Ed primary 0514 by PrimeCreativeSM

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

MAY-OCT

2014

Where to for Australian education? The importance of ongoing teacher learning How do schools promote cybersafety? Keeping our schools safe

iPads in primary learning

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Editor’s Note

Hello and welcome to the first edition of Education Matters – Primary magazine for 2014. This is also the first edition with new publisher Prime Creative Media, who acquired the magazine late last year. Melbourne-based Prime Creative Media is an independently-owned publishing and events company. It creates dynamic and informative magazines with a genuine passion to enrich the industries it serves, and Education Matters is no exception. The early part of this year has been very active in the education sector as new Federal Education Minister Christopher Pyne flexed his muscles and unveiled a $70 million Independent Public Schools Initiative to help a quarter of Australia’s public schools to become independent by 2017. The Federal Government’s plan will aim to make approximately 1500 public schools self-sufficient by 2017 and follows an election promise by Prime Minister Tony Abbott to have greater principal autonomy and parental engagement in school matters. At the launch Pyne said he wanted to remove the red tape and give principals the ability to choose their own staff and extra-curricular activities, with the end goal to give school students the opportunity to reach their full potential. You can read more about this initiative and hear from the Education Minister inside. Norm Hart, President of the Australian Primary Principals Association (APPA), responds to the Federal Government’s proposal on 10. He says APPA will be working throughout this year to influence the Australian Curriculum, Assessment and Reporting Authority (ACARA) and state and territory curriculum authorities to prioritise and rationalise the content in the primary years’ curriculum in a nationally consistent manner. Dr David Zyngier also responds to the proposed changes, and writes candidly about the future of school funding, the National Curriculum and school autonomy. In this edition we also look at the use of iPads in primary school learning. Chris Blundell, Academic Dean at Queensland’s Redlands College, writes about the school’s transition to iPads in learning and how its teachers utilise iPads to enhance and transform teaching and learning. Michael Carr-Gregg shares some advice for schools on how to successfully promote cybersafety and says that all schools should have a holistic approach to cybersafety. Dr Pauline Taylor reports on the importance of ongoing teacher learning and the power of collaborative peer review for teachers’ professional learning. John Fleming reports on school security and writes that keeping schools safe and secure is fundamental to the welfare of staff and students, as well as the school’s facilities. Jakki Trenbath shares stories about how students and teachers across New South Wales are reaping the benefits of kitchen gardens. And to help you plan for your financial future, the Financial Planning Association of Australia share tips and tricks for today’s educators and education sector staff. I’m delighted to bring you this edition along with the rest of the team at Prime Creative Media, and we’d love to hear your feedback. Please feel free to pass on any comments or questions to me directly via email kathryn.edwards@primecreative.com.au or get in touch via Twitter @edumattersmag.

Education Matters editor

education matters primary

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

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contents PRIMARY MAY-OCT 2014

departments Editor’s Note 4

Where to for Australian education?

Advertisers’ Directory

Dr David Zyngier reports on the future of school funding, the National Curriculum and school autonomy.

Foreword

24 A Journey of realisation: iPads in primary school

Chris Blundell, Academic Dean at Queensland’s Redlands College, writes about the school’s transition to iPads in learning and how its teachers utilise iPads to enhance and transform teaching and learning.

Christopher Pyne MP, Federal Minister for Education

Special Features

Primary School Column Norm Hart, President, Australian Primary Principals Association (APPA)

learning

National Education News

Events Diary

The importance of ongoing teacher learning

School kitchen garden and beyond

Dr Pauline Taylor reports on the power of collaborative peer review for teachers’ professional learning.

Students and teachers across New South Wales are reaping the benefits of kitchen gardens, writes Jakki Trenbath.

Financial planning: Your questions answered

How do schools promote cybersafety?

Financial tips and tricks for today’s educators and education sector staff by the Financial Planning Association of Australia.

Michael Carr-Gregg shares an extract from his book Beyond Cyberbullying – An essential guide to parenting in the digital age.

Keeping our schools safe

Keeping schools safe and secure is fundamental to the welfare of staff and students, as well as the school’s facilities, writes John Fleming.

Give your curriculum a

boost travel

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Which school?

When it comes the time for parents to ask this question, how does your school rate? Good marketing can ensure your school’s message will get into the hands of potential future students and parents, writes Kathryn Edwards.

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Advertisers’ Directory

Foreword

Commitment to a high-quality education Art Supplies

Printing

5, 80

78 77

Crayola

FSG Design & Print Manark

Camps and Excursions 14

Professional Learning

Camp Gallipoli

The Education Show

Cybersafety 66

The Alannah and Madeline Foundation

School Administration 7 61

Corporate Traveller School Interviews

Facilities Management 63

Health and Wellbeing

Pacvac

33 37 35

Furniture, Storage and Equipment 42 39 41

Eclipse Library Furniture Street Furniture Australia Woods Furniture

Australian Drug Foundation KidsMatter Teachers Health Fund

Sustainability 51

Stephanie Alexander Kitchen Garden Foundation

Marketing 73 74 79

Teacher Resources

Cog Advertising WhichSchool Magazine Soap Box

Marcom

Technology Before and After School Care 53 55 56

Camp Australia Extend OSH Club

29 2, 3

A Brighter Image Hitachi

education matters matters primary primary education

I am delighted to be able to contribute to this edition of Education Matters as Minister for Education at such an important time for schools in Australia. The Australian Government is committed to making sure Australia’s students receive a highquality education. We are focussed on improving outcomes for students through the policies we know make the biggest difference for students – teacher quality, school autonomy, parental engagement and a robust curriculum. This is the essence of our Students First policy, which I launched in January this year, and it is the core framework that will support our education policies as we work with the states and territories in the future. At the heart of our Students First initiative is increasing the quality, professionalism and status of the teaching profession – because we know that teachers can make a real difference when it comes to student achievement. With the vitally important role a teacher plays in a child’s education, it should come as no surprise that training excellent teachers is a top priority for the Government. That is why we have established an advisory group of eminent higher education and school experts to tell us how we could go about improving teacher education. Reporting later this year, Professor Greg Craven is chairing the eight-member Teacher Education Ministerial Advisory Group. The group will work to identify world’s best practice in teacher education programmes, particularly focussing on pedagogical approaches, subject content and teaching practice. School autonomy has been shown to be an important element of any school improvement

plan, so earlier this year we also announced our Independent Public Schools initiative. Working with the states and territories, we will encourage an additional 1500 public schools to become Independent Public Schools by 2017. This $70 million initiative responds to the growing demand for greater school autonomy and flexibility that exists around the country. It also acknowledges that it is the people at the local level – school principals, teachers and parents – that are best placed to know what will make a difference at their schools. Our Independent Public Schools initiative will allow them to have a greater say in the way public schools are run so those schools are better able to respond to student needs.

In recognition of the importance parents and carers play in their children’s education, our Students First policy will also focus on parental engagement in education. National and overseas research shows that the earlier parents and carers show an interest in their child’s education, the more positive the effect on their performance, school attendance and wellbeing. There is particular value in parents providing positive support and encouragement for their child’s learning which this Government acknowledges and is keen to foster. A robust, relevant and up-to-date Australian Curriculum is essential to improve the quality of education for all students. It must be both contentrich and focus on the 21st-century skills that will set our students up for a bright future. I have appointed Professor Ken Wiltshire AO and Dr Kevin Donnelly to review the Australian Curriculum so we ensure it is on par with the world’s best. Between them, Professor Wiltshire and Dr Donnelly have enormous experience in education and improving the performance of educational systems. They are broadly consulting with stakeholders and will examine the robustness, independence and balance of the curriculum. We have made our intentions clear about the importance of providing a world-class education system for our students that delivers high-quality outcomes. Improving school education will continue to be a top priority of this government. I encourage you to visit www.studentsfirst.gov.au to keep up to date with developments as we chart a new course to improve school education in Australia.

Christopher Pyne is the Federal Minister for Education and Leader of the House of Representatives. In 1993, at the age of 25, Christopher was elected to the House of Representatives for the seat of Sturt.  Christopher served in the Executive of the Howard Government, founding headspace, the Youth Mental Health Initiative and delivering the first major entry of the Australian Government into mental health in Australia. In Opposition, he was the Shadow Minister for Education and Manager of Opposition Business. Before entering Parliament, Christopher practised as a solicitor. Christopher holds a Bachelor of Law from the University of Adelaide and a Graduate Diploma of Legal Practice from the University of South Australia. Christopher is a passionate Norwood Redlegs supporter and club ambassador for the Adelaide Crows. Christopher is married to Carolyn and is the father of Eleanor, Barnaby, Felix and Aurelia.

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APPA Column

Ensuring the future of primary teaching and learning The election of the Abbott LNP Government has clearly changed the relationship between the Commonwealth, states and territories in the field of education. During 2014, the profession will be watching closely to see how those changed relationships and the evolving Students First LNP education policy impact on schools and school operations.

Clearly, there are two areas that directly affect teaching and learning where the Education Minister, Christopher Pyne, believes reform is necessary. By establishing review panels to report on the Australian Curriculum and Initial Teacher Education he is signalling his intention to maintain or expand the Commonwealth’s interest in these areas of education. The early part of 2014 has also been active in terms of other forms of Commonwealth Inquiries. The Productivity Commission has investigated child care and early childhood learning. The Senate has inquired into speech pathology and funding for schooling. The Australian Primary Principals Association (APPA), representing all 7,200 primary school leaders in Government, Catholic and Independent primary

4. Equity in Education; and, 5. H igh Stakes Testing and Student Wellbeing. APPA believes that a review of the Australian Curriculum is timely. In our first submission to the Australian Curriculum, Assessment and Reporting Authority (ACARA) about the shape of the new National Curriculum, as it was called in 2008, we recommended any new curriculum for primary schools must address the overcrowding of content prevalent in all state and territory curricula. Six years later we find the situation has not changed. There is still too much content in all subjects for teachers to cover effectively in the time available to them. APPA will be working throughout this year to influence ACARA and state and territory curriculum

APPA will be working throughout this year to influence ACARA and state and territory curriculum authorities to prioritise and rationalise the content in the primary years’ curriculum in a nationally consistent manner. schools, has expressed views on all these matters. In fact, the critical drivers of APPA’s strategic plan for 2014-2015 closely reflect the Commonwealth’s focus on education. They are: 1. High Quality Teaching and School Leadership; 2. Funding for Primary Schooling; 3. The Profession of Teaching and School Leadership;

education matters primary

authorities to prioritise and rationalise the content in the primary years’ curriculum in a nationally consistent manner. Primary school leaders are cognisant of the role of the profession in Initial Teacher Education. While APPA has strong views about student selection and the accreditation of preparatory courses, our advocacy in 2014 will focus on professional

Norm Hart Australian Primary Principals Association (APPA) President

We believe the current situation where significantly more students than will be required in the workforce are undertaking professional experience in primary school classrooms means many are in less than optimal placements. experience and induction. We believe the Teacher Education Ministerial Advisory Group must recognise that these processes should be reviewed as a single activity and that without additional professional development, pedagogical leadership and time primary schools will not be able to play their vital role in ensuring the future of the teaching profession effectively. We believe the current situation where significantly more students than will be required in the workforce are undertaking professional experience in primary school classrooms means many are in less than optimal placements. Even if numbers were reduced to manageable levels APPA would continue to advocate for trained lead teacher supervisors and mentors to be available in all schools providing professional experience and induction to beginning teachers. With increasing numbers of primary schools hosting or operating outside school hours care centres together with growing evidence that early learning in the years before formal schooling begins influences success at school APPA will continue to build on its advocacy in this space. In our submission to the Senate Select Committee inquiring into speech language disorders and speech pathology services in Australia, APPA made a key

recommendation that goes to the heart of educational equity. We recommended that there are services such as speech pathology that will only be available to every primary school if they are provided by Australian governments. Primary schools are often too small or too remote to be able to fund these services. This will be another aspect of our 2014 engagement with governments, systems and the Australian public. School funding, particularly as it applies to primary education, will be a critical driver throughout this year. APPA understands the position of the LNP Government that funding commitments cannot be made outside the current quadrennuim. Our work will be to convince those developing public policy for Australia that, without funding increases of the quantum envisaged in the Gonski “out” years, meaningful reform in primary schools is impossible. APPA believes every Australian primary school student deserves a school where early and sustained intervention is provided; technology for learning is available and skilfully utilised; and teachers have curriculum and pedagogical leadership and are not distracted because of a lack of expert support to attend to administration. We intend to move Australia closer towards this inevitable reality this year.

education matters primary

Norm Hart has been president of the Australian Primary Principals Association (APPA) since January 2011. Norm began his teaching career on Palm Island, Queensland in 1975 and, a few short years later, commenced in the role of school principal. Over the last 30 years he has led small one-teacher schools through to large 700+ schools and has received state recognition for his contribution to schools and school communities. Norm brings with him a good understanding of the demands of the principal’s role in metropolitan, regional and remote schools of various complexities. He has also held the positions of president of the Queensland Association of State School Principals and the Australian Government Primary Principals Association. As APPA president, Norm represents principals in Government, Catholic and Independent primary schools across Australia. The Australian Primary Principals Association (APPA) is the national professional association for primary school principals in Australia. APPA represents affiliated state and territory Government, Catholic and Independent primary schools across the nation with over 7,000 members. It is the national voice on national issues and speaks directly to the Federal Government on matters that concern school principals and their school communities.

Early Childhood & Primary School

National Education News

NAPLAN online: will Australian schools and students be ready?

By Glenn Finger, Professor of Education, Griffith University

The Australian Government plans to conduct the National Assessment Program – Literacy and Numeracy (NAPLAN) online from 2016. This presents a significant challenge for Australia’s 9,500 schools. Conducting NAPLAN online has many potential benefits. As the Australian Curriculum, Assessment and Reporting Authority (ACARA) indicated, this will enable ‘tailored testing’ and will provide more timely marking, feedback and results. A greater range of things can be tested once no longer restricted by paper and pencil tests, including testing students’ ability to read, understand and apply digital texts. However, ACARA acknowledges that NAPLAN online will present challenges for schools’ digital capabilities. Plans need to be developed to manage this massive task. So how do Australian schools and students get ready for NAPLAN Online? There are some important considerations relating to the physical implementation of NAPLAN online, as well as how the scope of NAPLAN can be broadened once it’s in an online format. Understand the scale of the task The scale of NAPLAN being implemented online in all Australian schools is considerable. When it occurs, it is likely situations could occur where students are unable to sit the test due to technical and infrastructure issues. Pilot research and trialling studies have already been undertaken. It would be wise to conduct further trials in various sites and school contexts before scaling up to nationwide implementation. Ensure school infrastructure is ready ACARA already understands that most schools do not have enough computers or internet bandwidth to enable all Year 3, 5, 7 and 9 students to sit NAPLAN online at the same time. There are many gaps in digital technologies and infrastructure within and between schools. There are serious doubts that all schools will be technologically ready for their students to do NAPLAN online by 2016. Audits on each school’s readiness need to be conducted. Having the infrastructure capability for NAPLAN online is essential. If this is done well, then more timely feedback can be provided to students, parents, and schools. Recognise the importance of school leadership School leaders will need to design and implement strategies to prepare schools for NAPLAN online. This requires more than preparing the technological infrastructure, but will require leadership vision, strategies and tactics to build online capabilities in the teachers and students themselves. The strategies used to prepare students for the paper-based NAPLAN test will no longer be sufficient. School leadership will be needed to seriously shift attention from paper-based learning, teaching and assessment practices to

online learning, teaching and assessment approaches. Understand that many students use a range of devices at school and at home While the focus will likely be on ensuring strict conditions for NAPLAN online to ensure integrity of the testing, instead greater focus should be on enabling students to demonstrate what they know about how to use digital technologies. Many students already use a range of devices and applications at school and at home, so the tests should be designed to enable students to demonstrate what they know about technology, and what they can do with what they know, using a range of devices. As we move into a post-PC world, with many schools moving to a phenomenon known as ‘bring your own device’, this presents a significant challenge for ACARA. The authority must design and implement a test that understands the array of new and emerging technologies available. This article was originally published on The Conversation: http://theconversation.com/

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Principals flag support for Pyne’s $70 million ‘independent’ schools plan Australia’s education leaders have supported the Federal Government’s $70 million Independent Public Schools Initiative as a step in the right direction, but have warned that the focus must remain on improving student outcomes. In February, Federal Education Minister Christopher Pyne unveiled the Initiative which plans to make approximately 1500 public schools become independent by 2017 and follows an election promise by Prime Minister Tony Abbott to have greater principal autonomy and parental engagement in school matters. Rob Nairn, Principal of the Australian Secondary Principals’ Association (ASPA), supported the plan but said school principals must be prepared well enough to step into autonomy. “When you give leaders autonomy, in a lot of cases they don’t know what it means, and they don’t know how to use it effectively,” he said. “We’ve got to have the right focus when you give people autonomy, because we could very much end up like what happened in New Zealand where managing property and finance was the biggest focus under autonomy and it didn’t improve student outcomes because it was the wrong focus.” Pyne said he wanted to remove the red tape and give principals the ability to choose their own staff and extra-curricular activities, with the end goal to give school students the opportunity to reach their full potential. “One day I would like to see every public school having a level of autonomy and independence that means that student outcomes are a student first priority,” he said at the launch. Nairn cited good leadership as an essential element of the Government’s Initiative. “We believe that good school leaders develop good teachers who then improve the outcomes for students,” he said. “We haven’t changed the way we train principals, we haven’t changed the way we select principals – I think we need to look more at the changing role of the school principal, look at what the role entails and how we can best prepare people for that changing role.” President of the Western Australian Primary Principals’ Association (WAPPA), Stephen Breen, also stressed that removing bureaucracy and giving principals greater freedom over the organisation of their school was an essential element moving forward. “Red tape is colossal in the education system,” he said. “If you want to have autonomy for schools – like the non-government schools – you have to actually be dinkum about it and reform this area in a different way. Autonomy means responsibility for a school to get on with the job. A lot of schools can’t get on with the job at the moment because of the amount of paperwork, red tape, and signing-off. The systems have to let go so that we can do our job.”

