Keeping pace with technological change is vital to advance Australia’s economy and prosperity. Central to that objective is a strong STEM-educated workforce; to ensure future economic growth, Australia needs to keep investing in educating the next generation of STEM professionals.
In a recent report on Australia’s STEM workforce, released by Australia’s Office of the Chief Scientist, STEM skills are described as ‘the lifeblood of emerging knowledge-based industries’, like biotech and information and communications technology. Right now, advanced sciences are estimated to underpin 15 to 22 per cent of Australia’s economic activity, according to the STEM workforce report.
With secondary students showing declining participation in advanced science and maths courses, it’s essential that we prioritise our national participation in STEM. There are glimmers participation is starting to increase. The annual game design competition, Australian STEM Video Game Challenge, attracted an 80 per cent increase in the number of participants in 2024, compared to 2023.
Run by the Australian Council for Educational Research (ACER), the challenge aims to engage students in science, technology, engineering and mathematics (STEM) learning as they develop real-world skills for the careers of the future.
Now in its tenth year, the competition is open to students from Years 3 to 12 across six categories. Each year, the winning games are featured at PAX Aus, one of the southern hemisphere’s largest games and interactive entertainment exhibitions. Taking place in Melbourne in early October (after this issue goes to print), the event provides a unique opportunity for winners to showcase their games to the public.
The rise in popularity of game-related challenges like ACER’s goes hand-in-hand with the Australian Government’s investment of $38.2 million to be rolled out over eight years to support a growing, dynamic, skilled and diverse STEM workforce.
The funding is aimed at reaching and supporting more diverse cohorts including women and girls, First Nations peoples, culturally and linguistically diverse peoples and those from regional and rural areas.
Turn to page 16 for our feature on how the wheels are turning to broaden and diversify the nation’s future STEM workforce. We report on new research from the University of South Australia exploring how creativity can pay a key role in engaging students in STEM, and highlight the accomplishment of several students and teachers in Queensland who have been recognised with an award named after a Brisbane-born Nobel Prize-winning scientist.
We hope you enjoy our last issue of the year. If you have news to share, or a topic you’d like us to cover in 2025, please get in touch.
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30 Alternative paths to teaching Entering the profession through employment-based pathways.
32 Access the latest BYOD devices
JB Hi-Fi Education has updated its Bring Your Own Device portal.
34 Using AI to improve soft skills
uSpeek gives instant feedback on body language, vocal tone, and word choice.
36 Making history in 2027
The NSW government has announced a major overhaul of the high school curriculum.
38 Making tutoring accessible Kip McGrath tutoring franchise is reaching students in regional and isolated locations.
40 More outdoor seating options
Felton Industries is expanding its sustainable seating range.
41 A place to exchange ideas
Bank in July 2024 reveals new truths.
44 Achieving greatness
Tailored training and coaching is equipping teachers to meets students where they’re at.
45 Vaping reforms vindicated New research reveals teens who vape are more likely to try smoking.
46 Talking to ‘the glue’ Minister for Education Jason Clare spoke at the NSW Secondary Deputy Principals’ Association.
48 Games Education Symposium Exploring career opportunities and industry connections.
49 Young leaders making a difference Which schools were represented in the 2024 VCE Leadership Awards?
50 The contest of knowledge Dr Stephen Brown on the dangers of misinformation.
52 Creating a connected classroom Hassan Baickdeli’s insights for educators. in recruitment data.
A new museum will begin offering tours and workshops from February 2025.
“Teachers who have been using this tool say it’s helping them spend less time on admin, enabling them to focus on teaching.”
Access to AI app expanding to all NSW public schools
All NSW public school teachers will soon have access to a generative AI app developed by the Department of Education, after feedback from a trial in 50 schools showed the tool significantly improved workload efficiency and enabled teachers to focus more of their time on the classroom.
In what will be one of the world’s largest systemic rollouts of AI chat for teachers, NSWEduChat will be made available for all teachers by the start of Term 4. The trial began in 16 schools at the start of 2024 and initially expanded to 50 schools in Term 2.
Purpose-built for use in education, NSWEduChat has distinct versions for teachers and students with the version for teachers aiming to reduce time spent on routine administrative tasks. The expansion of access to the generative AI app NSWEduChat follows high engagement and positive feedback from the initial trial including:
• Time saved producing a range of resources to meet the different ability levels of students.
• Improved ability to adjust classroom resources to students’ interests.
• Significant time saving in checking correspondence, newsletters, and preparing materials.
Some teachers involved in the NSWEduChat trial have reported saving over an hour per week on producing various lesson resources.
The objective of the trial is to understand the benefits of generative AI on teaching and learning –including how it can assist teachers to get through
administrative work more quickly so their energy is focussed on students.
As part of its work to address the teacher shortage, which includes paying teachers more and giving more teachers permanent roles, the NSW Government is committed to reducing the admin load on teachers by five hours per week.
Providing NSWEduChat access to staff systemwide will allow the department to explore the impact of the tool in assisting teachers to save time while creating quality learning opportunities for students.
NSWEduChat is based in the department’s own cloud environment, ensuring data is secure. Use of the app is optional for staff. To help staff use the app, the department provides professional learning resources including workshops and online guides.
Deputy Premier and Minister for Education and Early Learning Ms Prue Car said NSW is leading the world in developing its own purpose-built generative AI app for education.
“Teachers who have been using this tool say it’s helping them spend less time on admin, enabling them to focus on teaching,” she said.
“NSWEduChat does not replace the valuable work
Ms Prue Car, Minister for Education and Early Learning
Some teachers involved in the trial reported saving over an hour per week on producing lesson resources.
Violence-prevention program reaches a milestone quarter of a million students
A national violence-prevention initiative has reached a major milestone with a quarter of a million Australian high school students participating in the program in the past four-and-a-half years.
The Pat Cronin Foundation marked the occasion with a special ceremony in August at Melbourne’s Eltham High School involving more than 200 teachers, students and parents. The school was among the first to host the Foundation’s in-person presentations teaching students how to manage anger, stay safe and resolve conflicts peacefully.
The Foundation’s work is driven by the death of 19-year-old Pat Cronin following a ‘coward punch’ in 2016. Its signature presentation, Violence is Never OK, has been delivered in 60 per cent of Victorian high schools and in every state and territory across Australia.
The demand has led to the creation of an evidencebased Prep-Year 12 Be Wise Education Program, featuring additional presentations, teacher resources and lesson plans – all far exceeding the initial expectations of Pat’s parents, Matt and Robyn Cronin.
“We started off very simply, visiting just a few schools a week because we didn’t want other families suffering the pain that we went through,” Mr Cronin said. “It’s hard to believe we’ve reached this milestone in such a short time.
“Our vision has since expanded, and we’re now committed to making the Be Wise Program a key component of the wellbeing curriculum in every Australian school.
“We believe that by reaching the next generation early, we can fundamentally shift cultural attitudes towards violence.”
Surveys and feedback from teachers have been overwhelmingly positive, indicating a notable reduction in physical incidents inside the school environment as a result of the program.
Eltham High School Principal Mr Vincent Sicari emphasised the importance of the Foundation’s work, noting that the presentations resonate deeply with students.
“At Eltham High School, we have a strong commitment to promoting safe and respectful behaviour,” he said.
“In Senior School, the Be Wise Education Program run by the Pat Cronin Foundation is embedded in our Respectful Relationships repertoire.
“We commend the Foundation on its work. It has opened the ears, eyes and hearts of many young people.”
The Foundation offers three distinct presentations by a team of speakers with wide expertise – two for secondary students and a newly developed ageappropriate session for primary school students, all aligned to the national curriculum.
The cornerstone presentation, Violence is Never OK, tells Pat’s story and uses real-life scenarios to teach students how to manage anger before it escalates into aggression, emphasising the long-term consequences of a single, violent act.
Building on this, the ‘Rethinking Anger’ presentation delves deeper into the triggers of conflict, offering strategies to avoid violence altogether.
Recognising the need to start young, the Foundation has also introduced the ‘Act Kindly Activity Kit’, designed for children as young as five. This kit includes an age-appropriate presentation, storybooks, teacher-led activities, and role-playing exercises.
About the Pat Cronin Foundation
The Pat Cronin Foundation is dedicated to ending the Coward Punch. Through awareness, education, research and tools, it works with schools, clubs and community groups to empower young people to never to use violence, to be wise, think carefully and act kindly. EM
To find out more, visit patcroninfoundation.org.au/education.
“In Senior School, the Be Wise Education Program run by the Pat Cronin Foundation is embedded in our Respectful Relationships repertoire.”
Mr Vincent Sicari, Eltham High School Principal
Image: Pat Cronin Foundation
Students at Eltham High School listen to a Be Wise presentation.
Image: Pat Cronin Foundation
Pat Cronin died as a result of a ‘coward punch’.
“We know social media is causing social harm, and it is taking kids away from real friends and real experiences.”
Mr Anthony Albanese, Prime Minister
Government set to introduce minimum age for social media access
The Australian Government announced in September it will introduce legislation this year to enforce a minimum age for access to social media and other relevant digital platforms.
It said a Commonwealth-led approach to this important social issue will ensure Australian children are better protected from online harms and parents and carers are supported.
Federal legislation will be informed by engagement with States and Territories through National Cabinet and draw upon recent work by former Chief Justice, Robert French.
It also builds upon the Australian Government’s work to address online harms for young people. In particular, the $6.5 million age assurance trial which is testing different implementation approaches to help inform policy design.
Prime Minister Mr Anthony Albanese said the safety and mental and physical health of young people is paramount.
“We know social media is causing social harm, and it is taking kids away from real friends and real experiences,” he said.
“Australian young people deserve better and I stand with them and with all Australian parents in protecting our kids.
“We’re supporting parents and keeping kids safe by taking this action, because enough is enough.”
Minister for Communications Ms Michelle Rowland said the government is also holding big tech to account because platforms and online services have a key responsibility for the safety of their users.
“As a mother of young daughters, and Minister for Communications, I fully understand concerns around harmful online environments and addictive social media behaviour of children,” she said.
“Parents want real solutions and we are taking decisive action to identify and implement these very solutions to help ensure young people can use the internet in a safe and positive way that supports their learning and their lives.
“We will continue to engage experts, young people, advocates and parents through the age assurance trial which is an important aspect of this journey.”
The office of the eSafety Commissioner said it will continue working with stakeholders across government and the community to further refine Australia’s approach
to online harms following Prime Minister Anthony Albanese’s announcement of a Commonwealth-led approach to age restrictions on digital platforms.
It said taking action at a federal level will better enable alignment with the national regulatory framework already established under the Online Safety Act 2021 (OSA).
“eSafety is delivering strong outcomes under the OSA already, including preventive and educational programs, systemic interventions, and much greater levels of tech transparency,” it said.
Final draft codes covering eight sections of the online industry, including social media services, messaging and gaming services, app stores and others, are due to the eSafety Commissioner to consider for registration by 19 December 2024.
“We know online harms can threaten safety across a range of platforms at any age, both before and after the mid-teen years, so it is crucial that we continue to advocate for Safety by Design and build digital literacy as part of a multi-faceted approach,” the eSafety Commissioner said.
eSafety remains committed to working with teachers, parents and young people through the eSafety Youth Council to co-design educational resources that help develop vital critical reasoning skills and resilience.
“We need to continue preparing our young people for the technology trends and digital environment of the future.” EM
New partnership supports careers in aviation
A new partnership with Qantas and Flight Training Adelaide is giving students from Melville Senior High School in Perth a clearer flight path into a career in aviation.
An official agreement was formalised at Perth Airport recently and aims to promote the Qantas Group Pilot Academy in Toowoomba, Queensland.
Mr Adrian Young from Qantas Airways and Mr Graham McGinn from Melville Senior High School formalised the agreement.
The high school is now one of only two Australian schools, and the only one in Western Australia, to establish such a partnership with the national flag carrier.
Melville’s Aviation Studies program students met with Qantas representatives and toured an Airbus A319, gaining insights from pilots, cabin crew, and engineers.
The collaboration gives Melville Aviation students priority consideration for the Academy’s selection process, based on their performance through initial applications. The partnership aims to enhance their preparation and confidence for an aviation career.
Melville Aviation Teacher in Charge Mr McGinn said the agreement with Qantas Group Pilot Academy is one part of the great aviation program at Melville.
“Gaining access to the Aviation Specialist Program at Melville is already a very competitive space and will only become even more so, as
Study
Perth, which is based at Jandakot Airport, and are progressing toward their Recreational Pilot Licence, with several achieving first solo flights.
buddy or influencer? GenAI in education report released
The House of Representatives Standing Committee on Employment, Education, and Training has tabled its report, Study Buddy or Influencer, following its inquiry into the use of generative artificial intelligence (GenAI) in the Australian education system.
Committee Chair Ms Lisa Chesters said GenAI presents exciting opportunities and yet high stakes risks for the Australian education system.
The Committee’s 25 recommendations explore how Australian schools can maximise the opportunities presented by GenAI while successfully mitigating the risks in using the emerging technology, and ensuring adequate safeguards and guardrails are in place to prevent misuse.
A key focus of the recommendations is to integrate generative artificial intelligence into Australia’s national curriculum as a study buddy for all students to use. These tools need to be fit-for-purpose, relevant to the Australian context, sensitive to gender and cultural considerations, and trained on data that is based on the national curriculum.
The Committee identified that this technology has the potential to
enhance educational experiences and deliver stronger student outcomes, particularly for Australia’s most vulnerable cohorts of students.
The Committee also believes risks related to the use of the technology must also be addressed urgently. Of particular importance is the need to protect users’, especially students’ data, and ensure that educational providers do not select GenAI tools that will store users’ data offshore or sell them to third parties.
The Committee recognises that generative artificial intelligence technology may outpace the parameters of the terms of reference of this report, and these recommendations may need to be reviewed in the future.
“These recommendations will forge a strong foundation to regulate the application of generative artificial intelligence in Australia’s education sector and if managed correctly GenAI in the Australian education system will be a valuable study buddy and not an algorithmic influencer,” Ms Chesters said.
The full report of the inquiry can be found on the Committee’s inquiry webpage www.aph.gov.au/Parliamentary_Business/Committees. EM
Mr Adrian Young (left) and Mr Graham McGinn.
Image: Melville Senior High School
Campaign to tackle abuse towards teachers launches in Queensland
A new campaign to tackle violence and abuse towards teachers and school staff has launched in Queensland and will be run on social media, YouTube, Google and a dedicated website.
The ‘No excuse for school abuse’ campaign is part of the state government’s investment in building Queensland’s education workforce and valuing teachers and school staff.
The government said the majority of parents and carers treat Queensland’s teachers and school staff with respect, but this campaign is about drawing a line in the sand, making it clear to those who don’t, that it will simply not tolerate any level of physical, verbal, or online abuse in its schools.
It said teachers and school staff have a right to be safe at work, and it is up to everyone to get behind this campaign including parent groups, nonstate and independent schools, unions, professional associations, principals, school staff, teachers, and the wider community.
The campaign is the first step of a raft of changes in the prevention of occupational violence and aggression in schools and will complement the other initiatives Queensland has put in place to support teachers and school staff.
Brisbane State High School Principal Mr Greg Pierce said the safety and wellbeing of teachers and staff is paramount, and occupational violence has no place in schools.
“For a variety of complex reasons in this post-COVID transition phase, my colleagues in secondary schools are dealing with increased levels of anxiety and stress from both parents and students,” he said.
“Teachers dedicate their lives to educating and shaping the future of our community, which is why we fully support this campaign that fosters a healthy and supportive environment where they feel safe and valued.”
As someone who has experienced occupational violence, Sandgate State School teacher, Ms Lisa Broadhurst, said she knows firsthand the positive impact this strategy will have in schools – for teachers, leaders, support staff and students.
“We all want to leave school safely at the end of each day and we all want our interactions to be positive and productive,” she said.
“I love being a primary school teacher and being a part of a nurturing state school community.
Unfortunately, in recent times I have experienced or watched other people experience unsafe behaviours from students and parents. My school has worked diligently to address these concerns, and I know having this new campaign will provide schools with another tool to protect our school staff.”
Queensland Education Minister Ms Di Farmer said the state government wants to see teachers valued and recognised for the work they do in educating young Queenslanders.
“We are doing so much to not only keep all our great teachers, but to also attract and recruit new teachers, and we want to make sure they are valued and deserve to turn up each and every day to a safe and welcoming workplace,” she said.
She continued: “Teachers have been telling us that school environments are becoming more and more complex as they deal with things like occupational violence and aggression, student behaviour and administrative workload.”
“This new campaign is about drawing a line in the sand and making it clear that there is never an excuse for this type of aggressive behaviour, either in person or online and it won’t be tolerated,” Ms Farmer said.
A website, www.qld.gov.au/noschoolabuse, has been developed for the campaign, to provide tips and resources for parents and students and a wide range of school collateral, resources and practical support is being developed for school leaders. EM
‘No
“For a variety of complex reasons in this post-COVID transition phase, my colleagues in secondary schools are dealing with increased levels of anxiety and stress from both parents and students.”
Mr Greg Pierce, Brisbane State High School Principal
excuse for school abuse’ will be featured on social media platforms including Meta and YouTube.
A new accord for Australian schooling
In his final column for 2024, ASPA president Mr Andy Mison pens his views on reshaping education for every student.
The Alice Springs (Mparntwe) Education Declaration, signed in 2019, laid out a bold vision for Australian schooling: a worldclass system that empowers every student to reach their full potential, regardless of background or location. While progress has been made, a significant opportunity remains to reshape education and truly deliver on this promise. This requires a new accord for Australian schooling that transcends sectoral and political divides and unites politicians, lobbyists, bureaucrats, parents, and communities in shaping a pluralistic, world-class education system where every child can find their way.
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.
Crucially, to effectively address the entrenched inequities within the system, this new accord must include a common funding and regulatory framework for all schools. This framework should aim to mitigate the adverse effects of competition and marketisation, which often lead to segregation and the concentration of students by socio-economic circumstances. Such structural changes are fundamental to fostering diverse learning environments that benefit all students. Research on peer effects consistently demonstrates the positive impact of a socioeconomically diverse learning environment, particularly for students from disadvantaged backgrounds (Hanushek, 2011).
