Last year I watched a film, mostly in Spanish, that essentially had a cast of two. Premiering at the Berlin International Film Festival in 2021, Language Lessons follows a friendship that develops between Adam (played by Mark Duplass), a man whose husband surprises him with online Spanish lessons, and his teacher, Cariño (played by Natalie Morales). The film was developed and shot entirely while the actors were both in COVID-19 lockdown. The pairs’ interactions play out entirely through phone and laptop screens.
Some months later, I was sitting in the audience at the Melbourne Writer’s Festival, listening to Pulitzer Prize-winning author Viet Thanh Nguyen speak about his recently published memoir A Man of Two Faces. In conversation with host André Dao, Mr Nguyen spoke about migrating to California as a young refugee from the Vietnam War, and, specifically, the role of language in identity.
In the weeks after attending the Melbourne Writer’s Festival, I was speaking to Professor Ger Graus, OBE, about the importance of languages. Today, Professor Graus is a renowned figure in the field of education but in the 1980s, he was standing at the front of a classroom in the UK, teaching German to British teenagers.
As these examples attest to, language is a foundational part of who we are and how we communicate. In our Hot Topic this issue, Professor Graus shares how he lit a spark in his students, fostering deeper connections through language, and reflects on how the Australian government’s investment in community language schools will help more kids growing up in Australia to learn the language and culture of their families who have migrated from overseas.
Languages and travel undoubtedly form long-lasting connections and memories. In our one-on-one with Launceston College Principal Vicki Mackrill in this issue, she describes how a Science and Technology trip to the USA with a group of students in 2020 was a highlight of her teaching career.
Whether teaching a foreign language to secondary students, co-ordinating overseas trips or local excursions, we hope you enjoy this issue of Education Matters
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30 Can explicit teaching deliver?
Writer’s Toolbox shares results of a groundbreaking study of 18 schools in NSW.
32 The evolution of personalised learning platforms
Lenovo is harnessing AI for education, powered by Windows 11 Pro built for business.
34 Reducing double-handling
Web-based school management system, Compass, is introducing a new timetabling solution.
36 EduTECH 2024
The unmissable opportunities at the expo including nine free-to-attend seminars.
38 Preparing for modern life
Samsung’s Interactive Displays for schools are mirroring the technological sophistication in the workplace.
40 In the fast lane
A program combining a tertiary qualification with paid employment in the tech industry is attracting more school leavers each year.
42 AI in education: unlocking the future of learning
JB
Education is committed to equipping
the next generation of students with the best learning tools and technologies.
44 Sessions on AI sold out
A wrap up of the highlights of the National Education Summit in Melbourne in June.
46 Masters of their domain
A P-12 college on Victoria’s surfcoast has partnered with Live Wire Park to set up a program for its Year 9 students.
48 Revolutionising the classroom through movement
TransformUs, a world-first program created by Deakin University, makes it easy to create active school environments.
49 The first seven words you speak
A simple but powerful communication technique can have a significant impact, says Dr Stephen Brown.
50 Increasing participation in tertiary education
Dr Matt Hawkins responds to the Australian Universities Accord Final Report
52 The future of wellbeing intervention Managing wellbeing is vital for student development. Could AI help lighten the load?
ACARA report shows science literacy scores remain stable overall
The latest National Assessment Program (NAP) report from the Australian Curriculum, Assessment and Reporting Authority (ACARA) shows that results in science literacy for students across Australia have overall remained steady.
The report released in May provides results from the NAP Science Literacy sample assessments undertaken in 2023. According to the report, 54 per cent of Year 10 students attained the proficient standard compared to 50 per cent in 2018.
The gap between Indigenous and nonIndigenous students attaining the proficient standard is slightly larger for Year 10 than for Year 6 (27 percentage points).
Students from a metropolitan location tended to have higher levels of science literacy than students from a regional or remote
location for both Years 6 and 10.
This latest assessment also had a stronger focus on Critical and Creative Thinking (CCT), which tests skills in reasoning, analysing and evaluating. The results indicate that students who reported engaging more frequently in CCT activities tended to have higher levels of science literacy.
“Science is one of the cornerstones of 21st century society. It drives technological change, improves our quality of life and helps us understand the world around us,” ACARA’s Acting CEO Stephen Gniel said.
“Therefore, it’s critical we are arming Australian students with the science literacy necessary not only to be able to participate as active citizens in our ever-advancing technological society, but also to help overcome its challenges, minimise its risks and contribute
to its development.”
Mr Gniel said the latest NAP Science Literacy report offers a wealth of information on the knowledge, understandings and abilities of Year 6 and Year 10 students within a science literacy context.
“The report also provides valuable insights for policymakers in education, including ministers and senior education officials, as well as school leaders, teachers and all those committed to improving educational outcomes for all young Australians.”
In addition to the NAP sample assessment, students completed a questionnaire about their attitudes to science and their science learning experiences at school.
The full report is available online at www. nap.edu.au/nap-sample-assessments/resultsand-reports. EM
Review into schools’ admin burden under way
The Victorian Government has commissioned an independent review of administrative and compliance activities in Victorian government schools – looking at its impact on teacher, support staff and principal workload.
“School leaders, teachers and staff play a vital role in supporting young Victorians – while administration is a necessary part of their roles, we need to make sure they have as much time as possible to teach and support students.”
Announced in May, Minister for Education Ben Carroll said the independent review, to be led by Katie RobertsHull, is an important process in addressing concerns about the scale and impact of administration in schools on the workload of both teachers and school leaders.
“School leaders, teachers and staff play a vital role in supporting young Victorians – while administration is a necessary part of their roles, we need to make sure they have as much time as possible to teach and support students,” Mr Carroll said.
“Ms Roberts-Hull is uniquely suitable to lead the review due to her combination of public policy and education expertise, her experience as a former teacher, and her independence from government.”
The review will provide recommendations to Government on how to help schools and principals manage and reduce this work – building on more than $67 million the Victorian Government already invested to reduce workload for principals, teachers and staff.
Ms Roberts-Hull will be supported in her role by an expert Reference Group of current principals, teachers, business managers and school support staff. Peak principal organisations and unions, including the Australian Education Union, will also play a key role in contributing to the review.
Reducing the workload on teachers and school leaders associated with administrative and compliance activities is critical in freeing up schools to focus on teaching and learning.
The review will provide a final report to the Minister by December 2024. EM
Ben Carroll, Victorian Minister for Education
The review will provide a final report to the Minister by December 2024.
Survey highlights benefits of getting a degree
A new survey has found Australian university graduates are securing higher salaries and full-time employment at record levels.
The 2023 Graduate Outcomes Survey shows employment rates for university graduates in the first four to six months after graduation are at their highest level since 2016.
The new data highlights the benefits of attaining a university qualification and supports the Federal Government’s plans to increase the number of Australians getting a tertiary qualification.
According to the survey, the undergraduate employment rate reached 79 per cent, while the overall employment rate increased to 88.9 per cent in 2023.
Minister for Education Jason Clare said going to university opens up opportunities.
“In the years ahead, more and more jobs will require a university qualification. More people going to TAFE or university will help give us the skills and the economic firepower we need to make Australia everything it can be in the years ahead,” he said.
“These results show the value of higher education and the benefits that come from giving more Australian’s a crack at going to university.”
Further, according to the survey data, the median salary in 2023 for:
• Undergraduates was $71,000 per year (an increase of 4.4 per cent from 2022)
• Postgraduate coursework graduates was $96,600 (increase of 5.5 per cent from 2022)
• Postgraduate research graduates was $100,000 (increase of 4.2 per cent from 2022)
• The survey also shows higher full-time employment rates and median salaries for First Nations and regional graduates.
First Nations graduates had a full-time employment rate of 82.8 per cent and median salary of $75,000 while undergraduates from regional universities had a full-time employment rate of 83.7 per cent and a median salary of $71,400.
The Federal Government is also supporting Australians to get a tertiary education by making HECSHELP fairer.
The Government is wiping around $3 billion in student debt for three million Australians – easing pressure on workers, apprentices, trainees and students across the country.
The Government will cap the HELP indexation rate to be the lower of either the Consumer Price Index (CPI) or the Wage Price Index (WPI) with effect from 1 June 2023. The full results of the Graduate Outcomes Surveys can be found at qilt.edu.au. EM
“In the years ahead, more and more jobs will require a university qualification. More people going to TAFE or university will help give us the skills and the economic firepower we need to make Australia everything it can be in the years ahead.”
Jason Clare, Federal Minister for Education
Court room program tackles teen consent and sexting
A new education program developed by the National Trust to tackle teen consent and sexting is raising awareness among students of the dangers of inappropriate use of social media.
Recent research shows 86 per cent of teens aged 14-18 years reported receiving sexual messages or images and 70 per cent of teens reported sending sexual messages or images.
Young women are mostly the targeted victims and sexting has a long term and harmful impact.
Nicola Dziadkiewicz, Education and Public Programs Manager at The National Trust of Australia (VIC), said schools and parents struggle with how to educate young people about the issue and to keep up with changes to the law.
As a result, the National Trust of Australia (VIC) developed the Respect Me program (a part of their Court Room Drama offerings) which takes secondary students to ‘court’ to witness the repercussions and impacts of sexting or sharing explicit images.
This is particularly relevant as education is the key factor in learning healthy relationships and understanding consent at an early age.
“The students are actually taken to court (Old Magistrates Court) next to Victoria’s oldest prison, the Old Melbourne Gaol, and completely immersed in, and adopt, the roles of a real court trial,” Ms Dziadkiewicz said.
Throughout this realistic mock trial, students engage and discover the consequences of being prosecuted for
“sexting”, illiciting, possessing and distributing explicit images of a minor, the impact this crime has on both the victim and their friends and family and how to navigate consent.
“Teachers and students come out of the experience with a whole new outlook”, Ms Dziadkiewicz said. “We often hear students say they didn’t really know the repercussions.”
National Trust of Australia (VIC) is taking bookings for the Respect Me program from Term 4 throughout 2025. The 50-minute program is suitable for groups of 30 students in Years 7 and above.
To book, go to www.nationaltrust.org.au/ educationprograms/respect-me/ or phone (03) 9656 9817. EM
“There is more to do, but these changes are making a difference. Teacher vacancies are already down, with a 20 per cent drop at the start of the 2024 school year compared to the same time in 2023.”
Public education in NSW to receive major boost
The NSW Government has announced a record investment of $27.9 billion across the education portfolio in the 2024-25 State Budget.
It is lifting its commitment to the Gonski Schooling Resource Standard (SRS) from 72 per cent to 75 per cent in 2025, an additional $481.1 million injection, two years earlier than the former government.
This additional investment in public schools will be higher than the 2.5 per cent offer the Commonwealth is proposing over 10 years.
The NSW Government is investing $8.9 billion to continue delivering a massive pipeline of school infrastructure in rapidly growing parts of Western Sydney and regional NSW. This includes:
• $3.6 billion to continue the pipeline of new and upgraded primary and high schools for Western Sydney, including a new public school and high school for Box Hill
• $1.4 billion for new and upgraded schools in regional NSW, including a new public school and high school for Huntlee.
Hundreds of public schools across metropolitan and regional NSW will also benefit from improved facilities following a $1.08 billion boost for capital maintenance and minor upgrades taking the total maintenance and minor works allocation to $1.5 billion.
• $600 million for school maintenance work, including
planned and preventative maintenance and essential repairs
• $150 million to boost disability access and provide safety upgrades
• $200 million to bust the backlog of small upgrades and refurbishments promised to schools but never delivered.
Projects will focus on lifting standards of important facilities, particularly school bathrooms, as well as improving classrooms, science labs, workshops, performance and arts spaces and vocational education and training (VET) facilities.
Rebuilding the teaching workforce
The NSW Government is continuing to invest in teachers to rebuild the workforce and address the teacher shortage.
“Having a qualified teacher in front of every class is key to lifting student outcomes, and the NSW Government is working hard to attract and retain teachers in areas where the teacher shortage is most acute,” it said.
Initiatives include:
• a historic pay rise taking NSW’s 95,000 teachers from among the worst paid to the best paid in the country
• making 16,589 temporary teachers and support staff permanent under the Temporary Workforce Transition initiative, improving job security so teachers can stay in NSW schools.
• To attract more teachers to NSW schools in hard-tostaff areas, the NSW Government is delivering:
• 1.2 million in 2024-25 to expand support to more than 110 schools experiencing significant teacher staffing challenges through Priority Recruitment Support
• $700,000 in 2024-25 for the Grow Your Own Local Teacher Pipeline, expanding the program to include Western Sydney, Dubbo, Queanbeyan and the Murray.
“There is more to do, but these changes are making a difference. Teacher vacancies are already down, with a 20 per cent drop at the start of the 2024 school year compared to the same time in 2023,” the NSW Government said.
The 2024-25 NSW Budget also provides ongoing cost of living relief for families, increases access to preschool and continues the work of expanding the early childhood workforce. EM
NSW Government
The NSW Government is focusing on attracting and retaining teachers in areas where the teacher shortage is most acute.
Queensland Government reveals record education budget
The Queensland Government has revealed a record education budget, allocating more than $20.9 billion in 2024-25 to deliver the schools, teachers and resources it says young Queenslanders need.
It has also allocated more than $1 billion in additional funding over five years to improve education in Queensland schools for all students.
The more than $1 billion will deliver better learning environments and more than 2,000 teaching support staff and professional resources to help students living with disability learn easier.
This funding will mean students living with disability will have more tailored resources and support.
This comes after the Premier, Deputy Premier and Education Minister also announced the $15 million School and Community Food Relief Program, to ensure kids have the best chance to start each day with a full belly.
The Queensland Government is also committed to ensuring it attracts and retains capable and confident teachers in its rural and remote schools.
To deliver this, the Government is providing an additional $45.1 million over three years, 2024-25 to 2026-27, to meet increased demand and costs for subsidised teacher accommodation.
Also, as part of the Putting Queensland Kids First $196.8 million over four years delivering:
• an increase of free kindy hours to 30 hours per week for four-year-olds in discrete communities
• integrated early year services in Aurukun and Kowanyama
• 36 early childhood coordinators
• expanding supported playgroups where children experience vulnerability and disadvantage
• 84 Family Support Coordinators to work with highneeds state primary school children in 219 state primary schools
• 85 behaviour specialists in primary and special schools and
• Trialling health practitioners at 20 high priority primary schools
• There will also be $4.9 million over two years, 202425 to 2025-26, to continue to deliver the Homework Centre programs in school which provides funding for on-site support for students in up to 120 state schools to complete homework outside of school hours.
Queensland Premier Steven Miles said the success of Queensland’s kids is the success of Queensland.
“That’s why I am Putting Queensland Kids First this state budget, through a record $20.9 billion education budget. My government has already hired more than 2,000 new teacher aides this term, and through this budget we’ll deliver even more supports to Queensland classrooms,” he said.
“More teachers, more teacher aides and more teacher supports are on their way. A good start in life matters and that’s what I am delivering for Queenslanders.”