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Commission of Audit’s recommendation to scrap Gonski would see disadvantaged students fall further behind: AEU Adopting the Commission of Audit’s recommendations on schools funding would reduce the quality of schools and lead to greater gaps between advantaged and disadvantaged students, the Australian Education Union said. “The Commission’s recommendation that we abandon needs-based funding for schools will hurt thousands of disadvantaged students,” AEU Federal President, Angelo Gavrielatos, said. “This report ignores the work done by the Gonski Review – the most comprehensive review of schools funding in Australian history – and its conclusion that we need to shift school funding to a system that is based on student need.” Gavrielatos said the recommendations that school funding beyond

2017 be indexed to inflation, rather than need reflected Prime Minister Tony Abbott’s view that he does not need to fund the fifth and sixth years of the Gonski agreements. “Given that two-thirds of extra funding is to be delivered in the last two years, this means effectively abandoning Gonski,” he said. “It would leave up to 20 per cent of schools failing to meet the minimum resource standards needed to allow students to reach their potential. “This is a review driven by big business interests, and by a panel of auditors which does not understand education or the need for better schools funding. “Improving our schools and closing equity gaps in education should be a national priority.”

New study reveals small class sizes make a difference

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A new Australian study has found that smaller class sizes have a positive impact on student outcomes. Dr David Zyngier, a senior lecturer in education at Monash University, reviewed evidence to reach a controversial conclusion about the relationship between class size and academic results: in the early years, and especially for certain groups of students, class size does matter. Dr Zyngier writes that although “Australian politicians and their advisers, policy makers and political commentators agree that much of Australia’s increased expenditure on education in the last 30 years has been ‘wasted’ on efforts to reduce class sizes… smaller class sizes in the first four years of school can have an important and lasting impact on student achievement, especially for children from culturally, linguistically and economically disenfranchised communities.” His review drew on a wide range of studies from Australia and other similar education systems including non-English speaking countries of Europe, as well as England, Canada and New Zealand. All assessed how

class size affected academic results. Dr Zyngier also looked at whether other variables such as teaching methods were taken into account in the results. Dr Zyngier’s review of 112 articles over 35 years of research suggests that pedagogy tailored for small classes also makes a significant difference and much of the earlier research concluding that class size does not matter did not prepare teachers for operating in small-class environments, leading to the simple (and ineffective) transfer of largeclass teaching techniques to smaller classes. The review concludes with policy recommendations, including targeted funding for specific lessons and schools, combined with professional development of teachers. Dr Zyngier’s findings were published in Evidence Base, the journal of the Australian New Zealand School of Governance. Visit http://journal.anzsog.edu.au/publications/9/EvidenceBase2014Issue1. pdf to view the article.

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education matters primary

Events Diary

2014

Upcoming events in education A range of events are coming up across Australia for principals and teachers – from professional practice conferences to technology expos.

VARIOUS DATES

Positive Schools 2014

Various dates

EduTECH

3-5 June 2014 Brisbane QLD

june

JULY

OCTOBER

National congress and expo www.edutech.net.au

Friday 8 and Saturday 9 August 2014, 10am - 3pm Caulfield Racecourse, Victoria

educationshow.com.au 100 exhibitors with • resources, services, products and technology for your classroom, school and career

CONASTA 63

6-9 July 2014 Adelaide SA

Annual conference of the Australian Science Teachers’ Association asta.edu.au/conasta

Catholic Secondary Principals of Australia Conference 2014

13-15 July 2014 Darwin NT

Who is my neighbour? www.caspa.edu.au/conferences.htm

Disability Studies in Education Conference

25-27 July 2014 Melbourne VIC

Shape future practice and thinking around key issues in disability studies in education www.vu.edu.au/disability-studies-in-education-2014-conference

The Education Show

8-9 August 2014 Melbourne VIC

Australia’s best attended education event showcasing school resources, products and services www.theeducationshow.com.au

South Australian Secondary Principals’ Association Conference

14-15 August 2014 Adelaide SA

New territory of leading learning – the ungooglable. saspaconference.com.au

AUGUST

SEPTEMBER

Mental health and wellbeing conference (various locations) www.positiveschools.com.au

a great opportunity for professional development and access to the latest products, services and resources for your classroom, school and career

Independent Primary School Heads of 9-12 September Australia Biennial National Conference Sydney NSW

Imagine our future: Leading, learning and living www.ipsha.org.au/conf2014.php

schoolstechOZ

12-14 September Melbourne VIC

Digital classrooms, digital schools www.iwb.net.au/schoolstechoz.htm

ACEC 2014 – Innovating Education

30 September – 3 October Adelaide SA

Now it’s personal acec2014.acce.edu.au

Australian Primary Principals Association (APPA) Conference

22-24 October 2014 Sydney NSW

Creating the future together www.appa.asn.au/conferences.php

50 seminars on topics including • teaching and learning programs across the curriculum • classroom management and engagement • learning technologies • leadership and school improvement

get you free pass register online at educationshow.com.au your free pass includes all seminars

(03) 9596 8881 team@resourcesforcourses.com.au

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To have your organisation’s event listed in the next edition of Education Matters magazine please email the details to kathryn.edwards@primecreative.com.au

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Education Overhaul

Where to for Australian education? Dr David Zyngier reports on the future of school funding, the National Curriculum and school autonomy. Everyone seems to be an expert when it comes to teaching. How difficult can it be to teach small children? Certainly expert teachers make it look so simple. Each new government attempts to makes its own political mark. It reverses the decisions of the previous one, changing curriculum and teaching. This serves to only unsettle the system. With 80 per cent of disadvantaged children attending government schools around the country, it is therefore no surprise that teachers are struggling to overcome generational poverty and disadvantage. We are witness to an on-going and concerted attack on public education – shifting the blame downwards – shift responsibility to those who can have little or no impact on the lives of students and families in their care – teachers. School funding Professor Jane Kenway states that:

“We can judge the virtue of a nation by how well it treats its most vulnerable people. Equally, we can judge the virtue and thus the quality of an education system by how well it educates its most vulnerable students.” A strong and viable government school system is vital for the nation’s

future. Australian society and its distinctive values depend on the practical expression of tolerance, fairness, egalitarianism and equality of opportunity that public schools provide. The Canadian philosopher John Ralston Saul writes that “the wilful undermining of universal public education by our governments and the direct or indirect encouragement of private education is the most flagrant betrayal of the basic principles of… representative democracy.” Priority for government funding in Australia must be to support public education The purpose of an excellent, appropriately-funded public education system is to help ameliorate the inevitable inequalities that result from the lottery of birth. No better mechanism for creating a well-educated general population has so far been discovered. The “choice model” promoted by federal and state governments has contributed to the decline in enrolments in public schools nationally. The importance of choice for parents has been promoted at the expense of equity for students. Since the 1970s, Australia has seen significant increase in inequity of funding and has a much wider achievement gap. International comparisons show Australian students are among the best performers in the world, but are one of the lowest ranking in terms of the size of the achievement gap. Socio-economic differences are strongly associated with patterns in the outcomes of schooling. Federal Education Minister Christopher Pyne has stated that “education spending increased in real terms by 44 per cent between 2000 and 2009. Class sizes have been reduced by about the same number. We must look to the evidence to show us where we should spend taxpayers’ money. ”

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He argues that resources are not the issue but teacher quality, principal autonomy and parental engagement.

multi-tiered system that not only entrenches disadvantage at the bottom but weakens the entire system.”

So what does the evidence actually show about funding? This figure of 44 per cent has been used by politicians of all sides and comes from flawed research by Jensen in the Grattan Institute. Apart from the 2008-2009 BER capital investment in all schools that helped save Australia’s economy from meltdown, Australia’s spend on education as a proportion of GDP according to the World Bank and OECD has declined from 4.9 per cent in 1999 to 4.4 per cent in 2008. Over the same period government expenditure on education as a percentage of total government expenditure in Australia fell from 14.2 per cent to 12.9 per cent. Only 71 per cent of Australian government spending goes to public schools – the majority of the increase in government school funding over the past decade has gone to private schools. The percentage of Gross Domestic Product spent on all education per head in Australia has dropped from almost 5.5 per cent in 1974 to 4.9 per cent in 2012. Over the same period Australian governments have transferred large amounts of public money to private schools. More importantly the gap between the lowest and top-performing students continues to widen.

The only alternative is to implement the Gonski recommendations in full In doing so we can improve opportunities for our poorest students and families by boosting their schools – and national achievement levels. All of the most important of these reforms cost money, and if they are to achieve an impact they must be targeted strategically at areas of greatest need. We must end the flawed SES area based model of funding that continues to over-fund non-government schools to ensure that the education system is not one that promotes social segregation and generational disadvantage. Primary and secondary students must be funded, at least, equally irrespective of year level. Top performing countries such as Canada and Finland give priority to the funding of the early years and primary years of schooling for these reasons. We can hardly refuse parents the right to enrol their children in any school they wish if that school meets the legal requirements. That does not mean that the taxpayer must fund whatever choice the parents make. A system of equal per capita grants to non-government schools is inequitable and unjust. Public schools are meant to be funded by the government appropriately through our taxes. Yet schools have to resort to chocolate drives, raffles and parent-run fetes to ensure that the “extras” like computers, interactive whiteboards and aides are available.

What needs to be done? What we need are targeted resources to support students and teachers related to the school’s needs. This can ensure that all students meet required standards. We need to deliver the most funds and resources to students who are the most difficult to teach. These schools need the best teachers, and students must get more time to enable them to catch up. Funding should continue to be directed to students through their school systems and funding systems should be designed to ensure that these funds are directed to the schools on the basis of need. David Gillespie writes in his book Free Schools: How to get a Great Education for your Kids without Spending a Fortune “streaming our entire education system… [is] creating a

education matters primary

Education Overhaul

On again off again National Curriculum Minister Pyne in introducing the review announced that “everyone is an expert on education because they went to school.” The appointment of Kevin Donnelly and Ken Wiltshire to review the Australian National Curriculum is a slap in the face to the hundreds of teachers, curriculum developers at ACARA and educational academics who have collectively laboured over six years to produce an agreed curriculum. While no curriculum could be perfect the outcomes so far reflect the most recent research into teaching and learning internationally. Why has Minister Pyne decided to review the curriculum? Because our international results are declining. But Australia has the evidence from the recently-completed and most thorough review of education in 40 years – the Gonski Review – that was asked how to improve the results of all students especially those underperforming through more equitable resourcing. And of course Minister Pyne is on the public record of calling the review a “Conski” and “Gonski” while in opposition then after becoming minister for education rejecting and accepting the recommendations all within one week. The Gonski Review conclusions and recommendations are basically silent about the role of curriculum, and pedagogy – that is, the what and how of students are taught. What is now common across all world-leading educational nations is that their national curriculum is about two different things – the core material to be taught and standards or competencies to be achieved by all students. This approach is based on extensive international curriculum research. Donnelly, a former chief of staff to the Liberal minister Kevin Andrews, who was paid by tobacco giant Phillip Morris in 1999 to develop a program for secondary students about making “choices” in relation to smoking, has criticised the curriculum for having a “cultural-left bias”, as “new age” and “uncritically promoting diversity”, “undervaluing western civilisation and “the significance of Judeo-Christian values to our institutions and way of life”. He has also recently written that “government and other faith-based schools will also be made to teach a curriculum that positively discriminates

in favour of gays, lesbians, transgender and intersex persons” and that teaching of “intercultural understanding”, with its focus on diversity and difference, where students are told to value their own cultures and the cultures, languages and beliefs of others is an example of moral relativism. Are we to see a re-ignition of the “history and cultural wars” conducted by the Howard Government where the word multiculturalism was removed from education? Any serious study of the new national history curriculum has shown that all the expected elements in are there – ANZAC and Gallipoli, Vikings, Rome and Greece, Explorers, Gold Rushes, Eureka and Ned Kelly and Federation. Not much has changed since Menzies went to school. What has changed is the way these “facts” and events are meant to be taught. This new emphasis however on the Bible and the so-called JudeoChristian heritage is very worrying. The concept “Judeo-Christian” is something that is insulting to both religions and is rejected by serious Jewish and Christian scholars as having any meaning outside of neo-conservative calls for a return to the “good old days”. Christianity rejected Judaism over 2000 years ago and as a result Jews have suffered the most horrendous persecution during that time in the name of Jesus and the Church. Any serious reading of the Bible would horrify us – the whole concept of an “eye for an eye” is counter to the fundamentals of our modern legal system which is based more on Greek and Roman heritage than on Old or New Testament teaching which calls for stoning of women for adultery and the death sentence for the desecration of the Sabbath. It’s almost as if all conservatives have to say is “we should teach the Bible” and no one bothers going to look at just what the stories they propose to teach children from the Bible are about, and then ask them, “why is this good for children to read?” Why do they think it is good to use stories of war, slavery, leprosy, and faith healing as “moral instruction” – in this day and age? Of course the Bible

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could be taught “as literature”. But not until children are reading “literature” – like when they are in year 11 or 12 – then it would be fine to have a child “read the Bible”. The practice of teaching “the Bible” in primary schools is horrible, because almost all of the stories in the Bible are deeply upsetting to children. No one says, “Wait, why are you telling this gruesome and deeply disturbing story to children?” The Bible is not a kid’s book! Aesop’s Fables are much better for children and very useful for understanding our “culture”. Donnelly claims expertise in curriculum development but apart from being paid by big tobacco he was also retained by the Howard Government to “provide advice and services”. He has published only one peer reviewed research article and that in a second-tier Australian academic journal. His Education Standards Institute is owned by his family trust and he is the sole employee. While he likes to be portrayed as an expert in education he has no credibility or track record in education research. School autonomy and “choice” According to his autobiography Battlelines, Mr Abbott’s loyalty is to private schools, private hospitals, private transport and to private provision of government services. The public sector is bad – private sector is good. In the book he proposes that government should unilaterally take over state schools, and turn them into privately run institutions handed out by tender. Therefore it should be no surprise that the Liberal Party 2013 election policy Real Solutions (page 40) pledges to: “Put parents, principals and school communities, not unaccountable bureaucrats, in charge of determining how their school will be run to improve performance [and] … work with the States and Territories to encourage State schools to choose to become independent schools, providing simpler budgeting and resources allocation and more autonomy in decision making by instilling a ‘students come first’ culture amongst staff and ensuring the delivery of better education outcomes at the local school level.” “Autonomy” and “independent” are codes for privatisation that will further entrench difference; promoting privilege, hierarchy and social disadvantage and halting any upward social mobility within our education system which is already struggling to deliver equity, as Gonski found. Schools that might benefit from more autonomy are the very ones that need the least help. Autonomy then is a means for breaking up the public schooling and freeing it from ‘vested interest groups’ – the teacher unions – that has been part of the economic philosophy of the Liberal Party since the 1990s.