This new accord must prioritise equity, ensuring every student can access an equitable learning pathway. This is particularly crucial for secondary-age students, a period marked by significant transitions and choices that shape their future trajectories. The recently negotiated Better and Fairer Schools Agreement 2025-2034 (Heads of Agreement) offers a framework for progress, outlining initiatives that could help realise these aspirations.
One key area of focus is wellbeing for learning and engagement. The Agreement recognises the crucial role of student wellbeing in academic success, particularly during the often turbulent secondary years. Initiatives like expanding fullservice school models, providing in-school wellbeing coordinators, and strengthening connections between schools and nonschool services can create a holistic support system that addresses students’ social, emotional, and academic needs. Such models require investment from other government agencies beyond education. A challenge for policymakers is delivering interagency investment in practical and valuable ways, without increasing burdens on school teams.
Teachers will not magically materialise without considering the conditions that might make the work sustainable, and this should mean thinking differently about how we organise our schools.
Furthermore, the Agreement emphasises the need for structured initiatives to support student learning engagement. This includes promoting greater student participation, attendance, inclusion, and enhanced schoolfamily engagement. For secondary students, this could translate with appropriate resourcing into more personalised learning pathways, flexible learning options, and stronger connections with industry and vocational training.
The Northern Territory’s commitment to implementing the Review of Secondary
Education recommendations, including expanding credentialing and recognition of learning and developing a Territory-wide Pathways Plan, exemplifies this approach (Northern Territory Government, 2024).
The Agreement also acknowledges the need for a strong and sustainable workforce. Attracting, retaining, and supporting highly skilled teachers is essential for quality education. Initiatives like developing, recognising, and rewarding highly expert teachers, providing access to high-quality professional learning, and strengthening teacher wellbeing are crucial. The focus on increasing the number of Aboriginal and Torres Strait Islander educators is essential, given the significant proportion of Indigenous students in Australian schools (Australian Government Department of Education, 2024). Teachers will not magically materialise without considering the conditions that might make the work sustainable, and this should mean thinking
differently about how we organise our schools.
Beyond these National Reform Directions, the Agreement outlines National Enabling Initiatives with significant potential for reshaping the schooling system. Reviewing the Schooling Resource Standard (SRS) base and loadings calculation methodology is crucial for ensuring equitable funding distribution. Implementing a Unique Student Identifier for school students can facilitate better tracking of student progress and support targeted interventions. Collective work to understand socioeconomic diversity and school attendance can inform evidence-based strategies to address these critical challenges. Finally, reviewing the Measurement Framework for Schooling in Australia can ensure we measure what matters and capture a comprehensive picture of student outcomes. These initiatives, however, require significant and sustained investment from all levels of government and across party
lines. While the Better and Fairer Funding negotiations have been difficult, we must recognise that failing to make progress together will only perpetuate the cycle of inequity and under-resourcing. As Gonski et al. (2018) argued, “Unless we are prepared to invest in a fairer and more equitable education system, we will continue to see the gap between advantaged and disadvantaged students widen” (p. 12).
Australia has a unique opportunity to reshape the future of education and fulfil the promise of the Mparntwe Education Declaration. This requires a new accord for Australian schooling that prioritises equity, student wellbeing, and a strong and sustainable workforce. By working together, we can create a pluralistic, world-class education system where every child can thrive. The Better and Fairer Schools Agreement provides a roadmap for this journey, but it is up to all of us to ensure that we reach our destination. EM
NAPLAN results continue to show strong performance
Mr Stephen Gniel, CEO of the Australian Curriculum, Assessment and Reporting Authority, says the 2024 NAPLAN results reflect trends seen in other national assessments.
More than three-quarters through the school year and now into Term 4, as a parent to three school aged children, I know it’s been a busy period. Parents and carers of students in Years 3, 5, 7 and 9 who participated in this year’s NAPLAN assessment in March will have by now received an Individual Student Report (ISR) of their child’s results from their school.
These reports provide useful information for parents and carers on a student’s results in reading, writing, conventions of language (spelling, grammar and punctuation) and numeracy. The results are reported against proficiency standards, which are set at a challenging but reasonable expectation of what students know and can do at the time of testing. Along with other school assessment reports, parents and carers can use these NAPLAN reports to discuss their child’s progress with their teacher.
In August, we released the 2024 NAPLAN National Results, which also included state and territory level data, as well as demographic information. Overall, the results in 2024 at a national level were similar to the results in 2023. With the school-level data to follow in December, this latest data shows that while there were small increases and decreases across domains and year levels, generally, the results were broadly stable. On average, across all year levels in reading, writing and numeracy, approximately twothirds of students met ‘challenging but reasonable’ expectations.
Over the last two years, schools have adjusted to both the earlier timing of the NAPLAN tests and the changed
reporting system with new proficiency standards. The fact that the results of Australian students have remained stable through these changes, with no significant difference in average scores, is an important achievement.
Before we take a closer look at some of this year’s key findings, it’s important to be clear that we need to be cautious in trying to interpret any clear trends at this early stage of reporting.
This is the second year of data on student performance following the resetting of the measurement scale in 2023 and these results are also from a different cohort of students across Australia. We know that national data rarely shows any significant change over a single year.
Over the coming years, we will have more information to look for any trends in literacy and numeracy achievement. For example, next year will provide important information about the performance of the same cohort who sat the assessments in 2023. From 2025 onwards, we will see growth data as cohorts of students move through their schooling.
What the 2024 results continue to show is strong performance from Australian students in literacy and numeracy:
• In reading, across all year levels, 67.0 per cent of students achieved ‘Exceeding’ and ‘Strong’ levels. This increased from Year 3 (66.3 per cent) to Year 5 (71.4 per cent) dropping in Year 7 (67.3 per cent) and again in Year 9 (63.0 per cent).
• In writing across all year levels, 67.6 per cent of students achieved ‘Exceeding’
again in Year 9 (61 per cent).
• In numeracy, results are fairly consistent across all year levels with 65.5 per cent students achieving at ‘Exceeding’ and ‘Strong’ levels. This increased from Year 3 (63.5 per cent) to Year 5 (67.8 per cent), remaining relatively stable in in Year 7 (67.2 per cent) and then dropping in Year 9 (63.4 per cent).
The demographic results in this year’s tests reflect trends in other national assessments and previous NAPLAN results, with female students continuing to outperform male students in literacy and the opposite being the case in numeracy. Female students outperformed male students in writing, achieving average NAPLAN scores above boys in every year group. There were higher percentages of female students at ‘Strong’ or ‘Exceeding’ levels, which was particularly noticeable in Years 7 and 9.
By contrast, male students generally
Stephen Gniel.
Image: ACARA
outperformed female students in numeracy. There were around six per cent fewer female students in Years 3 and 5 achieving in the ‘Exceeding’ level compared to male students.
The 2024 results also provide clear information on those areas requiring our collective focus and effort for improvement. The challenges remain with supporting those students identified in the ‘Needs additional support’ category and tackling the ongoing educational disparities for students from non-urban areas, First Nations Australian heritage and those with low socio-educational backgrounds.
To give one example, nationally, a lower proportion of students in very remote schools are rated as ‘Strong’ or ‘Exceeding’ meeting the challenging but achievable expectations compared with students in major city schools across all year groups. In reading, only 24.0 per cent of students from very remote schools are in this category, compared to 70.7 per cent of students from major city schools,
while in numeracy, 22.4 per cent of students from very remote schools are in this category, compared to 69.3 per cent of students from major city schools.
To end on a positive note, the 2024 NAPLAN participation rates have held steady across the nation, increasing on the 2023 average by 0.1 percentage points across all years and domains to 93.4 per cent.
This is a really encouraging result as it builds on last year’s bounce back in NAPLAN participation rates and continues the reversal of the downward trend that was evident in recent years. The high level of participation in our national assessments also means that we can be confident in the information about the performance of our students through the NAPLAN results.
What the 2024 results demonstrate once again is the importance of NAPLAN as the only national assessment that allows us to see whether young Australians are developing critical literacy and numeracy skills for learning,
6 R LEADERSHIP PROGRAM
for Experienced Catholic School Principals
using a national, objective scale.
We all want to see the proportion of students achieving at the ‘Exceeding’ and ‘Strong’ levels increase over time. That’s why the findings of the NAPLAN National Results are crucial in pointing to areas for further effort and improvement to make sure all our students are developing the literacy and numeracy skills they need now and in the future. EM
To learn more about the results, visit www.acara.edu.au/naplanresults.
To keep up to date with ACARA’s work on the Australian Curriculum, the National Assessment Program and the reporting on schooling in Australia follow it on Facebook or LinkedIn and subscribe to its regular ACARA Update e-newsletter at www.acara. edu.au/news-and-media/subscribe-toacara-update.
Overview of program phases and components:
Phase 1: Reflection and renewal: Individual self-reflection and whole group webinar.
Phase 2: Reflection and Renewal: Two day face to face workshop.
Phase 3: Reflection and Renewal: Executive Coaching Session (one hour per participant).
Phase 4: Relatedness: Adaptive Thriving School Cultures (Two day face-to-face workshop).
Phase 5: Refresh and Refine Executive Leadership to enable responsible stewardship of a Catholic School (Two day face-to-face workshop).
Phase 6: Refresh and Renew (One day).
Target audience: Current School Principals with a minimum of 3 years’ experience.
For more information or to register contact Helen Langborne on helen@thebrowncollective.com.au or 0427 219 664
The program has been designed by Dr Stephen Brown with input and advice from current school principals. Dr Brown will facilitate the program scheduled for delivery in March 2025.
Professor Allan Walker, University of Hong Kong will oversight the optional ‘Reach Out’ study tour component of the program, scheduled for June 2025 (to be confirmed).
Breaking barriers and branching out
Not-for-profit education technology
company Education Services Australia (ESA) announced in August 2024 that it will receive a $2 million investment over five years to support the expansion of its Girls in STEM Toolkit, known as The GiST.
The company said that, as part of the 2024–25 Federal Budget, the Australian Government announced an investment of $38.2 million over eight years to support a growing, dynamic, skilled and diverse STEM workforce.
As a result of the Australian Government’s response to recommendations from the Diversity in STEM review, some existing STEM programs will receive additional funding –The GiST is one of them.
The additional funding is aimed at reaching and supporting more diverse cohorts including women and girls, First Nations peoples, culturally and linguistically diverse peoples and those from regional and rural areas.
ESA CEO Mr Andrew Smith says the company is proud to be a continued partner and contributor to the Diversity in STEM program.
“The expansion of the program will allow us to further support equity in education and continue to provide valuable, high-quality resources for students, parents and carers, and educators across Australia, supporting exploration of STEM careers,” he says.
He adds that the Girls in STEM Toolkit will be expanded to include diverse
groups, and the additional investment will enable the program to continue provision of resources for students, parents and educators to encourage girls’ interest in STEM and STEM careers.
The program expansion will include identifying further opportunities to support STEM education and underrepresented cohorts as well as funding an evaluation of existing resources to identify lessons learned that can be incorporated into the school curriculum and in the classroom.
Boost creativity to build STEM careers
New research from the University of South Australia shows that creativity plays a key role in engaging students in science, technology, engineering, and maths (STEM),
Ms Simone Bryant, Head of Science at Loreto Normanhurst with Year 7 students.
Image: Loreto Normanhurst
not only motivating them to continue their studies in STEM, but positively influencing STEM career choices beyond school.
The university described it as an important finding for educational design, particularly given STEM skill shortages driven by an underrepresentation of women in STEM, and the growth of artificial intelligence (AI) and automation. It said Australia continues to face a STEM crisis, with school students’ results in maths and science stagnating or declining compared to international counterparts, and less than 10 per cent of students studying higher level maths.
Nationally, women make up only 37 per cent of enrolments in university STEM courses, and only 15 per cent of STEM-qualified jobs are held by women, according to the university.
Working with an unusually sizable longitudinal dataset, researchers were able to track how students’ attitudes changed towards different subjects throughout high school, finding that their sense of being able to be creative was a significant factor influencing subject choice.
UniSA PhD student Ms Maria Vieira says integrating creativity across STEM subjects at school is a proactive move to encourage greater engagement, retention, and career pathways in STEM.
Although this approach benefits both female and male students, it can serve as an effective tool to address the persistent gender gap in these fields.
“As the world becomes more reliant on AI and automation, the importance of STEM is
undeniable. Yet there remains a distinct gap between the education system and the skills being demanded by employers,” Ms Vieira says.
“Educating future generations in STEM is vital to help solve the problems of the future, but we need more students, and more diverse students, to study STEM throughout their school and university careers to meet future work demands.”
Ms Vieira says there is a need to nurture 21st century skills, uniquely human skills like creativity, that cannot be replaced by AI.
“This research combines both. By incorporating creativity into STEM subjects, we’re ensuring students can feel creative, which motivates and encourages them to continue with STEM and hopefully take up STEM career pathways,” she says.
However, with NSW ushering in a new school curriculum that focuses on direct instruction – learning essential knowledge with detailed and specific content – there is a risk that student motivation will drop, says coresearcher, Professor Simon Leonard.
“As AI takes over the mundane, we need education to become good at working with complex capabilities like creativity,” Professor Leonard says.
“Of course, direct instruction is necessary to build important skills, like numeracy and literacy, but it is not sufficient to prepare
children to thrive in the world of tomorrow, and to make it a world worth thriving in.”
Humans like to be and to feel creative, he added.
“It motivates us to succeed. We need policy makers, school leaders and researchers to really open up to the idea that creativity is at the heart of motivating students, and it can make the difference in graduates choosing to study in a STEM field.”
The research was conducted by a team of UniSA researchers including PhD student Maria Vieira, Dr John Kennedy, Professor Simon Leonard, and Professor David Cropley.
Empowering future STEM leaders
Three science educators at Sydney girls’ school Loreto Normanhurst are inspiring the next generation of women in STEM.
As part of National Science Week (10-18 August 2024), science teachers Ms Emma Hughes, Ms Kate Nijhawan, and Ms Emma Pariser reflected on their teaching practices, the evolving interest in science among their students, and their commitment to increasing female participation in STEM fields.
Their innovative approaches, ranging from hands-on learning and real-world applications to personal mentorship, are not only fostering academic excellence but also empowering young girls to envision themselves as future
Image:
Maria Vieira.
Maria Vieira.
From left: Queensland Department of Education’s Director-General Michael De’Ath, Physics teacher Kirsten Hogg, and Queensland Education Minister Di Farmer.
Image: Queensland Department of Education
leaders and innovators in science.
They’ve observed a growing enthusiasm for STEM careers among girls, and they’re committed to nurturing this interest through interactive lessons, practical skills development, and connections to real-world challenges.
By incorporating diverse career paths and real-world examples into her teaching, Ms Emma Hughes strives to break down barriers and expand opportunities for girls.
“I find activities where students are active learners are the most impactful,” she says.
Her teaching approach, inspired by the Chinese proverb, ‘I hear and I forget. I see and I remember. I do and I understand,’ aims to make science engaging and tangible.
Ms Hughes emphasises the importance of hands-on activities and real-world applications in making science more accessible and inspiring for her students. Her colleague at Loreto Normanhurst, Ms Kate Nijhawan, highlights the impact of connecting classroom learning with the world outside.
“Students benefit most when they connect classroom learning with the world around them,” Ms Nijhawan says.
She has witnessed an evolution in the science curriculum over her 15-year career, noting increased interest in diverse subjects like environmental science and a greater focus on sustainability.
Ms Nijhawan’s classroom experiences,
including engaging lessons such as an eyeball dissection, foster a deeper understanding and appreciation of science. She believes that practical, hands-on activities not only make science more engaging but also prepare students for future roles in STEM.
Ms Emma Pariser emphasises the importance of developing practical skills through Depth Studies.
“Our focus on Depth Studies across year groups provides opportunities for independent research, problem-solving, and teamwork,” Ms Pariser says.
Her passion for science is driven by a desire to see more women leading in the field and to prepare students for meaningful careers.
Ms Pariser’s most memorable achievement is seeing over half of her students in one senior class pursue Biology-related degrees.
“This achievement far outweighs any HSC results or ATAR ranks,” she says, underscoring the lasting impact of her teaching on her students’ futures.
Loreto Normanhurst is an independent Catholic, day and boarding school for girls in Years 5 – 12 in Sydney, NSW.
Celebrating stars of STEM
Boonah State High School in Queensland has been recognised as an outstanding school for STEM education.
In September 2024, Queensland Minister
for Education Di Farmer announced the 28 winners of the 21st Peter Doherty Awards for Excellence in science, technology, engineering and mathematics (STEM) education.
The awards are named after Professor Peter Doherty, a Brisbane-born Nobel Prizewinning scientist who was educated at Indooroopilly State High School and the University of Queensland.
In 2024, 19 students, six teachers, one school support officer, one school and one partnership organisation were chosen as award winners from a field of 98 nominations.
Since 2004, 543 individuals, schools and organisations have received a Peter Doherty Award, including 267 students, 171 teachers, 35 support officers, 36 schools, and 24 education
The Outstanding Teacher of STEM Award was presented to:
• Andreea Ryalls – Stretton State College
• Charlotte Stewart – Trinity Bay State High School
• Grant Grierson – Marymount College (Burleigh Waters)
• Kirsten Hogg – Queensland Academy for Science Mathematics and Technology
• Thomas Lucas – Ignatius Park College (Cranbrook)
The Outstanding Rural and Remote Teacher of STEM Award was presented to:
• Kate O’Byrne – Clermont State High School
Ms Farmer said the Queensland Government is committed to strengthening STEM education in schools by building teacher capability and increasing achievement and participation in Science, Technology, Engineering and Mathematics subjects.
The Queensland Department of Education is also encouraging and supporting STEM education with a range of programs including:
• The Premier’s Coding Challenge
• Virtual STEM Academies
• $15,000 STEM Girl Power Initiative
• Up to 40 scholarships for future STEM teachers in regional, rural and remote locations
• New Queensland Quantum Academy
Ms Farmer said there has never been a better time to encourage young people to maintain their passion for STEM and to continue on their path towards a STEM career as today. EM
The Queensland Department of Education is providing up to 40 scholarships for future STEM teachers in regional, rural and remote locations.