Queensland Education Minister Di Farmer said the record budget for education is about delivering for hard-working teachers and school staff so they can give young Queenslanders the best education.
“We know education is the greatest investment we can make for our state’s future, and the Miles Government is delivering on that in this year’s budget,” she said.
“We are also supporting young Queenslanders with record investment for students with disability, vulnerable students and First Nations students living in remote and regional communities to access the best education available no matter where they live.
“And provide the extra support some of our most vulnerable students need to remain engaged with their education,” she said.
Member for Toohey, Peter Russo, said he was pleased to see in the budget $1.3 million to install a new lift and link bridge at Moorooka State School.
“Like many of the older schools in Brisbane, accessibility can be challenging and this new lift will make such a huge difference for staff and students with mobility issues,” he said.
“Moorooka, like every other school in my community will also welcome the extra funding which will deliver even more resources to assist them deliver the best education for children with disabilities.” EM
“We are also supporting young Queenslanders with record investment for students with disability, vulnerable students and First Nations students living in remote and regional communities to access the best education available no matter where they live.”
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Helping teachers to connect with the Curriculum
Supporting teachers and reducing their workload is a key priority for many education bodies across Australia. It is one ACARA is continually focusing on as it rolls out the Australian Curriculum, Version 9.0, explains Acting CEO Stephen Gniel.
April saw the completion of the review of the Australian Curriculum: Languages. The final group of languages and language frameworks (Arabic, Auslan, Chinese for Background and First-language learners, Classical Greek, Classical Languages Framework, Framework for Aboriginal and Torres Strait Islander Languages, Hindi, Latin, Turkish and Vietnamese) are now available on the Australian Curriculum, Version 9.0 website.
This also marks the final part of the full Review of the F-10 Australian Curriculum, which began in 2020. I’d like to take this opportunity to thank everyone who provided their input into the review process.
Ever since we published the Australian Curriculum Version 9.0 website in May 2022, the focus of our curriculum team has been on producing high-quality resources for teachers and schools to support its implementation.
Our Professional Learning Hub, launched last April, has been popular with teachers and educators. It has a range of courses aimed at helping teachers and educators develop a deeper understanding of the Australian Curriculum.
We have continued to add new courses throughout last year and into this year. The latest – ‘Australian Curriculum Version 9.0: Developing a deeper understanding’ – is designed to support teachers across the eight Learning areas and explores connections between strands and sub-strands. Making these connections helps teachers to develop flexible programs which give students meaningful learning experiences that meet their needs and abilities.
We have also published several new and updated Curriculum connection resources to help teachers identify key aspects of
that AI technologies have the potential to improve teaching and learning opportunities for students and provide enormous benefits for education, but we also need to educate children in how to stay safe as they use these technologies.
Stephen Gniel.
Image:
ACARA
This is why ACARA has taken a leading role on the issue by developing this new resource to help our teachers equip our young people with the skills and knowledge they need to understand the challenges, opportunities and risks of AI. It provides an opportunity for students to learn what AI is, how it works and how to use it responsibly and ethically.
Developed in partnership with academic and teaching specialists in the AI field, the new curriculum connection allows teachers and
educators to develop age-appropriate learning programs based on the Australian Curriculum, Version 9.0, across a range of subjects and progression of learning from Foundation right through to Year 10.
Working with key experts in the relevant fields, we have also updated four of our existing Curriculum connections:
• Consumer and financial literacy Curriculum connection – this resource helps teachers to ensure students gain the latest knowledge and skills to make informed and responsible consumer and financial decisions. The new content updates are focused on critical thinking for managing finances, new digital tools, financial data and security and new regulations and laws. Students can learn about consumer and financial literacy through explicit content in the Mathematics, Humanities and Social Sciences, and Technologies learning areas.
• Food and wellbeing Curriculum connection – this resource provides teachers with a better understanding of where important issues in relation to food and nutrition education feature in the curriculum. It promotes talking about food that is nutritious and nourishing in a positive way and provides advice about the personal challenges about food that students might face and that teachers should be aware of when teaching this content.
• Food and fibre Curriculum connection –teachers now have a framework to identify and structure information on food and fibre to support the practical application of the
curriculum. Students can gain knowledge and understanding about the production of the food they eat, the fibres they use and the environment they live in.
• Outdoor learning Curriculum connection resource – provides teachers with a framework to identify content in the Australian Curriculum that allows students to experience guided, integrated learning across the curriculum so they can safely engage with natural environments. It connects a range of subjects and a progression of learning from Foundation – Year 10. These are just some of the latest ways we are supporting teachers here at ACARA. There is more to come as we are working with partners to develop optional teacher resources to support implementation of the Australian Curriculum including guidance and principles, and new work samples that provide evidence of student learning to demonstrate the achievement standards for subjects and learning areas. EM
To learn more about the Australian Curriculum and its supporting resources, visit www.v9.australiancurriculum.edu.au, and sign up to the Professional Learning Hub at ww.w.learning.acara.edu.au.
Follow ACARA on Facebook and LinkedIn, and subscribe to its regular ACARA Update e-newsletter at www.acara.edu.au/newsand-media/subscribe-to-acara-update, for all the latest updates.
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ACARA has published several new and updated Curriculum connection resources to help teachers identify key aspects of learning across different conceptual themes.
Measured reform for secondary education in Australia
While Australia has a strong secondary education system, now is the time to reflect on how we can make it even better, writes ASPA President Andy Mison.
Secondary education in Australia requires review and reform. If we are to achieve the ambitious goal set by the 2024 Australian Universities Accord Report for a tertiary completion rate of 80 per cent by 2050 when currently less than 80 per cent of students finish high school, a plan for change is needed.
While our school systems produce some excellent academic outcomes and young people, current structures and measures of success are likely not serving all students equally or preparing them adequately for life beyond school. Education systems, school leaders and the broader community must be open to reforming secondary schooling to better meet these needs.
and interests young people need to thrive, including digital literacy, critical thinking, collaboration and creativity (Big Picture Australia, 2022). The ATAR also incentivises teaching to the test, competition between students, and stress. With only around a quarter of university offers now made based on ATAR, its relevance is declining.
Former Principal Mr Andy Mison is president of the Australian Secondary Principals’ Association (ASPA). Mr Mison has led and managed schools of different sizes, levels, and specialisations, as well as delivered innovative programs in performing arts, digital education, and vocational training. He has also contributed to the development of the Australian Curriculum in the arts and the implementation of remote learning and vaccination initiatives during the COVID-19 pandemic.
The Australian Tertiary Admission Rank (ATAR) was originally established in 2009 to provide a transparent, equitable way to rank students for university admission based on their academic achievements. In replacing previous subjective or biased selection methods, the ATAR aimed to create a level playing field and common currency for comparing students across different schools and backgrounds. Its strengths lie in using rigorous, criterion-referenced assessments focused on scholastic abilities valued by universities.
However, there are limitations in the narrow academic focus and exam-based nature of the ATAR. Research shows that only around 25 per cent of students enter tertiary study via their ATAR (Melbourne Metrics, 2018). Heavy reliance on test performance under time pressure and a narrow focus on traditional disciplines also potentially overlooks the diverse capabilities
Assessment reform is needed to evaluate a broader range of capabilities and provide more personalised profiles of students’ talents. While some sorting mechanism may still be required for university entrance, the ATAR could be replaced or supplemented by more holistic, competency-based assessment. This may better represent contemporary learning goals, reduce unhealthy competition, and support more inclusive admissions policies. The ATAR made sense in its time, but must evolve to align with changing societal needs and educational values.
While opportunities exist through vocational education and training (VET), implementation varies widely between jurisdictions. This can limit options for students and fails to deliver nationally consistent pathways. There is a clear need to elevate the profile and quality of VET alongside more traditional academic routes (Professor Peter Dawkins, 2023).
Critically, success in the current system often depends on accessibility and advantage. Students facing personal challenges or educational disruption can easily slip through the cracks. We must consider how to better support vulnerable young people and ensure all have access to quality teaching tailored to their needs (Learning Creates, 2023).
Image: ASPA
Assessment methods also warrant review. Heavy reliance on high-stakes exams favours some students over others and can induce unnecessary stress. Experimenting with flexible, capability-based assessment could provide a more nuanced picture of students’ skills (Professor Bill Lucas, 2021). This may better inform teaching as well as later selection processes for employment or further study.
Of course, any reforms must retain high expectations for students. However, the narrow measures commonly used often fail to value diverse talents and life paths. Broadening definitions of success could positively shape teaching and learning for all students (Professor Alan Reid, 2018).
To stay relevant, secondary education needs to look beyond the status quo and reflect deeply on its aims and measures. School leaders are ideally placed to drive this conversation and pilot innovative models within current structures.
Possible directions for reform include:
• Developing a national framework for senior secondary education
• Expanding quality vocational pathways integrated with general education.
• Introducing flexible assessment methods focused on capabilities not just content.
• Ensuring culturally appropriate assessments, especially for Indigenous learners.
• Strengthening career advice connecting students earlier to future options.
• Considering alternatives to ATAR for tertiary admission.
• Allowing schools greater flexibility in curriculum prioritisation.
• Recognizing extracurricular learning and experiences in assessment processes.
• Embedding mental health and wellbeing support in secondary schooling.
• Facilitating micro-credentialing through schools to build local community connections.
Our young people deserve an education that inspires them, celebrates their talents, and equips them fully for the future.
School leaders must be empowered to consider thoughtful reforms in the best interests of students, in dialogue with the wider community. If we maintain open minds, a bright future is possible. EM
Principals’ wellbeing takes centre stage
The Australian Secondary Principals’ Association (ASPA) has this year successfully lobbied Federal Minister for Education Jason Clare to include principals’ wellbeing and efficacy on the Education Ministers’ meeting agenda and commit to action.
Mr Clare made the commitment while on stage with ASPA President Andy Mison at ASPA’s National Education Summit at Parliament House in March.
Following the summit, Mr Mison and Australian Primary Principals Association (APPA) President Ms Angela Falkenberg gave a presentation at the Education Ministers’ meeting in Perth in April.
A Communiqué published after their April meeting stated: “Ministers expressed their continued support for principals and school leaders and acknowledged the work already underway across jurisdictions to support their wellbeing. Ministers asked officials to work with stakeholders and provide advice on further actions that could support principals and school leaders.”
In June, representatives from ASPA were invited to attend a roundtable meeting with Mr Clare to further discuss principal and school leader wellbeing.
“ASPA is pleased that the importance of retaining and sustaining our principals and school leaders is now firmly on the national agenda,” Mr Mison.
comes after many years of alarming data from the annual Australian Principal Occupational
Health, Safety and Wellbeing Survey, published by the Australian Catholic University’s Institute of Positive Psychology and Education, which has consistently highlighted the challenges faced by principals and school leaders.
“The commitment from Education Ministers to include the profession in discussions at the highest level of government about how to address these issues is a significant step forward,” he said.
The long running survey shows rates of occupational violence and other ongoing stressors are unacceptably high, with the issue of teacher retention a significant factor.
“Given that school leaders play the most critical enabling role in our schools, their health, wellbeing, and efficacy are essential prerequisites for happy, healthy, and successful schools. After more than a decade of monitoring, effective interventions are required,” Mr Mison said.
The issue is now firmly on the Education Ministers agenda as part of the National Teacher Workforce Action Plan.
“With this renewed collaborative focus from Education Ministers, we look forward to developing and implementing practical measures to assist and enable our principals and school leaders to thrive in the job they love on behalf of school communities across the country.”
ASPA has developed various policy ideas
Education Minister Jason Clare (left) and ASPA President Andy Mison.
Image: ASPA
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Switching on the lights
More investment to ensure kids growing up in a multicultural society can learn the language and culture of their families can only be a good thing, explains language expert Professor Ger Graus.
in every state and territory.
The funding will help schools with the upgrades they need to teach more students, whether that be through purchasing educational equipment, improving access for disadvantaged students, strengthening online delivery, or setting up another school.
The investment will ensure more kids growing up in Australia can learn the language and culture of their families who have migrated here from overseas, ensuring
the nation’s diverse traditions, languages and cultures live on for generations to come.
“Australia is the best country in the world. One of the reasons for that is we are made up of people from all around the world,” Minister for Education Mr Jason Clare says.
“Community language schools are a key part of helping families to pass on the language of their ancestors to their children. That’s why this funding is important.”
Minister for Immigration, Citizenship and Multicultural Affairs, Mr Andrew Giles, says the Government’s investment in community language schools means that migrant families in Australia can continue to share their language, culture and beliefs with their children and grandchildren.
“Community schools don’t just teach kids a new language – they build a community for families of similar
backgrounds and help kids connect to elders in their communities,” he says.
“We also know that the younger someone starts learning a language, the easier it is for them to pick up. That’s why we’ve made sure that this investment will help more schools open their doors to preschoolers, not just school-aged kids.”
Shortly after the government announcement, the Australian Curriculum, Assessment and Reporting Authority (ACARA) announced, in May 2024, a review of the Australian Curriculum: Languages had been completed.
The review included Arabic, Auslan, Chinese for background and first-language learners, Classical Greek, Classical languages framework, framework for Aboriginal and Torres Strait Islander languages, Hindi, Latin, Turkish and Vietnamese.
More than 90,000 kids will benefit from a boost to language schools.
“These latest subjects to be reviewed make up a large and important part of the languages learning area in the Australian Curriculum,” acting ACARA CEO Stephen Gniel says.
“It will help ensure we have an Australian Curriculum that meets the needs of the next generation of Australian children.”
The Australian Curriculum Review’s terms of reference provided for the Languages curricula to be reviewed and endorsed in phases, with the languages French, Japanese, Chinese and Italian having been reviewed and endorsed as part of the first phase.
The remaining languages of the Australian Curriculum then went through the review process in phases, including public consultation, before being approved and published.
Languages are a subject for life
A renowned figure in the world of education and linguistics, Professor Ger Graus has been described, in learning terms, as “Jean-Jacques Rousseau (philosopher and writer) meets Willy Wonka.”
Professor Graus is a Board Director at My Global Bridge and advises a number of edtech start-up companies. He is also a member of Bett’s Global Education Council, advises the Fondazione Reggio Children in Italy, and is a Visiting Professor at the National Research University in Moscow.
Born in the south of the Netherlands, Professor Graus grew up a short bike ride from neighbouring Germany and Belgium, learning to converse in their native tongue, and picked up
English watching moved to the UK as a teacher in the 1980s.
He was later approached by the Secretary of State for Education to become Education Director for South Manchester – based at Manchester Airport.
“The Australian Government initiative should be welcomed for a number of reasons. One of the issues I think we sometimes have in secondary schools is that our thinking becomes very compartmentalised; the model we deploy in secondary schools is not always helpful for the learner to connect with reality and purpose,” Professor Graus says.
“I think that the language initiative that the government in Australia announced is much more about education than it is about schooling, because that language model is about lifelong learning.”
