running a more structured kitchen garden program with their students. Kitchen Garden Coordinator Kim Gibson said the school has run weekly garden classes with senior students aged 12–18. She said the garden was also

used by junior and intermediate students, aged four to 12, during leisure time and for curriculum-linked activities. Kim said all students at the school also take part in weekly cooking classes. “It’s great when children can go out and pick something from the garden and then cook it. Everyone gets a kick out of it,” she said. Kim said the garden was also used as a stress-free zone for students who were finding the classroom challenging, and needed some time out. She said environmental education was a priority at the school. The students had helped complete a study into waste management at the school, which resulted in a compost system being developed and posters made about reducing waste. “The kitchen garden program is covering outcomes across the curriculum all the time. It’s great, it’s integrated into everything,” she said. The Stephanie Alexander Kitchen Garden Foundation’s Kitchen Garden Classroom membership, professional development, support and resources are open to all secondary schools. The Foundation is working on a suite of new dedicated resources for the secondary sector. Details: kitchengardenfoundation.org.au

Now supporting kitchen garden programs in secondary schools! The Stephanie Alexander Kitchen Garden Foundation now offers professional development, educational resources and support for secondary educators to deliver pleasurable food education.

Got a question? Get in touch: support@kitchengardenfoundation.org.au 13000 SAKGF (13000 72543)

Working together to grow healthy kids

MODERN LEARNING

The importance of offering quality music education in schools DR ALEXANDER HEW DALE CROOKE, POSTDOCTORAL RESEARCH FELLOW AT THE UNIVERSITY OF MELBOURNE, ARGUES WHY QUALITY MUSIC EDUCATION IS CRITICAL TO CLASSROOM ENGAGEMENT AND ENHANCED WELLBEING.

Support for the place of music in schools has grown in recent times. Not only have researchers produced an ever-increasing list of studies exploring the benefits of musical participationâ&#x20AC;¨for students, but policymakers have, for the first time in decades, offered support through advocacy statements and curriculum integration (Stevens & Stefanakis, 2014). Yet, for all of this encouragement, schools are ultimately left to

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decide for themselves if and how music provision will take place in their schools. While this autonomy offers freedom, leadership must balance this notional encouragement for fitting another activity into their busy timetables with continued pressures to perform in standardised testing. In this article, I outline some of the main reasons that music education can be beneficial for a school community.

WHAT IS A QUALITY MUSIC EDUCATION? To begin this discussion, we must first establish what is meant by quality music education. The Department of Education, Science and Training’s (DEST) comprehensive national report offers some markers (Australian Government, 2005). These include the competency and confidence of teachers and the subsequent standard of technical proficiency and depth of knowledge gained by students. Simply put, this can be understood as providing programs that enable students to both appreciate and play (or sing) music at a high standard. In practical terms, this means having programs delivered by teachers that are themselves sufficiently trained in music instruction and who have access to quality resources, for example instruments and spaces, as well as ongoing support and professional development. Alongside this conceptualisation, the DEST also uses terms such as equity and accessibility to state the necessity for provision and teaching which reflect the needs of students and the nature of music in the 21st Century. This less technical view aligns more closely with increasing calls for music provision which promotes equality and social justice (Butler, Lind, & McKoy, 2007). At the most basic level, this can be understood as equal access to music education, which integrates contemporary musical styles, music technology and internet-based marketing and dissemination inherent to the global music industry of today. What links both these positions is the idea that quality music education must, first and foremost, engage students. Research has repeatedly shown that this engagement is key to affording the benefits of musical participation: whether this is developing musical skill or promoting development in other areas, studies suggest that if students are not engaged in a music program then the benefits remain elusive (Hallam, 2010; Rickard, Bambrick, & Gill, 2012). WHY IS A QUALITY MUSIC EDUCATION IMPORTANT? The reasons for which quality music education is important in our schools are numerous. Most commonly, these reasons are articulated as benefits in three categories. These include the intrinsic, or musical benefits linked to the joy, expression and satisfaction of musical participation; extrinsic, or