Steering a shift in contemporary education
Foundation Principal Ms Jackie Vaughan is leading Evelyn Scott School, a modern campus built in a new suburb in the nation’s expanding capital, on a trajectory of growth and connection.
What year was the school established?
Located in Denman Prospect, a new suburb in the Molonglo Valley district of Canberra, Evelyn Scott School provides state-of-the-art education for P-10 students focusing on modern education philosophies.
In its name, the school has commemorated an advocate for reconciliation and the advancement of Aboriginal and Torres
to be named after an accomplished Aboriginal woman and has maintained a connection to its namesake by engaging Ms Charmaene Scott, Dr Evelyn Scott’s daughter, as a member of its school board.
Evelyn Scott School’s Junior Campus opened in 2021, catering for students from preschool to Year 5. It had 180 students in its first year but has now grown to almost
primary school students.
The Senior Campus for Year 7-10 students, located on the same site, opened at the start of the 2023 with approximately 120 students, and can accommodate 600. After graduating, many students will continue their education at Canberra College, a public school which educates students from Year 11 to Year 12.
The journey of an Evelyn Scott School student depicted by a representative from each year level.
Images: Evelyn Scott School
How does the school differ from other schools?
Evelyn Scott School is Canberra’s 89th public school and second zero-emissions school in the ACT. The school’s design has a focus on sustainability; it won the Master Builders Association 2022 Sustainable Commercial Project Award.
Our school was recognised for being a state-of-the-art education facility, designed to cater for 1,288 students from preschool to Year 10. The project involved the construction of eight individual buildings, four carparks, two indoor basketball/netball courts and an expansive sporting oval.
The rich Aboriginal culture and history was made an integral part of the learning experience with nature play, yarning circles and digging pits featured in the outdoor areas.
Designed by Hayball Architects and built by Joss Construction, the emphasis on sustainability contributed to the builders diverting 98.53% of waste from going to landfill.
Earlier this year, Evelyn Scott School won the Innovative Education Initiative category in the 2024 Learning Environments Australasia Design (LEAD) Awards, which celebrates best practice in educational design across the country.
The Innovative Education Initiative category is awarded to projects that showcase significant contributions to learning environments by schools, educators, students, designers, or community organisations.
Our collaboration with Dr Dion Tuckwell
from Monash University and Hayball architect Dr Fiona Young was awarded for a unique project in which we worked directly with teachers to enhance their spatial literacy as they grappled with delivering curriculum in a new learning environment.
In bestowing the award, the jury said Evelyn Scott School’s submission demonstrated that education can be a dynamic, multi-faceted and democratic platform for future focussed change with innovative use of space as a vital component.
The jury also said our extensive planning included engagement with experts and teachers and was contextualised to the school to ensure alignment with our educational goals and culture.
What is the school’s philosophy and how does it guide you and your staff?
We are a contemporary, connected, futurefocused school, guided by the four principles of the Future of Education Strategy: equity, student agency, access, and inclusion.
The ACT Future of Education Strategy outlines the plan for education in the ACT for the next decade. It is based on what the ACT Government has heard through a conversation with the ACT community and an analysis of issues by a range of experts. The strategy is based on four foundations and four principles for implementation that form a ‘roadmap’ for the future.
The vision of the strategy is to build a future-focused education system that equips
children and young people with knowledge, skills and understanding to prepare them to embrace the opportunities and face the challenges that are emerging in our rapidly changing world.
At Evelyn Scott School, the ACT Future of Education Strategy has informed our whole school vision of co-creating a contemporary and connected school with our community. We have aligned our approaches to learning and wellbeing to the Future of Education Strategy and we revisit it regularly to review and refine our practices.
Additionally, the Future of Education Strategy is embedded into the way in which the Leadership Team have formulated our two strategic priorities for the school: one, to build learners’ capacity to solve problems, be critical and creative thinkers, and self-directed learners, and two) to develop learners’ belonging and connection to the school.
How do you provide support and leadership to your staff?
At Evelyn Scott School, we promote a culture of excellence by delivering high levels of support to our staff. We are a family friendly organisation, and we have explicitly documented how we operate and how we all contribute to our positive workplace in our ‘Evelyn Scott School Culture Guide’.
We lead fortnightly Future Focused Learning Professional Learning Communities (PLCs) whereby our teachers engage in shifts of practice and reflect on their practice with
Evelyn Scott School received the Learning Environments Australasia Innovation Award in May this year.
Principal Jackie Vaughan (left) on the first day of school in 2022.
Describe your journey to becoming a principal
My journey to principalship has been unconventional. After graduating, my first teaching job was at Calwell High School in Canberra followed by a range of other ACT high schools and Lake Tuggeranong College as an Executive Teacher of Student Wellbeing. I then worked in the ACT Education Directorate, which gave me a broader knowledge of the system level of public schools, governmental systems and processes how to make change from within.
My first principalship was principal of Flexible Education, where we brought together all the alternative education settings within Canberra, including Murrumbidgee School, which is the school within Bimberi Youth Justice Centre, and the Hospital School at Canberra Hospital.
I was responsible for a youth support worker program for all ACT schools and a range
education. The program was called ‘Muliyan’. It was a great project to be involved in and to lead; we brought together an outstanding team of people working across campuses in all these flexible education settings.
It was a very different first principalship that helped prepare me for the role of Foundation Principal at Evelyn Scott School. I only had a term or so to build a team and prepare for the first cohort of students who started at the beginning of 2021.
There is a danger in thinking nostalgically about education. Just because something worked for you when you went to school doesn’t mean it will serve the needs of our future generations. There is something to be said about questioning authority and thinking for yourself, and extrapolating from that, reexamining schooling and asking just because it’s always been done that way, should it continue that way?
When I was appointed Foundation Principal, I worked with Lee Crockett, author of Future-
a connected P-10 school, and we work with our community.
Contemporary learning is about getting students to see that the curriculum is connected. This is why we have seen national movements to combine disciplines such as STEAMD (Science, Technology, Engineering, Maths and Design Technology). It is almost impossible to separate subjects because there are connected threads across and throughout every discipline. Compartmentalising the curriculum is an outdated concept which leads to confusion for our students. Integrated studies makes meaningful connections for children and young people.
Our Leadership Team has made a deliberate investment in best-fit teachers; teachers who are proficient and able to build their capacity in contemporary pedagogies.
We have recruited two highly experienced Future Focused Learning Coaches who deliver differentiated training to staff and co-construct a positive and professional culture of reflection.
Everyday Practice (Changing Teaching Practices
Principal Jackie Vaughan (centre), Dr Dion Tuckwell and Dr Fiona Young presented a workshop at EduTECH 2023.
Our Future Focused Learning Coaches mentor teachers to develop their classroom practices. Together, we work towards a shared vision of strengthening Future Focused Learning principles and provide engaging and student-centred units of inquiry. We frequently communicate to ensure that we remain connected with families and celebrate learners’ growth and progress.
Prior to 2021, our Leadership Team invested time during the project planning phase to meet with all of our enrolled families. These family meetings allowed a valuable opportunity to build quality family relationships and explain our future focused learning model, recognising that families are the experts of their own children. We strive to enrol the family too and want parents and carers to be active participants in school life, involved in the learning of their children.
How do you encourage wellbeing among your staff and students?
We have invested heavily in wellbeing because we understand that learning and wellbeing are inextricably linked. We recognise the evidencebased association between safety, wellbeing and learning.
Vaughan worked with Hayball Architects and Monash University to create the PL program which was implemented in 2023.
We extended our Wellbeing Team in 2023 when we opened our high school; we have a Wellbeing Coach and a school psychologist in both our Junior and Senior Campuses, a careers support officer, School Nurse, School Psychologist in the Senior Campus, a number of Learning Support Assistants and a small but highly skilled Youth Support Worker Team.
We use the Australian Student Wellbeing Framework to create safe, supportive and respectful teaching and learning communities.
What role do you play in the day-to-day activities of your students?
One of my key roles is meeting with prospective families. Being a new school in a new suburb, with capacity for 1,400 students, we attract a lot of interest. I often guide families through a tour of the school, which is a great platform to showcase the school’s philosophy in action. I am also highly visible and make sure that I remain connected to the daily work with children and young people by engaging with issues as they arise and working with my team to support them and address their needs. EM
Prior to the beginning of the program, teachers had a wide array of understandings and perceptions of space. These range from Preschool teachers working in the Reggio Emilia approach in which space is the ‘Third Teacher’, to others who noted that they didn’t think about space in relation to their teaching practice.
The 2023 program comprised five workshops across the year based on the tools developed by Dr Dion Tuckwell (Monash University) and Dr Fiona Young (Hayball) through their respective PhDs as part of the Innovative Learning Environment and Teacher Change (ILETC) project at the University of Melbourne.
This work drew upon the expertise of Dr Julia Atkin, who worked on the original plans for Evelyn Scott School, and also Richard Leonard (Hayball) who led the CEFPI (now known as LEA) ‘Don’t Just Stuff It’ Guide exercise.
The termly workshops set the context for teachers to consider how space can enable or constrain their own practices. They then began to evolve their individual practices toward one of a collective, working together as a Community of Practice focused on enhancing the relationship between pedagogy and space. The culminating workshop consolidated the year’s focus on collective use of space to optimise opportunities offered by the school’s innovative learning environments.
The success of the first iteration of the program in 2023 has led to the decision for the school to continue the program into a second year, in 2024. This year will focus on working with the staff to collectively develop a ‘user guide’ to support the thinking to be embedded into the life of the school and for new teachers to learn about the thinking that has taken place before.
Ms Vaughan, Dr Tuckwell, and Dr Young presented the PL program at EduTECH in 2023 and again at the Doing Schools Differently conference in Brisbane in June 2024. They have also presented a webinar for LEA and a podcast which explains this work in greater detail.
They aim to share this work with other schools, publish their work as a case study to support others to also bridge the gap between design and use.
ACT Minister for Education Ms Yvette Berry (left) with Principal Jackie Vaughan and a student with his parents on the first day of school in 2021.
Mapping teaching strategies to enhance classroom practice
Ms Allison Lloyd, Deputy Principal at Gundagai High School, and Ms Casey Norden, Head Teacher at Illawarra Sports High School, reflect on how Teach Like a Champion goes hand in hand with the Quality Teaching Model in NSW.
The Quality Teaching (QT) model (NSW Department of Education, 2003) is a framework that uses an objective lens to enable peer discussion for evaluation and reflection on teaching practice across three dimensions of pedagogy: intellectual quality; quality learning environment; and significance.
The QT model provides a framework for teachers to authentically and explicitly integrate intellectual, emotional and social learning opportunities into everyday classroom practice to improve student outcomes through 18 strands under the three dimensions as shown in Figure 1. Quality Teaching Rounds (QTR) is a method of implementing the practical use of the QT model into schools.
Teach Like a Champion (TLAC) is a teaching and learning movement designed to improve classroom practice through the implementation of explicit teaching techniques that can be singularly practiced, or combined with a cluster of complementary teaching strategies, throughout a lesson sequence (Lemov, 2012).
The Teach Like a Champion Field Guide (Lemov, 2012) includes strategy mappings of complementary teaching techniques. The mapping cluster focused on in our research was the No Opt Out cluster (Lemov, 2012) and included the central No Opt Out strategy and 13 complementary strategies.
These complementary strategies
Right is Right, Stretch It, Format Matters, Begin with the End, Cold Call, Wait Time, 100%, Strong Voice, No Warnings, Positive Framing, Emotional Constancy, Explain Everything and Normalise Error. These strategies were the focus of our trial and were seen as potentially linking effectively with the Intellectual Quality dimension of the QT model.
Our research sought to answer the question ‘To what extent can Teach Like a Champion strategies be aligned with the three dimensions of the Quality Teaching model to enhance classroom practice using Quality Teaching Rounds?’.
To seek an answer, our investigation firstly identified which TLAC strategies would be the focus of instruction, recognising that it would not be possible to sample a large number of strategies in a limited trial with only two teachers. TLAC provided the main suggestion of where to start as using No Opt Out and Cold Call “is likely to revolutionize the culture of academic expectations in your classroom more quickly than any other combination.” (Lemov, 2012, p13).
Substantive
We sought to independently map the observed strategies from the No Opt Out cluster of teaching strategies to the NSW QT Model through their practical use during QTR.
Utilising TLAC strategies was seen as
Image: Casey Norden.
Image: Allison Lloyd.
Figure 1: The Quality Teaching model.
Allison Lloyd.
Casey Norden.
an opportunity to explicitly improve teaching in targeted areas against the QT model. The team then aimed to produce an alternative framework combining both the QT model and TLAC strategies for improved teaching.
Our methods and observations
Experienced in both the QT model and QTR, we used aspects of the TLAC resources in our teaching as part of a focused approach to improving teaching. We each hosted two rounds and involved planning and teaching a recorded lesson which was shared digitally with the other.
Video observation was effectively run as a blind trial as the TLAC teaching strategies chosen by the host were not discussed or divulged to the observer prior to the lesson being taught. QTR norms were established where we both used the QT model independently to code the filmed lesson content and made notes about the TLAC strategies observed. The TLAC strategies were then linked to the dimension of the QT model by individual researchers before peer discussion. Teachers arrived at a consensus regarding mapping of TLAC to the QT model during the peer discussion.
The classroom teacher delivering the English literature lessons planned to explicitly implement Stretch It, Cold Call, Wait Time and Begin with the End into the filmed classroom lessons. Stretch It and Wait Time were implemented successfully, and the observing teacher was able to clearly detect these teaching strategies through the filmed content.
As deliberately planned by the classroom teacher, the lesson sequence began with the teacher facilitating a whole-class Begin with the End discussion activity and complimentary visual mindmapping technique to make a record of the discussion ideas. The activity centered on the big-picture goal of writing an individual student essay, but firstly introduced the students to the idea of beginning their essay writing with a conclusion as an explicit end goal for the overall writing response. Begin with the End was not noted as an implemented strategy by the observing teacher. In addition, Cold Call was employed to generate Begin with the End discussion
and ideas during the lesson activity but was also not observed as intended in this instance.
The English literature lesson was also noted as successfully incorporating Circulate, Strong Voice and Normalise Error. These TLAC strategies were not explicitly planned when developing the lesson sequence, but organically occurred as part of the teacher’s natural pedagogy in conjunction with the range of strategies being trialled.
The classroom teacher delivering the Mathematics lessons on solving simultaneous equations planned to explicitly implement No Opt Out, Right is Right, Cold Call, Wait Time and Stretch It into the filmed classroom lessons. No Opt Out, Cold Call and Wait Time were implemented successfully, as the observing teacher was able to clearly detect these teaching strategies through the filmed content.
The observing teacher also noted the strategies of Warm/Strict and Break it Down. The observer and teacher both linked these strategies to the quality learning environment and intellectual quality dimensions of the QT model during the QTR peer discussion. As a result of rich post observation peer discussion, additional TLAC strategies were also incidentally mapped.
Mapping TLAC to the QT model can provide a useful scaffold for teachers to refer to when planning and implementing improvements in their lessons for improved professional practice. This investigation provided participating teachers with the opportunity to map TLAC strategies to some of the 18 elements of the QT model and use them as a reference guide for improving observation scores on areas of challenge for individual teachers’ practice.
The extensive experience of the teachers with previous QTR, QT model and TLAC knowledge allowed this to be a successful investigation. The success of this investigation indicates that a more indepth trial using TLAC strategies would be a worthwhile area for further research. EM
This is an excerpt of a research paper by Ms Allison Lloyd and Ms Casey Norden. To read the research in full, contact casey.norden1@ det.nsw.edu.au.
Teach Like A Champion Technique
Quality Teaching Rounds (QTR) Theme
No Opt Out High expectations (QLE)
Inclusivity (S)
Right is Right Substantive communication (IQ)
High expectations (IQ)
Stretch It Problematic knowledge (IQ)
Higher order thinking (IQ)
Engagement (QLE)
High expectations (QLE)
Format Matters Explicit quality criteria (QLE)
Begin with the End Explicit quality criteria (QLE)
Cold Call
High expectations (QLE)
Deep knowledge (IQ)
Higher order thinking (IQ)
Wait Time Student direction (QLE)
Deep Understanding (IQ)
Higher-order thinking (IQ)
100%
Strong Voice Student’s self-regulation (QLE)
No Warnings
Positive Framing Inclusivity (S)
Engagement (QLE)
Social support (QLE)
Emotional constancy Social support (QLE)
Explain Everything
Normalise Error
Social support (QLE)
Break it Down Deep understanding (IQ)
Higher-order thinking (IQ)
High expectations (QLE)
IQ - Intellectual Quality
QLE - Quality Learning Environment
S - Significance
of Teach Like a Champion teaching strategies against the Quality Teaching model.
Source: Ms Allison Lloyd and Ms Casey Norden.
Figure 2: Preliminary mapping
Recruitment on the rise
Several state governments have this year announced funding to attract and retain more teachers to ease the workforce shortage. Education Matters analyses trends emerging in recruitment data.
In December 2022, Australia’s Education Ministers agreed on a National Teacher Workforce Action Plan that set out a clear pathway to addressing the national issue of teacher workforce shortages.
The plan stipulated five areas of priority, including improving teacher supply, strengthening initial teacher education, keeping the teachers we have, elevating the profession and better understanding future teacher workforce needs.
In August 2024, the Queensland Government announced a $54.5 million commitment to support the state’s education workforce in specialist skills and regional, rural and remote communities.
The funding will expand the state’s Turn to Teaching Internship program with an additional 200 places, expand the Trade to Teach Internship program with an additional
provide attraction and retention payments to teachers at regional schools who have met workforce criteria.
Queensland’s Minister for Education Ms Di Farmer said these measures focus on supporting people interested in turning to a career in teaching, those who are already studying teaching, and also to attract, recruit and retain Queensland’s teacher workforce in its highest priority locations in the state.
“Teaching is one of the most rewarding careers and everyone, including teachers themselves, need to value their profession and we are determined to support our current workforce as well as attract and recruit even more teachers,” Ms Farmer said.