When moving to another country, he says, the elements of culture and heritage play an enormous part in identity.
“From that point of view, to introduce these support schemes so that culture and heritage –of which language is an expression – can stay alive and meaningful is incredibly important,” he says.
“If we want to present ourselves as a true multicultural and diverse society, we must invest in that. I would hope that similarly, the government invests with the same effort and sentiment into the maintenance and development of First Nation languages and culture, because it’s part of the same thinking around diversity and multiculturalism, and we are all better for that.”
In 1988 in England, Professor Graus was invited onto the national curriculum working group for modern foreign languages. At
government that there should be 19 languages under statutory orders.
“This included obvious European languages such as French, German, Spanish, Italian, Russian, but in addition, there were Urdu, Punjabi and Gujarati – languages originally spoken in areas that were once British colonies before people moved to the United Kingdom starting with the industrial revolution,” he says.
“Those additional languages were placed on par, in the public perception, with other European languages.”
Not long after, Professor Graus took a post as modern languages advisor in Manchester, which, as the former centre of the industrial revolution, is a linguistically diverse city.
“There was a realisation that young people don’t start to learn that language from the age of 11 – they’ve actually learned that language, in many cases, from birth, more often than not, in terms of speaking and listening, and less so in terms of writing and reading,” he says.
“One of the things that I would say to all secondary schools is that languages are not just a subject for five years; languages are a subject that is for life.
“Secondary schools might want to invest in partnerships with primary schools so that learning languages starts earlier because there is a truth in the fact that primary-age children learn languages better and more easily because they have fewer inhibitions and are not yet programmed in terms of the red pen and the fear of making mistakes.”
Speaking foreign languages is about confidence, in his opinion, and teaching is about helping students find their ‘light switch moment’ in connecting with others through language.
Image: Ger Graus
Professor Ger Graus.
The 1988 Taverham High School German Exchange in Mechernich, in then West Germany.
“When I moved to England in 1983 and became a German teacher, the first thing I was confronted with was, ‘Why are we teaching these kids German? The whole world speaks English’. The arguments as to ‘why’ were flimsy at best and mainly based on economics. To help build better connections to the language, I quickly partnered with a school in Germany, establishing pen friends. This was in the time before email; students had to write a letter, it took a week to get there, another week to get a reply, another week to write back,” he says.
He also took the students to Germany, en mass.
“We made it meaningful. I deliberately took large groups of youngsters to Germany in the winter. They were from Norfolk on the east coast of the UK, which was flat and wet. We went to the Eifel mountains in Germany – there was snow, they could go tobogganing, skiing, ice skating, they could take part in the carnival
celebrations. And the whole thing became a massive success,” he says.
In exchange, young German students came to Norfolk, staying with students’ families.
“Then something magical happened,” Professor Graus says.
“After a while, some of our students, aged 14 or 15, came to me and said, ‘Can we go for longer?’. I then organised six weeks’ work experience, in Germany, in the summer holidays. So, they went on work experience and when they came back, their lights were switched on, shining. They were completely sold.”
One of his former pupils, who became International Director of Education for a major organisation, credits Professor Graus and the exchange program for his career success.
“When I was at a conference in Kuala Lumpur, he was giving the keynote address. He saw me in the audience and told everyone, ‘By the way. I’m here today because of him’.”
LEADING FROM WITHIN: Leadership Development Program for Middle Leaders
The Brown Collective’s flagship program, ‘Leading from Within’ acknowledges the importance of middle leaders to a school’s overall performance. The vast majority of middle leaders want to remain in these roles.
Leading from Within supports and enhances the formation of middle leaders through exploration of key aspects of their leadership such as leading teaching and learning, and leading teams. Every program is customised to ensure contextual relevance to the school, network, region or system that it is being delivered to.
The program is typically conducted over a nine-month period with a minimum of 20 participants. Successful completion of the Leading from Within program enables participants to make application for a 1 unit credit towards a Master’s Degree offered by Australian Catholic University (ACU), Charles Sturt University (CSU) and Broken Bay Institute—The Australian Institute of Theological Education (BBI TAITE).
One advantage Australia has over the UK, he says, is exposure to languages from Asian countries, owing to geographical proximity.
“I sit on the advisory board for Bett Asia, an education conference, which is in Kuala Lumpur in October this year. It isn’t that long ago that Bett Asia was for educators in Singapore and Malaysia. Now, Cambodia, Laos, Vietnam, you name it, everybody’s there. So, returning to the Australian government’s $15 million investment, I think there’s a value added in that initiative, potentially.”
“Imagine if you said to language students in Australia that they could earn 10 per cent of their grade if they engaged in an Asian language with a friend in Asia, on email or WhatsApp, or took part in a language project in the community. The ‘real’ factor becomes a wow factor, and as a teacher you have an opportunity to give purpose and reward participation purposefully,” he says. EM
Amanda Ypinazar, Principal Consultant
Fostering curiosity and connection
Launceston College Principal
Vicki Mackrill trained as a kindergarten teacher before moving into a role as an education consultant. She then held leadership roles and worked in human resources. She has been appointed to principal roles in all sectors, including primary, secondary and now the senior secondary sector.
What is the history of the school?
Launceston College was founded in 1913 and was once a female prison. Initially a High School, then a Matriculation College and now Launceston College.
How does the school differ from other schools?
Our school is a senior secondary college with 1,500 Year 11 and 12 students. We have 120 teaching staff and about 50 non-teaching. We take up three city blocks and offer both Tasmanian Assessment, Standards and Certification (TASC) and vocational courses. Our facilities are vast including an indoor pool, two basketball courts, a design and innovation centre, a Virtual Learning (online) centre, fully commercial kitchens and a restaurant. We have a strong relationship with University of Tasmania and with our industry partners through pathways to work. It is great to see so many young people heading into apprenticeships and onto careers in and around Launceston.
In what ways has the school evolved since it was established?
Launceston College has always had high enrolments as its intake of students comes
from both government and non-government schools in and around Launceston and surrounding rural centres.
Initially a school that had a focus on pre-tertiary education, Launceston College evolved to offer a broad range of subjects across vocational learning and other pathways to work. In 2020, legislation changed to require all students to complete Year 12 unless in fulltime employment via an apprenticeship. The focus of our work has changed to ensure that all students are supported regardless of the future pathway, through a collaborative and shared responsibility of our teachers.
What is the school’s philosophy and how does it guide you and your staff?
Our ‘Strategic Intent’ states that our purpose is to make a positive difference to every student who enters our gates. We do this by pursuing three drivers. We have agreed that our students are:
• Well, safe and thriving in all environments
• Known, heard and included
• Learning more every day
These drivers each have a goal with corresponding explicit actions that inform all that we do to support our staff and students to thrive. This work also dove tails with our Department for Education, Children and Young People strategic plan. These documents guide our whole staff and professional learning and are used to support both our operational and improvement foci and are used in whole staff, learning area and individual growth conversations with teachers.
How do you provide support and leadership to your staff?
Each Assistant Principal is responsible for the support and growth of three or four Advanced Skills Teachers who are generally Learning Area Leaders or those with other
Principal Vicki Mackrill.
portfolios supporting student learning. Weekly meetings based on a growth coaching model are held along with specific professional learning sessions focusing on growing leadership capacity linked to our school improvement plan.
“Wellbeing
is one of our drivers and even though our wellbeing data is quite strong, maintaining and supporting wellbeing is always a focus in our work.”
How do you encourage wellbeing among your staff and students?
Wellbeing is one of our drivers and even though our wellbeing data is quite strong, maintaining and supporting wellbeing is always a focus in our work. Regular ‘check ins’ with leaders to ensure that the wellbeing is monitored across the College enables adjustments to our meeting schedules or consideration given at key pressure points throughout each term.
What role do you play in the day-to-day activities of your students?
Being ‘present’ is the most important part of my work, ensuring that students can see me
in and around the College, and ensuring that I am available for them should they require my support. Monitoring student attendance and engagement, talking with students in classrooms and around the College is the best part of my work.
Each year I am the leader of one of the
Learning Areas and this keeps me connected more closely to the learning and wellbeing of the students in those classes. I also support many of the extra curricula activities and sponsor and support those where I can.
What are some of the challenges faced by teachers in the secondary sector?
Engaging students in learning is one of our biggest challenges, and although for the majority of our students we are able to provide an educational experience of the highest quality, there is an increasing number of students who find engaging in school very difficult. One of the barriers to engagement is certification and course requirements for completion, as these don’t always allow for flexibility of delivery or course selection often resulting in students disengaging.
What has been your most memorable moment either as a teacher or specifically in the role of principal?
There have been many memorable moments over my career, but possibly the one that stands out for me was participating in a Science and Technology trip to the US (Los Angeles and San Francisco) with a group of students in 2020. It was an amazing experience for all of us and
Launceston College is a senior secondary college with 1,500 Year 11 and 12 students.
Launceston College has recently invested in a library consultant, which has resulted in more students working and connecting socially in the library.
really opened the eyes of the students to the possibility of a range of science and technology career pathways from marine biology to technology and the space industry.
Can you tell us more about that trip? Launceston College has a culture of extending the experience of our students through a program of international trips and opportunities. Our Performing Arts classes have regularly travelled to New York to experience educational workshops on Broadway.
In 2020, a group of staff and students travelled to San Francisco, Anaheim and Los Angeles where we visited the California Academy of Sciences, The Marine Science Institute, Biocurious (a lab and technical library for entrepreneurs). In Los Angeles we participated in the Disney Youth Education Programme with a focus on physics. The highlight of the trip for me was when we went out to a floating lab through the Marine Institute and not only did some great experiments but had a pool of dolphins swim beside us as we sped across the waves. Visiting the Columbia Memorial Space Centre saw us role playing a lunar landing which was also fun.
What are your feelings about NAPLAN and its effectiveness?
Unfortunately, I believe that NAPLAN has changed the landscape of education in Australia and has in some instances taken the ‘heart’ out of the experiences we are providing children and young people. The love of learning and the development of creativity and curiosity has been dampened down by a focus on testing.
My training as a kindergarten teacher many years ago ensured that a focus on student agency, curiosity and connection to both the human and physical world, was at the centre of my program. Supporting students with the skills to unlock their potential was at the forefront of my thinking and this must be the philosophy that we use across all sectors to ensure high levels of student participation and engagement going forward.
What traits make for an effective and successful leader in education today?
High levels of emotional intelligence, a strong moral imperative to ‘build better humans’ and a deep commitment to ensuring that all children and young people are provided with the best opportunity to be the best that they can be, makes for an effective and successful leader.
Are there any projects in the pipeline at Launceston College?
We are constantly looking at ways to improve our learning environment and recently invested in a library consultant who has transformed our library into an engagingly beautiful space for learning and connecting. Numbers of students working and connecting socially in the library are huge and our book circulation has also increased.
We are currently re-developing other social spaces and are about to embark on a large redevelopment of our Trades area – construction
Launceston College offers senior students both Tasmanian Assessment, Standards and Certification (TASC) and vocational courses.
Victoria Petinos, 33, has a pinup of American bodybuilder Kai Greene. The poster was a gift from a former colleague who pasted his own face over Kai’s in tribute to Victoria who inspired him to take up the gym.
Victoria has a Pro card for the International Federation of Body Building (IFBB) elite but has never competed as a Pro. She recently achieved third overall placing at the IFBB Grand Prix Pro Qualifier.
“Bodybuilding has definitely shaped me as an educator, as it cultivates an extreme of discipline and it allows me to demand the most of myself and my students. I am all about setting high expectations, and I would not have realised the depth of my potential in teaching without the bodybuilding stage,” Victoria says.
“I always loved reading as a child, especially the Greek myths that are the basis of Western literature and my own Greek culture. It didn’t hurt that the athletes they painted on the ancient pottery I admired were the first bodybuilders!,” she laughs.
Rising to the top
Standing at 5’2”, Victoria Petinos, or ‘Big Vic’ as her friends affectionately call her, has been a high school English teacher for nine years – and a professional bodybuilder for the past four.
As a 12-year-old, Victoria looked up to an uncle who was a successful bodybuilder. She would visit his gym and be in awe of the glossy posters of extraordinary physiques that adorned the walls.
“As a skinny Greek girl, I wanted to have a body like them. The lights, the posing and the music, all attracted me into that world,” she says.
Combining her passion for performance and teaching means Victoria is in the ideal position to guide high school students in a haze of hormones to accept their unique bodies, all the while discovering the possibilities of their minds.
The Women in Sport organisation reveals that 43 per cent of all girls discontinue sport post primary school due to body confidence issues.
“What a shame that is, selling your potential short,” Victoria says, adding that she makes a point of modelling healthy eating, particularly to girls, in her breaks.
The prejudice she sometimes faced as a female bodybuilder comes up in class discussion of gender injustice.
“Very few females compete to my level in the sport because of the 30-plus hours per week commitment training requires. I have personally experienced backlash from my own family and friends when I was preparing for my first show when I was 24. I was ridiculed, however, it only took Itzel Chavez, a six-time IFBB champion and mentor, to whom I owe my last seven years of competition success, for me to keep going,” she says.
As a bodybuilding ‘stage mum’ (she looks after a team), Victoria relates the family atmosphere of her gym to a school community.
“I aim to establish a similar family culture in my classroom, in that every victory
and defeat is not individual, but one that we all face together. It takes most students by surprise initially, but the sense of belonging and camaraderie in my classes is something we celebrate, and we are only as good as the team of people behind the scenes.”
Victoria teaches with the philosophy that no two physiques are the same, as are the ways in which they respond to training.
“Always consistency over perfection,” she reiterates to students. “Just like daily gym sessions, it is better to try over and over to master a skill rather than expecting instant perfection.”
She remembers a particularly challenging predominantly male Year 8 literacy class in Campbelltown who took a strong interest in her work to compete on stage.
“I began to introduce goal setting and progressively adding skills as they were meeting learning objectives. Because of our shared interest in the gym, they were motivated to achieve more academically and took risks in their learning as opposed to work-avoiding behaviours. Assessment submission was 90 per cent; the first time many students had ever submitted a task. I have seen some of them competing at my own bodybuilding shows which is very surreal,” she says.
Victoria also overturns the stereotype that social media is a narcissistic obsession for her students by using it personally as a tool of empowerment and as a gauge of progress.
“I post before and after pics to motivate myself, and as athletes, we also have to be honest with ourselves and the work we put in. The process of reflection is the metaphor of the mirror as a tool for growth rather than punishment.”
She coaches students to look beyond the external validation of marks.
Victoria Petinos.
“A medal is just a bonus and frankly has never brought me lasting happiness. I explain to them the paradox of ‘pushing to failure’ in the gym. You do as many reps until your muscles fail and this grows the muscle, just as you need to grow the insulating myelin around your brain nerves to think faster,” she says.
By repeatedly using the analogy of bodybuilding in the classroom, Victoria encourages students to stay consistent to their goals.