There has been an Australia-wide push for greater accountability, choice and autonomy for schools that was accelerated by Julia Gillard as Minister for Education under the first Rudd government. Under the neo-liberal spell of Joel Klein, Chancellor of the New York City department of education (2002-2011), Australian education became an experimental plaything of neo-con policies including competition, assessment and privatisation. The development of the MySchool website, NAPLAN testing and performance pay for teachers all owe their origins to his neophytic acceptance of the illusory1 and fraudulent claims of lasting education reform that Klein brought to New York education. Victoria has long had the most devolved public education system in Australia since the Kennett era. While there are trials of increased devolution in Western Australia and Queensland, they tend to involve only a limited number of schools rather than the system-wide changes made in Victoria in the 1990s. Campbell Newman’s Independent Public Schools2 may be what Minister Pyne has in mind where: Independent Public Schools have greater freedom to shape their own strategic direction and make decisions which will directly benefit their students; and have the ability to work directly with local businesses, industry and community organisations. But even in Queensland independence does not include school councils making operational decisions about the use of teaching or learning resources at the school, about the individual teaching style used at the school, having control of funds, entering into contracts, or acquiring, holding or disposing of property. The rationale to justify the drive for more school autonomy is improved student achievement. The research consensus is that this link cannot

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Education Overhaul

be made. Victoria, which led the world in increasing autonomy, has not performed above New South Wales, which was centralised until recently. The proposition that the introduction of a more extreme form of autonomy, like charter schools in the USA, will make the difference is not supported by the evidence. The Liberal policy therefore is more ideological and economic rather than educational. Minister Pyne speaks of “more choice for parents” – the intent of conservative governments is to fracture and weaken the public system, undermining its role as the universal provider, boosting market competition through taxpayer support of private schools. A new study3 by The Grattan Institute categorically found that more competition among schools or greater autonomy has not raised the performance of Australian students. The research concludes that providing more information about schools through websites like MySchool, public funding to support reduced private school fees or increasing the capacity of high-performing government schools does little to increase school competition or lift student performance. The Senate education committee has delivered a major rebuff to the Coalition on school autonomy. It says that there is no clear evidence that greater school autonomy leads to better student performance and recommends more research on its impact. The Senate report is a severe embarrassment to Minister Pyne, who has put school autonomy at the centre of the Coalition’s education policy and a majority of the Senate education committee are Coalition members. The Committee’s report on Teaching and Learning4 says:

“...it is unclear whether school autonomy ultimately improves student outcomes... Clearly, further research into school autonomy and its impact on student performance is required.” [p.47] The most comprehensive review5 of the evidence published in Australia concluded that the weight of research evidence is that greater school autonomy in budgeting and staffing has little to no effect on student results. The evidence from the latest PISA results is unequivocal and compelling:

PISA shows that school systems that grant more autonomy to schools to define and elaborate their curricula and assessments tend to perform better than systems that don’t grant such autonomy… In contrast, greater responsibility in managing resources appears to be unrelated to a school system’s overall performance. The report found no statistically significant effect of greater principal autonomy over budgeting and staffing on student achievement. Reports from the Productivity Commission, the Melbourne Graduate School of Education, the Grattan Institute and the Victorian Competition and Efficiency Commission draw starkly different conclusions from what Pyne says about the evidence on the impact of greater school autonomy. This is not just a matter of school ‘ownership’ but of the social values inherent in universal public schooling. Autonomy for non-government schools allows them to raise hurdles such as compulsory fees or religious affiliation and only enrol students from families that can scale that hurdles. Autonomy for public schools must include the obligations to not discriminate on these grounds. A final thought As Professor Dinham, national president Australian College of Educators wrote (The Age 3 April 2014): “It is hard not to conclude that what we are seeing is a deliberate strategy to dismantle public education, partly for ideological and partly for financial reasons. If these developments continue then the inevitable outcomes will be greater inequity and continuing decline in educational performance that will provide the proponents of change with further “evidence” to support their position and for even more far-reaching change”. The education policy of the current government shows no recognition of the real challenges Australia’s school system faces, or any serious attempt to address them. Must we wait for our politicians to understand what is necessary and

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required? Our children are being failed by an education that drives those parents who can afford it from the public system. High quality staff, equitable funding and coherent systems are the key to a highly successful public education system. The Melbourne Declaration makes an unequivocal commitment to the provision of highest quality schooling for all Australian students, without exception. In this context it is relevant to recall the observation made John Ralston Saul that:

Any weakening of universal public education can only be a weakening of the longstanding essential role universal public education plays in making us a civilized democracy. References 1. http://www.villagevoice.com/2011-11-02/columns/the-bleak-future-for-nyc-students/ 2. http://education.qld.gov.au/schools/independent-public-schools/ 3. http://grattan.edu.au/publications/reports/post/the-myth-of-markets-in-school-education/ 4. http://www.aph.gov.au/Parliamentary_Business/Committees/Senate_Committees?url=eet_ ctte/completed_inquiries/2010-13/teaching_learning/report/index.htm 5. http://www.saveourschools.com.au/choice-and-competition/school-autonomy-fails-toincrease-student-achievement-and-undermines-collaboration-between-schools

Dr David Zyngier was a teacher and principal, and now is a senior lecturer in curriculum and pedagogy at Monash University, Australia. His research focuses on teacher pedagogies that engage all students but, in particular, how can these improve outcomes for students from communities of disadvantage. In 2012 he was awarded an Australian Research Council fellowship of $365,000 to research Democracy and Education. He is Co-director (with Dr Paul Carr) of the Global Doing Democracy Research Project, an international project examining perspectives and perceptions of democracy in education to develop a robust and critical democratic education with over 60 researchers in 20 countries. A book based on that research, Can Education make a difference? Experimenting with, and experiencing, democracy in Education, was published in June 2012. The ruMAD Program which he developed with teachers in 2001 was awarded the Garth Boomer Prize in 2009 for its excellence in collaborative teaching and learning. He developed the E-LINCs (Enhanced Learning through Networked Communities) program, winner of two prestigious School’s First Awards, in 2010 $25,000 seed grant and a National Impact Award of $50,000 in 2011. This project researches new approaches and innovative solutions to student disengagement using grass roots partnerships rather than top down government interventions. Dr Zyngier received a $22,000 grant from the Department of Education and Early Childhood Development and a $30,000 grant from the Telematics Trust to pilot an on-line mentoring of graduate teachers in 2010-2012. Dr Zyngier was awarded an Erasmus Mundi Fellowship from the European Union to study in Paris in 2014. He is also on the editorial board of a number of prestigious education journals and a regular commentator for The Conversation and an expert commentator for the Australian Council of Education Leaders’ online journal.

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Technology

A journey of realisation: iPads in primary school learning Chris Blundell, Academic Dean at Queensland’s Redlands College, writes about the school’s transition to iPads in learning and how its teachers utilise iPads to enhance and transform teaching and learning.

Like other schools, Redlands College has long recognised the potential for Information Communication Technologies (ICTs) to significantly and broadly contribute to all facets of teaching and learning. Until recent innovations however, various limitations of technologies like desktop and laptop computers compromised this vision. We wanted ICTs that would be ubiquitous, highly flexible, and easy to use; what we had access to often demonstrated none of those attributes! With the release iPads in 2010, things changed. This article describes the nature of ICT provision at Redlands College and provides a brief overview of the College’s transition to our current arrangements, including our rationale for using iPads. It highlights examples of how our teachers of Prep to Year 7 utilise iPads to enhance and transform teaching and learning. Included, also, are observations about the nature of our journey. The article concludes with advice gleaned from our experience to this point in time.

iPads as tools contributing to a range of learning activities.

iPad programme in context Prior to initiating the iPad programme in 2011, our ICT provision model for Prep to Year 7 consisted of desktop computers in laboratories and bookable sets of laptops in trolleys. Our aim was to make ICTs available for teaching and learning in as many places as possible. The limitations, however, were significant. Integrating ICTs in learning required considerable forward planning by

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teachers – equipment needed to be booked, room swaps organised, laptops collected and returned – leading to no small degree of frustration. This arrangement was inflexible and significantly limited opportunities for teachers to immediately respond to student needs. This frustration represented an important opportunity to innovate. In 2011, we started our journey to a model focussed on providing the right ICT, in the right places, at the right times. In this model, ICTs are available in two forms: core and specialist technologies. Core ICTs are personal technologies immediately available and easy for students to use to support their learning. These technologies allow for a diverse range of pedagogies and provide our teachers with a common and consistent ICT foundation. In 2011 and 2012, iPads were introduced 1:1 in Years 9 to 12. From the start of 2013, all students in Years 2-12 have an iPad as their core ICT for learning, which they are responsible for managing. Students in Prep and Year 1 use College supplied and owned iPads (1:1 deployment). All teachers have an iPad. In addition to this, we provide specialist ICTs, which are technologies needed in specific subjects for specific purposes, usually in Years 7-12. The College provides these facilities in accord with and matched to the requirements of the particular subject; Mac or Windows, desktop or laptop. Students often use their iPads to supplement specialist technologies. We are often asked why Redlands College

“The features of iPads facilitate and enhance the user experience, making them easy to integrate in teaching and learning.” selected iPads as our core ICT. The reasons are many and the longer we use iPads in learning, the more evidence emerges to verify our decision to do so. The features of iPads facilitate and enhance the user experience, making them easy to integrate in teaching and learning. The design of these devices – small and light, easy to carry, long battery life, and simple to use – makes them accessible, highly flexible and useful in a staggeringly diverse range of contexts. iPads provide ubiquitous access to information, additional modes of communication, and a broad range of tools for content creation and curation. They are fun to use and, for many students and teachers, another source of joy in learning. As pedagogical tools, iPads have facilitated the realisation of new teaching and learning opportunities. Importantly, iPads are a genuinely personal technology as they can be used just about anywhere learning happens. Their reliability and the robust design of iOS (the iPad operating system) means students can be given the responsibility of caring for and managing their iPad. We have also appreciated the opportunity to move away from the inflexibility and limitations on the user experience caused by the hardware/software management protocols required for other types of

ICT. In essence, as our core ICT for learning, iPads have increased flexibility and opened up previously unrealised opportunities to facilitate learning. Integrating iPads in teaching and learning Prior to providing examples from our journey of realisation, two significant theoretical underpinnings for the integration of ICT in teaching and learning need to be briefly explored. The first is the TPACK framework, the second is the SAMR model for technology integration. The TPACK framework (Koehler & Mishra, 2009), conceptualises integration of ICT in terms of teachers’ knowledge. Specifically, the framework emphasises

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that balanced teacher application of content knowledge, pedagogical knowledge and technological knowledge with consideration of the schooling context is significant for the integration of ICTs in learning. This framework was created in response to observed limitations on ICT integration caused by imbalanced development of technological knowledge disengaged from content and pedagogical knowledges. The SAMR model (Puentedura, 2013) describes the ways teachers commonly integrate technology in learning. The model suggests that, initially, teachers use ICTs to enhance existing practice. ICTs are used as tools that are direct substitutes for existing practices with no functional change or they augment existing practices with some functional improvement. Greater engagement may lead to transformation of existing practice by using ICTs to significantly modify practice and, potentially, redefine practice though the realisation of new opportunities. As a model, SAMR emphasises that ICT integration is a journey. It is also a useful tool for analysing modes of ICT integration. The following success stories about the integration of iPads in teaching and learning at Redlands College are presented to illustrate how iPads can be used to enhance and transform practice in Prep to Year 7. They represent a small sample of the many great outcomes achieved by our Prep to Year 12 teachers and students over the last few years.

Technology

Enhancing practice In addition to the many iPad uses that are commonly available via all modern ICTs, such as WWW, email, instant messaging and document creation, our teachers have identified a number of ways to use iPads to substantially enhance teaching and learning. Indicative examples of enhanced practice are listed below, some rely specifically on iPad features. • In Prep, students use a range of apps designed to support development of mathematical concepts and skills. App-based drill and practice provides supplementary opportunities for students to receive immediate feedback. • Students in Year 1 have used iPads as part of their writing and spelling activities. After handwriting imaginative stories, the students typed them in the Pages app. These were printed for addition of handdrawn illustration and then placed on display in the classroom ‘library.’ • Year 2 students explored the world of insects using ICT. Using their iPads, students researched insects from a collated set of online sources to create information fact sheets using Keynote. Based on their research, students presented concluding statements about what life would be like without insects. • Also in Year 2, students used iPads to assist with collaborative story writing. After an excursion, students collaboratively wrote recounts of their experiences and created illustrations. This work, along with photos from the excursion, was collated

“Our staff have been able to readily achieve forms of iPad integration that enhance existing pedagogy because iPads can be easily used to support or supplement curriculum.” by the teacher as a single iBook using Book Creator for iPad. This ibook was shared with all students. The students enjoyed reading about their peers’ experiences. • As part of devotions in Year 3, students used Bible (YouVersion) app to become familiar with reading the Scriptures. Interactive activities and features allowed students to explore topics further. • Also in Year 3, students have used a range of iPad apps in Maths. Students used the app for the Ekka (Queensland’s annual agricultural show and exhibition) to plan a day trip. They used the timetables to schedule their day and prices to organise a budget, all collated in a Pages document. In another activity, the students used Pages to create posters to show their understanding of three-dimensional shapes that included collated illustrations of the shapes, pictures of real-world examples, and text. • As students start German for the first time in Year 6, our teachers have looked for opportunities to use iPads to promote engagement and assist skill acquisition. One of the more inventive opportunities

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involved students practicing their language skills using the Puppet Pals 2 app to create animated cartoons with student-spoken German dialogue. The animations also generated opportunities for teacher and peer feedback. Transforming practice Ubiquitous access to iPads has provided many opportunities for our teachers to modify existing practice, allowing for more diverse and deeply engaging learning experiences for our students, as exemplified below. • Year 2 students used their iPad’s video camera to record puppet plays about Australian animals. After developing a story outline, they acted out their puppet play for the camera, often videoing multiple takes. Following this, the students edited together takes of their play using iMovie. This allowed students to make critical decisions about the quality of each performance. • As part of a poetry unit in Year 4, students used multiple apps to expand their understanding of the emotion and mood of poetry through written word,

sound, images and pictures. In addition to writing their own poems, students produced multimodal presentations. The apps used included Pages, Keynote and iMovie. • In Year 5 Art, students used stop motion apps (e.g. iMotion HD) to creatively explore shape, form, motion and composition. Using a new form of expression, students were able to retell stories about our universe. The videos were showcased for the class. Students in Year 7 also created stop motion animations. In addition to modifying practice, some of our teachers found that ubiquitous iPad access allowed them to redefine their practice to improve learning opportunities for students. Often this has occurred as a consequence of challenging existing paradigms and routines, and commonly involved using the iPad’s video hardware and software. • As an enrichment activity in Year 6, students were given the challenge to research, in pairs, an Antarctic animal. Inside two hours, the students were required to collate informative text and images, and create a Keynote presentation. What makes this activity unique is that students had not been formally taught how to use Keynote and were encouraged to use the inbuilt help tools. As testament to the ease of use of the technology, and more importantly, teacher willingness to invest in student capacity for selfdirected learning, the students were readily able to create engaging and informative presentations. Some students even creatively determined how to create a

quiz that linked to different slides based on the user’s response. The teacher of this class noted that the experience of instigating this activity felt like riding a bicycle down a hill and letting go of the handlebars. There was a certain amount of fear associated with the lack of control, yet it was clear that the students were capable of taking responsibility for an effective outcome. • With increased accessibility to ICT, we were able to develop a new subject in Years 6 and 7 called Integrated Learning. Based on the principles of challenge-based learning (www. challengebasedlearning.org) students collaboratively work on cross-curriculum projects with the goal of developing solutions for authentic audiences. Themes for previous projects included: cyber safety and responsible iPad use, raising awareness of the plight of asylum seekers, town planning, sustainability, and fund raising for missionaries. The pedagogy in Integrated Learning is student-centric and in some projects, the teams decide the manner in which the outcome of their work is communicated. iPads provide a diverse range of tools and sources of

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information that students strategically decide to use. The modes of communication provided by 1:1 iPads means students can communicate efficiently and with a level of quality that promotes engagement from parties outside the College. Ties with local community groups and mission organisations have been substantially strengthened due to the high level of engagement and care evident in the students’ work. For more information, please visit: http:// il.redlands.qld.edu.au/. • One of our teachers started recording short videos to email home each week to students and their families. In these videos he recounted the successes of the week and offered comments about the week to come. These videos promoted the teacher-studentfamily relationship in a manner consistent with that teacher’s style and personality. Observations Our ongoing journey to realise and actualise the benefits of integrating iPads in teaching and learning in Prep to Year 12 has lead to a number of useful anecdotal observations.