“We have listened and consulted widely with the sector to develop these measures that we believe will help deliver more
In Tasmania, a pilot incentive package to attract teachers for hard-to-staff schools was announced by the state government in July. Tasmania’s Minister for Education Ms Jo Palmer said the package includes two incentive payments for staff who commit to working at an identified school for a minimum of one year.
“We know there is a national shortage of teachers and Tasmania is not immune to this issue,” Ms Palmer said.
“Our remote and regional areas can often face challenges when recruiting, which is why we already offer financial incentives for teachers who commit to working in isolated schools including Cape Barren Island, King Island District High School, Redpa Primary School and Zeehan Primary School.”
Once finalised and approved by the Tasmanian Industrial Commission, the incentive program will begin in Term 1, 2025, for a period of 12 months.
Earlier in the year, in May, the NSW Government announced it was continuing to address the teacher shortage with a program helping schools recruit teachers in hard-to-staff areas to expand by 40 per cent.
A further 26 regional schools have received additional support to engage quality teachers, bringing the total number of schools receiving intensive support to 111.
Long-standing vacancies at these schools can now be advertised with a recruitment bonus of up to $20,000, and a relocation support package of up to $8,000 for eligible teachers.
NSW’s Deputy Premier and Minister for Education and Early Learning Ms Prue Car said the government is committed to providing teachers where they are needed the most to ensure every student has the same educational opportunities, regardless of where they live.
CareerOne data reveals an increase in the engagement of candidates for teacher jobs in primary and secondary schools.
“Having a qualified teacher in front of every class is key to lifting student outcomes, and we are working hard to attract and retain teachers in areas where the teacher shortage is most acute.”
The program’s success is evident with 615 teachers placed in permanent positions in the past 12 months. Dubbo College alone has had 61 vacant positions filled across its three campuses while on the program. Further to the recruitment support, the NSW Government is also offering tailored housing support to teachers in regional areas.
“We’ve seen a 29 per cent increase in the engagement of candidates for teacher jobs in primary and secondary schools.”
However, despite the push to recruit more teachers, some in the education sector warn of the dangers.
While the Australian Secondary Principals’ Association (ASPA) acknowledges the intent of reforms to address recruitment and retention of teachers and school leaders, it emphasises the need for effective and sustainable solutions.
“While we appreciate the efforts being made to attract and retain teachers, particularly in hard-to-staff areas, we are seeing mixed results from current strategies,” ASPA President Mr Andy Mison said.
“Financial incentives need careful
consideration to avoid unintended consequences. They must be substantial enough to offset the rising cost of living and housing challenges, and structured in a way that doesn’t alienate existing staff who may be ineligible for recruitment bonuses.”
Mr Mison said ASPA is also concerned that the arms race of recruitment incentives among states, territories and sectors will exacerbate shortages in disadvantaged schools.
Statistically speaking
In his role as Chief Operating Officer at CareerOne, Mr Moussa Namini oversees sales, marketing and operations at the recruitment agency.
“I dive into the data as often as I can. I always look for insights and trends in particular industries, and your email prompted me to have a look at a couple of points of interest in education,” he says.
He says recent data analysis revealed an interesting statistic at a national level, but particularly evident in New South Wales.
“If you compare quarter two of the calendar year – April to June this year compared to last year – we’ve seen a 29 per cent increase in the engagement of candidates for teacher jobs in primary and secondary schools,” he says.
“That increase in engagement typically tells us that either there are fewer jobs in the market or candidates are more motivated to engage with and apply for particular jobs.
“In this case, year on year, the job volumes were relatively steady, so what that tells me is that there seems to be a greater motivation for candidates who are looking for teacher roles to seek out those jobs.”
This year, the Queensland Department of Education launched its Love to Teach Queensland campaign to attract teachers to the Sunshine State, citing benefits such as job
Mr Moussa Namini.
Image: Moussa Namini
Source: CareerOne
security, competitive salaries and incentives, and a balanced lifestyle.
“Queensland was not so pronounced as New South Wales and Victoria in terms of engagement with advertised roles but there are a lot of push and pull factors that could drive that,” Mr Namini says.
“I think a very interesting and reliable statistic is evident in the ‘training benefits offered’ – where we see a clear increase in the number of roles offering training as a benefit in 2024.”
Although more anecdotal than factual, he has noticed other notable trends in data on teacher recruitment.
“I tend to rely on my instincts on this, having been in the online job board space for 13 years, and I’ve noticed that we’re seeing job titles start to include motivational content,” he says.
“For example, I was looking at a job ad today titled ‘Physics and specialist maths teacher – wonderful school’. Another job title had a similar approach, ‘Looking for a teacher –highly regarded school’.
“This type of behaviour, to try to sell the reputation of the school or the job itself in the job title, is something we tend to see when it starts to become a highly competitive environment.”
Typically, he says, advertisers include that type of motivational content in the job description, rather than in the job title.
better when having to choose a school for their child, it stands to reason that a teacher might succumb to that same kind of thinking when choosing where they want to work,” he says.
Mr Namini’s data analysis also revealed that Queensland was over-indexing in teacher job volumes in the last 12 months.
“Typically and across the board we see volumes for both candidates and employers strongest in New South Wales, given it has the largest state population, but over the last period Queensland has strongly outperformed New South Wales in terms of teacher positions advertised so they’re certainly over-indexing compared to what we would expect.”
Mr Namini says an increase in job ads can be due to various reasons. “A school could be expanding, new schools could be opening up, or teachers could be leaving, and that gives rise to the need to post an ad in a particular school,” he says.
In fact, the increase in job ads for teachers in Victoria over the last six months aligns with several new primary and secondary schools opening in Melbourne’s fastest-growing suburbs.
The Victorian School Building Authority has opened 14 new schools in 2024, with a further six set to open in 2025, and 19 planned for 2026. Principals for the six new schools opening in 2025 have already been appointed following a Department of Education recruitment process.
CareerOne’s job board also allows employers to showcase perks and benefits for particular roles they’re advertising.
benefits are sometimes indicative of how much effort organisations are going to in order to retain staff or attract staff,” Mr Namini says.
“In the education sector, I think a very interesting and reliable statistic is evident in the ‘training benefits offered’ – where we see a clear increase in the number of roles offering training as a benefit in 2024, along with trends of other benefits offered increasing.”
“It could be a trend forming. In the same way a
might wonder which school is
“It could be things like free coffee, free parking, or training and the like. We see trends in this data as well, and those perks and
For example, in NSW, 59 advertised teacher positions offered training benefits in 2023. That figure almost doubled to 110 in 2024, according to CareerOne data. Similarly, in Victoria, 13 advertised teacher positions offered training in 2023. That figure jumped to 49 in 2024. EM
More teacher positions with leave benefits have been advertised in ACT and NSW than other states combined.
Campaigns to attract more teachers ramp up
Preservice and early career teachers are being offered financial support in Queensland, while the ACT is looking across its borders to bolster its teaching workforce.
The ACT Government has launched a recruitment campaign in September to attract new teachers into the public school system in the nation’s capital.
The Teach in Canberra campaign aims to attract teachers from Greater Western Sydney, regional NSW, regional Victoria, regional Queensland and New Zealand to apply for teaching roles in the ACT.
Minister for Education and Youth Affairs Ms Yvette Berry said the ACT Government is working hard to recruit teachers to join its growing public school system now and for the 2025 school year.
“We want teachers across Australia and New Zealand to know that ACT public schools are leaders in public sector education. We offer competitive pay and conditions that support teacher wellbeing with new educator salaries starting from $86,253, provide up to $12,000 in relocation expenses, and have a new three-year educator support program to help graduate teachers thrive. Our Enterprise Agreement for teachers is among the best in the nation,” she said.
“We all know Canberra is a great place to live, work and raise a family. The Canberra campaign will help us spread the word to teachers about the opportunities that ACT public schools can offer.”
The Education Directorate is working closely with schools and universities in Canberra and regional New South Wales to encourage students into teacher career pathways at expos and career days.
The ACT also continues to have strong relationships with the university sector by enabling students to take part in the Permit to Teach program in its public schools.
Students in the final part of their degree from the University of Canberra, Australian Catholic University, Charles Sturt University (CSU) campuses in NSW, as well as Swinburne University can receive paid placement in an ACT public school while gaining invaluable classroom experience.
“We know we need to hire more teachers to meet the needs of our growing city, and we are committed to ensuring that we address the challenges of the national teacher shortage to keep delivering a highquality public education system across our city,” Ms Berry said.
The Queensland Government also announced in September that it is investing an additional $71 million as part of its teacher attraction, recruitment and retention plan. The investment is aimed at supporting people financially who are already studying teaching, and attracting and retaining the state school teacher workforce in the highest priority locations in the state. The funding includes:
• $39.4 million to provide financial support to preservice teachers to complete their final practicum placement in a Queensland state school, through a new Teach Queensland Prac Placement Grant.
• $32 million to provide financial support to graduate teachers who begin their careers in a state primary, secondary, combined or special school located in Far North Queensland, North Queensland, and Central Queensland regions through a new Beginning Teacher Support Payment.
The Teach Queensland Prac Placement Grant will be a payment of $5,000 to support preservice teachers undertaking their final professional experience placement in Semester 2, 2024 through to the end of 2026. On top of this, preservice teachers seeking to travel further afield for their final placement may also be eligible for the Regional Professional Experience Grant and the Beyond the Range Professional Experience Grant which means they could receive up to $10,000 in support.
Graduate teachers commencing employment in state primary, secondary, combined or special schools across the state’s three Grow Your Own priority regions of Far North Queensland, North Queensland and Central Queensland, between 2023 and the end of 2025 will be eligible for up to $20,000 through the new Beginning Teacher Support Payment.
The payment over four years gives early career teachers the opportunity to address cost of living challenges and assist with any HECS HELP debt they may have incurred during their teaching degree. EM
Preservice teachers are being offered financial support to complete their final placement.
Exploring alternative paths to teaching
Two former teachers share the experiences of new teachers entering the profession through employment-based pathways.
Australia is facing a critical shortage of secondary school teachers, particularly in subjects like mathematics, science, and technology. In 2025, the expected shortfall of secondary teachers is likely to hit 4000 (Department of Education, Skills and Employment Modelling, 2022).
This shortage has resulted from a combination of factors, including increasing student enrolments due to high population growth. Increased enrolments have not been supported by a corresponding increase in the number of trained teachers.
An aging teacher workforce and lower enrolments in initial teacher education programmes have also added to the teacher shortage. In addition, qualified teachers are leaving the profession at an increasing rate, particularly in their early years of teaching. This attrition has been attributed to burnout, inadequate support and heavy teaching workloads. As a result, most schools struggle to fulfil their staffing needs.
Schools in rural, remote, and low socioeconomic areas suffer disproportionately from the teacher shortage crisis as they attempt to attract and retain teachers who prefer to work in metropolitan areas and higher socio-economic schools where resources, facilities and access to opportunities for professional development align with their lifestyle needs and requirements.
One of the solutions to the teacher shortage has been to offer potential teachers alternative entry programmes to a teaching qualification. These programmes offer employment-based pathways, combining a teaching qualification with professional practice.
To be eligible to teach in schools without a teaching qualification, students enrolled in these courses require a Permission to Teach (PTT) exemption from the Victorian Institute of Teaching (VIT). Alternative teaching qualifications such as the Australian Catholic University’s Teach for Australia and La Trobe University’s Nexus program allow potential teachers to fast-track their teaching qualifications, while also gaining teaching experience in schools.
These pathways offer participants a salary and provide additional support in the form of mentoring and professional development, while also ensuring participants are prepared to enter the classroom with skills and the resilience to succeed in managing challenging teaching environments.
The University of Melbourne’s Master of Teaching (Secondary) Internship Program allows participants to work as paid interns in schools while completing their teaching qualifications. This course is designed to provide participants with practical, handson experience in the classroom, while also allowing them to study part-time towards a teaching degree. This approach is particularly attractive to career-changers and those who do not wish to return to university in a full-time capacity. Interns earn a salary while concurrently teaching and studying, reducing the financial barriers to entering the teaching profession through a traditional full-time study experience.
Employment-based pathways offering a teaching qualification have attracted career-change teachers in significant numbers and offer a potential partial
solution to the immediate teacher shortage. These non-traditional teaching candidates bring valuable skills and professional and life experiences to the classroom. Once qualified, they are often asked to take on leadership roles, and provide professional learning to their colleagues; however, for some, there are unique and unforeseen challenges, as they adapt to a new career. These include balancing/prioritising teaching and academic commitments, transferring current pedagogy directly into their teaching practice, developing skills to adapt to the unique demands of the classroom, moving between teacher and student roles, having sole responsibility for their students from the first day, and balancing family and social commitments.
For some, the transition from their previous professional identity to that of a teacher can be problematic, especially when their previous professional experiences are not acknowledged by leadership and colleagues. Adopting a professional identity as a teacher enhances self-confidence, especially when their role in the school as an intern is somewhat compromised due to not yet having teaching qualifications.
The transition to teaching often involves a significant pay cut, particularly if teachers
An aging teacher workforce and lower enrolments in initial teacher education programmes have added to the teacher shortage.
are coming from higher-paying industries such as business or technology. The financial strain can be particularly challenging for those who have families to support. For many teachers entering through alternative initial teacher education programmes with an employmentbased focus, the decision to enter teaching is driven by a desire to make a positive impact on the lives of young people. However, the realities of the classroom can sometimes be discouraging, particularly for those working in disadvantaged schools, where the emotional toll of working with students who face significant challenges such as poverty, trauma, etc., can be considerable. Maintaining motivation and support in these situations can be challenging.
Participants in alternative entry programs often report feeling isolated or unsupported, without frequent contact with their academic lecturers and tutors or when working in rural or remote areas. Mentoring and peer support can play a crucial role in helping participants cope with the emotional challenges of teaching, although a mismatch in approach, age or teaching philosophy can hinder rather than enhance the positive support that a positive and supportive mentor/mentee relationship can provide.
Alternative entry programs have many
benefits both for schools and for the teachers enrolled in these programs. For schools, there is the benefit of access to committed and enthusiastic staff and an opportunity to develop the potential of a person who is open to learning. For teachers, the benefits of paid employment as they study and the chance to enter the classroom at the start of their studies is attractive, but the workload associated with teaching and studying can feel overwhelming. Despite completing theory classes on pedagogy and behaviour management, their first taste of teaching often proves challenging. Taking on the persona of a teacher, finding their own strengths while learning to navigate the school structures and pedagogical frameworks take time.
The University of Melbourne’s Master of Teaching (Secondary) Internship course has proven to be a successful pathway into the profession. Most interns complete the two years successfully and go on to employment, often in an ongoing role in their internship school. School and university support is vital to this success. Interns report that the support provided both by their schools and the university are essential to their pedagogical development, academic achievement and their wellbeing over the time of their internship.
The secondary teaching shortage in
About the authors
Merryn Dawborn-Gundlach is a senior lecturer at the University of Melbourne. She coordinates the Physics Learning Area subjects in the Master of Teaching course and is active in developing alternative initial teacher education pathways in Victoria.
Merryn’s research focuses on the retention of early-career teachers, developing scientific reasoning competencies of pre-service teachers, and supporting out-of-field Physics teachers.
Julie Ryan is an experienced educator in the Secondary and Tertiary sectors. She has taught in government secondary schools across humanities and mathematics subjects, is a qualified careers practitioner, has had school leadership roles as an assistant principal, and currently teaches at the University of Melbourne.
Australia, and indeed internationally, is a complex issue that requires innovative solutions. Alternative entry programs like Teach for Australia, the University of Melbourne’s Internship Program, and La Trobe University’s Nexus program offer one form of solution, while attracting career-changers to leave their previous career and enter teaching, offers another.
Many career-change teachers enter the teaching profession through an alternative entry pathway such as an employment-based option. By attracting talented individuals from diverse backgrounds into the teaching profession, these programs are helping to address the shortage of qualified teachers, particularly in disadvantaged areas.
Each of the work-based pathways offered in Victoria address teacher shortages in disadvantaged communities, preparing teachers to work in low socio-economic, rural, and remote schools, where the need for qualified educators is most acute. While this is an altruistic vision, the current teacher shortage lies across all domains of education in Australia, including independent, faith, catholic, metropolitan, outer-metropolitan, regional and remote schools. Clearly, more than one solution to address the current teacher shortage is necessary. EM
Image: .shock/stock.adobe.com
New BYOD portal offers selection of latest devices
JB Hi-Fi Education has updated its Bring Your Own Device portal with schools and parents in mind, offering some of the market’s newest devices for education, a refreshed look and new payment capabilities on the way.
Bring Your Own Device (BYOD) programs provide students with access to computing devices – such as laptops, tablets, and accessories – of their own, for use in the classroom and at home for studying online and completing coursework.
As one of the largest providers of technology solutions to secondary schools in Australia, JB Hi-Fi Education has been working to improve Information and
“At JB Hi-Fi Education, we’re conscious schools need to address the requirements of all learners – whether that be from an economic, geographic or accessibility standpoint. Our national team works closely with schools to provide them with technology solutions such as our BYOD program, and professional services that accelerate learning opportunities for their students,” Ms Miriam Torres, Education
choosing the right technology, giving students and families easy access to the right devices, at commercial pricing, to support students’ education.
It also provides numerous benefits.
“Integrating a BYOD program in secondary schools means students can use some of the most advanced educationspecific devices and benefit directly from tech and programs designed specifically for
JB Hi-Fi Education’s BYOD program provides a tailored solution based on each school’s individual needs.
students, and parents along every step of their BYOD purchasing journey, ensuring a seamless integration of technology into student’s curriculum experience.
“Seamless integration means a handsoff model. Our BYOD program simplifies IT procurement and management.”
JB Hi-Fi Education’s BYOD program also provides a tailored solution based on each school’s individual needs. Schools can select the devices that are best suited to their curriculum, and a set-up with a dedicated and secure school portal, offering parents peace of mind and reducing the stress of having to choose a device for their child or children.
What’s new in JB Hi-Fi Education’s BYOD program?
JB Hi-Fi Education has released a new BYOD portal. With a refreshed look and a mobile responsive design, Ms Torres says it has been created with busy parents in mind.