non-musical, benefits in areas such as cognitive and academic development; and the extrinsic, or non-musical, benefits for social and emotional development (Gill & Rickard, 2012). Yet for several reasons which are beyond the scope of this article, these groupings have been labelled problematic (Bowman, 2007; Stewart, 2007). Subsequently, some scholars suggest moving beyond these categories and looking more broadly at how quality music education can play a positive role in the lives of our students and our society more generally (Crooke, 2016). In this way, the reasons for quality music education can be easily recognisable, while remaining deeply profound. PREPARING STUDENTS FOR LIFELONG PARTICIPATION IN MUSIC It has been said that humans are inherently musical beings. Central to every culture and civilisation, through music we express who we are as individuals, and as collective groups (Sacks, 2007). It can be instrumental to forming a sense of belonging, and creating and maintaining identity (Frith, 1996). Self-expression through music can help us connect to and communicate feelings that words cannot always describe (Campbell, Connell, & Beegle, 2007). The act of composing or practicing can be deeply satisfying, just as group musical participation can help us connect with others. Yet, without some basic competencies on how to practice or participate in musical experiences, it can be difficult for individuals to utilise this unique tool throughout their lives. A quality music education provides equity of access to a valuable resource. From a bigger-picture perspective, we as society benefit from music even if we don’t actively practice it. Whether its listening to pop-hits in traffic, attending classical concerts or alternative festivals, growing emotional from movie scores, and breaking up those awkward elevator rides, music is omnipresent. It assists us in everything from forming a cultural identity, to distracting us from menial daily chores (DeNora, 2000). Maintaining both diversity and standard in the music we utilise daily requires two things. One is giving enough people the opportunities to make it, the other is having a society that is sufficiently educated to value it. This not only

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Dr Alexander Hew Dale Crooke holds a Postdoctoral Research Fellowship with the Melbourne Conservatorium of Music at the University of Melbourne (UniMelb), where he is investigating sustainability in school-based arts projects. He has completed a PhD at UniMelb in the fields of music therapy and social policy, and also has an academic background in social and political sciences. He has undertaken research on projects spanning the fields of music therapy, social science, psychology, social services, epidemiology, and policy development. With publications in several areas, his current focus is on the benefits and challenges of school-based arts programs, specialising in psychosocial wellbeing, research methodology, and education policy. Dr Crooke has a strong interest in multidisciplinary collaboration, and a commitment to social justice, community development, social wellbeing, and cultural diversity and recognition. Dr Crooke is also the lead consultant for a University of Melbourne-based consultancy and evaluation service, which assists schools and community organisations with the strategic implementation of arts programs in order maximise sustainability and community benefits.

MODERN LEARNING

means musicians are supported, but the mere act of witnessing someone else’s music (either performed live or recorded) and being able to appreciate it is a resource in itself (Green, 2002). One may argue that few students who receive music education go on to be musicians, and thus the time and money necessary for providing music programs are not justifiable. Yet to take subjects like science and geography, these are (justifiably) taught because they provide young people with the tools to effectively understand and interact with the world around them, even if they don’t become cartographers or go on to work in a laboratory. So too, music education prepares young people to better understand, appreciate and interact with the music that will permeate their worlds for the rest of their lives. As Petress (2005) explains it, music education prepares students to be successful at life. AN OUTLET FOR STUDENTS NOT SPORTY OR ACADEMIC To honour music education as a worthy area of study in itself also acknowledges that it can be an important point of engagement for some students. The well-worn tropes of “sporty”, “bookish” and “outdoorsy” students point to the reality that different

ENGAGEMENT IN FOUR KEY AREAS Engagement in learning: Allowing students to experience positive experiences in a classroom setting, and engage in the act of learning.  Peer engagement: Facilitating connection between different students by providing opportunities to get to know and trust each other through group musical experiences.  Increased connection between different members of the school community: Allowing members of the school community to interact and form connections outside of traditional authority-based hierarchies.  Community engagement: Opportunities to connect with local community through performances or musical collaborations.