“In my sport, if you cheat on your diet, your step count or your workouts, you are only cheating yourself and your family who all sacrifice their time, energy and money for you to live this dream on stage,” she says.
“As a full-time teacher, I don’t have the luxury of time that younger bodybuilders have – I’m up at 3am in the gym where I work out for three hours and in my classroom by 7.30am. Every minute counts and I food prep for the week on Sundays. I share my time hacks with students which allows me to show them that with organisation, the impossible can be done.”
Victoria, who is also Year 7 Coordinator at Kogarah High School, leans out the window and points at the students milling in the playground below.
person for that kid down there who doesn’t believe in themselves,” she says.
As she writes the learning intention on the board, she explains how bodybuilding is a long game sport, as is teaching.
“The evolution of the sport continues to grow, with improved science and coaching methods, just as education is moving into the AI space and we need to be ready.”
As the powerful links between body and mind are revealed through science, the more
that hybrid teachers like Victoria can bring their personal passion into the classroom. This can ignite the desire for young people to use the skills from sport to enhance study.
As ‘The Eye of the Tiger’ plays as the bell song at Kogarah High School, Victoria lets her students flood into her classroom.
“No two bodies are the same just as no two brains are the same, but we can all take a better package to our next show.” EM
This article was written by freelance writer and English teacher
Images: Victoria Petinos
Bodybuilding has helped Victoria realise the depth of her potential in teaching.
Victoria uses bodybuilding as an analogy to encourage goal-setting in the classroom.
Philipa Tlaskal.
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Can explicit teaching deliver?
A ground-breaking study of 18 schools in NSW proves explicit instruction can not only address poor national and state literacy trends but turn them around in less than two years, says Writer’s Toolbox.
Finding what works in the classroom is paramount. For more than two decades, Australian policy makers and educators have been seeking ways to shift school performance. The pain is especially felt in key areas: schools who have been unable to lift above similar schools or state averages, students from lower socioeconomic backgrounds, boys’ performance, and that of indigenous Australians.
Explicit teaching has emerged as a key response to turn this situation around. According to the Australian Education Research Organisation (AERO), “learning new information happens most effectively and efficiently when teaching is clear, systematic, and does not leave students to construct or discover knowledge and skills without guidance”.
NSW Department of Education echoes this sentiment. It says: “Explicit teaching practices involve teachers clearly showing students what to do and how to do it, rather than having students discover that information themselves. Students who experience explicit teaching practices make greater learning gains than students who do not experience these practices.”
But can this happen for writing? And more importantly, how? In this context, the capability of the classroom teacher cannot be ignored.
Explicit teaching demands that teachers, first, know what to do and how to do it. And in writing, we have a well-published gap in NSW. In one study, almost half the teachers in NSW responded that they were poorly trained to teach writing, something also reported internationally (Kiuhara et al., 2009).
In a survey of 4,000 NSW primary and
said they were not prepared at all (or only minimally prepared) to teach grammar, spelling, punctuation, paragraphing, sentence structure, or give students feedback on writing improvement (WyattSmith & Jackson, 2016).
However, a new study of NSW schools sheds light on a possible way forward.
NSW schools use explicit writing instruction to close the gap
A group of 18 Sydney schools have tackled low achievement in writing using the explicit writing instruction programme: Writer’s Toolbox. The schools were a mix of state and private, city, suburban, and regional. Of the schools, 27 per cent were state; the balance were independent. In the space of two years, these schools achieved a complete turnaround in results.
Writer’s Toolbox is a whole-school writing programme based on 25 years of research
“In just six months, we saw such success with the students and their growth and engagement in the Writer’s Toolbox programme.” Gabrielle Smith, Deputy Principal, Waverley College
and classroom practice. Developed by former university professor Dr Ian Hunter, the programme is anchored in 19th century composition theory, discovery learning, social learning theory, and advances in neuroscience. Teachers are taught the rules of composition in practical workshops, and the implementation of the programme is supported by an online writing tool using Educational AI that teaches students how to write. The entire system is predicated on writing as discrete, measurable, teachable skills.
A group of Sydney schools have achieved a complete turnaround in results in the space of two years.
What the schools did
1. There was a whole-school approach to writing instruction and a whole-school language.
2. Teachers were taught how to teach and model writing effectively.
3. Writing skills and knowledge were embedded through the Writer’s Toolbox online programme. Deeper composition skills required to lift writing outcomes were taught, not just grammar skills and surface language features.
4. Writing skills and knowledge were monitored, tracked, and assessed.
6. Methodology of delivery included implementing and interweaving into normal day-to-day delivery of curriculum.
The results
In 2021, all 18 schools in the study were below the NSW NAPLAN writing state average (with the exception of Year 3). By 2023, every year level in every school was above the state writing average, and two year levels (3 and 9) had exceeded the national writing average. At a deeper level, this transformation also
showed itself in like students. For example, students in Year 7 (2021) in this study were below the state average. However, a mere two years later and those same students (now Year 9) had lifted their NAPLAN writing average above the state average. In raw scores, the increase was just as dramatic. Between 2022 and 2023, at Year 7, the NSW average increase in NAPLAN writing was four points. However, in this study group, seven schools performed between double and 19 times the state average increase in raw score.
Sydney’s Waverley College was one of those in the study.
“In just six months, we saw such success with the students and their growth
and engagement in the Writer’s Toolbox programme,” Deputy Principal Ms Gabrielle Smith says.
Director of Junior Curriculum, Ms Charlotte Stevens, echoes these comments and the explicit nature of the Writer’s Toolbox system.
“In the junior school, Writer’s Toolbox supports the development of writing, sentence structure, grammar, and improves the quality of writing. In our senior school, they are using Writer’s Toolbox across subjects, even business studies and science. The students are developing the skills they need to achieve highly in their HSC.”
Could it work more widely?
The success being enjoyed by schools in NSW is part of a wider trend. Globally, more than 600 schools are now using the explicit skillbased Writer’s Toolbox system. Teachers are reporting higher quality student work – effect scores twice national average – increased student confidence, higher levels of school performance, and reduced marking time.
Writer’s Toolbox is a whole-school writing programme based on 25 years of research and classroom practice.
Image:
Writer’s Toolbox
The evolution of personalised learning platforms
Mr Hassan Baickdeli, Head of Emerging Technology and Solutions at Lenovo, details how the tech company is helping schools harness AI for education, powered by Windows 11 Pro built for business.
In the rapidly evolving landscape of education, traditional classroom settings are being complemented and sometimes completely transformed by innovative technologies that promise to personalise learning experiences like never before. At the very core of this capability enabling this transformation are Personalised Learning Platforms (PLPs), powered by Artificial Intelligence (AI) bolstered by sophisticated data analytics. These platforms are revolutionising education by tailoring independent curated learning journeys, focusing on individual student needs, preferences, and learning styles.
Combined with Microsoft learning, security, and IT management solutions, our innovative technology is shaping the future of education. The Lenovo 13w Yoga Gen 2, powered by Windows 11 Pro, supports instructors and administrators across every hybrid learning environment. Upgradable memory and storage options easily adapt to increased workloads, providing faster connectivity for virtual lessons and peer collaboration. Windows 11 makes it easier for everyone.
Understanding personalised learning platforms
PLP’s utilise AI algorithms to analyse vast amounts of school, curriculum, and student data. This data includes learning preferences, strengths, weaknesses, and pace of learning. By leveraging machine learning techniques, these platforms can provide customised content, adaptive assessments, and real-time feedback, all aimed at optimising the learning journey and catering it to each specific student.
The core principle behind PLPs is the recognition that every student learns differently. Traditional one-size-fits-all approaches often leave some students behind while failing to challenge others. PLPs address this issue by dynamically adjusting the educational content and pace based on the student’s performance and comprehension.
How AI enhances personalised learning AI serves as the backbone of PLPs, enabling them to perform several key functions:
1. Data-Driven Insights: By analysing student data, AI can identify patterns in learning behaviours and predict future
Personalised Learning Platforms represent a paradigm shift in education.
learning needs. This allows educators to intervene early when a student is struggling or provide advanced materials to those who excel.
2. Adaptive Learning Paths: PLPs can dynamically adjust the sequence and difficulty of learning materials based on the student’s responses and progress. This ensures that each student is challenged appropriately and remains engaged.
3. Personalised Content Recommendations: AI algorithms can recommend supplementary resources, such as articles, videos, or interactive exercises, that align with the student’s interests and learning objectives.
Images:
4. Real-Time Feedback: Immediate feedback is crucial for learning. AI-powered PLPs can provide instant feedback on quizzes, assignments, and practice exercises, helping students understand their mistakes and correct misconceptions promptly.
Let’s look at cookie-based advertising as one example, we’ve all had the experience where we are searching for a new jumper/ jacket or cap and then suddenly everywhere you are looking, you now have ads showing you deals on what you were searching for. Now imagine this from a student’s perspective where (throughout any part of their learning journey) from year 7 onwards things such as interests, content searches, progress is being ethically analysed to determine if they are struggling in music and perhaps showing more interest in engineering as an example. With AI analysing all the data presented to it, the student is shown suggestion (again based on interests) to course content flavoured around this. There are of course elements of security, framework and rigour that need to be in place here for these systems to deliver these types of suggestions and output with all elements of ethical and appropriate outcomes in mind.
Practical
applications in education
The implementation of PLPs in educational institutions has yielded promising results across various educational levels:
1. K-12 Education: In primary and secondary schools, PLPs have been used to support differentiated instruction in subjects like mathematics and language arts. For example, adaptive math programs can adjust the difficulty of problems based on a student’s performance in real-time.
2. Higher Education: Universities and colleges are integrating PLPs into their online courses and blended learning environments. Students benefit from Personalised study plans and interactive learning modules that cater to their unique learning needs.
3. Professional Development: Beyond traditional academia, PLPs are also being used in corporate training and professional development programs. AI-driven platforms can assess employees’ skills gaps and deliver targeted training modules to enhance performance.
Personalised Learning Platforms may facilitate collaborative projects among students, leveraging AI to enhance group dynamics and productivity.
Challenges and considerations
While the potential of PLPs is vast, several challenges and considerations must be addressed:
Data Privacy: Handling sensitive student data requires robust security measures to protect privacy and comply with regulations from the Australian Government’s Federal Department of Education
Equity and Accessibility: Not all students have equal access to technology at home or in school. Ensuring equitable access to PLPs is crucial to avoid widening the digital divide.
Teacher Training: Educators need training and support to effectively integrate PLPs into their teaching practices and interpret AIgenerated insights.
Future directions and innovations
Looking ahead, the evolution of PLPs continues with ongoing advancements in AI and educational technology:
Natural Language Processing (NLP): AI-powered chatbots and virtual tutors can engage students in interactive conversations, providing on-demand assistance and explanations.
Predictive Analytics: AI algorithms can predict future learning outcomes and recommend interventions to improve student performance proactively.
Collaborative Learning Environments: PLPs may facilitate collaborative projects among students, leveraging AI to enhance group dynamics and productivity.
Personalised Learning Platforms represent a paradigm shift in education, harnessing the power of AI to cater to the individual needs of students. By offering customised learning experiences, adaptive assessments, and realtime feedback, PLPs empower educators and learners alike to achieve better educational outcomes. As technology continues to evolve, so too will the potential of PLPs to revolutionise education and make learning more engaging, effective, and accessible for all.
Lenovo and Windows 11 help you manage the modern classroom with technology built for education. Lenovo Devices with Windows 11 offer personalised learning experiences, making it easier to meet, teach and share content. New tools that reduce distraction, like background blur and settings to minimize visual clutter, help educators to streamline class management and focus on instruction.
In summary, while challenges such as data privacy and equity must be navigated carefully, the promise of Personalised Learning Platforms powered by AI offers a transformative vision for the future of education. A future where every student can learn at their own pace and reach their full potential. EM
New function reduces double-handling
Web-based school management system, Compass, is introducing a new timetabling solution, explains the company’s National Marketing Manager Ms Hannah Goldsmith.
Compass’ new timetabling solution, Griddle, was developed in partnership with the Applied Artificial Intelligence Institute at Deakin University. The institute combines world-leading lean data AI and machine learning expertise with a scaled-up team of software engineers.
“Griddle is revolutionising the way schools timetable through its advanced platform, built on cutting-edge algorithm design and decades of timetabling experience,” Ms Goldsmith says.
Griddle provides the first multi-user, fully cloud-based timetabling solution that supports student-centric scheduling.
“It’s the only solution fully integrated with Compass and syncs seamlessly with the Compass Events module to eliminate double-handling of data,” she says.
“Griddle’s world-class engine can generate timetables that accommodate the most complex scenarios such as split room usage and curriculum pathways. The user-friendly platform empowers users at all levels of timetabling expertise to achieve optimal schedules that enhance learning
Supporting schools to navigate change Founded in 2010, Compass is used by more than 3,000 schools and four million parents, teachers and students, and has recently expanded into Ireland and the UK.
“Our cloud-first, scalable platform delivers real solutions to the complexities schools face every day,” Ms Goldsmith says.
“Our modules are highly integrated, mature and easy to use, so schools can spend less time on administrative tasks and more time focusing on student outcomes.”
It typically takes between one to three months to rollout Compass once a school comes on board, depending on complexity, providing an intuitive platform to centralise school news, events, attendance, learning tasks, wellbeing updates and more.
“We understand that involving key stakeholders and creating a shared vision is crucial for a smooth and successful transition to Compass, and we engage with school administrators, teachers, business managers, and IT staff throughout the journey,” Ms Goldsmith says.
in a single platform, reducing the number of systems required for daily operations. It integrates with best-of-breed software including several enterprise finance systems to deliver an end-to-end technology solution for schools,” Ms Goldsmith says.
“Schools are supported by our dedicated
Compass was, she says, the first Australian school management system to deliver a native app that was available to students, staff and parents. With two million users and ranked number two in education applications on the App Store, the app provides anywhere access to the Compass platform with over 80 per cent of parents choosing the Compass app as their preferred method of communication with their school. Its events, wellbeing and attendance tools are some of the system’s most popular.
“Our attendance module is the most sophisticated of its kind, providing intuitive roll marking, absence management, reporting and monitoring tools. Likewise, our wellbeing and behavioral management tool helps schools to monitor the wellbeing of individual students or cohorts. Our scalable suite of modules allows schools to create a customised solution shaped to their needs, which can evolve as the school’s needs change,” Ms Goldsmith says. EM
fully cloud-based timetabling solution was developed with software engineers.
Image: Compass
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Unmissable free opportunities at the EduTECH Expo
Earn valuable CPD points with a choice of nine free-toattend expo seminars, plus evaluate cutting-edge tech and connect with industry experts on the latest tools and
A new event app has been designed to help delegates maximise their EduTECH experience at this year’s event, including finding their way around the expo floor’s 400 global exhibitors.
“The app lets delegates explore sponsors and exhibitors, connect with attendees, send meeting requests, view
EduTECH conference producer Elizabeth Paterson says.