“Parents can now conveniently purchase their child’s devices on mobile from anywhere – on the go or at home,” she says.
Another new feature will be introduced later this year with improved payment capabilities for parents, with Buy Now Pay Later (BNPL) payment options.
“BNPL payment options will include Afterpay, Zip Pay giving parents greater choice of how they pay, a benefit that cannot be underestimated in the current cost of living pressure she says. A payID payment option will also be introduced.”
In addition to the new portal, a selection
of the newest devices are also available, to engage students in learning through the latest technology.
“Some of the new devices feature the latest processor – their superior performance means students can tackle tasks faster,” she says.
“Some of these laptops also include AI capabilities, enhancing performance and providing better quality camera and audio features. And the new designs are lightweight with many devices boasting an all-day battery life”.
New devices like the HP EliteBook x360 830 G11 can be chosen by schools to add into their BYOD programs.
HP EliteBook x360 830 G11
HP EliteBook x360 830 G11 offers productivity, versatility and security for students.
An AI-driven performance device with the latest Intel Core NPU (U series) processor, this HP PC offers long lasting productivity.
Students can enjoy a long battery life, managed by AI, to get through the school day. The laptop will switch into performance mode when students need to tackle several tasks (from working on an assignment to editing videos at the same time) and switch back into comfort mode to stay cool during simple tasks.
Students can also move around freely and interact naturally using speakers tuned by Poly Studio with AI Noise Reduction1, a 5MP camera with automatic framing2 and Dynamic Color Tuning3
The HP Elitebook 830 is a versatile laptop offering a 360° flexibility that can either work in tablet, tent or laptop mode. It includes Microsoft Copilot key that opens a prompt window on the device for a quick access to the AI assistant4
The essential gear for the modern student On top of new products, schools will find the best sellers of education-specific laptops and tablets for students, such as the HP Pro x360 435 G10. This convertible laptop is designed to adapt throughout the day, with four use modes that enable students to create, present, and collaborate in a comfortable way.
The device passed the 19 MIL-STD tests and withstands the rigors of everyday classroom use. It features a rechargeable stylus, 5MP webcam and a World Facing Camera to capture those memorable classroom activities.
To complement these devices, parents can purchase essential accessories including computer mice, headphones, and protective covers for both PCs and tablets to ensure their children are fully equipped for school.
And to help them to safeguard their devices, JB Hi-Fi Education offers extended warranties, insurance and care product options, like the safety of Tech Care+, allowing students to replace or refresh their device at any time throughout the term of their plan (depending on the plan type).
The JB Hi-Fi Education BYOD program has been designed with both schools and parents in mind to offer them the latest and best Information and Communications Technology solutions to enhance learning. Reach out to an Account Manager to start a BYOD program: 1300 746 752 or education@jbhifi.com.au. EM
Pro x360 435 G10.
HP EliteBook x360 830 G11.
Using AI to improve communication skills
Powered by artificial intelligence and machine learning, uSpeek can help students and teachers enhance their communication skills, from body language to spoken word, in a matter of minutes.
Whether a student is preparing for a class presentation or a job interview, communication cues such as body language, tone of voice and rate of speech are crucial to the success of their presentation. For uSpeek, an AIdriven company specialising in solutions for evaluating and coaching individuals to enhance their communication skills, these cues can be the difference between powerful or poor communication.
uSpeek’s platform offers students instant feedback on their body language, vocal tone, and word choice by simply uploading a video. The AI generates an in-depth report on 25+ unique parameters, highlighting areas of strength and improvement. This allows students to focus on specific elements that need polishing, whether it’s their posture, voice modulation, or vocabulary. The report provides insights similar to what an experienced human trainer or teacher would offer, making the process highly personalised.
uSpeek also has a library of more than 100 learning videos that guide users in honing their communication skills. The lessons cover various aspects of human behaviour, helping students gain valuable experience from real-world scenarios.
This blend of AI with the vast knowledge of millions of people’s experiences makes the platform unique. The company says it empowers students to improve step-by-step, building both confidence and competence in their interpersonal interactions.
Whether a student is preparing to perform in a school production, recite a
poem in a foreign language, or accept an award at their school assembly or sporting club, uSpeek says its technology ensures they are ready by providing actionable feedback. With continuous practice and personalised guidance, students can transform their communication skills, growing into confident individuals ready to thrive in any environment.
uSpeek was co-founded by Ms Shammi Duggal and Ms Jenny Sarang. Ms Duggal is an engineer with an MBA and has worked with Fortune 500 companies. She has more than 25 years’ experience spanning sales, marketing, business development and artificial intelligence-led digitisation. Ms Sarang is a leader in executive coaching and has designed and conducted corporate training in more than 60 companies across 25 countries.
“We can’t underestimate how important good communication and interpersonal skills are for students; it gives them confidence, it teaches them how to express themselves, which is useful for applying to university or the workforce,” Ms Sarang says.
The prevalence of social media has meant kids have lost the natural art of communication, which is the most important human to human connection, she says.
“Students need to understand that communication is not just the words you speak – it’s your body language, it’s how you present yourself. It is about putting the focus back on the importance of your presence and becoming a more empathetic human being,” Ms Sarang says.
“Because uSpeek is an AI tool, it can provide analytics and reports on students’ performance, without teachers spending time manually reviewing students’ videos.”
uSpeek Co-Founder Ms Shammi Duggal
As an engineer who has worked with large Fortune 500 companies, Ms Duggal says efficiency is highly-valued in the corporate world – and no less valued in the classroom. For teachers who assign students role-play activities like job interviews or presentation-based assignments, uSpeek can be a time-saving tool in terms of assessment.
uSpeek’s dashboard can help teachers track student’s improvement rates. They can export data with a single click, saving time and eliminating manual processes.
“All the analysis is done by AI, so it helps teachers save time assessing students’ communication skills and therefore spend more time giving personalised feedback and coaching them and being much more effective in a shorter period of time.”
uSpeek’s potential application in schools is unlimited, she says.
“It gamifies the whole art of learning. Teachers could use it for theatre and drama workshops, because it includes feedback on
subjects, so students can really understand that communication is not just about spoken language, it’s also how they use their body language and their voice.”
Ms Sarang adds: “It can also be a tool to demonstrate and discuss different communication styles, such as assertive, aggressive, passive and passive aggressive. It can be used to teach students who are perceived to be passive or shy how to be more assertive.”
The Department of Education in Israel is currently using uSpeek to help its tenth graders improve their communication skills.
“They’re setting an example of how to use
to bridge the gap between AI and human expertise, delivering feedback that feels like it comes from an experienced coach.
By combining cutting-edge technology with a human touch, it offers a comprehensive learning experience to build the next generation of confident communicators. EM
Need more information?
School’s interested in learning more about uSpeek and how it can enhance their student’s communication skills are invited to phone 0493 027 378 or visit www.uspeeknow.com.
uSpeek has more than 100 lessons that guide users in how to hone their communication skills.
Image:
uSpeek
Making history in 2027
The NSW government has announced a major overhaul of the secondary school curriculum, with students to be taught about Indigenous Australians’ experience of colonisation and the development of Australian democracy through civics and citizenship study.
NSW Education Standards Authority (NESA) is delivering a new curriculum for Kindergarten to Year 12. It is the first comprehensive reform of the NSW school curriculum in three decades.
The final suite of updated Year 7-10 mandatory syllabuses have been released to NSW schools, with an emphasis on deep learning that builds on content in new primary school syllabuses, setting students up with the knowledge and skills needed for independent inquiry and high-order thinking.
The new History, Geography and Visual Arts syllabuses now explicitly articulate the knowledge and skills students need
to acquire at each level of learning, with ambitious outcomes for students.
Under the NSW Government’s amended curriculum reform rollout, schools have an extra year to get to know the syllabuses before they will be taught across all schools in 2027.
This amended rollout gives teachers time to focus on successfully implementing the updated Kindergarten to Year 10 English and Mathematics syllabuses, now being taught in schools.
In History students in Year 7-10 will:
• Undertake a new mandatory civics study on the making of Australia,
including learning about the Australian Constitution, the separation of powers, voting, referendums and Australia’s democratic traditions;
• Study European exploration, the impacts on and responses of communities in North America, the Pacific and Asia, and Aboriginal Peoples’ experiences throughout history in Australia;
• Study Australia’s role in World Wars, learn about the experiences of prisoners of war and victims of the Holocaust, and the ancient and medieval worlds.
In Geography students will:
• Use geographic tools to build and
Students in Years 7-10 will learn about the separation of powers, voting, referendums and Australia’s democratic traditions.
communicate information. Updated tools embedded in each focus area include data and graphs, with greater alignment to Science and Mathematics.
• Have opportunities to relate their learning to the real world. This enables students to learn and process information and apply their understanding as part of geographical inquiry.
• Apply their knowledge of climate change impacts, including present day environmental and global challenges, to understand how these factors affect wellbeing and development.
• Undertake approximately 10 hours of fieldwork in each stage of learning.
Teachers will be provided with guidelines to support out-of-class activities.
In Visual Arts students will:
• Have more opportunities to learn about interrelated artworld concepts, viewpoints and practices and apply this knowledge to their own art making.
• Engage with new content to reflect emerging technologies and art techniques to reflect the current context for young learners.
• Take a multisensory approach to artmaking which is accessible for all learners.
Teaching advice is being released alongside the new syllabuses, with additional resources, including those for parents, to follow.
Minister for Education and Early Learning
Ms Prue Car thanked the teachers who were part of the syllabus development and who provided their expertise and feedback.
“The new syllabuses will provide students opportunities for in depth learning, and support teachers to with essential content for evidencebased explicit teaching,” she said.
“These syllabuses equip students to become well-rounded and informed young people, and I look forward to seeing them rolled out in every school.”
NSW Education Standards Authority CEO Paul Martin said NESA will continue to support teachers as they get to know these syllabuses over the next two years, before teaching them in 2027.
“We know that clearer syllabuses lead to greater teacher authority and autonomy – because they enable teachers to enter classrooms with a consistent and clear
understanding of their students’ learning entitlement,” he said.
“These are research-driven syllabuses that build on the knowledge and skills-base of Years 5 and 6 and will ensure students from Years 7 to 10 are challenged and extended with engaging content taught explicitly.
“These documents went through a robust consultation process which has resulted in high quality syllabuses that reflects feedback provided by teachers and the broader community.”
New syllabuses for HSC students
All NSW teachers and students now have access to a new rigorous and explicit English and Mathematics curriculum, as the NSW Government completes the rollout of mandatory high school content with the release of Year 11 and 12 syllabuses.
The release of the new English syllabus marks a major milestone in the current NSW curriculum overhaul, with all mandatory content from K-12 now in the hands of teachers.
The new Year 11 and 12 syllabuses are aligned with and build on the mandatory content in the K–10 syllabuses.
In line with the NSW Government’s commitment to building mathematical knowledge and capabilities from primary school and the early years of high school, the mathematics paths in Years 9–10 empower more students to pursue mathematics in Year 11 and 12, and are designed to support those aspiring to study the highest levels of mathematics in the HSC.
Duplicated content in the Advanced and Extension HSC courses has been removed and Mathematics Standard and Advanced HSC exams will no longer include common questions.
The new Year 11–12 English syllabuses feature a renewed focus on literature as the parent discipline of English. In English Extension 2, students will continue to submit a major work along with the introduction of a new focus area, ‘Author and Authority’. The focus area is designed to provide guidance to students for their major work through engagement with literature, and will be subject to examination. Both English Extension 1 and 2 will be examined online from 2027.
New support materials and resources will be provided to assist schools and teachers to implement the new syllabuses.
Schools will have more than a year to get to know the new English and Mathematics syllabuses under the revised timeline announced by the NSW Government. They will be taught from 2026 and examined from the 2027 HSC.
In addition to the new English and Mathematics syllabuses, new History syllabuses for Years 11 and 12 have also been released to schools and will be taught from 2027. History Extension will be taught in NSW schools from 2026 and examined in the 2027 HSC.
The rollout of new syllabuses for further HSC elective subjects will continue in 2025.
Ms Car said the new Mathematics curriculum will improve learning outcomes for students.
“We are taking advice from the experts that numeracy and mathematics skills must be well developed through the mandatory Mathematics syllabus from Kindergarten through to Year 10,” she said.
“We need NSW students developing foundational understanding and skills in maths in primary school, and building on these strong foundations in Years 7 to 10 to equip them to pursue maths in Years 11 and 12 and beyond.
“I thank the teachers from all school sectors who played a role in developing these new syllabuses, which will ensure our students get a world-class education in NSW schools.”
Mr Martin said NSW teachers and students now have access to a streamlined and explicit Maths and English curriculum for Kindergarten to Year 12.
“By design, each stage of learning is now connected so teachers can best support their students to progress their understanding and build deep knowledge through to senior high school.
“It means by Year 11 and 12, students will have the opportunity to pursue the highest level of learning, in line with their future goals and aspirations.
“Thank you to the teachers and broader education community who engaged so collegially on the public consultation process.” EM
Making tutoring accessible, anywhere
Kip McGrath operations manager Ms Emma Dent explains how the tutoring franchise is reaching students in regional and isolated locations, including Karratha in WA and Coober Pedy in SA, with tutoring opportunities in locations where previously there was none.
Ms Emma Dent has been part of Kip McGrath for almost 15 years, previously working as a qualified tutor and franchisee and now overseeing operations for the organisation’s corporate division in Australia and New Zealand, including an online hub in Karratha in the Pilbara region of Western Australia.
“Karratha is not somewhere where we could physically operate a tutoring centre –from an economic point of view, it wouldn’t be sustainable. However, an online service makes tutoring accessible, not only to people in that area, but also to people who are on cattle stations further north, who don’t necessarily go to school, but do School of the Air and travel into school once a month in the Karratha region,” Ms Dent says.
Kip McGrath Education Centres is a
global franchise business that offers tutors the opportunity to own a tutoring centre.
Founded in 1976 by two Australian school teachers, Kip and Dug McGrath, the network has grown to 500 centres worldwide. It has 150 centres across Australia and New Zealand, offering both online and in-person tuition in maths and English.
Kip McGrath’s online students are treated the same as in-centre; the organisation strives to make them as involved as possible and feel part of the centre. Ms Dent says it does this in several ways.
“One of the ways we do this is award them ‘student of the week’ on our social media platforms when appropriate. We also mail out info packs, send the ‘Kip mail’ that is handwritten, and send birthday and anniversary cards. Our online students
have as much to do with the centre as the in-centre students, to make them feel part of the Kip community,” she says.
In the same way the organisation operates if a student lives near an in-centre location, students in regional and isolated locations are offered a comprehensive free initial assessment online.
“We would rather do a free assessment and let a parent know that their child doesn’t require tuition than not offer a free assessment. We’re empowering parents, and that’s what the free assessment is about; it’s empowering parents to know where their child’s strengths and weaknesses are within the curriculum. We also need that information to design a program for them that’s completely personalised,” Ms Dent says.
Online students receive the same level of care and attention as in-centre students.
“We had a student living on a remote cattle station who had a lot of life experience. He could not read a word on the page, but he could fly a helicopter, no problem.”
Emma Dent,
Operations
Manager Kip McGrath Education Centres
“We use the same technology for a oneon-one online comprehensive assessment that a student would use during an in-centre assessment. This helps to ease them in so we are not only settling them into this idea of tuition, but we’re showing them our own fully designed platform where students are always live with a tutor via webcam and microphone, and our interactive technology, which includes
chat functions and interactive whiteboards – all different ways tutors can communicate with online students.”
She says for students who don’t necessarily want the face-to-face camera aspect at certain times, or don’t always want to interact verbally, they can use the chat function to speak to their tutor. Some families can be worried about doing online learning, but it is often smooth sailing, with only the occasional disruption.
“Technology is always going to be one of those fickle things where you can be disrupted by an internet outage. Cyclone season in Karratha causes some issues when the NBN gets filled with water. But it is a stable platform and versatile because there’s so many different ways that we can do things, there’s so many different workarounds,” Ms Dent says.
“Kip McGrath also have a team of customer service agents who help us to talk parents
through the basics of resetting the cache and those types of tech-related issues. We’re proactive in that aspect.”
Ms Dent is not daunted by the occasional technical disruption – she was working as a franchisee at the beginning of the COVID pandemic and was involved in pivoting the whole organisation and 500 students online, almost overnight.
She has also witnessed many triumphs in Kip McGrath’s online student community.
“We had a student living on a remote cattle station who had a lot of life experience. He could not read a word on the page, but he could fly a helicopter, no problem. He was doing School of the Air but his siblings were coping better with that than he was. He graduated from Kip McGrath being able to read. The one hour a week of face-to-face tutoring made an amazing difference for him,” Ms Dent says.
“We also have a kindergarten student who participates in online tutoring with the help of a parent, all the way up to a Year 12 student in Coober Pedy who has just graduated with us, who valued the last few lessons that she had with her tutor and wanted to do as much as she could because it was a safe space for her.”
The organisation has more than 350 remotely based students in New South Wales alone, and Ms Dent’s team conducts more than 150 online assessments a week across Australia and New Zealand. Franchisee hubs in a physical location are also supported by the organisation’s online service.
“Our online service is not only for people who are remote, but also for time-poor parents who might live near a Kip McGrath centre. Our online service can substantially reduce their travel time. A lot of our parents use our online portal for the convenience it offers,” Ms Dent says.
She says regionally-located parents are more accustomed to online schooling and accessing services remotely than metropolitanbased parents.
“Because of the remoteness of a lot of our students, they don’t necessarily go to school, or they don’t go to school every single day, and something like our online system is giving them the same tutor every week at the same time, and that consistency then builds a bond and relationship, and that’s a huge part of what we want to do at Kip McGrath.” EM
Emma Dent.
Image:
Kip McGrath
More outdoor seating for schools
Award-winning manufacturer Felton Industries is expanding its sustainable furniture range with new timber and recycled products.
Felton Industries, a leading designer, manufacturer and supplier of Australianmade premium aluminium outdoor furniture, has launched a new range of timber and recycled plastic products for education and sporting sectors, among others.
Product and Marketing Manager Mr Drew Mackinnon said Felton is excited to release the new range made of more sustainable materials.