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Technology

Our staff have been able to readily achieve forms of iPad integration that enhance existing pedagogy because iPads can be easily used to support or supplement curriculum. Commonly this involves using specific apps, standard tools (i.e. WWW browsers and email clients), and online sources of information. The enacted pedagogy is typically teacher-directed and teacher-centric. Relative to the TPACK framework, ICT use seems to engage the technology-pedagogy knowledge domain, or the technology-content knowledge domain. This has led to meaningful and engaging learning experiences for our students. For teachers, change has occurred in a manner that is consistent with existing practices and established routines, providing for successful engagement. Transformation of pedagogy is more challenging as it requires reconsideration of current practices. In this endeavour, the role of iPads is to help teachers facilitate emerging curriculum and new assessment opportunities. Transformed classroom activities often involve students and teachers using multiple apps and iPad features to complete a specific task. The video capture and editing features of iPads seem to readily facilitate new learning opportunities. The resultant transformed pedagogy and assessment seems to be more student-centric, often collaborative, and more authentic in nature. Relative to TPACK, iPad use seems to demonstrate highly integrated technologypedagogy-content knowledge. Teachers who have transformed pedagogy with iPads often challenged their own thinking and existing practice; they willingly and confidently tried different approaches. Conclusion Our experience with the integration of iPads in teaching and learning in Prep to Year 12 has emphasised to us the importance of acknowledging that all participants teachers and students – are on a journey of realisation. Integrating any form of ICT in learning is a challenging, yet rewarding endeavour that requires engagement and time. For schools who have just or are about to embark on this journey, we offer the following: • i Pads can make pedagogy more student-centric and learning activities more authentic through teacher realisation of new opportunities; • i Pads can promote engagement and help to diversify

Chris Blundell is Academic Dean at Redlands College. As an ICT in learning enthusiast, he has actively explored, through 22 years of practice, the place of ICTs in pedagogy, learning, and assessment. Chris has been integral to the development and ongoing implementation of the Redlands College iPad programme as a school leader and teacher. Chris strives to find more meaningful ways to enhance and transform education using personal learning technologies. In support of this endeavour, he is engaged in a doctorate degree with QUT.

Links to cited apps • Bible app (YouVersion): https://itunes.apple.com/au/app/bible/id282935706?mt=8 • Book Creator for iPad: https://itunes.apple.com/au/app/book-creator-for-ipad/ id442378070?mt=8 • Ekka app: https://itunes.apple.com/au/app/ekka/id449135926?mt=8 • iMotion HD: https://itunes.apple.com/au/app/imotion-hd/id421365625?mt=8 • iMovie: https://itunes.apple.com/au/app/imovie/id377298193?mt=8 • Keynote: https://itunes.apple.com/au/app/keynote/id361285480?mt=8 • Pages: https://itunes.apple.com/au/app/pages/id361309726?mt=8 • Puppet Pals 2: https://itunes.apple.com/au/app/puppet-pals-2-all-access/ id557616416?mt=8

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Compatible with interactive whiteboard software the learning environment; and, • iPads will disrupt existing routines; be aware and open to this when accommodating the change. The integration of ICT into schooling provides new opportunities for students and teachers to engage in learning, and after all, isn’t that the purpose of schools? Acknowledgements I would like to acknowledge the efforts, dedication and

professionalism of my colleagues at Redlands College. The examples cited in this article are the products of the outstanding work of many of our teachers. I would also like to acknowledge the efforts of Dale Lopez, ICT in Learning Co-ordinator, and Robert Richmond, IT Manager Operations, and his team for supporting our teachers on their journey. For more information about the Redlands College iPad programme, including other examples of teaching and learning outcomes, please visit our portal: https://ipad.redlands.qld.edu.au/.

References Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Puentedura, R. (2013, 2/2/2013). Technology In Education: A Brief Introduction. [Video]. Retrieved from http://www.hippasus.com/rrpweblog/archives/000080.html.

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Wall mount projector

The new Hitachi Ultra Short Throw LCD Projectors are here, featuring class-leading performance and visual excellence thanks to a host of all-new features. What’s more, it comes with a class-leading three years’ on-site warranty*.

The new projectors have the capability to provide vivid, eye-popping images in bright classrooms and meeting rooms, bringing greater impact and better class engagement. Because Hitachi’s image processing technology enhances high-definition video and graphics, beautiful and stimulating images can be presented with their impact intact, without losing the colour information of the original image. Projecting high-definition in rooms of all types from small classrooms and meeting spaces to lecture halls and large meeting rooms. Bright rooms are no longer a problem Bright rooms present no problem to image quality. When average projectors are used in bright rooms, the darker colours of an image deteriorate and images become unclear. But with Hitachi’s HIGH DYNAMIC CONTRAST RANGE (HDCR) feature, blurred images caused by ambient room lighting or outside light sources are corrected and an effect similar to increasing contrast occurs. The result is clear images even in bright rooms! The ACCENTUALIZER feature makes images look more real by enhancing (1) Shade, (2) Sharpness and (3) Gloss, to make pictures as clear as images on a flat panel device. The effects of the three levels can be adjusted according to your surroundings so that the colours of the projected images match the true colours of the objects they represent.

Table top projector

Easy to use in any location • Front use In multifunction spaces, meeting rooms and other places where wall or ceiling mounting isn’t

education matters primary

practical you can place the projector on a desk or on the floor to quickly and easily project an image of 60 to 80 (2m) inches. • Wall mount use The wall mount unit (HAS-WN03X) option ensures that the projector can be installed in exactly the right position. The entire unit slides horizontally, and fine adjustments can be made to each axis independently. • Tabletop use The optional tabletop use kit (TT-03) option allows the projector to be used vertically. You can project a 1.5m (60”) image down onto a table. Ultra Short Throw, for ultra-close performance The projectors feature Ultra Short Throw, for projecting a 2m (80 inches) image from a very close 51.7cm (20.4inches), onto a wall or screen. A very economical use of classroom space. •R educed glare and shadows, for a better experience Ultra Short Throw greatly reduces glare from the projector’s light source, making it easier for the teacher to see the class. The class also has a clearer view because the shadows from the teacher’s hands and body are minimised. The result is a better classroom experience for everyone! • P owered Focus and Perfect Fit POWERED FOCUS and PERFECT FIT features let you adjust the four corners and four sides of the projected image quickly and easily, using the hand held remote control.

Image with HDCR off.

Image with HDCR on.

• 2 HDMI input The projectors are equipped with two terminals for the widely used interface. • 16W internal speaker A speaker and microphone terminal allow you to make comfortably make presentations using content with sound, or using a microphone. Versatile and adaptable networking features • Wireless capability is an option Connect to a computer using the optional USB wireless adaptor. • Easy WLAN connection Searches available wireless networks and displays the list of SSIDs when used in Infrastructure mode. You just select an ISDD connection from the list.

The ACCENTUALIZER feature makes images look more real by enhancing (1) Shade, (2) Sharpness and (3) Gloss, to make pictures as clear as images on a flat panel device. • Smart device control Plugging the USB wireless adapter to the projector and using the dedicated free online application developed by Hitachi lets projectors be controlled from a tablet or smartphone. • Moderator control mode Setting one computer from the multiple computers (up to 50) that are connected to the projector as the moderator (host), make it possible for the moderator to project from all the computers. ECO features that save energy

• Convenient networking Manage and control multiple projectors over your LAN with Centralised Reporting, Scheduling, Email Alerts, and My Image (Image Transfer).

• Saver mode - Reduces projector lamp brightness and energy consumption on static pictures. - Can darken the screen temporarily, so a teacher

education matters primary

can gain the attention of the class while they speak. • Intelligent ECO mode Changes the brightness of the lamp according to the brightness of the image. When a darker image is projected, less energy is used, eliminating unnecessary energy consumption. The A-Series Ultra Short Throw range. A projector for every class and every application. CP-AX2503 CP-AX3003 CP-AX3503 CP-AW2503 CP-AW3003 Give your students the best learning experience insist on Hitachi Ultra Short Throw projectors!

Health & Wellbeing

Alcohol and drug resources for schools Alcohol is one of the main causes of injury and disease in young people

Alcohol overdose

If a person drinks too much over a short period of time they can overdose. In some cases, a person can die if they don’t get medical help.

confidential and accessible way via mobile phone. The Shop stocks bundles of these wallet cards which outline the phone number students can text, any time of day, to get the effects texted How can alcohol damage a young woman’s health? Heavy drinking over time can affect a young woman’s health and damage many parts of her body.

Eyes

Brain & mental health

BB increasedBriskB ofBeyeBproblemsB suchBasBcataractsB andBagerelatedBmacularB degeneration

BB brainBinjuryBandB impairedBbrainB development BB lossBofBmemory BB confusion

Mouth, lips, throat & oesophagus

BB hallucinations BB increasedBriskBofB mentalBillnessB (e.g.Bdepression)B inBpeopleBwhoBareB alreadyBatBriskBofB theseBconditions

BB cancer

Skin & body BB flushing BB sweating BB bruising BB weightBgainB (alcoholBhasBaBhighB calorieBcontent)

Heart BB highBbloodB pressure

Breasts

BB irregularBpulse

BB increasedBriskB ofBdevelopingB breastBcancer

BB heartBattack BB stroke

Blood

Muscles

BB changesBinBredB bloodBcells

BB weakness BB lossBofBmuscleB tissue

Lungs BB greaterBchanceB ofBinfections,B includingB tuberculosisB (TB)

Stomach, intestines & bowel BB inflamedBlining BB bleeding

Pancreas BB inflammationBB andBpainB (pancreatitis)

BB ulcers

BB cancer

BB diarrhoea

Immune system

BB cancer

It’s important to remember that it’s OK to no to alcohol. say If you choose not to drink, here are some way ✤ No thanks, s to say no: I’ll sit this one out. ✤ No thanks, I have to get up early in the mor ✤ No thanks, ning. but I’ll have som ething else. ✤ No thanks, I’ve discovered what causes hangovers. Things you can do: ✤ “Lose” unw anted drinks that are given example, set to you, for them down and later walk awa ✤ Try to stay y. away from peop le who give you time about not a hard drinking. ✤ Do somethin g instead of drin king—dance or If you do decide play pool. to the risk of harm drink, here are some tips to reduce : ✤ Star t with a non-alcoholic drink and try a non-alcoholic having “spacer”. ✤ Drink low alco holic drinks. ✤ Keep track of how drinks” (see back much you are drinking usin g “standard of pamphlet). ✤ Don’t try to keep up with friends. ✤ Avoid drink spiking by drin king out of bott cans and keep les or ing an eye on your drink. ✤ Plan how you are going to get home. Always where you are tell friends going.

BB impairedBimmuneB systemBandBmoreB Standard drinks frequentBinfectionsB There is no amo andBassociatedB unt of alcohol BB severeBswellingBB ever yone. Spec that can be said ific guideline to be safe for complications s gov.au. The can be foun andBpain

Liver

d at www.alco guidelines are hol. based on the drink measure Australian stan . dard k is used to mea sure the amo king. unt of alcohol a

BB hepatitis A standard drin person is drin

BB cirrhosis BB cancer

Nervous system

Reproductive system

BB greaterBriskBofB gynaecologicalB problems,B includingBearlyB menopause

BB nerveBdamage,B Regular Mid-s whichBcanBaffectB trength Wine beer Spirit B B irregularB beer ReadyfeelingBinBtheBhandsB Each one of thes to-drink menstrualBperiods e drinks is abou andBfeet t one standard ✤ A 285 ml pot/m drink: iddy/handle of regular beer ✤ A 375 ml can BBinfertility (4.9% alcoh of midstrength beer ✤ A 100 ml of (3.5% alcohol) wine or sparkling wine (12.0% alcoh ✤ A 30 ml “sho ol) t” of spirits (40.0 % alcohol) ✤ 2/3 of a 375

ol)

ml can of read

For help, see your doctor or other health professional.

y-to-drink spiri ts/wine (5.0% Each standard alcohol). drink contains 10 grams of alco Glasses, bottl hol. es or cans can hold more than If you are not sure, read the one standard drink. label.

The information

Signs of an overdose can include: ✤ passing out or losing consciousness ✤ vomiting without waking up ✤ cold, clammy, pale or bluish coloured skin ✤ breathing very slowly.

The Australian Drug Foundation (ADF) is one of Australia’s leading bodies committed to preventing alcohol and other drug problems in communities around the nation. The Foundation reaches millions of Australians in local communities through sporting clubs, workplaces, health care settings and schools, offering educational information, drug and alcohol prevention programs and advocating for strong and healthy communities. Educating students on alcohol and other drugs is as important as ever with 36% of 12-17 year olds drinking to get drunk every time they consume alcohol. Furthermore, young people are at a greater risk of harm than adults with alcohol contributing to the three leading causes of death in young people, including accidents, homicide and suicide. Teachers are one of the greatest influences on children, second to their parents. They can talk about the risks and harms of alcohol and other drugs, and stress the importance of looking out for friends, avoiding risky situations and planning ahead. ADF Shop resources aim to complement the delivery of state based education curriculum across Australia. Pamphlets and information on alcohol, caffeine, ecstasy, GHB, ice, tobacco, cocaine, cannabis among others provide an outline of the Staying safe substance in an easy to read and visually attractive format. Resources include information about: • What alcohol or another drug is; • What it looks like; • The effects of the drug; • The law surrounding the drug; and, • Treatment options. The ADF also has a SMS-based drug information service (0439 835 563) that provides information about the effects of drugs in a

If someone is drunk and you think they have overdosed on alcohol: ✤ never leave them on their own ✤ if they are unconscious but otherwise unhurt and breathing normally make sure they are in the recovery position —lying on their side with their head on the side and tilted back ✤ remove anything from their mouth ✤ call for help (dial 000) immediately. A quick response can save lives.

The Australian Drug Foundation’s Shop stocks the latest information to assist primary and secondary school teachers deliver new or complement their existing alcohol and drug education programs.

Published by the Australian Drug Foundation, 409 King Street , West Melbourne, Victoria 3003. Tel: 1300 85 85 84, Email: drugin fo@adf.org.au © 2012 Austra lian Drug Found ation in this pamphlet is not a subsitute for or other health profess specific advice from your doctor ional.

education matters primary

back to them. Teachers may find other services from the Australian Drug Foundation useful when hosting parent information sessions. TheOtherTalk.org.au encourages parents to openly discuss alcohol and drugs with their children by providing

Educating students on alcohol and other drugs is as important as ever with 36% of 12-17 year olds drinking to get drunk every time they consume alcohol. Furthermore, young people are at a greater risk of harm than adults with alcohol contributing to the three leading causes of death in young people, including accidents, homicide and suicide. information on how to start the conversation, the law surrounding alcohol and drugs and safe partying tips. You can view these resources and order online at shop.adf.org.au. Young lady’s guide

ALCOHOL

Young women and

alcohol

Alcohol can affe ct people in diffe young women rent ways. Gen are more affe erally, cted by alcohol men because: than young ✤ they tend to be smaller than men. ✤ their bodies have different levels of body content than fat and water men. ✤ their liver, which breaks alcohol down, smaller than tends to be those of men . ✤ different time s of alcohol can affe the menstrual cycle can chan ct a young wom ge how an.

References Australian Institute of Health and If a young woman drin ks much she… ✤ Will risk dam(2011). too Welfare 2010 National Drug agin doesn’t stop deve g her developing brain. The brain loping until the before then can mid20s so any alco Strategy Household Survey report. affect the way hol the brain deve ✤ Will increase lops. the risk of havi ng an acciMedical reflexes will beHealth dent because National slow and her and herResearch coordination ✤ Will be mor is reduced. e likely to harm part her liver. her body, such Council. (2009). To ofreduce health risks as ✤ May feel less inhibited and self consciou confidentdrinking from , and experien alcohol. s, more ce more inten anger,

and might get se moods, such into fights. as ✤ Might do thin gs she wouldn’t normally do such into a car with a drunk driver as get or use illegal ✤ Might have drugs. unprotec ted sex or sexual later regrette activity that is d. ✤ Might not be able to rememb er what she did was drinking . while she

Did you know?

Health & Wellbeing

Travelling teachers – a snapshot Ever wanted to know how other teachers spend their time off? Teachers Health Fund Travel Insurance shares what its customers got up to on their 2013 holidays.