“They can benefit from efficient planning by organising their session schedule in advance and setting reminders for session times. They can build valuable business relationships and make the most of their time – before, during, and after the event.”
A series of seminars at the expo have also been carefully curated for delegates.
“They can master the latest trends in Maths education, future-proof their school library, and explore cutting-edge edtech – whether they’re passionate about student wellbeing, inclusion, or technology management, there’s a seminar for everyone at EduTECH,” she says.
The free-to-attend expo seminars include:
ts & Physical Education uture Forward School Libraries
Diverse Education Needs and Inclusion
Business Managers vation
In addition to the seminars, more than 400 global exhibitors will showcase cuttingedge solutions across 200-plus product categories on the expo floor.
“Dive deep into diverse educational topics, including learning management systems, virtual classrooms, campus management tools, and everything in between,” Ms Paterson says.
“Whether you’re focused on teaching and learning, school and campus management, special needs education, or
More than 400 exhibitors will showcase cutting-edge solutions on the expo floor.
Speakers will be signing and selling their books at the expo.
Top speakers
Dr Mary Coupland, University of Technology
Sydney
Topic: AI in maths
Summary: Can Chat GPT do maths? Do students think Chat GPT can do maths? How can teachers make best use of Chat GPT and Generative AI now, and in the future?
Join Dr Mary Coupland, Associate Professor in the School of Mathematical and Physical Sciences at University of Technology Sydney, as she delves into the topic of AI in maths.
Aug 13, 11:45am
Exhibition – Hospitality Suite 2 (Upstairs)
Shaun Bowes, Balwyn High School
Topic: Barriers and opportunities in the future of edtech for health and physical education (HPE)
anything else, the expo has you covered.”
Sponsors include Google for Education, Grok Academy, JAMF, Lego Education, Lenovo, Project Management Institute, VEX Robotics, Wonde, Toodle, Canvas by Instructure, Education Perfect, HPE Aruba Networking, Kami, Modern Teaching Aids and many more.
Innovations to ignite
In collaboration with EduGrowth, EduTECH this year presents the Innovation and Start-Up Zone – a vibrant hub where groundbreaking ideas ignite the future of education.
“Attendees can network with trailblazing entrepreneurs, witness the next edtech revolution at the EduGrowth-presented Pitch Fest, and explore transformative technologies that will redefine learning,” Marketing Director Ms Rita Nehme says.
“Investors, media giants, and established companies all converge here, seeking partnerships and the next big story. Be a part of this dynamic ecosystem and potentially shape the future of learning itself.”
In addition to the start-up zone, there is also a Demo Stage, where attendees can witness industry leaders bring cutting-edge
Summary: Join Shaun for comprehensive discussion on the future faced by HPE educators in integrating technology, including issues related to infrastructure, teacher training, and equity of access.
Aug 13 11:45
Sport / PE & Wellbeing Theatre
Michaela Muller, Hills Grammar School
Topic: Sustainable environmental initiatives on campus
Summary: Experience what sustainability can look like in your school while learning some sustainability ideas to implement straight away. Plus take away ideas and strategies to get more students involved in the world of sustainability.
Aug 14 12:00
Business Managers & EduBUILD Theatre
Rachel Colla, University of Melbourne
Topic: Navigating wellbeing in learning design: A WILD approach
Summary: Supporting teacher autonomy
tech, products, and services to life through live demonstrations.
“Principals, teachers and ICT professionals can test and compare emerging solutions side-by-side, gaining firsthand insights to guide their purchasing decisions,” Ms Nehme says.
“If they are intrigued by something specific, they can ask questions – the Demo Stage is their platform to connect with experts directly.”
Networking
EduTECH’s expo floor presents an opportunity to forge connections with more than 10,000 education professionals from across Australia.
Ms Nehme says the expo provides a space to share ideas, exchange experiences, and build lasting relationships.
“EduTECH empowers delegates to connect and collaborate, transforming their learning and prepare for success.”
Delegates can also meet some of the leading voices in education during speaker book signings.
“Speakers will be signing and selling their books on the expo floor, giving delegates a chance to engage with influential educators
matters! Learn how to integrating wellbeing theories intentionally in our learning design.
Aug 14 9:30
Sport / PE & Wellbeing Theatre
Paul O’Halloran, Dentons Australia
Topic: How to swiftly manage complex employee relations matters in schools. Is your school’s legal and governance strategy up to scratch?
Summary:
• Identifying persons and styles not suitable for working with children
• Identifying the signs, language and conduct that indicate a person poses a threat to children
• How to use innovative and lawful strategies to swiftly remove staff from your organisation who pose a risk
• How to use pre-employment checklists and questions to filter out unsuitable individuals during recruitment.
Aug 13, 11:45
Business Managers & EduBUILD Theatre
and authors,” Ms Paterson says. Additional features this year include:
• Collect giveaways and win prizes: engage with exhibitors and stand a chance to take home valuable prizes.
• Exclusive discounts: enjoy special offers and discounts on new purchases.
• Exper t advice: get personalised advice from experts on specific challenges you’re facing in your educational environment.
Register online to secure a free expo pass to Australia’s largest festival of education. EM
Want to upgrade to a full all-access conference pass?
Choose from 10 Paid Conference tracks and delve into these important topics plus engage in meaningful discussions that will help you shape the future of education. Learn about the latest developments, AI opportunities, new digital technologies available to help Australian educators improve teaching and learning. Use discount code EM20 for a 20% discount off your conference pass.
Preparing for modern life
Interactive displays are giving students direct access to a level of technological sophistication and connection not out of place in the modern workplace.
Only three years ago, butcher’s paper and an old-school whiteboard were common teaching aids at a cluster of three rural primary schools in Victoria.
But one technology company changed all that, upgrading the school’s digital learning resources and transforming the three separate schools into a modern connected campus.
More recently, the same company –Samsung – has helped St Joseph’s College, a boys’ secondary school on the outskirts of Melbourne, elevate its classroom experience for teachers and students with a series of
In both cases, Samsung has pushed the envelope of what each school conceived possible. Mr Phil Gaut, Samsung’s Senior Director and head of display and brand memory, says the company is passionate about learning.
“First and foremost, it’s really important that the technology in a school mirrors the technology that’s available in the workplace,” he says.
“That’s the expectation from students, and the way they learn and absorb information in the modern environment is adopting the resources and the mediums
In the case of St Joseph’s College, Mr Gaut says, interactive displays have irreversibly changed the way students learn and engage with teachers.
“St Joseph’s is encouraging the children to collaborate and work together with the technology as an enabler and a facilitator of that work, that is both exciting and exceptionally practical, to really enrich their learning,” he says.
“The digital era adds enormous value in terms of content and the resources that are available. Ultimately, we believe all the innovations that we’re seeing in
Samsung’s Interactive Displays can combine text, image and video for dynamic lessons that support different learning needs.
exceptional value to the learning experience.”
St Joseph’s College, which has approximately 1,000 students and 120 staff, partnered with Samsung to equip its new cutting-edge building with displays that enhance engagement and elevate digital communication throughout the entire school.
Mr Andrew Cooper, Deputy Principal and teacher at St Joseph’s, says Samsung’s FLIP Pro Interactive Display has quickly become part of the fabric of teaching and learning at the College.
“It has also allowed us to do something that seems to be quite obvious in teaching but isn’t done enough, and that is to allow students to be part of that teaching, to have them at the front of the classroom leading discussion as well,” he says.
He believes a true measure of the success of introducing Samsung’s interactive displays has been the uptake by students; they are tutoring each other after school, using the technology the way they have seen their teachers use it.
Mr Gaut says Samsung builds resilience and security into its products, allowing students to safely collaborate during peer-to-peer learning.
“Samsung is building into its education tools a level of software protection to ensure that the school remains a safe environment.”
St Joseph’s IT Manager, Mr Phil Skiller, says Samsung’s Interactive Displays streamline the way staff produce content.
“Part of the challenge was to have a device that we could use to interact with a teacher’s computer screen. With the FLIP Pro Interactive Display, we can have the computer screen visible in any part of the display, we can use part of it as a whiteboard, or we can annotate over the top. It all works seamlessly,” Mr Skiller says.
“Every teacher in the new buildings know how they work,” he says.
It’s a statement Mr Gaut understands well. He says how a teacher interacts with the technology in the classroom is potentially the most important element of its success.
“Technology needs to be simple, intuitive, and easy for teachers to use. While Samsung is well-established in universities, we only recently started our journey into K-12 education, and one thing we’ve learned is that teachers are moving
classroom. They want something that’s simple to use so lessons start quickly and in an uninterrupted manner.
“That’s why we’ve worked hard to build not only our hardware but our support infrastructure around our products in terms of training resources, such as how-to videos and learning guides for teachers.”
He continues: “It’s also important that our products are supportive of the latest environment. To that end, we’ve just launched a brand new Google-certified interactive board.”
Known as the WAD eboard Interactive Display, it is Samsung’s first Google Enterprise Devices Licensing Agreement (EDLA)-certified classroom display.
Powered by the Android 13 operating system, the WAD eboard Interactive Display series – available in 65-, 75- and 86-inch models – provides an intuitive and engaging experience that eliminates the learning curve of new instructional tools for teachers and students alike.
As part of a seeding program, Samsung is
the 11 schools over the next 12 weeks, to build on learning exactly how the board can integrate with the curriculum, with the Google Education platform, and make it even easier for people who are adopting it, to use the product,” Mr Gaut says.
He says learning remains an absolute passion point for Samsung for several reasons.
“The early adoption of technology really does prepare students for life in the modern workplace. The technology you and I are discussing is all technology that we’re deploying every day in the modern workplace,” he says.
“It’s absolutely critical that the next generation are getting exposure to these products, not only in their home lives but also in a schooling environment, and they understand that technology can be fun but also has a serious aspect to it.”
For more information about Samsung’s Interactive Displays for education, visit www. samsung.com/au/business/display-solutions/ education-schools. EM
A high-resolution screen and powerful speakers keep students engaged.
In the fast lane
How
a program combining a tertiary qualification with paid employment in the tech industry is attracting more secondary school graduates each year, giving them a step-up on their career path.
Rianna Libdy and Ryan Takayasu are among a unique group of secondaryschool graduates who are taking a novel approach to their careers in software engineering.
They are part of a program which combines university study at University of Technology Sydney (UTS) with practical learning in a full-time job at WiseTech Global, one of Australia’s top tech companies. Over four years, students in the WiseTech Global Earn & Learn program earn a university degree in computer science, are paid a competitive full-time salary, gain real-world experience, have university course fees reimbursed, and finish with no HECS debt.
Students are supported by a dedicated WiseTech team, and participate in WiseTech’s rotation program, working across different teams and projects to experience and develop skills under the guidance of senior software engineers.
The program is growing: starting with 30 participants in its first year (2023), then 52 in 2024, representing 73 per cent growth in the first two years. It aims to expand further in 2025, offering 100 places and plans to add more universities in the future.
Rianna joined Earn & Learn in 2023, as part of the program’s inaugural cohort. She is now in her second year of the program,
High School, a government school in southwest Sydney which offers STEM subjects, and completed IT subjects from Year 8 to 12, but had not done a lot of coding before joining Earn & Learn. Through her school, Rianna also competed in Grok Academy’s National Computer Science School Challenge (NCSS), a five-week online programming course and interactive problem-solving competition.
Her path into the Earn & Learn program began when she applied to university.
“When I looked at tech cadetships, I had the option to choose between going to a government job or going to WiseTech – I chose WiseTech,” she says.
As a female employee in the inaugural cohort, Rianna recognises she is a role model to her peers – 27 per cent of the 2024 Earn & Learn cohort are female (higher than the current participation rate for female software engineers in undergraduate programs, WiseTech says) – just as the company’s senior female engineers are role models for her.
She says she has enjoyed mentoring students because it provides an avenue to develop her soft skills, such as communication skills, alongside her
engineering pathway, but I do love sharing knowledge and giving back to WiseTech through the mentoring program,” she says.
Her advice to secondary students considering a career in computer science is to get involved in tech-related challenges, like those offered at Grok Academy.
“If you find something that you’re passionate about, nurture it. Reach out to people and ask questions, because you don’t want to regret not pursuing something you might have potentially enjoyed,” she says.
Following in Rianna’s footsteps, Ryan is part of the Earn & Learn 2024 cohort, currently in their first year of the program.
Ryan attended Killarney Heights High School, a government co-ed school on Sydney’s Northern Beaches. He completed software design and development as a subject in Year 12 and pursued additional coding study online in his own time, including at Grok Academy, which wasn’t offered through his school.
Tossing up between pursuing further study in architecture or software programming, Ryan took the advice of his older sibling who is employed in the tech sector.
“He shared his experience and opened
WiseTech Global is expanding its Earn & Learn program in 2025, offering 100 places to secondary school graduates.
future. I’m glad I chose this path. I’m currently doing a lot of front-end development, which is very different to what I’m used to – I’m learning a lot,” he says.
Ryan discovered WiseTech’s Earn & Learn program when he and a friend attended a UTS Open Day.
“That’s where I learned about the cadetship program that UTS offers, and the Earn & Learn program. I applied for both programs at the same time and was accepted into both.”
Only six months into his first year in the program, Ryan is enjoying the creative side of computer science.
“If I could become a full-stack developer, where I’m doing front-end and back-end, then I feel like that opens up opportunities to use my creativity to problem-solve,” he says.
Unlocking a future in tech
Former maths and computer science teacher and software engineer Matthew Kameron leads the Earn & Learn program at WiseTech. With more than 15 years’ experience as a senior leader in software companies and secondary schools, he knows better than most the critical role teachers play in raising awareness of the career opportunities and pathways available in the tech sector.
and to a large extent, in the world,” he says.
“The program is designed to fast-track their technical knowledge and give them as much exposure and experience in the workplace as we can, to build their skills. The workplace requires a lot of technical expertise, so we focus on building that quickly.”
Participants rotate through four different product development teams, spending four months with each; there are about 130 software development teams in the company, so every student in the Earn & Learn program is exposed to a different four teams.
“We ensure they have diverse experiences. Some will join a team working on our established, world-leading products; others will join teams working with cutting-edge new products under development. After four rotations, they select which team they’d like to join, and they’ll stay with WiseTech indefinitely, including once they graduate university. Their employment with us is a permanent contract, so they can stay with us as long as they want,” Mr Kameron says.
Mr Kameron urges secondary school teachers to be mindful of stereotyping when considering what type of student might be suited to the program.
and enjoy thinking and enjoy asking difficult questions. These are the kind of kids who, when you teach them a concept, they ask ‘why’ questions,” he says.
“One thing we see in the workplace with the Earn & Learn groups is that for many of them, it’s the first time in their lives they’re among other people with common interests, yet still diverse and varied. WiseTech is a place where it’s cool to think, it’s cool to be creative. Everyone is welcoming and supportive.” EM
“We don’t want teachers to be limited by stereotypes. The main thing is to have an open mind, look for students who are switched on
Rianna Libdy.