“Schools and organisations nationwide are prioritising environmentally conscious choices, driving increased demand for outdoor furniture that aligns with these values,” he said.
“Felton is helping these sectors meet their sustainability goals without compromising on durability or design by offering seating solutions made from recycled materials and locally sourced, handmade timber. This new range reflects Felton’s commitment to reducing environmental impact while supporting local institutions in creating eco-friendly, longlasting outdoor spaces.”
The latest addition to Felton’s portfolio features a variety of products designed with both functionality and sustainability in mind. Among the key offerings are the Peak double bench seat and Peak hexagon tree seat, both constructed with 85 per cent recycled materials.
Mr Mackinnon said these products maintain the high standards of durability and aesthetic appeal that Felton is known for, making them ideal for environments where resilience and low maintenance are crucial.
Felton has also introduced a selection of handmade timber products to complement its recycled options. The Classic Timber three-piece setting and Classic Timber bench exemplify the craftsmanship and quality of Australian-made timber furniture,
providing a natural and inviting addition to any outdoor area. Additionally, the new Classic Timber children’s table offers a comfortable and aesthetically pleasing space for children.
“Felton’s dedication to innovation and sustainability ensures that organisations across the country have access to highquality, environmentally responsible products,” Mr Mackinnon said.
“This new range reinforces Felton’s commitment to providing durable and eco-friendly solutions that meet diverse operational needs through recycled materials and sustainably sourced timber.”
Felton continues to lead the way in providing sustainable solutions for educational settings. Its extended product range aligns with the growing demand for environmentally friendly choices and offers practical benefits such as longevity and ease of maintenance, making them a smart investment for schools aiming to enhance their outdoor spaces.
The Peak recycled range starts from AU$649 and the Classic timber range starts from AU$1,199. For more information, visit www.felton.net.au.
Award-winning outdoor furniture Felton Industries’ Ribbon Range featuring Caring for Country won a 2023 Australian Good Design Award in the Product Design category, which recognises outstanding design and innovation.
“The Ribbon Range and Caring for Country Range feature a beautiful selection of modern street furniture architecturally designed by industrial design house, Vert Design. They include a table outdoor setting and bench seating with iconic open loop frames, and bin enclosures with angled rainwater roof covers. Their outstanding contemporary design and unique innovation were key factors in being recognised for this prestigious award,” Mr Mackinnon said.
The Caring for Country Range takes its design from the Ribbon Range whilst showcasing artwork by award-winning Indigenous artist Brett Parker, Billyara. It utilises new sublimation techniques making it a first in innovation.
“The Caring for Country range celebrates rich Indigenous history and culture, providing schools, colleges, parks, resorts, community spaces and other venues with a wonderful resource to enjoy, learn and explore Indigenous art and culture,” Mr Mackinnon said.
The Good Design Awards Jury commended the designers of the Ribbon Range featuring Caring for Country for “its timeless design that will no doubt stand the test of time”.
Originating in 1958, the Australian Good Design Awards represent the highest honour for design and innovation in Australia. Projects recognised with an award demonstrate excellence in professional design and highlight the impact a designled approach has on business success and social and environmental outcomes. EM
Image: Felton Industries
The Classic Timber bench is made from 100% Australian BlackButt hardwood.
A place to exchange ideas
A new museum in Melbourne is hoping to inspire new generations of STEAM students with demonstrations and hands-on activities across Physics, Digital Technologies and History.
‘Sophia’, a robot which was appointed as the first non-human to be given a United Nations title, has officially opened the new National Communication Museum (NCM), housed in a 1930s telephone exchange building, on Burwood Road in Hawthorn.
In partnership with Swinburne University of Technology, NCM offers an innovative, STEAM curriculum-linked program. From February 2025, the museum will begin offering exhibition tours and hands-on workshops for Years 5-6 and Years 9-10.
NCM Co-Chief Executive Officer Dr Emily Siddons said the STEAM program is a cornerstone of the museum, bridging gaps for women and First Peoples and making STEAM skills accessible to all.
“NCM will provide a future pipeline of STEAM workers, inspiring children and students by demonstrating the potential impact of technologies in enabling, building and transforming communities,” Dr Siddons said.
“NCM demonstrates visible career pathways for aspiring creators and fills curriculum gaps that occur due to the rapid rate of technological change.”
Dr Siddons said the museum will work closely with Swinburne University of Technology and technology industry leaders to develop its own brand of education that explores the latest emerging technologies like AI, cybersecurity, blockchain and beyond.
NCM is a hands-on and fun learning experience for children of all ages, with a Kids Hub and extensive schools and education program for primary and secondary students. The museum spans two levels of dynamic and changing gallery spaces, with a working historical telephone exchange, immersive rooms and interactive experiences.
It is a trip down memory lane for older visitors who remember retro tech like MSN messenger, rotary phones, the talking clock, and the iconic burger phone. The
recreation of a cyber cafe inspired by a netcafe in St Kilda will take visitors back to the beginnings of the information age in the mid-1990s.
The Kids Hub features hands-on, interactive experiences to unlock and decode messages throughout the space. There are tactile interactions, playfulness and humour, clear answers to basic questions and recognisable content relating to kids’ everyday experiences.
The museum’s Remix Zone is aimed at teens and tweens, with two large authentic switchboards reimagined by Mosster Studio as interactive synthesisers where visitors can build their own unique, telephony inspired soundscape.
NCM Co-Chief Executive Officer Ms Anna Prenc said NCM was a fun destination for children, teens and their families.
“The museum brings to life the nostalgia of communication in Australia and showcases the cutting-edge technologies that will connect us in the future – with something for visitors of all ages,” she said.
“It really has something for everyone –from curious children and teens to nostalgic young and older adults, from primary and secondary students through to tertiary students and researchers.
“Through its extensive collection of artefacts and the innovative use of technology, including robotics and responsive artificial intelligence, NCM connects audiences young and old with past and current technologies.”
Schools can join the NCM mailing list to stay up-to-date on the education program launch and teacher preview nights. EM
The museum will begin offering hands-on workshops for students in 2025. Image:
Can schools do more to support student wellbeing?
New research released by National Australia Bank in July 2024 reveals how high school students really feel about their lives. NAB says the results pose challenges and opportunities for schools.
In its 2024 State of Education series, NAB again reached out to a large representative sample of more than 400 Australian secondary school students nationwide to gauge how they perceive their lives are tracking. Students contributed across all year levels including those from public schools, private independent schools and private Catholic schools.
The results were released in July in the NAB Education Insights Special Report, Part 1: Wellbeing – How do high school students really feel about their lives?.
Why wellbeing?
“When students feel well, happy, secure and are thriving socially, they can fully participate in and learn from their daily routines, play, interactions, and experiences at school,” the NAB report states.
“Educators acknowledge the crucial role of supporting student wellbeing, despite the added pressures it places on budgets, teachers, and support staff. Addressing the diverse mental health issues faced by young Australians today requires a joint effort involving educators, government bodies, students, communities, families, and parents alike.”
Of concern, almost one in five (17 per cent) students identified as having low emotional and mental wellbeing (down from 20 per cent in 2023) but it’s as high as one in four among LGBTIQ+ students.
LBGTIQ+ students report being much lonelier than others. Around one in eight students overall report feeling extremely lonely, with the number rising to one in
four among LBGTIQ+ students.
Key findings in the 24-page report included the revelation that school wellbeing programs were rated only moderately helpful by students. Students at private independent schools said they helped most and public schools least.
Among those who said wellbeing programs helped ‘very much’, this ranged from around one in five students in private independent and Catholic schools to around one in 10 in public schools.
Significantly, only three per cent of students that identified as LGBTQI+ said their schools wellbeing initiatives helped them ‘very much’ – five times less than the overall student average.
this was down from 66 per cent in 2023.
The report found worries over family finances and cost of living have risen sharply. Cost of living pressures appear to be not only weighing heavily on the adult population, but these worries are also trickling down to their high school aged children.
The biggest cause of student worry (for around six in 10 or 61 per cent of students overall), was pressures arising from schoolwork, tests, or grades, though
When asked to select the top five things schools could do to help them with their worries, the highest number of students (36 per cent) now believe that having teachers who are more calm, honest, and caring is key.
Overall, the report stated, students believe social media is having a positive impact on themselves and others their own age (albeit more people their own age are getting ‘very high’ benefits than themselves). They see social media as playing a role in helping them stay connected, included, and accepted in life.
Australian school students report spending less time on social media (on average 98 minutes a day, down from 113 minutes in 2023).
Expert analysis
Mr Dean Pearson, Head of Behavioural & Industry Economics at NAB, said compared to a year ago, young people are more upbeat about their emotional and mental wellbeing and a growing number believe they’re coping better with managing their mental health.
“There are numerous reports suggesting Australia’s young people are struggling with resilience and wellbeing. But our research suggests the story is far more nuanced,” he said.
“While on average the story is more positive, with more younger Australians identifying as LGBTIQA+ or gender diverse, this appears to have significant implications for wellbeing with disparate outcomes across many aspects of school life for this community of students.”
Mr Pearson said there was also a noticeable fall in self-reported wellbeing among boys more generally, and while girls still report lower wellbeing than boys, the gap is narrowing.
Only 15 per cent of students said their school wellbeing initiatives were very helpful, falling to three per cent among those who identified as LGBTQI+.
“A wellbeing program may not in itself change behaviours and is just one aspect of supporting wellbeing. And the reality is there’s little conclusive research on the effectiveness of specific mental health and emotional wellbeing initiatives in schools,” Mr Pearson said.
of current programs, Mr Pearson said he thinks there is real merit involving students themselves in their design and to give them some agency in terms of managing their own wellbeing.
“At the end of the day, I think it will require a joint effort,” he said.
to talk and particularly for girls, continue messaging around body positivity and challenging unrealistic images and lifestyles often presented on social media.”
Interestingly, Mr Pearson noted, students report spending less time on social media albeit still a substantial amount – on average 98 minutes a day, down from 113 minutes in 2023.
Girls continue to spend more time on social media (113 minutes versus 83 minutes for boys) and doing homework (98 minutes versus 74 minutes for boys), while boys spend substantially more time gaming (60 minutes versus 27 minutes for girls) and to a lesser extent playing sport.
“The research on the harm of video games on boys also appears to be inconclusive, except for heavy users. More generally, I thought it was very interesting that students at boys-only schools were much more positive about the effectiveness of school wellbeing programs than those at girls-only schools,” he said.
“Only two per cent of students said there was nothing the school could do to help (with wellbeing), which begs the question what do they believe might work?
“I recently read an interesting article in the Washington Post about a school in Ohio which like many schools in Australia had seen an uptick in mental health and wellbeing concerns among students. In response, the school tried everything including more therapists, a new social-emotional learning curriculum, music therapy and horses for children to pet. The point of the article was that no one really knows what the answer is, so schools are having to take multiple approaches at once.”
In terms of increasing the effectiveness
“Only two per cent of students said there was nothing the school could do to help (with wellbeing), which begs the question what do they believe might work?”.
Regarding social media, Mr Pearson said NAB’s research shows young people on balance, view social media as having a positive impact on them and others their own age and plays a key role in helping them stay connected, included, and accepted in life.
“Recognising this, something needs to change. Around one in two teens also told us they strongly believe social media is not a place where they feel supported during tough times (particularly among girls), nor that it makes them feel better about their lives,” he said.
“So perhaps the best approach is to continue to focus on helping young people build resilience, provide a safe place for them
“The top five responses from students were: teachers who are more calm, honest, and caring; less strict policy on unforms and appearance (particularly among girls); more feedback of their progress and academic performance (particularly among public school students); less emphasis on grades and scores; and different school times (particularly among girls).
He said it is clear from this list just how important teachers are in their student’s lives, so it would suggest wellbeing initiatives must also address teacher empowerment and workload.
“Interestingly, this year’s survey also revealed significantly lower numbers of students who thought fewer tests and exams would help most with their worries (26 per cent of students identified this as a way of helping them versus 41 per cent in 2023),” Mr Pearson said.
Visit www.business.nab.com.au/nabeducation-insights-special-report-part-1-2024and-webinar to download the report or watch the webinar recording. EM
Dean Pearson.
Images: NAB
Tailored coaching achieves greatness
Dedicated to providing quality education to all students, Growing Up Greatness is equipping teachers for dynamic learning that meets students where they’re at.
Growing Up Greatness strives to improve educational provision for students of all abilities. Working with schools, educators, and school leaders, its team of education consultants specialises in implementing high-quality and research-based policy, processes, and pedagogy through targeted consultancy, coaching and collaborative strategic planning.
Collaborating in all learning environments and across all learning areas, Growing Up Greatness works with schools and teachers across the full range of grades and subjects, in regional, remote and metropolitan areas. It offers one, two and three day courses in Gifted Education, Differentiation and Understanding Behaviour, as well as online Gifted Education Professional Learning Modules. It provides professional learning both online and in-person and can tailor pre-recorded professional learning with workshop guidelines for schools to facilitate their own professional conversations with staff.
“As passionate educators ourselves, we understand the complex – and often demanding – nature of schools and teaching,” explains Ms Kylie Bice, the company’s owner and Principal Education Consultant.
“We’re here to support schools in their crucial role of growing up greatness in young people and we believe that when school leaders and educators are equipped and supported to be effective, compassionate, and evidence-based in their practice, all things are possible for every young person.”
Through consultancy, training, and coaching, the company aims to build teacher capacity and confidence in the areas of inclusion, differentiation,
assessment, gifted and talented education, disability, behaviour and educating diverse student groups. It also aims to increase awareness and acceptance of diverse-ability learners by working with school leaders to practically build staff skills, capacity, and wellbeing, and to equip educators for intentional, transparent, data-informed and research-based teaching in every classroom. To this end, all Growing Up Greatness’ training and coaching opportunities can be tailored to the context, needs, and goals of each school and teams within each school. The company is also highly adaptable to the budget, time, and resource limitations often faced by schools.
One of Growing Up Greatness’ clients is a small government primary school in the Perth hills which identified a need for its young staff to better understand the WA Curriculum and Judging Standards in order to improve student engagement and results. The school’s Deputy Principal specifically identified literacy as an area of focus and worked closely with Growing Up Greatness to build rapport with teachers and provide a combination of professional learning, coaching meetings and classroom observations over a period of two years.
“Our aim is to work directly with school leaders and teachers to act as a bridge between academia and practice, and to provide professional learning and coaching to individuals and teams and guidance to school leaders. We keep a clear focus on catering for diversity within classrooms, with practice strategies that are specific and articulated,” Ms Bice says.
“This work is both exciting and rewarding, and through our tailored coaching model we see teachers and school leaders develop a strong
understanding of what inclusive, datainformed and differentiated practice looks like in the classroom, assessment design, and programming.”
Another client – a large regional Catholic K-12 school – identified a need to better cater for its gifted and talented learners. It had tried a number of approaches in the past but were not seeing any change and wanted a fresh perspective. After an initial series of fact-finding conversations with staff, Ms Bice worked with the leadership team to design a tailor-made series of professional learning and coaching sessions with teaching teams across one year.
“This approach was highly valued by the teachers who felt the practical coaching sessions were invaluable in building their understanding and confidence to achieve actual planning and practice goals with hands-on support,” Ms Bice says.
The Deputy Principal at the school has since engaged Ms Bice to work in a similar way with staff at another school where she has won a Principal position.
To learn more about the company, visit www.growingupgreatness.com EM
Kylie Bice.
Image:
Kylie
Bice
Teens who vape more likely to try smoking
Researchers have revealed the results of the first Australian study to look at the relationship between teenage vape use and smoking over time, and across different ages.
New research published in a leading public health journal shows that Australian teenagers who have vaped are much more likely to then try smoking, with Australia’s youngest adolescents the most at risk.
Health experts say it’s a sobering reminder of the need for state, territory and federal governments to work together to fully implement and enforce Australian’s new vaping reforms and protect young people.
The new study used Generation Vape survey data from over 5,100 teenagers in a retrospective cohort analysis that was published in the Australian and New Zealand Journal of Public Health
Lead author Mr Sam Egger from the Daffodil Centre, a joint venture between Cancer Council NSW and the University of Sydney, says the study is the first of its kind in Australia, using data collected in 2023, prior to recent vaping reforms coming into effect.
“It’s the first Australian study to look at the relationship between teenage vape use and smoking over time, and across different ages,” he says.
“Even after accounting for other factors that could influence the likelihood that a young person would try vapes or tobacco, we found that teenagers aged 12 to 17 who had vaped are five times more likely to start smoking in the future than those who had not.
“The link was strongest for adolescents at the younger end of the 12 to 17 age range. The younger a person started using vapes, the higher their increased risk that they would subsequently try smoking. We found that 12-year-olds who had vaped were 29 times more likely to go on to try smoking than 12-year-olds who had not vaped,” Mr Egger says.
Associate Professor Becky Freeman, study supervisor from the University of Sydney, says that the study reinforces why the national vaping reforms introduced this year were urgently needed and now need to be strongly enforced.
“When it comes to teenage smoking, up until recently Australia was an international success story. Our Australian teenage eversmoking rates dropped from 58 per cent in 1996, to 14 per cent in 2023. But recent data has suggested a possible increase in teenage smoking over the same time period that vape use has exploded,” she says.
“Public health experts have warned that teenage vaping uptake has the potential to undo the positive progress Australia has made in reducing smoking. This latest study shows how real that threat is.
“Young people don’t want to smoke. They’ve grown up seeing graphic health warnings on expensive cigarette packs and think smoking is unattractive and something from their parent’s generation.
They view vaping as an entirely different behaviour to smoking and don’t know that they are more likely to take up smoking if they vape.”
Adjunct Professor Terry Slevin, CEO, Public Health Association of Australia, says that while public health experts have enthusiastically welcomed the Federal Government’s vaping reforms, positive change won’t happen overnight.
“We strongly and enthusiastically welcomed the Federal Government’s vaping reforms that passed Parliament in June this year, but the job is not done yet.
“We need to make sure that state and territory governments are harmonising their local legislation and enforcement with the Federal reforms. All levels of government will need to work together to protect young people,” Professor Slevin says.