Teachers Health Fund now offers Travel Insurance for all teachers

And Teachers Health Fund members receive a 10% discount on their Travel Insurance! Choose the cover that suits you: • Comprehensive

+ All policies

• Domestic • Essentials

provide cover

• Multi-trip

for pre-existing

• Cancellation and Luggage

conditions, with no

Travel cover provides:

blanket medical

• Unlimited medical & hospital expenses^ Sure, our customers have to take their holidays when half of Australia is, but they certainly know how to make the most of their well-deserved down time! Who are our customers? Teachers of all ages come to us for travel insurance: 14% of our customers are 18 to 35, 14% are 35 to 55, 68% are 55 to 80 and 4% are over 80. More than half (55%) of our customers travelled as a couple last year, 37% as singles and 8% as families. Where do they go? Last year 90% of our customers travelled overseas on their holidays, with 36% exploring the Asia Pacific region, 20% opting for a European break, and 10% enjoying an Australian adventure. How long do they go for? Our customers favour longer trips, and why not?! 36% took a four to 12 week holiday, 16%

went for two weeks, 15% for three weeks, a very lucky 14% went for more than 12 weeks, 13% went for four weeks and only 5% went for one week. Why do you need travel Insurance? Last year, we helped 431 teachers and their families, paying out a total of more than $750,000 in claims. Customers travelling worldwide made 175 claims totalling $379,000, those travelling within Europe made 110 claims totalling $234,000, there were 69 claims for Asia totalling $78,000, 55 claims for the Pacific totalling $36,000, and 22 claims within Australia totalling $23,000. In our experience, a hospital stay overseas is the most expensive mishap and one you’ll want to be covered for, as 101 of our customers can attest to, who claimed a total of $298,000 for international hospital stays. Cancellation fees and lost deposits are another pricy problem our customers encountered last year, with 89 claims totalling $167,000. Fourteen customers claimed for alternative transport

education matters primary

expenses totalling $85,000, and 126 claimed for luggage and personal effects totalling $62,000. Why choose Teachers Health Fund Travel Insurance? The one thing all our customers had in common on their 2013 holidays was the peace of mind that Travel Insurance with Teachers Health Fund provides if things don’t go to plan. Our travel cover provides unlimited medical and hospital expenses, unlimited overseas emergency medical assistance, cover for your luggage and personal effects, and much more. We also offer some unique differences: •C over for pre-existing conditions, with no blanket medical exclusions; • Variable excess options; • Variable cancellation benefit limits; and, •O ption to purchase additional packs like ski, golf or business. Anyone working in the education industry can take out Travel Insurance with Teachers Health Fund, not just Teachers Health Fund members.

exclusions.

• Unlimited overseas emergency medical assistance^ • Customisable cancellation fees & lost deposits* • Cover for your luggage & personal effects^ • Cover for snow, ski & golf equipment hire should yours be misdirected, stolen, lost or damaged^^

For more information Call 1300 728 188 or visit www.teachershealth.com.au

^Sub-limits apply – refer to Your Policy Cover section of the Product Disclosure Statement for details. *You must nominate the benefit limit for Section 2.1 Cancellation Fees & Lost Deposits from the optional amounts made available to you when you purchase your policy. The benefit limit selected by you will be shown on your Certificate of Insurance. ^^You only have cover for these sections if the relevant Pack has been purchased.

Terms, conditions and exclusions apply. Any advice provided is general advice only and has not taken into consideration your individual objectives, financial situation or needs. Before making a decision in relation to these products, please consider the Teachers Health Fund Travel Insurance Product Disclosure Statement – available at teachershealth.com.au or by calling 1300 728 188.

Teachers Federation Health Ltd ABN 86 097 030 414 AR 270 604 is an authorised representative of AGA Assistance Australian Pty Limited ABN 52 097 227 177 trading as Allianz Global Assistance (AFS Licence No. 245631). Teachers Health Fund Travel Insurance is underwritten by Allianz Australia Insurance Limited ABN 15 000 122 850 (AFS Licence No. 234708) and issued and managed by Allianz Global Assistance.

Health & Wellbeing

Enhancing children’s wellbeing

Wellbeing is at the heart of good teaching and learning.

Good mental health is essential for learning and life. Growing evidence shows that children who are mentally healthy are better able to meet life’s challenges, are better learners, and have stronger relationships.

The good news is that most Australian children experience good mental health. Schools, parents and families can also take concrete, positive steps to help enhance children’s mental health, wellbeing and learning outcomes. KidsMatter Primary is a national initiative for primary schools that focuses on building and sustaining children’s mental health and wellbeing. It is widely implemented across Australia, with more than 2000 schools currently part of the KidsMatter network. “When we focus on the wellbeing of our kids we see great results not only in student behaviour, but also in their ability to learn at school,” says Jeremy Hurley, KidsMatter Primary National Director. KidsMatter is a whole-school framework that can be adapted to local contexts and is shaped by principals, teachers and wider school communities. “We focus on what we call a whole-school approach. If you set the foundations right in primary school, kids carry that with them into secondary school and throughout their lives,” Hurley says. “If we teach kids the right foundation blocks – like how to be resilient, self-aware and empathetic – we set them up for life.” KidsMatter covers four areas where primary schools can improve children’s health, and minimise risk factors. These four areas make up the training available through KidsMatter: 1. Building a positive school community 2. Social and emotional learning for students 3. Working with parents and carers 4. Helping children with mental health difficulties. The professional learning in schools is spread across two to three years. During this time, KidsMatter provides a range of evidence-based

strategies, resources and support to suit different schools’ needs. KidsMatter Primary is a collaborative initiative between beyondblue, the Australian Psychological Society and Principals Australia Institute, with funding from the Australian Government Department of Health and beyondblue. Learn more about KidsMatter If your school would like to find out more, start

or continue its KidsMatter journey, events are held regularly throughout Australia. Visit www.kidsmatter.edu.au/primary for more information. A wide range of free resources that schools, families and health professionals can use to enhance and support children’s wellbeing can be found on the KidsMatter website: www.kidsmatter.edu.au/families/ information-sheets

“If we teach kids the right foundation blocks – like how to be resilient, self-aware and empathetic – we set them up for life.”

Join the growing number of schools making student mental health and wellbeing a priority. KidsMatter Primary is a mental health initiative that provides primary schools with proven methods, tools and support to nurture happy, balanced kids. It will give your school access to the latest thinking and research on mental health and wellbeing including: • strategies to help you build a positive school community

education matters primary

• social and emotional learning resources for use in, and beyond, the classroom • practical ideas for working with families • specific guidance to help children with mental health difficulties. It is funded by the Australian Government and backed by the expertise of beyondblue, the Australian Psychological Society and Principals Australia Institute.

To find out how KidsMatter can help your school make a difference to children’s wellbeing and learning visit: www.kidsmatter.edu.au/primary

Furniture

Escola, the new kid in school Escola, by Street Furniture australia, is a bright and playful suite of benches and tables that can be customised to suit a variety of height and length requirements.

Named after the Latin word for ‘school’, schola, Escola is ideal for school-aged children. The suite can be customised to provide ergonomic comfort to children from kindergarten years through to high school. Escola is highly-adaptable and may be installed in a variety of configurations. The suite can be installed around a tree, for instance, or constructed into an L-, S- or U-shape to heighten social interactions and best inhabit a specific environment. Escola is designed so that you can create your own desired shape – the options are endless. Manufactured locally at Street Furniture Australia’s Sydney factory, the range is made from all-aluminium (no timber), which minimises maintenance. Escola is finished to the highest quality, as well as being durable, modern and competitively priced. Choose a metal finish from a range of bright colours to make this suite a stylish and vibrant addition to your recreational area. Ideal for schoolyards, parks and public spaces, Escola not only provides ergonomic comfort to users and heightens social interactions, but is easily accessible to wheelchairs, prams and high chairs. Street Furniture Australia products enhance public environments through quality design. It believes the quality of design in the public realm is a measure of its success as an urban civilisation; street furniture – a civic accessory in its own right – is perhaps the best yardstick for this. Street Furniture Australia is dedicated to investing in research and development to ensure continuous innovation in furniture design and employs a multi-disciplinary research and development team of qualified architects, urban designers, industrial designers and engineers to fulfil this purpose. Street Furniture Australia is dedicated to best practice in environmental management. All products are made from premium materials,

locally sourced where possible, or use ecocertified timber from sustainably managed forests. Street Furniture Australia’s engineers conduct rigorous testing of all products in order to meet the highest Australian standards. Sustainable manufacturing processes, as well as the longevity and minimal maintenance requirements of the finished product, ensure minimal waste and responsible use of natural resources.

Install around shady tree or create an L-shape for optimum social interaction

Choose from a range of bench heights by age

education matters primary

Street Furniture Australia products are designed to allow for easy replacement of damaged parts, and customers are assured that spare parts will be readily available well into the future. For more information, contact the Street Furniture Australia sales team on 1800 027 799 or visit streetfurniture.com

Table settings can be wheelchair-friendly and DDA-compliant

Hokki Stool

Furniture

Woods – Bringing education to life

4.60

from every Pink Hokki Stool donated to the McGrath Foundation

When you buy a Woods product, you buy a great product backed by excellent service and 63 years of manufacturing expertise.

facility, Woods does its own steel cutting, bending, welding and powder coating. Woods also has its own timber machining, upholstery and assembly departments, along with its own transport division. Where possible Woods always sources local raw materials. The only importation that takes

Being part of Good Environmental Choice Australia (GECA) ensures that Woods will always reflect ethical, sustainable and environmental practices.

The Hokki Stool is an ergo-dynamic stool designed to improve the musculo-skeletal development of growing children.

education matters primary

place is some plastic components from Germany. By observing all relevant Australian and International Standards in the design of its school furniture range, Woods is able to ensure both quality and practicality are met. With a large range of products tested and approved by AFRDI, Woods confidently guarantees its furniture for 10 years. Being part of Good Environmental Choice Australia (GECA) ensures that Woods will always reflect ethical, sustainable and environmental practices. Examples of its commitment to the environment is the recent installation of a 98 kw solar panelling system which contributes to approximately a third of its daily power usage and the four x 10,000 litre water tanks are a main stream of water for its powder coating line. With its extensive research and development team, Woods is constantly expanding and refining its line of products to ensure that it provides current furniture designs, relevant for today’s school environments, teaching practices and pedagogy. In recognition of its business achievements, Woods was awarded the prestigious ‘Victorian Manufacturer of the Year’ in both 2009 and 2011 by The Age newspaper. In 2011 Woods was presented with the overall ‘Victorian Business of the Year’ award.

By purchasing a Pink Hokki Stool, you will help the McGrath Foundation to make a difference to the lives of families experiencing breast cancer in Australia. Proudly Supporting

IMAGE BOUND / WOOD_6304

At a time when many in the Australian furnishing industry have long turned to imports as the source of their stock, Woods Furniture has resolutely gone against the trend and thrived. Nearly all the processes required for the production of school furniture are sourced from within its own purpose-built manufacturing

Sitting Pretty for the McGrath Foundation

Woods Furniture Educational Furniture Specialists www.woodsfurniture.com.au The McGrath Foundation raises money to fund McGrath Breast Care Nurses in communities right across Australia and to increase breast awareness in young Australians, with a particular emphasis on young women. For more information visit: www.mcgrathfoundation.com.au. Fundraising effective: 1st February 2014 – 31st January 2015.

Eclipse

Professional Learning

Commercial Furniture

2 For 1 End Panels For every one end panel that is purchased, receive one free

National Enquires ON MENTION OF THIS AD

Australian Standards tested shelving

1800 509 499 Eclipse® is a wholly owned trademark of the Global group of companies

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sales@eclipseoffice.com.au

Make the right choice for the environment

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Built Tough to Last

The importance of ongoing teacher learning Dr Pauline Taylor reports on the power of collaborative peer review for teachers’ professional learning.

Those of us who work in providing opportunities for professional learning for teachers recognise the complexity involved in juggling the time and resources needed to meet systemic and contextual priorities. This is important work. International studies, such as those conducted by the OECD (2005; 2006; 2009a, b, c; 2013) consistently point to the role of ongoing teacher learning at all career stages in improving student learning outcomes. The significance of ongoing professional learning is highlighted in the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership [AITSL]). These national standards articulate a shared understanding of what it means to be a quality teacher at

different levels of experience and describe what teachers should know and do at different career stages. Standard Six, engage in professional learning, is specifically focused on the kinds of learning teachers are expected to engage in and demonstrate. The diversity of possible professional learning experiences is provided in the rich array of examples accompanying the standard six descriptors, ranging from formal professional learning experiences to individual reflective practice. Additional focus on the importance of professional learning is provided in AITSL’s Australian Charter for the Professional Learning for Teachers and School Leadership which states that “…effective professional learning is undertaken in supportive

So, how might we look at this differently? Fullan (n. p.nos) argues that, as a profession, we need to radically rethink the notion of professional development proposing “… professional development as a term and as a strategy has run its course” and that the profession now needs a major shift in how teacher learning is both conceptualised and enacted. He emphasises that teacher professional learning (the term also used by AITSL) is a more appropriate term for several reasons. First, improvement in teacher capacity which impacts positively on student outcomes involves “learning to do the right things in the setting where you work” (Elmore, 2004, emphasis added). This is a critically important concept when we look at learner and school

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and collaborative school environments and most effective when it is relevant, collaborative and future focused”. The importance of access to professional learning is universally recognised but the challenge for teachers and school leaders is how best to engage in it. Issues typically include: balancing systemic and individual needs; navigating competing demands on teachers’ time; finite financial resources; teacher turnover; the availability of appropriate mentoring and support; even geography. The situation in many rural and regional contexts in Australia, for example, often means that simply accessing appropriate expertise or teaching relief to have time to participate in formal professional learning is a major difficulty.

education matters primary

Professional Learning

“…teacher learning is most effective when it is relevant, collaborative and future focused.” diversity across Australia. One size clearly cannot suit all. Second, Fullan argues, improvements in student learning depend on each and every teacher learning all the time: not just in defined workshop settings, or during concentrated periods of time away from the classroom. An effective teacher needs to be a reflective practitioner, a proficient researcher, an expert data analyst each and every day. However, for teachers to engage in deep, sustained professional learning experiences of this kind, they need mechanisms to deprivatise their practice and opportunities for sustained collaboration within the contexts of their everyday work. This is difficult to achieve as, even with the most willing of teachers, the way their work is structured militates against such practices. Elmore (2004) captures the dilemma nicely: …there is almost no opportunity for teachers to engage in continuous and sustained learning about their practice in the settings in which they actually work, observing and being observed by their colleagues in their own classrooms and classrooms of other teachers in other schools confronting similar problems (p. 127).

The potential of collaborative peer review International research into how to develop quality teachers reinforces Elmore’s comments and indicates that an alarming number of teachers receive little feedback or appraisal from peers or supervisors. Consequently, they may be less likely than others to engage in focused professional learning and continuously improve their practice (OECD, 2009a, p.9). These statistics are disheartening but also serve as a mandate to address the “radical rethink” in professional learning that Fullan (2007) argues is so desperately needed. Collaboration is a cornerstone of this reconceptualisation. Literature consistently points to the importance of collaboration in teacher and school improvement (Hargreaves & Fullan; Hattie, 2012). Collaborative peer review is one way in which this fundamental shift can be effected with multiple benefits both professional and practical. From a professional perspective, collaborative peer review recognises and builds teachers’ “professional capital” (Hargreaves & Fullan, 2012) which can so easily be eroded in a climate of performativity. It encourages teachers to work collectively. Connell (2009) argues that much of what happens in the daily life of a school involves the joint labour of the staff, and the staff’s collective relationship to the collective presence of the students: …much of the learning that school pupils do results from the shared efforts of a group of staff, from interactive learning processes among the students, and (as the idea of the ‘hidden curriculum’ indicates) from the working of the institution around them (pp. 221-222). Collaborative peer review also encourages and enables de-privatisation of practice. It sees teachers as

education matters primary

leaders of their own learning rather than as compliant and disenfranchised subjects of systemic imperatives. And, in simple practical terms, it is sustainable and resource effective. What is collaborative peer review? Collaborative peer review is when a group of teachers collectively investigate and critique an aspect of teaching and learning that is of shared interest/ importance in order to improve it. It shares elements of a participatory action research approach. Members of a collaborative peer review team may include combinations of less and more experienced teachers, managers and external experts. It can be used as part of an appraisal process, but its main purpose is to foster teacher learning which contributes to improved student learning outcomes. Three important principles underpin this type of peer review: 1. The review must address an identified strategic priority at the school level;

2. The artefacts of the review (e.g. comments from any classroom observations and peer feedback) are confidential to the reviewer/reviewee(s); and, 3. There is an expectation that the teachers involved will make visible to colleagues and supervisors how their practice has been enhanced through the process of the review. An example is provided below: Example – Duration one school term Scenario: A team of Early Childhood Teachers comprising a combination of very experienced and new teachers, a pre-service teacher on practicum and the school principal in a regional primary school, analyse their Grade 3 NAPLAN data and notice a disparity in the achievement of boys and girls in writing. Process: • Members of the team analyse each other’s individual class data and discuss and critique different writing strategies used by teachers in the team and evaluate them against good practice literature and school data. • In the course of these discussions, a common theme is boys’ apparent self-perception as writers and how their parents perceive them as writers. Team members investigate current literature about good practice in developing boys’ literacy skills. As the school is a regional school, they arrange a Skype meeting with an expert adviser to discuss their concerns. • The team devises a simple survey instrument to use with students in their classes relating to students’ perceptions of themselves as writers. They implement the survey and collaboratively analyse the results. • The data is shared with the principal and the expert adviser. • A series of interventions is developed and

implemented. • During the implementation period, teachers reflect on the efficacy of the intervention and collect data (boys’ writing samples and other writing assessment). Teachers share their ideas with members of the peer review team and observe each other’s work either in ‘real’ time or in the form of video clips of their lessons. • Teachers identify the strengths and areas for further improvement in their own and peers’ practice. • Student achievement data is collaboratively analysed at the end of the term. The simple survey is conducted again and data analysed. • The video clips that the team decide provide evidence of practice that improves student outcomes are shared with colleagues across the school and the team writes an easy-to-use resource for teachers to guide good practice in boys’ literacy. The team also provide a simple guide sheet of activities parents could use to support boys’ writing. Conclusions The AITSL Charter for Professional Learning states that teacher learning is most effective when it is relevant, collaborative and future focused. The sense of agency and mutual support experienced where teachers research and critique their own practice collectively and means that they are much more likely to commit to that learning and consequently their learning will have a much better impact on student outcomes. Such an approach helps to re-culture and de-privatise teachers’ practice and build a learning community. It promotes self-evaluation and has great value in promoting teacher self-efficacy. It also provides a practical and resource-effective way to tackle the complex issue of engaging in quality professional learning in context.