young people thrive in different settings. Gerber and Gerrity (2007) stress that music class is no different and can provide an important “refuge” for students who find the pressures of academic testing anxiety-inducing. In her aptly title book, Middle school general music: The best part of your day, McAnally (2016) argues that students who see themselves as neither sporty or bookish, often find

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opportunities to participate, or feel connected to their school and learning, through music class. This can be (conditionally; Kassell, 1998) connected with Gardner’s (1993) theory of multiple intelligence, where music is named as one of the seven main types of human intelligence. In our research, time and again we see and hear teachers marvel at how a given student’s interaction within a musical program contradicts reserved or oppositional behaviour displayed in other class settings (Crooke, 2015; McFerran & Crooke, 2014; McFerran, Crooke, & Bolger, 2017). Having experienced this, many stressed the importance of giving each student an equal opportunity to shine either in terms of learning, or as a person, and that music classes provide important opportunities for some students who otherwise would not. In these cases, it is about equity of access to positive schooling and life experiences in the formative stages. SUPPORTING SCHOOL ENGAGEMENT Connected to these topics is the ability for musical participation to promote school engagement. Having a quality music program can help musical students, who otherwise feel unable to connect to a school’s academic or sporting culture, feel like they too are able to make a positive contribution to, and feel a part of, their community. Here, quality is important, as tokenistic programs can potentially make these students feel like their interests or skills are not valued by the community. However, potential for engagement extends beyond those who are already musically inclined. In our own research, we have found musical participation can promote engagement across entire class groups, or even whole-school populations, in at least four distinct areas: “Engagement in learning”, “Peer Engagement”, “Increased connection between different members of the school community”, and “Community Engagement” (McFerran et al., 2017). Unpacking any one of these provides strong justification for quality music education, yet the one that has received the most attention in media, policy and research spheres, is engagement in learning (Schellenberg & Winner, 2011). Yet, I would argue that the emphasis in this area is often misplaced. Most have heard of the Mozart Effect, or the idea that “music makes you smarter” (Vitale, 2011). More specifically, many claim learning or listening music

Again, quality is crucial here. Each of the four types of engagement identified in our research are linked to different program delivery approaches (McFerran et al., 2017). This means both students and facilitators are required to take on certain roles and responsibilities for engagement to occur.

can increase cognitive function or improve academic performance in other areas – claims that remain highly contested by the leaders in this field (Mehr, Schachner, Katz, & Spelke, 2013; Schellenberg, 2011). What researchers and educators are much more sure of, however, is the ability for musical participation to engage students in the act of learning. This is achieved either by providing positive educational experiences which can promote willingness or confidence to engage in other classes, or by making content culturally relevant or meaningful by contextualising it in musical terms.

Linked to the above point is arguably the most compelling form of engagement: the mere act of attendance. Many studies report music programs as responsible for keeping students at school, particularly those at risk (McAnally, 2016). This is sometimes because music programs provide an alternative to more traditional forms of school participation, other times it’s because the students feel music is more relevant to their everyday lives than other subjects (Karkou & Glasman, 2004). In these case, access to music education can be the difference between a student completing school or not.

IN A NUTSHELL There are many benefits which lend credence to the place of music education in our schools. This article has aimed to show that these can be conceptualised in a way that goes beyond the well-worn categories of “music for music’s sake”, promoting wellbeing, and improved performance in other subjects. Indeed, these are all possibilities, but the argument is made here that underpinning each of these are the fundamental imperatives of building engagement, respect, and understanding. If each of these are addressed, then the others are likely to follow. Music provides a unique way to address all of the above. Yet like any subject or area of school life, without taking the time and effort to ensure that it is taken seriously, music education is at risk of being nothing more than a subject which provides other teachers release time. We must invest in quality programs to ensure that our students, and our society as a whole, can benefit from what this important and valuable subject has to offer.