Ms Alecia Brooks, research co-author and Chair of Cancer Council’s Tobacco Issues Committee says that support is available for teenagers who vape or smoke and have become addicted to nicotine.
“Most concerningly, the research shows that it is our youngest teenage vapers, kids as young as 12 who have vaped are at the highest increased risk of trying smoking because of the easy access to vapes in Australia in recent years before action was taken,” she says.
“We anticipate that now restrictions on vaping are coming into place, any population-level impacts that e-cigarettes are having on smoking rates will become minimal, but we aren’t entirely out of the vape haze yet.
“We know that communities, including teenagers, schools, teachers and parents are very concerned about vaping and will find these findings worrying. We urge anyone seeking support to speak with their doctor or call quit on 13 7848. Smoking and addiction isn’t inevitable and support to quit is available.” EM
The study reinforces why the national vaping reforms introduced this year were urgently needed.
Talking to ‘the glue’ in the room
Minister for Education Jason Clare reflected on his own secondary school education when he spoke at the NSW Secondary Deputy Principals’ Association 2024 State Conference on 6 September.
Addressing 480 delegates at the conference, Mr Clare acknowledged Trent Colley and Natalie Martin, President and Vice President of the NSW Secondary Deputy Principals’ Association, respectively.
He also acknowledged the event’s organising committee, which this year represented schools from Sydney’s South West, where Mr Clare grew up.
“I know not everyone loves high school, but I did. I also know not everyone remembers who their Deputy Principal was, but I do,” he told the delegates.
Mr Clare said a lot of the teachers who taught him also went on to become Deputy Principals and Principals.
“I rang one of them the other day. His name is Peter Valenti. Peter was my history teacher. But he was more than that. The truth is he is a big part of why I am here right now,” he said.
Mr Clare told the audience that he comes from a family where no one had ever finished school – or even finished Year 10.
“Peter told me I could. He didn’t just teach me history. He taught me to believe in myself. When things get tough, I think about him. We are still friends. We still catch up,” he said.
Mr Valenti went on to become Deputy Principal at St Johns Park High School and Principal at Strathfield South High.
“I asked him for some advice about what to talk about today. He told me that I would be talking to ‘the glue’ – to the people who really make the school run. The people who connect the dots; the Principal, the Executive, the staff, the students, parents and the community. The people who bring it all together,” Mr Clare said.
“He also told me I would be talking to leaders. The people who get teachers to work together, as a team, with a purpose. And he told me I would be talking to the future.”
The future
Mr Clare recalled that when he was a student at Canley Vale in the 1980s something incredible was happening.
“Not just there. Right across the country. It wasn’t just me who was told I could finish school. It was kids like me everywhere.
“And in those years, in the 1980s and the 1990s, the percentage of students who finished high school, right across the country, almost doubled from 40 per cent to almost 80 per cent,” he said.
Mr Clare said it changed the country. “We are a different country because of it. The economy is different. Jobs are different. What we used to call micro-economic reform. And it was education that did that.”
“That change is still happening. By the middle of this century, it won’t just be 80 per cent of students finishing school; 80 per cent of the workforce will have finished school and gone on to TAFE or university. That’s up from 60 per cent today.”
The reason, Mr Clare told the audience, is because the jobs most people do are changing, fast.
“Most of the fastest growing jobs require a TAFE qualification or a university degree; 50 per cent require a university degree, 40 per cent require a TAFE qualification,” he said.
“At the same time as all of this is happening the number of students finishing high school is dropping. Not everywhere; in private schools it’s stable – in public schools it’s going down.”
Mr Clare said seven years ago, 83 per cent of students in public high schools finished year 12.
“Now it’s about 73 per cent. This is what keeps me up at night. If the future is what I just described, we have got to turn this
Education Minister Jason Clare acknowledged the number of students finishing secondary school is dropping.
Images: Department of Education
around. If we don’t, the economy won’t stop changing. It will just mean more people are left behind,” he said.
“More people from poorer families will stay poor. The gap between rich and poor will get deeper and wider. It also means we will be poorer as a nation, because we won’t have the skills or the workforce we need.
“Fixing the funding of our public schools is a chance to do something about this.”
Fixing funding
Mr Clare noted that Deputy Principals would be aware that most private schools are already funded at or above the Schooling Resource Standard – but most public schools aren’t.
“They are in the ACT. Because of the deal I signed a few weeks ago, they will be in the Northern Territory. That deal means the most underfunded public schools in the country will now become the best funded public schools in the country,” he said.
Mr Clare also recently signed an agreement to do the same in WA, with the Australian Government and the state government “chipping in”.
“I want to do the same sort of deal across the rest of the country, and I’ve got $16 billion dollars to do it. It is not a panacea. It won’t fix everything,” he said.
“It’s also not a blank cheque. This funding is going to be tied to the sort of things to help turn around the current decline in students finishing
high school. And it won’t happen unless State Governments chip in money too.”
Mr Clare told the audience that he intended to introduce legislation into the Australian Parliament in October that will get rid of the cap that stops the Federal Government from providing more funding for public schools.
“It will get rid of the current cap or ceiling of 20 per cent and make that a floor to build upon. We can do a deal this year that can lock in extra funding for our public schools and protect it from a future Liberal Government ripping it out,” he said.
“If we don’t, and there is a change of government next year, the States that don’t sign up will have to fill the gap on their own. Peter Dutton’s team have made this clear. They have said, very bluntly and very clearly, they think the federal government shouldn’t put a single extra dollar into public schools.”
Mr Clare emphasised that the decisions that governments, the Parliament and the Australian people make in the next few months will decide what the country’s education system looks like, not just in the next few years but in the next few decades.
“The education system that you as future principals will inherit,” he told the delegates.
“We owe it the students in your schools today to get this done. We owe it to the students who haven’t even been born yet. And we owe it to you – the people who make it all happen. The glue.” EM
very highly by delegates.
The event included a range of workshops and presenters were strongly encouraged to partner with a school to demonstrate practice, not just theory.
“Deputy Principals were keen to see, and appreciated seeing, how initiatives were undertaken in real contexts,” Mr Colley said.
He said there was also a significant emphasis on highlighting the diverse students of South Western Sydney during the conference, who introduced and thanked speakers and presenters.
“Some of the students attend Canley Vale High School, where Education Minister Jason Clare went to school.”
The event was supported by AdvancedLife, Daylight Schoolwear, Edrolo, HP Inc and Teachers Health Fund.
“We were also able to raise over $7,000 to support the McGrath Foundation’s work in honour of our late former President Evelyn Hazzard, who was a Deputy Principal in South Western Sydney,” he said.
Students from South Western Sydney introduced speakers at the conference.
NSW Department of Education Deputy Secretary Deb Somerhayes.
Forging new frontiers
The inaugural Games Education Symposium, held in October, brought students, educators and industry professionals together to learn how digital games are improving educational outcomes in schools and to explore career opportunities.
Developed by the Victorian Government as a collaboration between Melbourne International Games Week (MIGW) and the Department of Education, the Games Education Symposium: Careers and Frontiers has been hailed an exciting new addition to Asia-Pacific’s largest digital games celebration.
The Games Education Symposium is the natural extension of MIGW’s continued goal to foster connections between games enthusiasts and developers, and between the games industry and a wide range of other sectors.
Recognising the incredible potential of games in educational outcomes and the diverse career opportunities the digital games industry offers, the free-toattend symposium aimed to build strong pathways between secondary and tertiary students, educators and local industry.
Day One of the symposium connected secondary students and teachers with industry professionals to showcase the array of career opportunities in the digital games industry.
Mr George Osborn, a leading expert in the intersection between video games and the wider world, delivered a keynote on the use of games for social good and the unseen ways that video games influence the modern world: from US presidential elections to competition law to the fight against the climate crisis.
A roundtable mentoring session saw game designers and developers at various stages of their careers share their professional journeys and the ‘things they wish they knew in high school’ with those looking to enter the industry.
The Day Two program connected games studios and developers with
tertiary institutes to look to the future of games. The Great Debate: Working in Games is Not a Real Job saw industry speakers in a healthy debate, and a live feed link-up with a parallel conference in Denmark addressed global trends in games education.
International keynote speaker Dries Deryckere, from Howest University (Belgium), delved into creating the developer of the future: How do you train for a job that doesn’t exist? A key highlight of day two was the Tertiary Hackathon, where tertiary students harnessed the spirit of ‘games for good’ to develop positive solutions to real world challenges.
Both days offered a full program with talks and panels featuring local and international experts and provided a chance to network with local studios, tertiary providers and games leaders.
Minister for Creative Industries Colin
Brooks said Victoria is Australia’s digital games leader.
“As the global digital games industry continues to expand, this symposium will ensure we remain at the forefront as a place that trains, fosters and retains the next generation of highly skilled, industry-ready games leaders.”
Deputy Premier and Minister for Education Ben Carroll encouraged students, educators and anyone curious about a career in the games industry to take advantage of the free event.
The Games Education Symposium is an initiative of the Victorian Government, made in collaboration with Melbourne International Games Week and the Department of Education.
The free, two-day ‘Games Education Symposium: Careers and Frontiers’ took place on 3-4 October as part of Melbourne International Games Week. EM
Image: Jacinta Keefe Photography
Melbourne International Games Week 2023.
Young leaders making a difference in the community
Sponsored by Lenovo, the Victorian Government’s 2024 VCE Leadership Awards recognise VCE and VCE Vocational Major students’ innovative community work and highlight examples of exemplary leadership.
Victoria’s next generation of leaders have been recognised at the annual VCE Leadership Awards, celebrating the outstanding achievements of eight students from across government, independent and Catholic schools.
Minister for Education Ben Carroll congratulated the award recipients, including the overall 2024 VCE Leader of the Year, and acknowledged the meaningful impact they have had in their schools and communities while studying for their VCE.
Now in its 27th year, the awards have extended to also recognise students pursuing a vocational pathway following the expansion of VCE to include the VCE Vocational Major.
This year’s finalists included active leaders who champion student voices, promote inclusion and diversity and make a difference in their communities and beyond.
Applications were accepted by the Victorian Curriculum and Assessment Authority (VCAA) with finalists chosen by a dedicated panel. A three-month application
and interview process was conducted to get to know the students and their achievements underpinning exemplary leadership and innovative community work.
The students received their VCE Leadership Award at a ceremony at Treasury Theatre on Friday 13 September 2024 attended by their families and special guests.
Mr Carroll said the VCE Leadership Awards embody giving every student the best opportunity to succeed, regardless of background or circumstance.
“These young leaders’ achievements show that Victorian students are part of a global community and that our world-class education system is enabling them to grow, inspire and give back to their school and wider community.”
Victorian Curriculum and Assessment Authority CEO Kylie White said the awards highlight the fact that the VCE enables students to reach their full potential and make a meaningful difference in their communities, regardless of the pathway they take. EM
2024 VCE Leadership Award recipients
• Isabelle Cooke, Marian College Myrtleford (VCE Leader of the Year 2024)
• Georgia Kaminis, Mount Waverley Secondary College
• Hannah O’Loghlin, Padua College
• Myeesha Mohammed, Fitzroy High School - Wurun Senior Campus
• Niamh Coffey, St Helena Secondary College
• Raghad Yousif, Brentwood Secondary College
• Ruby Streit, Westbourne Grammar School
• Tajwyn Corben, Bairnsdale Secondary College
Isabelle Cooke
Isabelle is an exemplary role model, passionate about increasing opportunities for young people in her rural community. She has influenced educational policies and promoted regional development through her roles as a Rural Youth Ambassador and Rural Education Support Network Ambassador. Isabelle co-created a Community Careers Expo, bringing together local industries and students to platform local job opportunities. As a member of the Civic Engagement Youth Advisory Group for the Australian Department of Home Affairs, Isabelle has attended forums in Canberra alongside Ministers. As Deputy School Captain for Community Development, she has demonstrated a commitment to fostering connections within and beyond her school.
From left: VCAA CEO Kylie White, Tajwyn Corben, Georgia Kaminis, Hannah O’Loghlin, Raghad Yousif, Myeesha Mohammed, Niamh Coffey, Ruby Streit, Isabelle Cooke, VCAA Board Chair Diane Joseph and Minister for Education Ben Carroll at the 2024 VCE Leadership Awards ceremony.
Isabelle Cooke , VCE Leader of the Year 2024.
Images: Nicole Cleary, courtesy of the Victorian Curriculum and Assessment Authority.
The contest of knowledge
In the words of George Bernard Shaw, ‘beware of false knowledge; it is more dangerous than ignorance’, warns Dr Stephen Brown.
In 2018 I accepted the opportunity to make a keynote presentation at the African School Leadership Roundtable in Johannesburg. The topic was the impact of the Fourth Industrial Revolution (2016) on schooling and education more broadly.
Klaus Schwab, the founder of the World Economic Forum, coined the term to describe the current phase of technological advancement characterised by the fusion or interconnectedness of digital, biological and physical systems of the world in which we live. Expressions of this include innovation such as Artificial Intelligence (AI) and Augmented Reality (AR).
In my presentation (pre-COVID 19), I posited that this revolution typified by technology would provide a range of provocations and disruptions to all parts of the education learning ecosystem. These included: the nature of knowledge and access, ownership, power relationship boundaries; assumptions, the pivotal role of social media, and validity; the speed and duration of learning; ethical practices; the need to invest in technology to bridge the digital skills gap; the role of the teacher in the educative process;
the ever enduring challenge of balancing equity and excellence for all stakeholders; the need to embrace the liminal space afforded by emergent technologies and the continued importance of leaders who are learners, curious, and courageous in an ever increasing VUCA (volatility, uncertainty, complexity and ambiguity) or RUPT (rapid, unpredictable, Paradoxical, and Tangled) world. Despite the time lapse I believe that each of the themes and issues identified remain pertinent in the schooling sector today.
The purpose of this article is to explore further one of these – the contest about knowledge in the context of a post truth era and the implications for educators.
Marcus Aurelius (121 AD) noted that “Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth”.
In my 2018 presentation I shared my observations about nature, curation, and the validity of knowledge. The rise of social media and digital platforms has led to an environment where information and misinformation can and does spread quickly.
The democratisation of information
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.
Image: Dr Stephen Brown
through such platforms has enabled anyone to become a content creator, diluting the influence of established traditional gatekeepers of knowledge such as universities and the need for refereed review of such information. One can be an author within a short period of time within 24/7 – 24 words in seven seconds.
The positive impact of this has been the rise of the practitioner scholar, current practitioners in schools who are providing perspectives and sharing their thoughts about the reality of leading, teaching and engaging in the sector. Albert Einstein noted the value of the practitioner voice in the discourse of education when he noted that “Information is not knowledge. The only source of knowledge is experience. You need experience to gain wisdom”.
Realistic and authentic voices from the field – the classrooms and school offices across Australia – need to receive much more acknowledgement in the policy debate and formulation cycles. From my observation, the policy development process is still predominately presided over by the traditional
constituency, representative model with marginal representation or reflection of the nature of contemporary schooling reality.
The rise of social media and digital platforms has led to an environment where information and misinformation can and does spread quickly.
Educators are enacting their practice in an era which has been dubbed a post truth one, typified by the prominence of influencers using a crafted narrative designed to evoke emotion and feelings at sometimes the expense of evidence and factual basis. Moreover, symptomatic of this era is the proliferation of misinformation and ‘fake news’.
The emergence of Artificial Intelligence (AI) has increased ever more the speed of information generation and transfer. Such a disruptor like AI brings forth the need to debate about what is a teacher – a ‘font of all
knowledge’? With an ever-increasing teaching workforce such mental models and hegemonic view of teaching need to be challenged. Simply, no one teacher just like no one student can be expected to know and do everything. Ivan Illich (1971) in his acclaimed work, Deschooling Society, explored the issue that remains and has been further amplified by VUCA or RUPT world – the nature of schooling and learning. A traditional battleground for the knowledge contest is curriculum provision expressed in artefacts and forms such as syllabus documents, time allocation and the promotion of certain approaches to its delivery.
The contest of and for knowledge again gives rise to the need to explore the traditional and entrenched model or approaches to schooling. We all find knowledge in different places and learn in diverse ways and circumstances. The trends in school refusal, home schooling, levels of engagement, specialist teacher shortage are just a few of the indicators that signal the need for such change and allied discourse. EM
Artificial Intelligence (AI) has increased the speed of information generation and transfer.
Creating a connected classroom: insights for educators
Lenovo’s Head of Emerging Technology and Solutions, Mr Hassan Baickdeli, urges schools to adapt and experiment with new tech.
It’s never been more digital in the classroom than it is today, to be fair you could literally say the exact same thing tomorrow and you’d be 100 per cent correct. With technology reshaping the impact and overall potential of our learners and driving the expected base level of digital literacy beyond the end of students learning journey, it’s critical that we get some base foundations right and a fit for purpose learning environment is one such foundation. In this digital age, educators are tasked with driving skills they need to succeed in the rapidly changing world and digital literacy and all its elements in being able to connect, collaborate, source information, and enable things such as critical thinking start in an environment that I like to call the “connected classroom”. These are more than just classrooms with Wi-Fi, they’re a learning environment that leverages several technologies that act as the backbone to support the enhancement of student engagement, collaboration, access, experience and much more. Having things such as 1:1 student and educator devices, solid and fast connectivity, security to ensure safety by keeping a clean digital footprint is a great way to get started. By laying that foundation you can look at incorporating a video collaboration system with an interactive touch panel, video camera, speakers, microphones (or an all-inone bar system) and even a content capture camera that lets you turn a whiteboard into a digital annotation and marking tool. These types of setups don’t just allow you to project what’s happening in the classroom, they bring experiences to you. Working with universities who may have a specialist
lecturer or professor over on the eastern seaboard and a cohort of students on the west coast, distance literally means nothing. It happened during the pandemic but with a “try and keep everything running” approach, one of the recent examples at a school we worked with a Geologist over on the east coast and a classroom on the west coast to deliver a remote lesson. When you take into consideration the importance of traditional ways of learning and tactile experientials, all that needs to be done is a bit of preprep to post some samples over ready for the class to begin and that’s just what we did. Over 40 minutes the Geologist was the guest educator, students had samples, the educator could point out specifics and examples of what needed to be noted, in this case we used a Logitech Reach camera that worked amazingly well, students were able to ask questions, the session was super interactive and was a resounding success. Beyond the technology, it’s the literacy, competency and comfortability that’s going to enable the change. The classroom can be as connected as Houston but unless its effectively leveraged it will just be amazing tech that has all the potential but in reality its being underutilised. The thing I love most about my role as a technologist, beyond talking about the promise technology can bring to learning environments, is showing just how amazing it can be once embraced and sure, depending on your familiarity it may take a while to get adjusted by once you do the level you can take it to (especially with respect to where you started) is endless. Connected classrooms are in no doubt a paradigm shift from where things are in 70
per cent of classrooms in Australia today, however getting started can be done in small and incremental steps. Some things to consider in order to get your classroom started are:
• Ensuring your devices are appropriate to get things started (can be laptops, tablets or phones)
• Having a strong and solid Wi-Fi source/ coverage in your classroom.