References Australian Institute for School Teaching and Leadership. Australian Professional Standards for Teachers. Downloaded from http://www.teacherstandards.aitsl.edu.au/; Australian Institute for School Teaching and Leadership. Charter for Professional Learning. Downloaded from http://www.aitsl.edu.au/professional-learning/professional-learning.html; Connell, R. (2009). Good teachers on dangerous ground: towards a new view of teacher quality and professionalism. Critical Studies in Education, 50, (3) pp. 213–229. Routledge.; Elmore, R. (2004). School reform from the inside out. Cambridge, MA: Harvard University Press.; Fullan, M. (2007). Professional Development is not Professional Learning. Downloaded from http://www.michaelfullan.ca/ media/13435883790.html; Hargreaves, A. & Fullan, M. ( 2012). Professional Capital: Transforming Teaching in Every School. Hawker Brownlow, Moorabbin, Vic.; Hattie, J. (2012) Visible Learning for Teachers. British Journal of Educational Technology. 43 (4), pp.E134-E136.; Organization for Economic Cooperation and Development. (n.d.) Title. Downloaded from http://www. oecd.org/site/eduistp13/TS2013%20Background%20Report.pdf; Organization for Economic Cooperation and Development. (2005), Teachers Matter: Attracting, Developing and Retaining Effective Teachers. OECD publishing, Paris.; Organization for Economic Cooperation and Development. (2006). The Teaching Workforce: Meeting Aspirations and Enhancing Motivation, in Education Policy Analysis 2005. OECD publishing, Paris.; Organization for Economic Cooperation and Development. (2009a). Creating Effective Teaching and Learning Environments: First Results from TALIS. OECD publishing, Paris. http://dx.doi.org/ 10.12787/9789264072992-en; Organization for Economic Cooperation and Development. (2009b).Teacher evaluation: a conceptual framework. Downloaded http://www.oecd.org/edu/school/44568106.pdf; Organization for Economic Cooperation and Development. (2009c). Review on Evaluation and Assessment for Improving School Outcomes: Design and Implementation Plan for the Review. OECD publishing, Paris.

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Dr Pauline Taylor is a Senior Lecturer at James Cook University. She joined JCU in 2006 after a long career in teaching and education administration in the UK, Africa and Australia. A winner of an ALTC award for outstanding contribution to student learning in 2008, and recipient of the ATEA Early Career Researcher Award in the same year, her research and teaching interests focus on access and equity, language and literacy and educational policy implementation. She has a particular interest in the First Year Experience at university and is leader of the JCU Academy of teaching and learning interest group in the First Year Experience. A passionate educator and advocate for the profession, she has been the elected secretary of the Australian Teacher Education Association since 2010. ATEA is the major professional association for teacher educators in Australia. The mission of the Australian Teacher Education Association is to promote: • The preservice and continuing education of teachers in all forms and contexts; • The teacher education as central in the educational enterprise of the nation; and, • Research on teacher education as a core endeavour. The Association enacts this mission through several key strategies, namely: • To foster improvement in initial teacher education; • To promote and support the teaching profession; • To form strong links with the individuals and organisations involved in educational change; • To improve the nature, quality and availability of professional development for teacher educators; and, • To promote and disseminate research, ideas and practices, innovation and evaluation in teacher education. Please visit www.atea.edu.au for more information.

Sustainability

School kitchen garden and beyond Students and teachers across New South Wales are reaping the benefits of kitchen gardens, writes Jakki Trenbath.

As well the kitchen garden, Dulwich Hill Public School’s Indigenous Garden is incorporated into the garden lessons. Photo by Jakki Trenbath.

Enthusiasm for kitchen gardens in schools has swept across Australia over the past decade, springing up as tiny pocket-sized patches and vertical gardens in the inner city to expansive plots in country areas. Nobody knows what proportion of schools have a kitchen garden, but anecdotal evidence at least in New South Wales suggests about 50 per cent of primary schools now have them. They have been built for many different purposes and with funding from a wide range of sources – state and local government; the federally-funded Stephanie Alexander Kitchen Garden Program; and grants from businesses such as Bunnings Warehouse and the Teachers Mutual Bank – as well as funding coming from school sources. The NSW Environmental Trust runs a grant program called Food Gardens in Schools and recently awarded $180,000 to 52 schools. The list of successful projects shows how the focus of school kitchen gardens varies enormously. It also shows the vast amount of energy and creativity from teachers and school communities across the state. A common objective for kitchen gardens is to use them to promote healthy eating. For instance, the Stephanie Alexander Kitchen Garden Program has helped build garden and kitchen infrastructure in 482 schools across Australia. The focus of the program has been to enable primary school students in Year 3 to Year 6 to learn how to grow, harvest, prepare and share seasonal fresh food in the belief that this approach will positively influence children’s food choices. This is part of an Australian Government focus on encouraging healthier food choices for children which may then contribute to a reduction in the prevalence of childhood weight

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related health issues and obesity in the future. Another objective is for the garden to be a vehicle to teach children about a broad range of sustainability issues, and other popular objectives cover the benefits of ‘growing your own food’ for low income families or to allow special needs students to enjoy outdoor activities and sensory stimulation. There are also some unique projects that address a particular interest or local issue. Bonnyrigg High School in Western Sydney received a grant to start a medieval food garden as part of the history curriculum. Broken Hill Public School in far western NSW used its garden to highlight the importance of how fresh vegetables in the diet can reduce the absorption of lead into the body (as children in the area have historically had high lead levels due to the mining activities around the town). Many schools in multicultural areas have used their kitchen garden programs to help bring together diverse communities with a common love of growing food, such as Hebersham Public School in Western Sydney which has many students of Pacific and Maori backgrounds. Grafton High School in northern NSW used its garden to provide herbs for the Home Economics Department, and has grown pumpkins to produce ‘Portuguese pumpkin jam’ to sell. This range of purposes shows the amazing flexibility of school gardens to respond to the individual schools’ needs and their particular school community. But why have school gardens taken off so comprehensively across Australia? Their greatest strength is that many parts of the curriculum can be taught in an active and engaging way that appeals to all students’ learning styles. In 2011, the NSW Department of Education (DEC) commissioned a Kitchen Garden Pilot Program which involved nine public schools across the Sydney region.

LEFT: Inspecting for pests in the kitchen garden. Photo with permission from Leonie McNamara. ABOVE: Students enjoying the preparation of food they had harvested from the school garden. Photo with permission from NSW Department of Education and Communities.

Students commonly referred to the garden as a peaceful and calm place, a place where it was “good to learn”, and a place where you could feel “excited, happy and have fun.”

The schools were given a grant to establish herb and vegetable gardens and kitchen facilities, and to provide staff professional development to all interested teachers. The evaluation of this program confirmed what many schools have discovered – kitchen gardens programs are a highly-engaging context for learning and student learning outcomes can be achieved by integrating these programs into classroom programs and school curriculum. Teachers are realising that there is endless scope for what they can do to take student learning outside into the garden. Gardening can be used for numeracy skills including: measurement, areas and volumes, data gathering and presentation and for literacy labelling plants, recording and describing plant development researching, creating written and multi-modal texts, science and technology (growth and reproduction, testing soil pH as well as designing, planning and constructing the garden). Even creative arts can be effectively done in the garden – many schools install beautiful outdoor art works to decorate the garden area. Getting kids into the garden benefits their overall learning and engagement. The key to this is how kitchen garden programs appeal to kinaesthetic

learning styles, where the learning comes through physical activity and ‘doing’. The research also cites examples where students engaged in the kitchen garden activity demonstrate improvements in other areas of school learning and behaviour. All the teachers involved in the NSW DEC program either Kitchen gardens can help teach environmental and sustainability messages: • Understanding the concept of ‘food miles’ and the benefits of eating locally-produced food • Reducing waste by composting food scraps • Efficient use of water, e.g. not overwatering plants and using mulch • Use of water from rain tanks • Not allowing domestic plants and weeds to escape into bushland • Avoiding inappropriate use of chemicals • Use of native plants and habitat to attract wildlife

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agreed or strongly agreed with the statement that the program had been effective in engaging students. When students were asked what they liked or did not like about the kitchen garden pilot program, the overwhelming majority indicated that the garden made them “feel good.” Students commonly referred to the garden as a peaceful and calm place, a place where it was “good to learn”, and a place where you could feel “excited, happy and have fun.” A number of Principals in the NSW DEC pilot program commented that time in the garden put students with learning difficulties and behaviour problems in a calmer and more focussed frame of mind. They found that improved engagement led to improved behaviour in the classroom. Leonie McNamara is a community educator and parent of three children living in Dulwich Hill, in Sydney’s Inner West, and a fervent advocate of the benefits of kitchen gardens in schools. When her first child started school she became involved in Wilkins Green, a school and community garden project in Marrickville that Petersham TAFE Outreach had started on the school grounds.

Sustainability LEFT: Recording mass of garden produce as part of a maths lesson. Photo with permission from NSW Department of Education and Communities.

RIGHT: Science worksheet as part of gardening lessons. Photo with permission from Amanda James.

BELOW: Community educator Leonie McNamara (in foreground) with gardening trainees as part of the Growing School Communities program, funded by the Marrickville Community Fund. Photo with permission from Amanda James.

“The overall aim is for children to experience the connections between people, plants, animals and insects and how we all rely on the same basic needs – air, food, water and shelter in a shared space.” With her own children at the preschool and primary school she was in a unique position to extend and integrate the project into the school system. Having explored the social, physical and mental health benefits of community gardens programs for adults, Leonie saw the potential individual, community and environmental value of integrating the program into schools. When the family changed schools a couple of years later, to Dulwich Hill Public School, she was given the opportunity to work with the assistant principal and Marrickville Council Environmental Educators network to create a series of lessons that could be used as a model for other schools. Backed with the support of the Principal, staff and community, the program was so successful that she was asked to deliver a TAFE certificate course, back at Wilkins Green to teach other community members, parents and teachers how to best implement it.

Dulwich Hill Public School is now in its fourth year of garden lessons. It now has three trained garden teachers who deliver classes across four terms in the vegetable garden, the indigenous garden and frog pond and the Goanna Trail that links the two. Funding comes from local business partners, including a local coffee shop and a real estate agent, the P&C and a garden levy of $5 per child per year (as part of the parent voluntary contribution). The TAFE course culminated in a new program, Growing School Communities, funded by Marrickville Council Community Fund, which will see the trained facilitators deliver the program at six other government and Catholic primary schools in Sydney’s Inner West. Leonie’s program helps teachers not to be limited to using the kitchen garden for teaching, but to use the whole of the school’s grounds. “The overall aim is for children to experience the connections between

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people, plants, animals and insects and how we all rely on the same basic needs – air, food, water and shelter in a shared space,” Leonie says. “Understanding this web of life and natural cycles allows children to identify their place in the world. “A kitchen garden program’s strength lies in its ability to allow learning across curriculum to be delivered in the garden. Even reluctant students can usually find a way in – just being outside, hands on learning, using all their senses, bug hunting, digging, wheelbarrowing – some might be inspired to draw or paint or make a collage or sculpture. “But that is not where it ends. In all the schools where I am helping set up kitchen gardens, I see benefits rippling out across the whole school and into the broader community. The kitchen gardens have brought many parents in and helped them become partners in the teaching program. It helps them

appreciate that we are all responsible for educating our children, our neighbours’ children and those on the next street, it’s not just one person’s responsibility.” Leonie’s latest program has the potential to take the traditional school garden program to a new level. It incorporates the new national cross-curriculum priorities of indigenous issues and sustainability and uses the entire school grounds, not just the kitchen garden, over a series of seven lessons for all the primary school stages. “The lesson plans are designed to be used in any outdoor space,” Leonie says. “We don’t just do planting and watering of the plants. We only plant things one lesson out of the seven. We get kids to do soil experiments, plant identification, foraging for mulch, creating worm farms, building habitat for frogs and lizards. It’s so much more. “Growing food is a good way to start – it’s the hook – everybody likes tasting something, cooking and sharing food together, but then what happens next is down to the schools’ and the teachers’ particular interest. Their minds start ticking over and they realise there’s no end to what they can teach. Some people are really fascinated by making their own soils out of scraps while others are really taken by bush food and medicine. Some are passionate about making the garden beautiful with landscaping planning or designing a water feature. “The program gives the teachers and the extended school community an opportunity to make the program their own, according to their interests, their resources and their site,” Leonie continues. “There are loads of great resources and lessons plans available, but providing a human resource in the first instance helps get the ball rolling and builds confidence to go out to any piece of land like their backyard, their local park or a bushcare site and to feel comfortable there. The aim is have the kids be able to say, ‘oh I recognise that plant, or describe the diversity, to know to collect seeds, or to determine the health of the soil and what it needs.’ It’s about building transferable skills.” Leonie says the program is inspiring and empowering the community. “When people realise what an impact they can have, it empowers them to take responsibility, not just for their own actions but for those of others,” she says. “It’s really good for kids to feel empowered. They are a part of the ecosystem – they are an essential element. That comes with both power and responsibility.”

Main benefits of school kitchen gardens • They give opportunities to teach many parts of the curriculum in an active, engaging way that appeals to all learning styles. • They promote healthier food choice messages – tasting new fruit and vegetables and learning how to cook food that you’ve grown is more powerful than a lesson than talking about it in abstract terms. • They extend learning beyond the classroom, which benefits the students’ overall learning. • Students get pleasure from working in the garden and this helps their engagement towards other parts of their education. • They provide a wealth of opportunities for team work and for different types of leadership roles. • They teach children to take responsibility and to see the consequences of their work.

Leonie relates the story of how when she installed a compost at her preschool, one mother thought that composting was so putrid she just couldn’t do it. Through the awareness of her children, she finally agreed to bring scraps from home into the compost at the preschool. Over what’s now been seven years, she went from

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getting a worm farm to now having a compost, a worm farm and even chickens. “She and her husband were the most ‘un-green’ people you could imagine, but now when they have people over for a barbecue they insist that everybody separates their waste so that they can compost the scraps,” Leonie says. There is a huge gap between having a kitchen garden in a school and having a great kitchen garden program. Gardens require commitment from the schools and its community and need specific maintenance (even over the school holidays). An aesthetically pleasing kitchen garden will help raise the awareness, commitment and enjoyment. The management of the kitchen garden needs a team approach, which can be challenging as schools are dynamic places, where teachers and parents move on. Kitchen Garden programs need to be resilient and be able to continue to provide an on-going and interesting resource for teachers and students alike. Teachers have to make sure that they build on the students’ skills and knowledge each year in both local and global contexts. There are connections between the boom in school gardens and the Children in Nature movement, led by US writer and journalist Richard Louv, which advocates that children should spend less time sitting down and more time outdoors. In Australia this is supported by various organisations such as Natureplay WA, in Western Australia, (www.natureplaywa.org.au) and backed by research such as by Planet Ark’s ‘Missing Trees: the story of an indoor nation’. This reports that for every hour we spend on outdoor recreation, we spend just over seven hours in front of screens watching television or accessing the Internet. As concern for childhood obesity and the falling rates of physical activity has never been higher, getting children to move about while learning is a perfect combination. Author Jakki Trenbath is a Project Officer at the Sustainable Schools NSW Program, NSW Office of Environment and Heritage. She has three children at school in Sydney and is a gardening and sustainability enthusiast.