Matthew Kameron.
Ryan Takayasu.
AI in education: unlocking the future of learning
Generative AI is creating new possibilities for interactive and personalised learning experiences, making it a valuable tool for schools to empower students.
Australian schools are at a crossroads to reimagine education and explore how generative AI can enhance learning. Harnessing the potential of generative AI is a critical opportunity for education institutions. While the world is just beginning to perceive AI’s potential application to classrooms, it is likely this technology will fundamentally transform how students actively learn and educators practically teach in the years ahead.
The students of today will enter a workforce where AI has not only undergone substantial advancements but radically transformed existing careers, created new professions, and reshaped existing roles. According to the 2024 Work Trend Index Annual Report from Microsoft*, 82 per cent of leaders believe their employees will need new skills to be prepared for the growth of AI. Working alongside AI using natural language will be as ubiquitous as the internet and personal computers. Embracing generative AI’s potential is the first step in ensuring learners are equipped to thrive in the future workforce.
The transformative benefits of AI in
Current AI use cases, such as tools to summarise ideas, check work, and assist with writing, is just scratching the surface. Generative AI technology holds immense potential to transform teaching and learning and reduce administrative workloads. The growing accessibility and sophistication of these tools provide unprecedented opportunities to develop human-like text and rich multimedia learning content. AI holds potential in education to accelerate learning, prepare students for the future, improve efficiency, and so much more. Set out below are several (and nonexhaustive) key benefits that generative AI can bring into the classrooms.
For Educators:
• Create and customise lesson plans, resources, and exercises.
• Engage learners through interactive content like multiple-choice questions.
• Summarise articles or texts.
• Provide personalised assignment feedback at scale.
For Students:
• Personalised learning adapted to each student’s unique needs.
• Get tailored feedback to help improve skills and understanding.
• Assistance to conduct research and generate ideas.
• Develop the AI literacy skills required for the future workforce.
Introducing Microsoft Copilot
Microsoft Copilot is an advanced AI assistant that helps users find relevant information, create original content, and complete everyday tasks more efficiently. It utilises a conversational chat interface and natural language input to generate responses, such as summaries, analyses, comparisons, and so much more. Designed for modern mobility, Copilot is available across web and mobile devices through current browsers like Microsoft Edge, integrated into the latest version of productivity apps like Microsoft 365 or available on the keyboard of new Windows 11 computers. Whether at a desk or on the go, Copilot is always ready to help.
Managing Generative AI in education
To fully unleash generative AI’s potential
in delivering high-quality and safe education experiences, schools will need support to understand and appropriately manage privacy, security and other ethical considerations.
Risk management strategies should be proportionate to the potential consequences, which include (non-exhaustively):
• Errors and algorithmic biases in AIgenerated content;
• Misuse of personal or confidential information; and
• Inappropriate uses that discriminate or undermine assessment integrity.
Appropriate, robust risk management is essential to ensure the responsible use of generative AI in education. Clear guidelines and policies are provided by the Australian Framework for Generative Artificial Intelligence. This framework can help education institutions navigate ethical considerations and ensure generative AI is safely and responsibly integrated across learning environments.
The role of educators
Educators will play a significant role in preparing the next generation of students for an AI-driven future. By adopting these transformative technologies into teaching, educators can introduce and familiarise students with AI tools and applications from an early age. This not only imparts future necessary skills and competencies but also instils a mindset of using AI as an empowering tool for growth rather than a concept to be feared or avoided.
In addition to technical AI literacy, educators will retain their traditional functions as teachers in cultivating uniquely human skills and mindsets which also have the potential to complement the use of artificial intelligence. This includes abilities like creativity, critical thinking, emotional intelligence, and complex problem-solving. In developing these human talents in conjunction with AI literacy skills, educators ensure students are equipped with the skillset ready for the workplace of the future.
The role of IT Managers
IT managers have access to a wide range of tools, frameworks, and training to facilitate successful integration of generative AI across education institutions. This includes comprehensive guides on data privacy protection, system security policies, and ethical
AI governance protocols to oversee safe deployments.
With the right resources, IT teams can ensure that generative AI provides educational value while mitigating potential risks related to improper usage or data breaches. When deployed well, AI can unlock solutions for improving educations systems.
Equipping the next generation with AI programs and devices
JB Hi-Fi Education is committed to equipping the next generation of students with the best learning tools and technologies.
Its range of Windows 11 devices, including AI-enhanced laptops from leading brands, are safe, secured and designed for simple, affordable deployment and management across education environments. JB Hi-Fi Education understands the importance of practicality and aim to support world-class learning programs through technology solutions that unlock new modes of collaboration.
The latest Windows 11 PCs unlock unique AI experiences through enhancements like Auto-Frame cameras, Noise Reduction audio, and improved battery life with powerful AI-optimised chips. Many even feature a dedicated Copilot button to open the Microsoft AI assistant with a simple tap. EM
JB Hi-Fi Education is a premier technology partner helping Australian schools integrate solutions that enhance curricula and evolve with the digital environment. It provides professional advice, education-specific products, a unique procurement and fulfillment model, and strategic solutions to help education institutions at every step of their ICT program lifecycle.
JB Hi-Fi Education ensures that the technology and solutions it provides enhance curriculum and pedagogical objectives to allow schools to evolve with the digital environment. In the era of generative AI, the time is now to reimagine learning and ensure Australia’s students are equipped with the skills, tools, and mindsets to lead the future.
To learn more, scan the QR code to download JB Hi-Fi Education’s guide to AI in the classroom or speak with its experts about making an informed decision for your institution. JB Hi-Fi Education can provide the information schools need to make an informed decision about integrating AI devices into their classrooms. Contact education@jbhifi.com.au or 1300 746 752
Generative AI technology holds immense potential to reduce administrative workloads.
Images: JB Hi-Fi
Sessions on AI sold out
Delegates at the National Education Summit held in Melbourne in June 2024 have praised the event for its quality presenters and ontrend topics, with some sessions reaching full capacity.
generated excellent conversation among delegates.
“This year we introduced a small window for discussion between presentations. This allowed time for delegates to reflect and ask questions, so they can take away practical ideas to take back to the classroom,” Ms Metcalf said.
Teachers who attended the event across two days in Melbourne have described the professional development sessions as ‘mini-Ted talks’, complimenting the quality of the presenters and contemporary topics addressed.
Summit, the IEC Group, said a broad demographic of delegates attended over two days, and the feedback was overwhelmingly positive.
Metcalf said teachers enjoyed the presenter’s practical application of theory in action.
“The AI in the Classroom conference –new this year – and the AI-related sessions
The Sustainability in Schools conference – also new this year – was another highlight.
“Presenter Katie Pahlow from Sustainability Victoria said there was a lot of conversation in the session she led on sustainability and student wellbeing, and there are a lot of gains to be made in this space. It is embedded in the Curriculum, and will continue to grow”.
“There is a new component in Catholic schools to create an action plan on bringing sustainability into Catholic schools.”
In addition to the five conferences, the exhibition floor at the National Education Summit showcased a diverse range of products and services in the education sector, including new ventures.
“Teachers are expected to teach and be informed about the products and services on offer to help them in that pursuit. This year we had a broader range of products and services, with 110+ exhibitors on the floor, covering subjects as diverse as wellbeing, playground equipment, online resources to excursions,” she said.
All delegates receive a certificate of attendance, mapped to the Australian Professional Standards for Teachers as proof of professional development hours. EM
Missed the event?
Scan the QR code to register for the National Education Summit in Brisbane from 2-3 August at the Brisbane Convention & Exhibition Centre.
The summit will also take place in Brisbane from 2-3 August.
NEW! CARING FOR COUNTRY OUTDOOR FURNITURE RANGE
Featuring breathtaking art by award-winning Indigenous artist Brett Parker, Billyara, the new Caring for Country range celebrates rich Indigenous history and culture. It provides schools, colleges, parks, resorts, restaurants, shopping centres, airports, community spaces and other venues with a wonderful resource to enjoy, learn and explore Indigenous art and culture. By scanning a QR code on the outdoor furniture, people can watch Brett tell the story and meaning behind each artwork.
Create places to connect with our NEW Caring for Country outdoor furniture range.
BURBANG BIRRANG Outdoor Setting
BARRADAM-BANG Bench Seat with Backrest
WIRIMBIRRA WIRIMBIRRA Bin Enclosure
Masters of their domain
A P-12 college on Victoria’s surfcoast has partnered with a local business to not only provide outdoor education to its Year 9 students but to nurture their employment skills, strengthening ties in the community.
“When can we go back?”. It’s a question that Lorne P-12 College’s Health and PE Co-ordinator often hears from students following a visit to Live Wire Park, the first completely off-grid elevated adventure park in Australia, located in Lorne.
Mr Simon Scholtes has been a teacher at the school for 14 years and has established a unique program with Live Wire Park director Mr Luke Nisbet for Year 9 Outdoor Education students. The partnership, now in its fourth year, recognises the importance of groups in a small community, working together to improve opportunities for young people.
“Our Year 9 students visit Live Wire Park and experience the range of activities on offer, add go through an ‘employee’ induction process. A group of our primary-age
Year 9’s to act as pseudo employees of the park,” Mr Scholtes says.
Lorne P-12 College’s Outdoor Education program, which Mr Scholtes has developed over many years, aims to develop students as a cohesive team and individually, to become active members of the local community.
“In Years 9 and 10, all our students are exposed to an outdoor element. In Year 9, it’s one day a week, based on the idea of developing students’ personal and social capabilities, utilising the local environment as our classroom,” he says.
“I focus on progressive development throughout the year; from the start of Year 9, where there’s a lot more guidance, through to the end of the year, where students design and plan a camp for five days, and then go on that camp.”
look at different attributes and employability skills, and developing them as an ongoing continuum.”
Before they undertake the program at Live Wire Park, in Term 1 Year 9 Outdoor Education students develop their open water awareness, confidence and competence which includes lifesaving skills and surfing, culminating in the students running a surf lesson for the schools’ primary-age students.
Mr Scholtes says Lorne P-12 College, which has 146 students and 35 staff, is the original surf school in Victoria, started by 10-time Bells Beach Champion Gail Couper and Murray Walding in the late 1970s. The first surf program at the school took place in 1979. It has progressed and developed into the current secondary program.
He continues: “Across the whole year, we
“In our surf ‘school’, half the objective is for the students to develop and grow and to become better versions of themselves and to challenge themselves. The other objective is developing employability skills and attributes, where they then need to provide their learning as an experience for another junior group,” Mr Scholtes says.
“That’s the benefit of being a coastal P-12 school in a small community; we can take our primary-aged students out for a surfing day and the Year 9’s run a surfing lesson for them.
“That’s their first introduction to running an event for someone else. It takes the focus off their performance individually. The beach and surfing are the resources we have access to, learning employability skills and traits, developing as a cohort and providing an experience for others are the key outcomes.”
The next stage is going to Live Wire Park and doing a similar program there, using an external provider with employees as role models, he says.
Year 9 students from Lorne P-12 College experience four visits over four weeks as part of a unique program with Live Wire Park.
Lorne P-12 College initially started with the College taking students to the adventure park as a ‘one off’ experience when it first opened six years ago.
“I got to know Luke (Nisbet), and we had conversations about the park and the opportunities that exist. He talked about wanting to make sure the park was looking after the local community,” Mr Scholtes says.
“The cogs in my brain started turning. Knowing we’ve been running the similar surfing program for 10 years, where students practise then plan a surf lesson for a primary class, I could see the potential to transfer that model into another experience.”
At the same time, Mr Nisbet was asking Mr Scholtes about a pathway for local young people as potential employees.
“We worked out that there was a mutual benefit, where we could set up a training program where the students would get to experience Live Wire Park, but at the same time they would also gain experience in the operations of the park,” Mr Scholtes says.
“Luke and I both developed the structure of our Live Wire program together. The first few years were based on our surf model as proof of concept. Then Luke and I sat down to forge a program that we could replicate and develop further each year, with curriculum structure that follows Live Wire employment practice.”
Over the course of the four-week program, the Year 9 students learn about Live Wire operations and what it takes to be employed. Students work with Live Wire’s skilled team, many whom have come through the school’s Outdoor Education program.
Once the Year 9’s have experienced and practised OH&S requirements and operations, the Year 4-6 students are invited as participants
Tasks students complete under the supervision of Live Wire staff on the assessment day include safety inspection of the park grounds and equipment, setting up harnesses for participants, guiding participants through the harnessing process, completing the safety briefing for the courses, supporting participant needs, guiding them onto and through the courses, maintaining a safe environment, packing equipment away, reflecting with participants and finally, reflecting on the experience.
“As part of the assessment, we have a competency checklist; ‘Did you follow Live Wire’s employee expectations of OH&S, presentation, equipment preparation, the briefings, active supervision, culminating in ‘Are you competent to be an employee at Live Wire?’.
“We try and get to the point of all students demonstrating their competence, and for Luke to be able to say, anyone can apply for a job. He’s doing a really good job of supporting the local community and the kids.”
A lot of Live Wire Park’s employees are past students who have come through the school’s Outdoor Education program.
“There’s a very close connection with the school. We’ve got past students who have been a part of this exact program mentoring current students through their experience. It’s a very positive experience for all the students, and attendance is always high,” Mr Scholtes says.
“Students are enjoying the experience and reflecting on it positively. They’re asking, ‘Can we go back? Can we do another week?’. I think that speaks for the experience of being at Live Wire Park itself, but also the positive relationship that they have with employees and Luke. On the last day of the program, I had students asking, ‘Is Luke here? I want to ask for a job’.
“As a school, we focus and pride ourselves on our relationships with community groups; Live Wire Park, and Luke, is an exemplar. Our programs cannot run without these partnerships and community relationships –we value that above everything else. We really appreciate their support and generosity and ability to run these programs.” EM
Primary-aged students are invited as participants for the Year 9 class to operate as ‘employees’ of Live Wire.
Students practising safety briefing and OH&S checks.
Images: Simon Scholtes.
‘Movement is an ally, not an enemy’
TransformUs, a world-first program created by Deakin University, makes it easy to create active school environments by integrating meaningful movement into an existing curriculum.
Imagine a way of teaching that can demonstrably improve students’ learning, create enjoyable learning environments, help teachers manage classroom behaviour and improve student health.
Developed in Australia over 16 years by leading researchers, TransformUs re-frames the way children learn by moving more and sitting less.
TransformUs uses innovative behavioural, educational, and environmental strategies to increase students’ opportunities for movement and reduce sitting throughout the school day.
More than 2,000 teachers and 680 schools have signed up to bring a new way of teaching to their classroom.
And now every school and teacher in Australia can bring the benefits of TransformUs to their classrooms – including primary, secondary or special schools.
Lead researcher and program developer, Professor Jo Salmon from Deakin University’s Institute for Physical Activity and Nutrition (IPAN), said TransformUs was designed to make moving the norm throughout the day.