• Platforms such as MS Teams to have that initial collaborative environment and familiarity with your class
• Running some test/trial video calls to get everyone familiar, comfortable and courteous (first time is always super exciting and a tad chaotic!) By starting your journey and incorporating these elements and into your classroom, you can create a dynamic and engaging learning environment that prepares students for what’s to come. Remember, the key to a successful connected classroom deployment is to continuously adapt and experiment with new technologies and teaching methods to meet the evolving needs of your students and ensuring that they’re as transferable as possible regardless of when they decide to complete their learning and head into their careers. EM
Mr Hassan Baickdeli.
Image: Hassan Baickdeli
Is GenAI going to make homework obsolete?
The answer is no, according to Associate Professor Lynn Gribble and Professor Jihyun Lee, both from UNSW Sydney.
Generative artificial intelligence (GenAI) is on the verge of transforming education, and homework will be no exception. That transformation will likely include a shift to homework practices that encourage deeper engagement and application of knowledge rather than mere retrieval, according to Ms Lynn Gribble, Associate Professor in the School of Management and Governance at UNSW Business School. She says GenAI represents an opportunity to repurpose homework as a more efficient vehicle for preparing students for a technologically advancing world.
“We need to move from asking students just to look something up or write something to getting them to do something with what they know,” she says. “We need to understand at the core of a discipline or practice what it is to be able to do that well.”
Risks and guardrails
The integration of GenAI into education comes with substantial risks and represents a paradigm shift that requires careful consideration and adaptation. Recognising this, the federal government recently released a report, following a parliamentary inquiry, with 25 recommendations for managing GenAI’s risks and opportunities, including making the use of GenAI in education a national priority, taking steps to ensure equal access and integrating AI literacy in school curricula.
According to Ms Jihyun Lee, a Professor in the School of Education at UNSW Arts, Design & Architecture, GenAI can be an “excellent assistant” for those willing and able to use it. But it’s already creating challenges for educators, particularly in these early days
GenAI represents an opportunity to repurpose homework.
as the technology develops.
“Thus far, with the uncertainty and lessthan-perfect AI performances, the workload of teaching professionals to address the AI impact has increased,” she says.
“For example, many educators have reverted to in-person, paper-and-pencil tests in the classroom. I am not sure if AI can handle routine tasks accurately without close human supervision,” she says. “Researchers have also shown that AI increases intimidation and cognitive load for lower-ability students, and thus GenAI in the current form is not useful for every student.”
Introducing this technology into classrooms, and particularly homework practices, comes with other substantial risks, including significant access and data bias concerns. And from a learning standpoint, if students rely solely on AI for answers, they might miss out on critical thinking and research skills.
Insights for educators
One way for educators to retain value from homework in a GenAI-assisted reality is to refocus homework and other assignments to minimise rote learning tasks and prioritise critical thinking, Professor Gribble says. That may mean allowing or even encouraging students to use GenAI but requiring them to demonstrate what they learned from that process. And these tools can act as tutors, offering explanations and helping with complex subjects that might be beyond one’s expertise.
Professor Gribble considers what work a student from her class should be able to do, and focuses assignments on building those skills, even if students use GenAI to do it.
“I want a student to be able to explain how context impacts organisations, and how it impacts them in organisations,” she says.
This will require “real, face-to-face, authentic assessment and evaluation, and getting students to show us the process of how they might do something,” she says.
While essays, reading, problem sets and other at-home learning methods will likely change in nature, they need not become obsolete. Instead, educators can set engagement rules that enable students to use GenAI as a tutor or ‘reading buddy’ but require them to demonstrate understanding during in-class discussion, or asking them to critique the AI and check for errors or provide counterpoints.
For students, an important part of learning will be recognising the different skill sets that will matter in an AI-assisted world, Professor Gribble says, noting that while GenAI can assist in many tasks, it is not a substitute for human creativity and insight.
“Question. Fact-check. Where’s the human in the loop? Where are the morals and the ethics – is this what a good person would do or say?” She says that the challenge for education will be integrating GenAI in a way that complements rather than replaces traditional methods, emphasising the human element of both teaching and learning.
“What we need to make sure as educators is that we are the storytellers; that we are the people inviting people to see how knowledge, knowledge application and critical thinking – being able to unpack assumptions – makes the world a better place,” Professor Gribble says. EM
Embracing emotional resilience beyond “R U OK?”
By adopting the language of emotional resilience, schools can pave the way for students to express themselves without judgement or stigma.
The recent “R U OK Day” reminded us to check in on our students, colleagues, and the broader school community. Days like this are dedicated to mental health and wellbeing, encouraging conversations that can help someone through a tough time. However, we can take this day further in the education sector by focusing on the inner strength that helps us navigate school life’s inevitable ups and downs. Enter emotional resilience – a vital skill that empowers educators, students, and staff to handle challenges gracefully and with strength. Language plays a pivotal role in shaping a school’s culture. Emotional Resilience (ER) gives educators the opportunity to introduce a new language to facilitate the expression and discussion of emotions, removing judgment and stigma. Instead of labelling experiences as simply “good” or “bad,” we can adopt the ER language of “smooth” and “rough” roads.
Consider how much easier it is for a student to say, “I’m having a rough day,” instead of, “I’m having a bad day.” The former acknowledges the challenge without harsh judgment, opening a space for more constructive conversations. This shift in language can be especially beneficial in a school environment where students may struggle to articulate their feelings. As educators, embracing this language helps us model healthier ways to communicate emotions without judgement and stigma, fostering a culture of understanding and support within the school community. In a school environment that often demands high performance and constant positivity, it’s easy to feel like anything less than perfect is unacceptable. However, ER teaches us that being on any smooth or rough road is okay. The key is
understanding how to regain control when challenges arise.
For students, being “okay” doesn’t mean they must be academically perfect or emotionally unshaken. It means recognising where they are emotionally and knowing they have the tools – and the support from educators and peers – to navigate their journey. By redefining “okay,” we allow students and staff the space to experience the full range of emotions without guilt or shame, fostering a more compassionate school culture.
One of the most powerful lessons of emotional resilience is that it’s okay not to be okay every day. In the education sector, there is often an unspoken expectation that students and staff must be constantly upbeat and in control. However, true resilience isn’t about avoiding difficult emotions but knowing that you’re “okay enough” to regain control when needed. Instead of striving for constant positivity, schools can focus on maintaining enough emotional strength to steer through life’s rough patches.
This change in expectation is liberating; it allows students and staff to accept their emotional state as it is, no matter what road they are on, and trust in their ability to manage it. Normalising this approach, we help create a more supportive and understanding school environment.
It’s important to extend these conversations beyond individual interactions and into the wider school community. Educators can engage with parents, caregivers, and fellow educators, fostering a shared understanding of emotional resilience while reinforcing the objective language of rough and smooth roads. Hosting workshops or discussions on
emotional resilience can empower everyone involved in a student’s education to support their emotional wellbeing effectively.
By adopting the language of emotional resilience, schools can make it easier for students, staff, and parents to express and understand emotions. This shared language not only strengthens communication within the school but also builds a stronger, more resilient community that is better equipped to handle the challenges of school life.
We need more than just a moment to check in on others; it’s an opportunity for the entire educational community to reflect on emotional resilience. By adopting the language of smooth and rough roads, we can change how we communicate about mental health within schools. This new language makes expressing and hearing emotions easier, paving the way for more meaningful conversations.
Redefining what it means to be “okay” and adjusting our expectations around emotional wellbeing are critical steps in building resilience within the educational sector. By embracing these concepts, we empower students, educators, and the wider school community to navigate life’s challenges with greater control and confidence.
So, let’s start a dialogue about emotional resilience in our schools and offer the support needed to keep moving forward –one road at a time. EM
Speaking their language
When it comes to providing effective education on respectful relationships, Australian schools are at a crossroads, writes author and cartoonist Sara Yan.
Besides teaching standard academic subjects, schools are required to teach students about safe, happy and respectful relationships. This includes things like body safety, consent and navigating relationships where there is an imbalance of power.
However, there is wide variability in how schools interpret the curriculum, what topics they choose to address and how much detail is provided. This means that kids have received education that varies in content and quality, leading to an uneven and ultimately unsatisfying experience, while impacting student outcomes.
Australians spend a great deal of their lives at school. It is here that they learn things that influence their future achievement and happiness. Alongside their peers, friends and family, schools play a significant role in shaping children’s perception of relationships. It would therefore behove schools to make the most of their influence by ensuring that respectful relationships education is consistent, comprehensive, engaging and relevant.
In recent years, the Australian government has created various resources, one most notably, Moving the Line. The aforementioned video features a young couple drinking milkshakes. The resource was designed for teens, and the beverages were supposed to act as a metaphor for consent in intimate relationships.
However, the video received widespread criticism, as many found it bizarre and confusing. Disappointingly, the video’s message was portrayed in a vague and contradictory manner. Adults struggled to understand it, which boded poorly on its appropriateness as a resource for teenagers.
The muddled metaphors and mixed messaging of the video highlight the
importance of designing resources that are clear, direct and easily understandable. Doing so ensures that kids will actually absorb what we teach them and use it in their own lives.
After acknowledging the unsuitability of Moving the Line, Minister for Social Services Amanda Rishworth announced the intention to conduct healthy masculinity trials to combat harmful gender stereotypes. The trials will target school-aged boys, and will be delivered over a range of mediums, including sports clubs and community organisations. Despite targeting schoolaged boys, unfortunately there has been no confirmation that these trials will be implemented in schools.
In addition to designing clear and intelligible resources, education must be readily accessible to those who need it. It needs to be embedded where all young people can easily receive it. In other words, it must be implemented in schools.
Many agree that teaching respectful relationships to students is extremely important. But exactly how it should be taught remains highly debated. Research has found that the way students prefer to be taught about relationships differs greatly from how teachers are teaching it.
With this in mind, some educators have moved towards using art to create educational resources, at great benefit to students. This novel approach involves using art as a ‘hook’ to engage students in learning other content, especially content which might otherwise be confusing and overwhelming.
One notable example is the Flat Stanley Project. The US-based project has kids mail copies of the eponymous cartoon character to a school, family member, politician or even
a celebrity, who then photographs Stanley in various locations and chronicles his travels in a journal. It builds children’s literacy skills, while promoting an interest in learning about different people and cultures. A phenomenal success, the Flat Stanley Project has been implemented in schools all over the world.
Like in the above example, the arts have been used successfully to teach other curriculum areas. Therefore, there’s no reason that it can’t be used to teach respectful relationships. Considering that most efforts in this space have been absent or unsatisfactory, now would be a great time to rethink the approach to resource design.
Young people, like all of us, have different learning styles, strengths and abilities. It is therefore imperative that we diversify our pedagogical approach so that we meet students at their level and ‘speak their language.’ The arts speak a universal language. They provide a highly accessibly entry point to learning, making it ideal to incorporate in lesson plans.
Young people must be taught how to have safe, positive, fulfilling relationships. If our educational resources are overwhelming, dull or difficult to comprehend, then students will miss out on these crucial lessons. With gendered violence on the rise, and the deaths of women by intimate partner rate following suit, we can’t afford for any students to miss them. EM
Motivation, praise and encouragement: how should it be applied?
Dr
Ragnar Purje from the School of Education and the Arts at CQUniversity Australia explains
why specific task-focussed words trump superficial feel-good praise.
In his book The Talent Code, author Daniel Coyle recounted a study undertaken by American psychologist Carol Dweck. Dweck set out to assess the motivational engagement, cognitive performance and personal application of 400 New York fifth graders. To test their motivation and application to the task in question, all 400 students completed what was described as a “fairly easy puzzle”.
Following the completion of the puzzle, Dweck informed the 400 students of their score; half were praised with a six-word sentence: “You must be smart at this”. The other half were praised with two combined sentences: “You must be smart at this. You must have worked really hard”.
What this feedback meant, according to Coyle, was that half of the students were not only praised for their intelligence, but were also recognised for the work and effort they had put into their task.
Following the feedback, the puzzle was administered a second time. However, each student was offered a choice between a harder test and an easier test. When the choice was offered, 90 per cent of the students who had been praised for their intelligence and their effort, voluntarily and independently chose the harder test. The majority of the students who had been praised specifically for being smart chose the easier test.
This unexpected result prompted Dweck to question why. One would rationally think, Dweck argued, that the group praised for their intelligence would also want to do the harder puzzle as well. Any reasonable teacher would logically assume that praising students for being smart would be
an encouraging, positive and a high-level motivational affirmation; and this would additionally encourage all these students to work harder at doing their best. However, to Dweck’s surprise, this did not happen.
The unexpected result led to Dweck deciding to administer a third puzzle. The third puzzle presentation was “uniformly harder” for both groups. The results of the now equally and uniformly harder test resulted in “none of the kids [doing] well”.
Coyle writes that when Dweck asked students about the third puzzle, she discovered that the two groups “responded very differently to this third puzzle situation.”
The group praised for their intelligence and effort had “dug in and grew very involved with the test, trying solutions, testing strategies … They later said they liked it. But the group praised [only] for intelligence hated the harder test. They took it as proof they weren’t smart.”
This outcome was so surprising to Dweck that she decided to administer a fourth puzzle. In this fourth test, the puzzle that was presented to both groups had the same level of difficulty as the initial puzzle that was administered in the first test. At the completion of the fourth test, the “praisedfor-effort group improved their initial score by 30 per cent, while the praised-for-intelligence group’s score declined by 20 per cent.”
Coyle writes that “Dweck was so surprised and so utterly amazed at this result, that she re-ran the study a total of five times. Each time the result was the same.” From the results of this experiment, Dweck concluded that broad-based empty, superficial, feel good, ‘you can do anything’ language was not at all beneficial. In fact,
but meaningless words do instead is they tend to reduce personal motivational levels, effort and application.
The results of this experiment, according to Coyle, showed Dweck that what was actually needed to lift the performance of learners was not “superficial feel good praise,” but unambiguous clear, specific task-focussed words, that recognised and acknowledged the hard work and the personal effort being undertaken by the participant. Coyle points out:
“When we use the term motivational language, we are generally referring to language that speaks of hopes, dreams, and affirmations (“You are the best!”). This kind of language – let’s call it high motivation –has its role. But the message from Dweck is clear: high motivation is not the kind of language that ignites [or motivates] people. What works is precisely the opposite: not reaching up but reaching down, speaking to the ground-level effort, affirming the struggle. Dweck’s research shows that phrases like “Wow, you really tried hard,” or “Good job dude,” motivates far better than what she calls empty praise.” EM
To list an event in our calendar, email rhiannon.bowman@primecreative.com.au
2024
OCTOBER
PAX Aus
11-13 October, Melbourne aus.paxsite.com
It Takes a Spark STEM conference – Victoria 24 October spark-educonferences.com.au/ victoria-2024
Australian International Education Conference
22-25 October, Melbourne aiec.idp.com
World Teacher’s Day
25 October worldteachersday.edu.au
NOVEMBER
National Recycling Week 11-17 November recyclingnearyou.com.au/ nationalrecyclingweek
It Takes a Spark STEM conference – Tasmania 29 November spark-educonferences.com.au/ tasmania-2024
A South West Sydney sudent and Deputy Principal at NSW Secondary Deputy Principals Association Conference. Image: Department of Education
People on the Move
Welcome to People on the Move, bulletin to keep the Australian education sector updated on new appointments and personnel changes.
lead Campion Group
Australia’s largest supplier of education resources has appointed Mr Tom Bradley as its new CEO. Formerly General Manager of Customer Experience at Kmart Group Ltd, Mr Bradley will lead Campion Group’s businesses, which include education supplier Campion Education, publisher Insight Publications, library supplier The Book House, and education technology specialist EdSoft.
Image: Campion Group
years. He has also held senior leadership positions at LifeFlight and the Anglican Church of Southern Queensland.
Image: EREA Flexible Schools Ltd
replacing long-serving incumbent, Mr David Giltrap, after 23 years. Mr Moss was Assistant Principal Curriculum at Radford College in the ACT, a school he served for the past 17 years in a range of positions. Mr Moss teaches Geography and Global Studies.
Image: Barker College
has more than 20 years’ experience in education, including senior appointments at RMIT University and the University of Melbourne. Her work has included a particular focus on providing pathways for students into higher education.
Image: Independent Schools Victoria
Australian Christian College Southlands in Albany. In addition to her leadership role, she also taught English and Humanities and Social Science to both on-campus and Distance Education students.
Image: Australian Christian College
Change of roles in Barker Middle School
History teacher Mr Tim Eastman has been appointed as the Head for Years 7–9 at Barker College. Well-known across the Barker community for his effective leadership, Mr Eastman is also Dean of the Middle School. Mr Eastman’s appointment follows the move of outgoing Head of Middle School, Mr James Denton, into the newly created position at Barker of Director of Academic High Performance.
Image: Barker College
New AITSL CEO appointed Mr Tim Bullard has been appointed CEO of the Australian Institute for Teaching and School Leadership for a period of five years, commencing 21 October 2024. Mr Bullard will join AITSL from the Department for Education, Children and Young People in Tasmania, where he is currently the Secretary. Having recently been an AITSL board member, Mr Bullard is familiar with the company and its operations, the insitute said.
Image: AITSL
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.
Image: St Laurence’s College
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