Visit www.environment.nsw.gov.au/sustainableschools/teach/ foodgarden.htm for more information.

Sustainability

Planting the seeds of learning The kitchen gardens sprouting up in schools all over Australia offer a great opportunity to incorporate cooking and gardening activities across the entire school curriculum.

The not-for-profit Stephanie Alexander Kitchen Garden Foundation provides a range of teaching resources that connect a variety of learning areas, including maths, English and science – for Years 3–6 students – to the kitchen and garden. Schools who join the Foundation’s Kitchen Garden National Program receive an Implementation Manual, Kitchen Garden Program Syllabus and Tools for Teachers – an ongoing series of curriculum resource books.

They are also able to purchase Recipes for Literacy, which includes 12 recipes laid out in a step-by-step process with clear photographs. These recipes are ideal for all students and provide the additional support required by reluctant readers and students with literacy special needs. The Tools for Teachers series and Recipes for Literacy are also available for purchase by schools not running the Program, but who have a kitchen garden and are interested in incorporating it into students’ learning.

The Foundation has also created a curriculum matrix, listing every activity in the Tools for Teachers series against the relevant Learning Areas and Strands of the Australian Curriculum. The matrix is available as a free download from the Foundation website. The Stephanie Alexander Kitchen Garden National Program is open to all schools with a primary curriculum and runs in over 500 schools around

Australia, teaching more than 70,000 students the joys of growing, harvesting, preparing and sharing fresh, seasonal food. The Program aims to reach 800 schools, which is 10 per cent of all Australian primary schools, by the end of next year. Schools wanting to join the Program can complete an online form and contribute $660 to the cost of

four days of training for one or two teachers. The cost of this training has been heavily subsidised by the Australian Government. The two training sessions for teachers, each two full days, are held six months apart and are available in all Australian states and territories, in metropolitan and regional areas. kitchengardenfoundation.org.au

“Children learn fundamental maths skills and practise literacy in the kitchen and garden without noticing it, mainly because they’re having so much fun.”

Kitchen Garden Foundation Curriculum Officer Bev Laing, author of Tools for Teachers which is now into its fourth set, says the books were designed to support learning with curriculum-linked exercises in food science, agriculture, cultural and environmental studies. “Children learn fundamental maths skills and practise literacy in the kitchen and garden without noticing it, mainly because they’re having so much fun,” Laing said. “The books draw on our 10 years of experience and link activities explicitly to learning areas in ways that are hands-on, engaging and suitable for all learning styles. “Ask a kid to weigh their tomato harvest, tally it up and check last year’s figure – that’s maths, but to them it’s more about the challenge, having fun and the tomato tart that results.”

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Before & After School Care

Asking the smart questions When it comes to choosing a before and after school care provider for schools, some people are struggling to know exactly what to ask for. While it is true that there are no dumb questions, there are certainly some smarter ways to ask them. Outlined below are the five smart ways to ask the best questions to help you get the best outside school hours care for your school community.

Before we get to the specific questions, it is worth reflecting on what you are trying to achieve with the selection process. Fundamentally everyone wants the right balance between quality and affordability as well as finding a good fit with their other requirements. The challenge is to ask questions that will give you the responses you need to make the right choice for your school. To do this you need to ask five different types of questions: 1. Requirements checklist 2. Financials 3. Descriptive 4. Responsive 5. Open-ended Each of these has a role to play in getting you the information you need in a way that can help you to make the right decision without the need to wade through nearly 200 pages of responses. The first step in this process is to go through all of the things that you want to know about the suppliers and then determine which of the following question types is best suited to getting you the answer you need. 1. Requirements checklist This type of question should give you a ‘yes’ or ‘no’ response. You can also provide an option for comment. If you do this, set a word limit to save you from getting an essay/sales pitch with each answer. This can be used to cover big questions like “Are all of your services NQF compliant?” through to some more of the more unusual questions such as, “Will you feed the school’s chickens during the school holidays?” Remember that just because you use the checklist format does not mean that each of the questions carry the same weighting in your scoring rubric. Important questions can still carry more weight; you just don’t have to read a lot of words to find out if the answer is ‘yes’ or ‘no’.

2. Financial questions Outside school hours care is unusual when it comes to finances as it has multiple parties involved. Parents are charged a fee by the provider, however this fee is substantially subsidised by government rebates. The provider also pays the school for use of the facilities and in many cases additional contributions to the school. Subsequently there will be a trade-off between fees charged to parents and the financial contribution to the school. In asking the financial questions, it is important to indicate which of these will be the higher priority. It is also important to get a full outline of all of the fees and charges involved and how they will be applied. Also if there are calculations or variables involved in the contribution back to the school, it is worthwhile outlining some attendance scenarios so that you can readily compare like with like. 3. Descriptive questions The intent of the descriptive question is to obtain an insight into the nature of the organisation you are going to be dealing with. It is important that these questions enable the organisation to express their expertise and personality as this will provide you with greater insight.

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Used well the descriptive question can be gold. Where many people go wrong is by trying to get it to do the job of a requirements checklist question as well as eliciting some more information. Keep the two separate. The requirements checklist question should be able to establish compliance, competence and the like. The descriptive question enables you to get a sense of the experience. Some examples of this are: • P lease describe the experience a grade one would have at their first session of after school care. • P lease outline the range of activities and resources that will be available to children attending the service. 4. Responsive questions These questions are scenario-based questions which provide an insight into how well equipped the organisation is to deal with various issues that may occur from time to time. • P lease describe how a parent could raise a concern or complaint and how this would be managed and resolved. • What will you do if parents or the school have concerns around a particular staff member of the organisation? • When assessing these questions it is worth looking for use of policy and procedure and other indicators of what they have prepared for this and other possible issues that may arise. 5. Open-ended questions The open-ended question is designed to give the provider an opportunity to tell you about things you may not have thought about. These are ideal for getting an overview of the organisation, the service offered, and other aspects of OSHC that they may know more about than you.

Speak to us about hassle free Before and After School Care that makes kids smile...

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Before & After School Care

Waiting lists in childcare? In some areas in Australia, and across the globe, parents are camping outside their school or childcare centre in order to secure a place for after school care. For those who miss out, their child is placed on a waiting list that is so ridiculously long, they may never have access to the service.

Darren Stevenson, director of Extend.

Why is this happening? This situation is created by two major contributing factors: staff shortages and floor space limitations. Child care is a specialist career and requires training, vetting and flexibility in hours worked. And you also have to love caring for children. The fact is there are not enough qualified child care workers in Australia to cater to the growing number of children requiring care. This leads to a shortage of staff which then impacts the number

to a pool of qualified and motivated staff, directly employed by Extend, to meet the growing demands of our sector. Our selection process and ongoing training ensure that we can trust and rely on our staff. That’s something you can’t buy from a temp agency,” he said. The second issue that impacts the number of child care vacancies is a lack of floor space. Australian National Quality Standards stipulate the square metre space required for each child in care. If there is only access to one room in

“Before we commence a service at any school we work together with the school community to assess demand. If we know demand is high, we identify and license the appropriate number of rooms within the premises to cater for all children.” of children accepted into any child care service. Darren Stevenson is director of Extend, a national outside school hours care provider. He says it is particularly difficult for schools running their own after school care program to have access to the small pool of qualified and experienced staff, which is one reason why they are often forced to cap the number of children attending school run out of school hours care programs. Darren says Extend has built a pool of qualified and experienced staff to ensure waiting lists do not exist in their Before and After School Care services. “Using our resources, we are able to attract qualified individuals looking for a career path in child care, and we invest heavily in HR, recruitment and training. We do this to ensure ongoing access

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the school, say a classroom or a school hall, and that facility is not big enough, then the number of children attending each day must be capped. Darren says this floor space pressure can be eased by allowing access to more than one area within the school. “Before we commence a service at any school we work together with the school community to assess demand. If we know demand is high, we identify and license the appropriate number of rooms within the premises to cater for all children. Of course, if you have children in several rooms, you may need more staff, which further emphasises the need for a solid pool of qualified staff. It’s all inter-related,” he said. Discover more about how Extend can meet the demands of your Before and After School Care needs at www.extend.com.au.

Before & After School Care

Finance

OSHC providers measure up School leaders can now have faith in the quality of care in After School Hours Care programs with the National Quality Framework (NQF) assessment process.

OSHClub director Scott Bull said that school leaders now have much more transparency regarding the quality of the OSHC programs running at their schools, whether they run their own program or have partnered with an external company such as OSHClub. “Under the federal NQF, all childcare facilities across the country are assessed in terms of their quality of care. It ensures that the quality of all OSHC services is continually evaluated and that a continuous improvement plan is in place for each site to offer an even better quality service.” OSHClub welcomes the NQF. “For the first time, a set of rules and regulations is in place to cover all OSHC services nationally. Each OSHC site is assessed as part of this process and then given an overall

rating, based on the quality of the service provided.” Scott sees this assessment process as an important and valuable part of the OSHC industry. “Twenty-eight OSHClub programs nationally have so far been assessed by ACECQA. Seventy-one per cent of these are meeting and/or exceeding the new quality standards. We are delighted with these results which are notably the highest in the OSHC industry. OSHClub has worked closely with ACECQA to develop the NQF assessment process and we have developed our Policies and Procedures to ensure they are in line with the new regulations and guidelines. “The need for Before and After School Care is ever more apparent,” he continued. “Over the last 12 months, the utilisation of our established programs has increased significantly. We have also experienced

I love OSHClub Australia’s highest quality Before & After School Care programs What makes a really Top Quality Before and After School Care Program? HAPPY CHILDREN

HAPPY PRINCIPALS

HAPPY PARENTS

> Fun activities > Friendly staff > Lots of friends to play with

> No work for the school > Flexibility to meet the school’s values and needs > Potential financial return

> Happy, safe children > Peace of mind > Great value for money

Call Philippa now on 56

0478 199 335

to find out what makes everyone happy. education matters primary

marked growth in the number of new services we now provide onsite at schools nationally as more school leaders understand the need for OSHC in their community.” Scott says a quality OSHC Program is a vital component of a school’s service. “Ensuring a program is compliant under the NQF can take up a significant portion of a school leader’s time – time which could and should be directed to the school’s core business. However this is OSHClub’s core business – which is why many more schools are approaching OSHClub, asking us to take over the running of their current program.” Find out more about how an OSHClub After School Care program will benefit your school by calling Philippa Younger on 0478 199 335.

Financial planning:

Your questions answered Financial tips and tricks for today’s educators and education sector staff by the Financial Planning Association of Australia.

Financial planning is about developing strategies to help you manage your financial affairs and meet your life goals – and the first step is to make sure you have access to quality advice. If you could achieve your financial goals by simply putting money away in the bank, you wouldn’t need a financial plan. Unfortunately, life is a little more complex – it’s hard to understand the intricacies of investment, taxation and ever-changing rules and regulations, so you need professional help. Yet many of us resist seeking advice, as if our financial future weren’t just as important as our health or our children’s education. We often decide to manage our financial affairs ourselves, or leave it to someone we know, which is a bit like buying vegetables at the butcher’s. Many people make the mistake of thinking that financial advice is for high net worth people who have money to invest and multiple assets. However, financial advice can also help people plan for things as simple as a holiday to something as important as retirement. A financial planner will help you reach your goals; even if retirement may seem a lifetime away, the sooner you start planning the more likely you’ll be to achieve financial independence and peace of mind. Read on to discover how to find a qualified financial planner, decide your financial goals and have a financial plan that will help you take control of your financial future. Why should I use a financial planner?

Financial planning is a specialist profession and you should make sure that you’re getting advice from a properly qualified person. A qualified financial planner has the expertise and ethical standards to ensure your finances are in safe hands. These highly-trained professionals are required to be aware of legislative changes and be financially informed to ensure the best advice is provided. The financial planner should be open to questions about their previous experience, truthful about their level of qualification and the work they offer, and explain the charges and cost prior to any service. A financial planner can help you achieve both short and long term life goals. These could include: • An overseas holiday • The cost of extracurricular activities for your children • A holiday home • A comfortable retirement What should I look for in a financial planner? Always look for a planner who works for a firm that holds an Australian Financial Services (AFS) License issued by the Australian Securities and Investments Commission (ASIC). You should ask for a copy of their Financial Services Guide. Look for a planner who is a member of the Financial Planning Association (FPA). The FPA represents the interests of the public and Australia’s

education matters primary

Finance

flow management, a savings plan, superannuation, tax planning, home loan repayments, debt management and reduction, insurance, investments and retirement. Your financial planner has a responsibility to provide the best possible financial advice for your situation. Ask him or her ‘how will you help me to reach my goals?’ Your financial planner’s responsibilities are to make clear recommendations, outline the risks involved and communicate any possible strengths or weaknesses in the plan. Remember that your financial planner cannot predict the market or ensure investments are always favourable.

professional community of financial planners. Members of the FPA must meet stricter criteria and higher standards than required by law. The CERTIFIED FINANCIAL PLANNER® (CFP®) designation is the highest level of certification that a financial planner can achieve. CFP® professionals demonstrate their commitment to excellence in financial planning by meeting initial and ongoing competency, ethics and practice standards and agreeing to abide by the standards laid out in the FPA’s Code of Professional Practice. CFP® professionals are also members of the FPA, and have achieved the highest certification available worldwide – CFP® professionals represent the best of the best in financial planning. There are 5,500 CFP® professionals in Australia. Rapport and trust are essential as your financial planner is going to know more about you than your accountant or doctor, as he or she will have details of your finances, medical history and family situation. If you can’t establish that rapport early on in your first meeting, keep looking. Financial planning is a relationship business and not just a one-off meeting. Ask plenty of questions about their qualifications, professional memberships and experience. Remember that good advice is concise and easy to understand.

Short term financial advice Are you saving for a holiday or buying a new car? Short term advice can help you set achievable goals to be accomplished in a short timeframe of six to 12 months. The financial planner will look at your income and expenses and create a financial plan specifically for your lifestyle, so you’ll be on that holiday in no time. A financial planner can also help with many other short term financial goals that include selecting

products (superannuation funds, term deposits), reducing debt, household budgeting and increasing your savings. Medium term financial advice Generally speaking, maintaining your financial goals is an ongoing process, especially as your income, expenses and tax situation change. You may have several goals and require a comprehensive financial plan to cover finances, such as home loans and investments. A financial planner will help set goals within a medium timeframe (one to four years) and establish a financial plan with strategies for achieving those goals. You should consider the level of risk you are willing to take in terms of investment to ensure a suitable investment strategy is implemented. Those seeking broader financial advice may have continuous meetings with their financial planner, at least once a year, to alter the financial plan in accordance with their situation. Long term ongoing financial advice Financial security and wellbeing is generally achieved

“…even if retirement may seem a lifetime away, the sooner you start planning the more likely you’ll be to achieve financial independence and peace of mind.”

When will I need financial advice? Most people seek advice from a financial planner when they hit major life milestones. This can include: • Entering the workforce • Being made redundant • Buying your first home • Deciding to start a family • Inheriting money • Approaching retirement While it is important to have qualified financial advice to help you through these events, according to Mark Rantall, CEO of the FPA, you don’t need to wait in order to benefit from establishing a relationship with a professional planner. “The younger you are when you realise the importance of needing to save and invest the better,” he said. “It will mean that when it does come time to buy a house or retire you will be financially prepared

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and have an existing relationship with a financial planner to help navigate the complexities of investing, taxation and debt.”

over a long period and is ongoing. Long term financial planning is usually recommended for those with multiple assets and investments and to help people prepare for retirement. The financial planner provides regular reviews of the individual’s finances and regularly evaluates their financial goals and strategies. For those using a financial planner for long term advice, the financial planner will keep you updated with any changes that could influence your investments, such as market slumps. While short term timeframes in regards to growth investment are a high risk, investing over a longer period of time means you can wait out the lows of the market. Top tip If you are concerned about having enough money for your retirement, tools such as the MoneySmart Retirement Calculator will help you work out if there is a shortfall in your plan. A financial planner can then help put a strategy in place to ensure you will reach your savings goals and be able to enjoy your retirement without being worried about your finances Deciding your financial goals can be a difficult process and depending on your financial situation can sometimes be complex. In many circumstances a financial planner can be just what you need to meet your financial goals in a realistic timeframe. Once your goals are decided, your financial planner will put a financial plan in place. What does a financial plan include? Every individual or household is unique and requires a unique financial plan. A good financial planner will review your lifestyle and create a financial plan specifically suited to you. The financial plan will include financial strategies that will meet your goals. Once you’re satisfied and agree to the suggestions of the financial planner the financial plan will be put into action.