References Stevens, R. S., & Stefanakis, M. (2014). Filling the Gaps: What Research is Needed to Assist with Music Education Advocacy in Australia. Journal of Music Research Online, 5, 1-13. Australian Government, DEST. (2005). National Review of School Music Education: Augmenting the diminished. Canberra: Department of Education, Science and Training, Australian Government. Butler, A., Lind, V. L., & McKoy, C. L. (2007). Equity and access in music education: Conceptualizing culture as barriers to and supports for music learning. Music Education Research, 9(2), 241253. Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269-289. doi:10.1177/0255761410370658 Rickard, N. S., Bambrick, C. J., & Gill, A. (2012). Absence of widespread psychosocial and cognitive effects of school-based music instruction in 10–13-year- old students. International Journal of Music Education, 30(1), 1-22. Gill, A., & Rickard, N. (2012). Non-musical benefits of school-based music education and training. In S. N, Rickard & M. K (Eds.), Lifelong engagement with music: Benefits for mental health and well-being (pp. 57-72). Hauppauge NY, United States: Nova Science Publishers, Inc. Bowman, W. (2007). Who is the “We”? Rethinking Professionalism in Music Education. Action, Criticism & Theory for Music Education, 6(4), 109-131. Stewart, P. (2007). The true intrinsic value of music study. The American Music Teacher, 56(5), 4-5. Crooke, A. H. D. (2016). Extrinsic versus intrinsic benefits: Challenging categories used to de ne the value of music in schools. Voices: A World Forum for Music Therapy, 16(2). McFerran, K. S., Crooke, A. H. D., & Bolger, L. (2017). Promoting engagement in school through tailored music programs. International Journal of Education & the Arts, 18(3), 1-28. Retrieved from http:// www.ijea.org/v18n3/ Schellenberg, G. E. (2011). Examining the association between music lessons and intelligence. British Journal of Psychology, 102(3), 283-302. doi:10.1111 /j.2044-8295.2010.02000 Karkou, V., & Glasman, J. (2004). Arts, education and society: The role of the arts in promoting the emotional wellbeing and social inclusion of young people. Support for Learning, 19(2), 57-65. McAnally, E. A. (2016). Middle school general music: The best part of your day. Lanham, Maryland: Rowman & Little eld. Mehr, S. A., Schachner, A., Katz, R. C., & Spelke, E. S. (2013). Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment. PloS one, 8(12), e82007. doi:10.1371/journal.pone.0082007 Vitale, J. L. (2011). Music makes you smarter: A new paradigm? Perceptions and perspectives from four groups of elementary education stakeholders. Canadian Journal of Education / Revue canadienne de l’éducation, 34(3), 317-343. Sacks, O. (2007). Musicophilia: Tales of music and the brain. London, UK: Picador. Frith, S. (1996). Music and identity. In S. Hall & P. du Gay (Eds.), Questions of cultural identity (pp. 108-127). Thousand Oaks, CA: SAGE Publications. Campbell, P. S., Connell, C., & Beegle, A. (2007). Adolescents’ expressed meanings of music in and out of school. Journal of Research in Music Education, 55(3), 220-236. DeNora, T. (2000). Music in everyday life. Cambridge, UK: Cambridge University Press. Green, L. (2002). How popular musicians learn: A way ahead for music education: Ashgate Publishing, Ltd. Petress, K. (2005). The importance of music education. Education, 126(1), 112-115. Gerber, T., & Gerrity, K. (2007). Principles for principals: Why music remains important in middle schools. General Music Today (Online), 21(1), 17-23. Retrieved from http://search.proquest.com.ezp.lib. unimelb.edu.au/docview/1486315?accountid=12372 Kassell, C. (1998). Music and the Theory of Multiple Intelligences. Music Educators Journal, 84(5), 29-60. doi:10.2307/3399127

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