“TransformUs supports teachers to incorporate activity into usual lessons, like maths, and also to introduce active breaks to avoid long sitting periods,” she said.
“Our research shows this approach helps keep students alert, on task and focused.”
Professor Salmon said TransformUs had been developed in alignment with the Australian Curriculum. Online professional
learning opportunities, lesson plans, short videos and more are provided to registered teachers and school leaders to make it easy for them to incorporate into everyday teaching.
TransformUs positions physical activity as a teaching tool, a vehicle for increased student engagement, and a mechanism to create a positive classroom environment.
“Teachers are supported to ensure they feel confident and supported in creating engaging classrooms,” she said.
“Finding ways to incorporate movement into everyday lessons – so the delivery of the lesson changes, not the content – is integral to the program’s success.”
Graduate teacher Rhianna McNee said physical activity in class has a huge impact on student outcomes. “TransformUs has allowed me to see that movement is an ally in learning, not an enemy,” she said.
And the benefits extend to the home, with the program also encouraging a standing or moving component within homework, such as completing reading homework standing up, or involving a family walk to complete a science challenge.
Evidence that TransformUs works TransformUs is backed by 16 years of scientific evidence that proves the program positively impacts student engagement, health and wellbeing.
Over two-and-a-half years TransformUs was tested with approximately 600 primary school students, with incredible results:
• 85 per cent of teachers reported their students experienced greater concentration after an active break; and
• 79 per cent of teachers reported their students’ time-on-task improved after an active break.
Compared to non-TransformUs schools delivering traditional lessons, students in the TransformUs schools:
• Spent up to 63 minutes less time sedentary and five minutes more active on school days; and
• Had lower Body Mass Index (BMI), waist circumference and blood pressure, and higher vitamin D levels.
As a research project, TransformUs has been supported for more than 16 years with $4 million funding from the National Health and Medical Research Council (NHMRC); VicHealth; Diabetes Australia and the Victorian Department of Education.
TransformUs includes hundreds of easyto-use curriculum-linked resources, designed to improve student engagement and learning in Maths, Science, English, Geography and History from Foundation to Year 10 EM
Evaluation
While TransformUs is rolled out nationally, researchers at the Institute for Physical Activity and Nutrition (IPAN) at Deakin University are conducting a research trial to evaluate the program. As part of the trial, teachers will be invited to provide feedback. Register now at Transformus.com.au.
The first seven words you speak
Dr Stephen Brown says making leaders aware of a simple but powerful communication technique can have a significant impact.
“We deny they are telling the truth”.
The newspaper article headline noted this seven-word statement provided by the defence team for former school Principal, Malka Leifer. These words are small but convey a clarity of message, the legal position to be adopted.
In 2017, I sat in my medical specialist’s consulting room, and he uttered seven words I will always remember: “You are certain to get pancreatic cancer.” These words are etched in my psyche – carved into my memory forever. I remember being incapable of speaking and then going into a state buffered by waves of various emotions.
Finally, a LinkedIn post from Bernard Salt, AM (November 2023), in which he shares a reflection from visiting his grandmother in country Victoria when he was 11-years-old. “A single comment was made that has stayed with me all these years. My grandmother said that her family had ‘come over early and worked on stations’. That was it. But it was significant enough to have me intrigued and to get me hooked”. Another seven words.
What is the importance of the first seven words stated? Are each of the above examples’ random coincidences? Let’s come back to that...
running through leadership skills is the ability to communicate effectively. And that means being able to communicate well to different ways of working using different mediums and technologies” (AIM, 2024, p6).
Communication between people always runs the risk of being misunderstood. This is in part because the intended recipient of the message, the listener or reader, races ahead to attach their interpretation of what is being communicated.
Why does this happen and what are the implications for leaders in shaping and delivering their messages through verbal communication? Simply put, it’s all about ‘the first seven words’ according to a colleague, Andrew O’Keeffe.
The first clue relates to the working memory of the brain. O’Keeffe (2011), author of Hardwired Humans, notes that the brain of the listener, being human, works in two second chunks, the equivalent of seven words. The other insight from the research is that the listener makes sense by classifying the meaning attached to what they heard, or thought they heard.
These two insights form the communication technique of the first seven words. Making leaders aware of this simple but powerful technique has had a significant impact on their practices.
Dr Stephen Brown is the Managing Director of The Brown Collective, focused on the formation of educational leaders and partnering with schools, networks and system to enable sustainable impact. The organisation reflects both his collective experience over 40 years in policy, strategy and leadership development – and that of the remarkable global network he has developed during this career.
Effective leadership and effective communication are intertwined. Arguably, the best leaders are skilled communicators. When done well, leadership communication inspires trust, positive change, and productive professional relationships (Centre for Creative Leadership, 2023).
The Australian Institute of Management’s 2024 Whitepaper, Leadership Reimagined, notes that the number one ranked most valuable leadership capability at 60 per cent from respondents is communication.
In the same survey in 2021 communication was rated at 42 per cent, second only to the related capability of emotional intelligence. The report notes: “Ultimately, the common thread
This has helped leaders frame their approach to undertaking challenging conversations; articulating their personal vision in the form of an initial refrain; developing a common language as a basis for connecting people and building organisational culture and to make very conscious the power of the spoken word.
“As managers and leaders, we must be able to communicate in the moment in compelling ways. We’ll also need to start collaborating in new ways, as this is an area that is going to rapidly evolve” (AIM, 2024, p7).
Remember, the first seven words you speak. Suggestions from O’Keeffe (2011) to make these initial words count include the use of jargon-free language, focus on a single concept, be specific and truthful. A technique that will help leaders to refine arguably the core aspect of their work. EM
Image: Dr Stephen Brown
Increasing participation in tertiary education
Matt Hawkins, CEO of Edmund Rice Education Australia Flexible Schools network, shares his organisation’s response to the release of the Australian Universities Accord Final Report
In February this year, the Minister for Education, Mr Jason Clare, handed down the Australian Universities Accord Final Report The report delivered a blueprint for long-term changes to the university sector that would, in an ideal world, overhaul tertiary education in Australia for the better.
One marker of success was to increase university attainment rates to 80 per cent – an immense goal given that the current tertiary attainment rate sits around 50 per cent, with the number of Australians enrolled in a bachelors degree decreasing in 2023.
The report’s goal relies on an upswing of minority, disadvantaged, regional and remote, and Indigenous students enrolling in tertiary education, but here’s the problem: right now, the education system is not working for these
This is what I’ve learnt as the CEO of Australia’s largest network of alternative schools in the country, where many of our young people come from economically disadvantaged backgrounds, have experienced trauma and live with socialemotional disabilities. One third of our students identify as First Nations, with particularly high proportions in Alice Springs, Mount Isa, Townsville, Rockhampton, Geraldton and South-East Queensland. Our schools represent the very cohort highlighted in the report, and every single one of our 2,100 young people attend a Flexi school because they have disengaged from more traditional, mainstream school settings.
Our young people want to learn. They have big goals that they want to pursue – and
Dr Matt Hawkins was appointed CEO of Edmund Rice Education Australia (EREA) Flexible Schools in March 2023 from within the EREA network, previously serving as the Principal of the Marlene Moore Flexi Schools Network and Head of Campus at the Hemmant Flexible Learning Centre in Brisbane. Prior to this he spent more than 16 years in Senior Leadership positions at two EREA schools in Queensland.
Dr
Image: EREA
Flexi schools use a skills-based approach to learning.
Image:
Oksana
we need to do better to support pathways into tertiary education for people who do not have the ease of location, finances or family support. Here are three things we should be considering as part of that.
1. A flexible education system
The most marginalised and disenfranchised students in the country are the most valuable, and an untapped resource of talent and resilience in our country. We need to be flexible in opening doors for them to succeed.
More innovative and responsive ways of measuring growth, performance and success is one approach, through exploring a broader set of criteria outside the ATAR for course entry. Current government consultation regarding a National Skills Passport is an exciting step forward, particularly for people who do not follow the set path towards tertiary education. However, this initiative demands critical conversations about how we determine what experience and skills are ‘valid’ enough to be recognised. Critical conversations also need to be had about who will validate these claims for each individual. Schools and educators will, of course, be critical to this.
At Flexis, we use a skills-based approach to learning, developing and recognising important people and thinking skills alongside the knowledge required for successful and sustainable work. In reporting on the progress of each young person as it relates to these
skills, we have seen an increase in learning confidence and interest in tertiary education –but this work cannot be limited to Flexi schools if we are to see the kind of increase in tertiary education that the report is striving for.
2. Building aspiration
For nearly 40 years, our schools have worked with young people, families and communities in building learner identity, increasing awareness of opportunity and providing practical pathways to previously undreamt futures. Many young people who live in remote areas or are disadvantaged have never considered university to be an option. These young people are the first person in their family or community to complete high school and are either unaware or do not believe there is potential to pursue the opportunities that lay ahead.
Strong relationships between tertiary education institutions and regional, remote, and alternative schools are critical. This will not only ignite conversations with young people who might not have considered these pathways, but it will also take steps towards building the trust that might have been eroded between these students and mainstream education providers. These relationships could also be leveraged to create short-term immersion experiences and hybrid models of enrolment to enable young people to transition gradually between institutions.
The phrase ‘you cannot be what you cannot see’ rings true when we look at tertiary education, and there is a huge opportunity to illustrate what options are available after school – and the implications this would have on their lifelong learning and economic sustainability.
3. Support
While needs-based funding for university access is commendable, money is not the only barrier to entry for our young people. Our students experience a range of barriers to university entry, including confidence in their ability to participate in tertiary education, awareness of tertiary opportunities and trust in another education system that has previously not enabled them to progress and engage in relevant learning for their requirements. To increase young people following tertiary pathways, we need to address these barriers – and at the heart of this is creating emotional safety.
When mental health and wellbeing is supported effectively, young people are engaged in their learning journey, they choose to attend school, and they feel comfortable communicating with teachers and staff if there is something preventing them from feeling safe and supported. This is as true for our Flexi schools as it is for tertiary education.
We employ as many youth workers as we do teachers in many of our schools, and we deliver a strengths-based, trauma-informed learning environment. This investment in relationships has had a transformative impact on many of young people who started with us thinking they could not learn. There is merit in considering how this approach could be replicated to support tertiary education attainment, where additional or diverted funding might cover things like individual mentors, coaches, the creation of culturallysafe spaces or youth workers.
The release of the Australian Universities Accord Final Report marks a significant opportunity, not only for educators and the next generation of young people, but for our country as a whole. Increasing participation in tertiary education means we will see a generation of intelligent, resilient, and talented cohort of young people entering into wider facets of the workforce and I can’t wait to see what talents they bring with them. EM
Flexi schools employ youth workers in many of its schools.
Image: Valerii Honcharuk/stock.adobe.com
Is Artificial Intelligence the future of wellbeing intervention?
Schools are not only places of academic opportunities and achievement; they are places where students develop critical interpersonal skills that make them functioning members of society. Managing wellbeing is vital for student development, but how much responsibility rests on teachers’ shoulders, and could AI help lighten the load?
High school is a turbulent yet developmentally important period for young people. It’s a time when students build their identities, when they try out new things, and where they learn to manage and regulate their emotions, each of which can present significant pastoral care issues.
Not surprisingly, studies show that mental health in young people is an increasingly prominent problem in Australia, with one in three young people reporting high or very high levels of distress. Many
of these stresses were reported due to academic pressures, body image and family conflict.
While policymakers continue to emphasise wellbeing as a core pillar for effective growth, their approach lacks insight from wellbeing interventions. Positive psychology models have seen some success; however, they rely heavily on an educator’s ability to identify, analyse, and action responses, which often are not timely or effective. As a result, schools are unsure
Joshua Lamb is a PhD candidate at the University of South Australia with a background in science education. He currently holds the position of Learning Analytics and Technology Leader at Gleeson College. He aims to explore how the integration of data analysis with pastoral care can contribute to supporting teachers and students more.
Sally Brinkman is a Professor at UniSA Education Futures. Her research aims to improve the healthy development and early learning of young children. Her research has had significant global and local impact and is highly relevant for the disciplines of early education, community development, population health and development economics.
what evidence-based actions will return positive outcomes for their students.
Balancing the emotional wants and needs of students within the classroom is key to generating positive wellbeing outcomes for all. But while teachers understand this in theory, in practice, it’s extraordinarily difficult to achieve, particularly when teachers are already struggling with an extensive curriculum and a variety of different student needs. Meeting the demands of students, parents,
Associate Professor Vitomir Kovanović is Associate Director of the Centre for Change and Complexity in Learning, a research centre studying the interplay between human and artificial cognition and how it affects human learning and knowledge processes. His primary research interests are in learning analytics and Artificial Intelligence in education.
maximising teaching time.
It’s no secret that Australian teachers are under extreme pressure. Already they spend more time on general administrative tasks per week than their counterparts in the OECD, plus they work on average 140-150 per cent of their paid hours per week.
Additionally, many struggle with their mental health due to disproportionate workloads and limited resources within the profession. As a result, schools now face the conundrum of prioritising either ‘effective teaching’ or ‘student wellbeing’, when really, they should have both. While policy makers work to alleviate this for teachers, there’s a gap when it comes to student wellbeing – and this needs to change.
What exactly is wellbeing?
Student wellbeing is defined as a ‘sustainable state of positive mood and attitude, resilience, and satisfaction with self, relationships and experiences at school’. Yet because wellbeing is highly contextualised and varies with the lived experiences every individual, it can be challenging for teachers to know to how to manage it.
experts in all things related to young people’s development, they are not mental health professionals and are not trained to deal with the emotional complexities of the mind. And while the responsibility and expectations for teachers to take on additional responsibilities to support young people have increased, the time afforded to upskill, prepare, and engage in meaningful conversations with students has not. Ultimately, what we know about wellbeing outcomes for students is that they are only as good as the delivery of the intervention.
A promising step forward
As Artificial Intelligence (AI) becomes more widely accessible, there’s potential for it to encapsulate more aspects of student development. Recent developments show how chatbots are becoming more personable and better at communicating, evaluating, and articulating appropriate responses. As AI improves its contextual information from user conversations, there could be an opportunity to apply it to student wellbeing. If an automated chatbot can be a first point of call for student
wellbeing concerns, then this could present an effective triaging service for counsellors, and an accessible resource for student support.
While this may seem like a big step, application within this space is not unfounded, with growing cases of AI use in the medical field. For example, AI has been successful in identifying critical areas of cells that may be potentially cancerous, in triaging patients, as well as determining the need for further or more specialised treatments. These studies show that AI can function within a highly complex and dynamic environment.
Should we be concerned?
While there are valid concerns about AI, these do not diminish its potential for helping students deal with wellbeing concerns. Furthermore, with OpenAI’s new iteration of ChatGPT-4o, it’s clear that AI is rapidly developing its ability to process complex ideas, react appropriately and provide insights seamlessly to the user. Of course, it is a little remiss to suggest that AI will solve all the problems faced by young people and educators; however, it may offer a tool to alleviate some of the pressure placed on students and educators alike. EM
Studies show mental health in young people is a worsening problem in Australia.
Bringing evidence into focus
Dr Jenny Donovan, CEO of the Australian Education Research Organisation, draws on her experience in the classroom to provide an overview of why evidence is an important consideration for teachers and school leaders.
When I started out teaching, fresh and full of enthusiasm, I saw my primary role as engaging and inspiring young learners, and I believed that my students’ natural curiosity would do the rest. Well, I’m still enthusiastic and I still believe that inspiring and engaging students are often hallmarks of an effective teacher. What I have learned over the years, though, is that students need more from us than enthusiasm and good intentions, if we want them to learn. The good news is that we are now at a point in history where decades of empirical research meets more recent advances in cognitive science and we understand more than ever before about how great teaching leads to learning that lasts.
Thanks to cognitive science, we know about the complex processes that need to occur in the brain of a child, or young person, for them to take in knowledge in a way that it can be stored in memory and reliably recalled and applied to the creative process of problem solving in the future.
We also know, thanks to empirical research, what are the teaching approaches that lead to the best learning outcomes in our classrooms. This isn’t about popular opinion, or teaching fads. This is about evidence – rigorous research – being our guide to the actions we can take every day in our classroom.
When teachers use an evidence-based approach in their practice, students are more likely to learn. I don’t know about you, but I find this an incredibly comforting thought. It means that we can know, with a great deal of confidence, what efforts in the classroom are going to pay off in terms of student achievement.
So, what does the evidence tell us? It tells us that the most effective, evidence-
based approach is explicit teaching. Simply put, this is when the teacher breaks down what students need to learn into smaller parts and models each step. Explicit teaching allows students to process new information more effectively and retain it so they can build new knowledge.
Explicit teaching involves managing classrooms to be calm environments where learning can happen without distraction; identifying where students are in their learning and knowing what needs to come next; providing feedback that students respond to and which helps them improve; assessing regularly to check learning; and providing opportunities for students to practise new concepts and retrieve their knowledge.
With many demands on a teacher’s time and attention, it’s more important than ever that we make sure that our time is used wisely. There is no wiser use of a teacher’s time than that spent on explicit teaching. How can I say this so confidently? Well, that’s the beauty of evidence. Evidence derived from rigorous research can give us confidence about what works best. So, rather than relying simply on our own experiences, intuition or habits, we can follow the evidence that has been tried, tested and refined.
We see the importance of evidence play out in many other domains of life. In fact, when the stakes are high, we expect it. In health care, for example, we expect our doctors and other professionals to consider the latest evidence when they are providing care. As new evidence comes to light, we expect them to adapt their practices. For instance, it used to be common practice to apply butter to burns, in the belief that
it would provide a soothing and protective layer to heal the burn. However, as medical research advanced, clinical trials proved that this approach was not only ineffective but potentially harmful. And so, doctors adjusted their practices in light of new evidence.
It’s no different in education. The stakes in education are also high. We know the difference that a strong knowledge base and good learning outcomes can make in the life of a young person. We owe it to ourselves and our students to build our teaching practices on a strong evidence base.
Not sure where to start? The Australian Education Research Organisation (AERO) is here to help. Our job is to seek out and deeply understand the evidence in education, and to pass it on to you in ways that make it easy to apply in your schools and classrooms. We regularly release a range of free resources via our website. I encourage you to start a conversation with your colleagues. Consider what changes you might make to your own practice in light of evidence that’s new to you. And together, we can be confident that we are giving our students their very best shot at a life full of choices – made possible by a great educational start. EM
Image:
Dr Jenny Donovan
Changing thinking to change behaviour
Are children and teenagers responsible for their choices and their associated presenting behaviours?, asks Dr Ragnar Purje,
Adjunct Senior Lecturer in the School of Education and the Arts at CQUniversity Australia and author of Responsibility Theory
The human brain, regardless of age, is composed of the same neurobiological matter and have the same biological, chemical and electrical transmission processes. In terms of development, the brain progresses through eight developmental stages: induction; proliferation; migration; aggregation; differentiation; synaptogenesis; selective cell death and functional validation. In addition to this, the brain is now known to have always been pliable; i.e., plastic.
There are a variety of brain plasticity definitions. Norman Doidge contends that brain plasticity refers to the brain being “changeable, malleable [and] modifiable.” From a wider perspective, Barbro Johansson contends that “brain plasticity is a broad term for the property of the human brain to adapt to environmental pressures, experiences, and challenges including brain damage [which can] occur at many levels from molecules to cortical reorganization.”
In terms of development, the last part of the brain to develop is the prefrontal cortex. Barbara ArrowsmithYoung informs that the prefrontal cortex matures at about the age of 25. It is this combined development of the brain and mind that brings consciousness into existence that provides the means to make all the complex decisions that take place; for which the individual is responsible.
In terms of responsibilities, William Glasser focuses on three major personcentred principles and values, these are: 1. All we do is behave; 2. All behaviour is chosen, and 3. We are driven by our genes to satisfy five accompanying basic needs.
The five basic needs are: survival, love and belonging, power, freedom and fun.
Choices
and responsibilities
As a result of all of this, Glasser argues that we need to move away from the stimulus-response idea about behaviour; that is, the idea that an internal or external stimulus is the total cause of a behaviour taking place. Glasser maintains that most if not all behaviours are chosen; therefore, choices and initiated behaviours, are the responsibility of the individual.
In terms of choices and responsibilities, as noted, the prefrontal cortex does not fully mature until the age of 25. The question that must then be asked is: are children and teenagers responsible for their choices and their associated presenting behaviours? The consideration to that question can be found in play. The profound importance of play is that play informs how critical play is for children to develop the understanding the importance of responsibilities, choices and consequences.
It is by and through play that children begin to understand the concepts of personal responsibility, choices, and consequences. Consequently, children begin to know and understand the difference between what is right and what is wrong. All the various forms of play, whether it’s games with rules, or unstructured creative play, it is during the activity of play that children begin to develop and gain a sense of what rules are, what they mean. They also become aware of consequences, especially if a rule is broken.
Children also appear to have an innate conscious understanding of what rules are, how rules are applied, and what the consequences will be when rules are broken. This comprehension is crucial, as it also forms the foundation of the ongoing development of the brain and conscious mind. This, of course, provides the means for children to better understand what they need to do especially when play, with rules, is taking place.
Play also helps to develop perseverance and resilience. This development of perseverance and resilience take place when children encounter difficulties, or when they make mistakes, whenever there are challenges, they need to overcome; and of course, when, during play, rules are broken. Whilst all of this is taking place, children are also developing their self-efficacy, self-esteem, and at the same time, also advancing in confidence and a growth mindset. All of which also develops and enhances agency.
Play is not just about the individual; it’s a communal activity that often involves sharing, cooperation, and learning to respect others’ rights. This social dimension of play is crucial for developing empathy, social awareness and understanding the importance of personal responsibilities. EM
Image:
Dr Ragnar Purje
Developing teaching and leadership expertise
Acting CEO Edmund Misson reflects on AITSL’s progress developing new resources and data reports while continuing to advocate for Australia’s teachers and leaders.
The Australian Institute for Teaching and School Leadership (AITSL) is responsible for 10 national frameworks and a whole host of tools and resources.
The one you’ll likely know best is the Australian Professional Standards for Teachers (Teacher Standards). The Teacher Standards have been embraced by the teaching profession after being released in 2011. We’re proud to see them embedded in much of what teachers do – whether they are moving through initial teacher education studies, watching videos of specific descriptors through our Illustrations of Practice, or collecting evidence for a Highly Accomplished or Lead certification application.
The Teacher Standards serve as a foundation for many of AITSL’s tools and resources. I want to highlight some resources that relate to Teacher Standard 6: Engage in Professional Learning.
Australia’s teachers and leaders are highly committed and motivated, investing considerable time into their own professional learning to improve the quality of teaching and learning for their students.
We know high-quality professional learning is relevant, collaborative and future-focused and that it relies on applied learning and reflective practice. AITSL’s High Quality Professional Learning (HQPL) cycle reflects a continuous learning journey for teachers and leaders. You can access the professional learning templates, guides and case studies available on our website.
Recently, there has been a discernible shift to online professional learning – which can be more accessible, flexible, costeffective and scalable. The range of options
available might mean you need support to identify your professional learning needs and select the right professional learning to improve your practice.
You may find our free Teacher SelfAssessment Tool (TSAT) a useful starting point to determine where your practice sits in alignment with the Teacher Standards. The individualised report you receive will help narrow down focus areas to target.
To assist with selecting an appropriate professional learning mode, explore AITSL’s dedicated High Quality Professional Learning toolkit; an online, interactive platform that helps you build a professional learning plan that suits your needs within your educational setting. When completing your professional learning plan, you can download a PDF version and access our suite of implementation resources to apply and refine learning.
We know it can be challenging to access high-quality professional learning which is why we’ve also created quick guides to support early childhood teachers, casual relief teachers and regional and remote teachers to identify opportunities in improving their access.
For those wanting to see the Teacher Standards in action, check out our In the Classroom videos. Watch primary and secondary teachers impact learning with eight videos freely available on our website. Choose to watch the teacher interview, full classroom footage or classroom video with commentary to understand their context and teaching practices. You may also find the discussion questions beneficial to engage with professional conversations with your colleagues.
Great leadership is key when it comes to improving education and maximising student outcomes. Leaders can visit our website to find resources for whatever their goal is – developing themselves as a leader or developing others. Leaders can start with the Australian Professional Standard for Principals (Principal Standard), the Leadership Profiles, or understand the impact of their leadership practice further through the 360 Reflection Tool. We’ve also just released new guidelines for induction, which leaders may find useful for supporting early career teachers or new leaders joining their school.
Another key focus for us at AITSL is working on original research to shine a light on topical issues in the education landscape. Our Spotlight reports contain evidence-based insights and the latest educational research, with topics like classroom management, wellbeing, and teaching students with disability.
We’ve recently published a two-part series about edtech in Australia, looking at the explosion in available technologies and the impact on enabling learning. You will find the reports on our website. EM
Image: Edmund Misson
To list an event in our calendar, email rhiannon.bowman@primecreative.com.au
JULY
Schools Tree Day 26 July treeday.planetark.org
AUGUST
National Education Summit, Brisbane 2-3 August nationaleducationsummit.com.au
National Science Week 10-18 August scienceweek.net.au
EduTECH Australia, Melbourne 13-14 August terrapinn.com/exhibition/ edutechaustralia
Book Week 17-23 August cbca.org.au/cbca-book-week
It Takes a Spark STEM conference
SEPTEMBER
R U OK? Day 12 September ruok.org.au
APPA/NZPF Trans-Tasman Conference, Christchurch, NZ 18-20 September appa.asn.au
It Takes a Spark STEM conference – WA 18 September spark-educonferences.com.au/ western-australia-2024
OCTOBER
It Takes a Spark STEM conference – Victoria 24 October spark-educonferences.com.au/ victoria-2024
World Teacher’s Day 25 October
NOVEMBER
National Recycling Week 11-17 November recyclingnearyou.com.au/ nationalrecyclingweek
It Takes a Spark STEM conference – Tasmania 29 November
DECEMBER
Last day of school, VIC 20 December www.vic.gov.au
Last day of school, NSW 20 December www.nsw.gov.au
World Teacher’s Day on 25 October celebrates educators like Simon Scholtes, Health and PE Co-ordinator at Lorne P-12 College. Image: Simon Scholtes.
Ms Gemma Goodyer, Principal at St Gabriel’s, and Mr Jarryd Bradford, Director of Traces of Learning, are presenting at National Education Summit in Brisbane in August. Image: National Education Summit
There were more than 110 exhibitors on the floor at the National Education Summit in Melbourne in June 2024. Image: IEC Group.
People on the Move
Welcome to People on the Move, Education Matters’ bulletin to keep the Australian education sector updated on new appointments and personnel changes.
Standards Authority. She was previously CEO of the Australian Institute of Teaching and School Leadership. She will join ACER in September 2024.
Image: ACER
Meg Hansen has been appointed Acting Chief Executive of Independent Schools Victoria (ISV). She has more than 40 years’ experience in educational leadership, including serving as Principal of Westbourne Grammar School and Lauriston Girls School. She is a member of the Australian Institute of Company Directors, and has held various board positions, including at Victoria University. Image: ISV
and business services across Australia, the USA, Canada, the UK, and France. He succeeds Sujata Stead, who was CEO from 2010.
Image: OET
UNSW Sydney appoints inaugural Dean of Lifelong Learning
Professor Nick Wailes has been appointed Dean of Lifelong Learning at UNSW. The new position was developed in response to the increasing demand for ongoing skills and capability development in the workforce. Professor Wailes has more than 30 years of experience in teaching and curriculum development, including leading the creation of UNSW’s online MBA program.
Image: UNSW
Incoming CEO of ARACY
The Australian Research Alliance for Children and Youth (ARACY) has appointed Prue Warrilow as its CEO, effective 1 July 2024. Ms Warrilow has had extensive engagement in child and youth policy and service delivery, having established her own company Families At Work, and having served as Chair of Families Australia for nine years, and the Y NSW for three years. She is currently the interim CEO of Y NSW.
Image: ARACY
Judge appointed for children’s book awards
Liz Murray has been appointed as a judge for the Children’s Book Council of Australia awards. Mrs Murray is director of library services at Hillcrest Christian College, and launched her own children’s book, Gus, in February. “The Children’s Book Council of Australia have an incredibly positive impact on creators and young readers. I’m glad to be a small part of that ongoing legacy,” she said.
Image: Liz Murray
since June last year, brings extensive experience in regulatory operations, tertiary education, and dispute resolution. Before joining TEQSA, Dr Russell has served as chair and member of regulatory boards in the health sector.
Image: TEQSA
First new Principal in 17 years
Joel Copeland has been visiting schools in Canberra following his appointment in January as Principal of the ACT Instrumental Music Program (IMP). The IMP operates instrumental music classes in 57 public primary schools and eight public secondary schools across the ACT. Mr Copeland replaced Naida Blackley, who retired as IMP Principal after 17 years in the role.
Image: IMP
If you’d like to tell the sector about a new person in your school, company, institute or not-for-profit, please send the person’s name, position, image and a short description about their role to editor Rhiannon Bowman for consideration at rhiannon.bowman@primecreative.com.au.
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WASTE MANAGEMENT RESOURCE MANAGEMENT
CONSERVATION MANUFACTURING RESOURCES
ENERGY HEALTH & SAFETY INFRASTRUCTURE
ENGINEERING MINING CONSTRUCTION
QUARRYING AGRICULTURE FARMING EDUCATION
WASTE MANAGEMENT RESOURCE MANAGEMENT
CONSERVATION MANUFACTURING RESOURCES
ENERGY HEALTH & SAFETY INFRASTRUCTURE
ENGINEERING MINING CONSTRUCTION
QUARRYING AGRICULTURE FARMING EDUCATION
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