How do I identify my financial goals? People often turn to a financial planner to help simplify their finances and set achievable financial goals, providing greater confidence to plan for their future. These goals can include: • Paying off your student loan • Paying off the mortgage • Paying off any short term debt e.g. cash loans, credit cards • Having enough money to retire at a certain age • Contributing to your savings goal each week • Saving for an investment • Saving for a holiday In order to achieve these financial goals, a financial planner will be able to help you with budgeting, cash

Receiving your advice Once you have agreed on your plan with your financial planner, a statement of advice will be provided to you. The document will state who is covered by the advice, for example yourself, partner or children and provide a summary of your financial situation. Your financial planner will make financial advice recommendations including strategies to achieve

education matters primary

Finance

School Administration

your financial goals and objectives. This will include products and services to benefit your financial situation, with an explanation of why those were specifically chosen. You should also receive a clear explanation of the fees and charges paid by you, including the financial planner fees, product fees, the cost of switching products and all future costs. Take the time to carefully look over your financial plan to make sure you understand the recommendations and make any alterations before agreeing to the plan. Investments and risks involved The level of investment risk will be stated in the financial plan and should reflect the risks you are comfortable with taking. Ask your financial planner ‘What rate of return do I need to reach my goals?’ Borrowing to invest is popular for those looking to build their wealth in a shorter time frame. However, the risks involved should be explained clearly in the financial plan, such as possible loss of capital, the instability of interest rates, repayments of the loan or unexpected life changes, such as redundancy.

Better for your school, better than paper, better for your budget

The financial plan should be reviewed regularly (at least once a year) and adjusted according to life changes. If you receive a pay rise at work you may consider contributing the surplus to any savings plan or if you lose your job you will need to consider the impact to your financial position including your financial plan. There could also be situations outside your control, such as a drop in the market value of your investment. You might consider continuing with the product for a longer period of time until the investment improves or discuss changing products with your planner. A financial plan is a guide to your financial future and a step towards financial freedom and peace of mind. How do I find a financial planner? The Financial Planning Association (FPA) website (www.fpa.asn.au) is a good place to start looking for a financial planner and for more information in general about financial planning. All FPA members are listed in an online directory called ‘Find a Planner’ that you can search by using your postcode. To go direct to ‘Find a Planner’ go to www.fpa.asn.au/findaplanner.

Booking with School Interviews is cheaper, faster, easier and more convenient than the old paper method.

Parents can easily choose times that suit their family, check appointments and reschedule online – all by themselves, significantly reducing calls to the school and dramatically increasing parent attendance. School Interviews is a fully-functioning, fullyserviced and fully-supported system that comes with FREE tech support for staff and families. Unlimited use, no complicated data entry, no need to add student or family information, no individual passwords to distribute, no software to

West Public School in Sydney, has used the system successfully, and will do so again. “We didn’t get any complaints,” he said. “The parents who had more than one child absolutely loved it. As administrator it was so easy to set up, office staff got very few calls and the teachers found it really easy to use and set up their breaks.” Visit schoolinterviews.com.au to sign up for a free trial and see the difference today!

Useful sources of information include: moneysmart.gov.au myagedcare.gov.au

1. FIND A PLANNER When you decide that you would like to seek financial advice, the first step is to find a planner with the appropriate qualifications and that you feel comfortable with. The Find a Planner directory on the FPA website is a good place to start and will help you find a planner in your local area.

How the financial planning process works:

install, no hidden charges. With so little to do, you can have your bookings online in minutes. It’s as simple one, two, three. Use it all year round for volunteer rosters for school fetes, to book school tours, for subject selections and set planning, or for RSVPs for information nights. Once all the bookings have been made, you can download, print and distribute professionally formatted timetables to teachers and organisers. Gerry O’Brien, Assistant Principal at Penshurst

2. DEFINING THE SCOPE OF ENGAGEMENT The planner should explain the process they will follow, find out your needs and make sure they can meet them. You can ask them about their background, how they work and how they charge.

Booking parent/teacher interviews online is as easy as...

3. IDENTIFYING YOUR GOALS You work with the planner to identify your short and long term financial goals – this stage serves as a foundation for developing your plan. 4. ASSESSING YOUR FINANCIAL SITUATION The planner will take a good look at your position – your assets, liabilities, insurance coverage and investment or tax strategies. 5. PREPARING YOUR FINANCIAL PLAN The planner recommends suitable strategies, products and services, and answers any questions you have. 6. IMPLEMENTING THE RECOMMENDATIONS Once you’re ready to go ahead, your financial plan will be put into action; where appropriate, the planner may work with specialist professionals, such as an accountant or solicitor. 7. REVIEWING THE PLAN Your circumstances, lifestyle and financial goals are likely to change over time, so it’s important your financial plan is regularly reviewed, to make sure you keep on track.

education matters primary

Try it yourself for FREE – at www.schoolinterviews.com.au Enter event code HIGH5 for secondary school, or PRIM5 for primary school.

www.schoolinterviews.com.au education matters primary

Facilities Management

Providing optimum air quality for Asthma sufferers Asthma is a condition of the airways. People with Asthma have sensitive airways in their lungs that react to triggers, making it harder for them to breathe. Asthma can affect people of all ages and is particularly common amongst the younger generation.

Did you know that asthma has doubled since the 1990s and is the leading cause of school absenteeism and hospital admittance for kids? Statistics show that one in six Australian children are currently diagnosed with this condition. Schools strive to improve health and development outcomes for students and at Pacvac we do too! It is proven that using the correct commercial cleaning equipment to clean schools helps create a happier and healthier environment for all. From classrooms to canteens, Pacvac has specifically designed a range of cleaning equipment to help keep the air you breathe clean. We believe clean air equals happy people and healthy minds. Now thatâ&#x20AC;&#x2122;s a worthwhile investment!

Back Pack Vacuums

Canister Vacuums

It is important that vacuum cleaners are fitted with HEPA (High Efficiency Particulate Air) filters meaning that at least 99.97% (at 0.3 Micron) of dust particles are retained; helping children with allergies or asthma breathe easier. How do you achieve this? In essence, by providing optimum air quality. Cleanliness is one of the factors that go into good air quality, but one of the easiest for you to manage is carpet and floor cleaning. It is important that vacuum cleaners are fitted with HEPA (High Efficiency Particulate Air) filters meaning that at least 99.97% (at 0.3 Micron) of dust particles are

retained; helping children with allergies or asthma breathe easier. Pacvacâ&#x20AC;&#x2122;s products have been specially designed to promote optimum air quality and that is why Pacvac is the preferred supplier for vacuums to the education departments in Western Australia and Queensland. Want clean air in your school and even in your own home? Make Pacvac your Smarter, Cleaner, Healthier choice. For further information visit our website www.pacvac.com.au or email sales@pacvac.com.au

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Polishers

Wet and Dry Vacuums

Cybersafety

How do schools promote cybersafety? In the following extract from Beyond Cyberbullying – An essential guide to parenting in the digital age Michael Carr-Gregg says that all schools should have a holistic approach to cybersafety.

To be honest, up until the last decade, the education systems in Australia and in many western countries, with a few notable exceptions, have moved with the speed of mammalian evolution on the issues of school bullying and its cyber cousin. For many years the majority view (reminiscent of Tom Brown’s School Days) was that a little bit of schoolyard bullying was fine, probably made young people more resilient, and unless someone was in need of hospital treatment, it really wasn’t the school’s business. As far as cyberbullying is concerned, the initial view was that if an incident occurred outside the school (most did), then it could not possibly fall under the school’s jurisdiction. With the help of a few high-profile media stories and some legal cases, this view has shifted, and now most schools have an acceptable use policy covering all online communications between students, parents and teachers that impact on the school community. The official document deployed by the federal government is the National Safe Schools Framework, which is designed to help Australian schools develop effective student safety and wellbeing policies including cyberbullying. While this document promotes some worthy goals – ‘creating learning environments which are free from bullying, harassment, aggression and violence’, for instance – the truth is that there is no monitoring system and funding is not linked to implementation. This means that in some schools the document is still in its cellophane wrapper or, worse, relegated to the recycling bin. The consensus among cybersafety

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experts is that all schools should have a holistic approach to the issue and should be able to tick several crucial boxes. If in doubt, it’d be worth asking your child’s school if they’re aware of the Australian Communication and Media Authority’s free and accredited Cybersafety Outreach Professional Development for educators program. Ask if they have done any of the following (as suggested by the ACMA): 1. Establish a cybersafety team Create a cybersafety committee with at least one member being a tech head (a.k.a. computer nerd) and others being experts in student welfare, staff management and curriculum development.

5. Draft and circulate a code of conduct Draft a cybersafety code of conduct, including clear incident response flow charts, to ensure all staff and relevant parents are aware of how to deal with a breach of the code of conduct. Consult with staff, parents and, where appropriate, students on the draft code. Revise and redraft in line with feedback and consult again if necessary.

2. Conduct a cybersafety audit Figure out what the school currently does to support and encourage cybersafe behaviours.

6. Promote and share the code of conduct Arrange for the code of conduct to be sent home for parents and children to read and sign together.

3. Identify issues Consult with staff, students and parents to identify key cybersafety issues and determine whether current policies and procedures adequately address these issues.

7. Appoint a cybersafety contact person Organise someone as a first point of contact for students, staff and parents if a cybersafety issue arises. They will be responsible for starting the agreed process for handling the cyberbullying and facilitate communication between the parties involved.

4. Research cybersafety resources Examine the available school-focused resources. eSmart, an Australian cybersafety and wellbeing initiative, is a good place to start.

8. Regularly review the code of conduct Technology changes fast, so make sure the code of conduct reflects the latest usage.

The consensus among cybersafety experts is that all schools should have a holistic approach to the issue and should be able to tick several crucial boxes. 9. Integrate cybersafety into curriculum Use the federal government’s Cybersmart teacher resources, plus any from the state government to integrate cybersafety into the curriculum. 10. Educate parents Provide cybersafety information to parents. (One fabulous idea would be to make this book available to the parent community!) The cybersafety contact person could host an internet safety awareness presentation for parents, directing parents to the following sites: Cybersmart: Developed by the ACMA, Cybersmart provides activities, resources and practical advice to

education matters primary

help kids, teens, teachers and parents safely enjoy the online world. Bullying No Way: Bullying No Way is a free online resource that aims to create learning environments where every student and school community member is safe, supported, respected and valued, and free from bullying, violence, harassment and discrimination. Cybersafety Help Button: The Cybersafety Help Button is a new Australian government initiative designed to keep children and families safe online. It is a free web-based application giving young people the ability to talk about, report or learn about cybersafety issues by clicking on the button. eSmart: Following a successful pilot (involving 164 government and non-government schools in urban, rural and remote regions around Australia), this cybersafety program (developed with the assistance of the Alannah and Madeline Foundation) is now being rolled out nationwide. Edited extract from Michael Carr Gregg’s Beyond Cyberbullying, published by Penguin, RRP $19.99 or eBook $12.99. Visit www. penguin.com.au for more information.

Cybersafety

Magazine

The eSmart Schools program grows in 2014 “When the history of cybersafety in Australian schools is written, there will be a large chapter devoted to the eSmart school system. eSmart Schools not only meets the needs of busy educators but also provides students with the skills, knowledge and strategies to use the internet in a safe, smart and responsible way. It is truly the Rolls Royce of Australian cybersafety.” – Dr Michael Carr-Gregg, Child and Adolescent Psychologist.

Over 2000 Australian schools have signed up to eSmart Schools since the program began in 2011 – and that’s only the start – says Judi Fallon eSmart Schools Program Manager. By the end of 2014 she hopes to see the program up and running in over 3000 schools nationally. eSmart Schools is an easy-to-use, evidencebased system that provides a framework approach to help improve cybersafety and wellbeing in Australian schools. It is a behaviour-change framework that guides the introduction of policies, practices and

whole-school change processes to support the creation of a cybersafe or eSmart environment. The online system provides a road map to cybersafety, and links to suitable resources and tools, to equip the school community with the skills and knowledge needed for the safe and responsible use of technology. An eSmart school is capable of making prompt, effective and consistent responses to bullying, cyberbullying, cyber-abuse and other negative behaviours.

There are six domains in the system, each of which covers one key aspect of becoming an eSmart school. An independent evaluation shows that eSmart Schools is having a real impact in schools, with more than 90 per cent of principals and coordinators saying it helped them embed safe and responsible behaviours. For more information visit the eSmart Schools website www.esmartschools.org.au or call 1300 592 151.

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eSmart is now in one in five schools across Australia. eSmart Schools, an initiative of The Alannah and Madeline Foundation, is a behaviour-change framework that guides the introduction of policies, practices and whole-school change processes to support the creation of a cybersafe environment.

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A survey of over 500 principals found that over 90 per cent agreed that eSmart assists schools to embed the smart, safe and responsible use of technology across the curriculum. For more information or to register your school: www.esmartschools.org.au esmart@amf.org.au 1300 592 151

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TODAY

Security

Keeping our schools safe

control panel to a monitoring centre. The operators check what type of alarm is coming through and then take action by calling key holders, a patrol response or the police. Monitoring Centres monitor when the alarm is being armed and disarmed, indicating open and close times of the school. The Australian Security Industry Association Limited (ASIAL) operates a certification scheme for alarm monitoring centres in accordance with Australian Standard 2201.2:2004 (Intruder Alarm Systems - Monitoring Centres). The scheme provides customers with the reassurance that the standards applied at a monitoring centre are independently audited on a regular basis. To view a listing of currently certified monitoring centres visit www.asial.com.au/ Resource-Centre/Monitoring-centre-certification for more information.

Keeping schools safe and secure is fundamental to the welfare of staff and students, as well as the school’s facilities, writes John Fleming.

Schools in Australia remain among the safest places a child can be. However, ensuring this continues to be the case is a challenge that school administrators have to grapple with on a daily basis in an ever-changing environment. Earlier this year a survey of 860 educators conducted by the Herald Sun newspaper found that 55 per cent of Victorian teachers want extra CCTV cameras in schools to assist in responding to the growing reports of physical violence, verbal threats and vandalism. Support was 63 per cent among secondary schools and 47 per cent at the primary level. The survey also found that 74 per cent of teachers had experienced physical violence from students and 88 per cent were aware of other teachers experiencing violence. Across the country, state and territory governments have invested significantly over recent

years in upgrading school security. Since 2007 the Federal Government’s Secure Schools Program has committed significant funding to assist at-risk government and non-government schools to meet their particular security needs and protect them from racial, religious or ethnically motivated violence and property crime. In 2012 the Secure Schools Program was expanded to include funding to preschools to improve security infrastructure. Twenty-one preschools were awarded funding. A total of 126 projects in 77 schools and preschools have been funded to date. Keeping schools safe and secure is fundamental to the welfare of staff and students, as well as the school’s facilities. In order to achieve this, school administrators need to identify all of the potential security risks faced by their school and formulate a plan to control and manage these risks.

Keeping schools safe and secure is fundamental to the welfare of staff and students, as well as the school’s facilities.

Approaches include prevention, response and recovery activities. Among the key areas of concern include: • Threat of harm to staff and students from unauthorised persons on site; • Theft and damage due to break and enter incidents; • Malicious damage to school buildings; • Arson; and, • Threat or harm to staff to/from students and/or parents. John Fleming is General Manager with the Australian Security Industry Association Limited (ASIAL). John has over 30 years of experience in the security industry, including senior executive management roles with Siemens Building Technologies and SNP Security.

Security Systems Monitored security alarm systems can provide early detection of potential burglars and duress protection

education matters primary

for staff. Alarm systems use sensors which detect and trigger an alarm at the control panel, the sensors used could include, passive infrared movement sensors (PIR) vibration sensors, glass break sensors, magnetic contacts. In the event of an alarm being activated the alarm system is typically attached to a telephone line, or other methods such as wired Internet Protocol (IP) and wireless General Packet Radio Service (GPRS) monitoring paths to provide in built redundancy. If one path is down, the other continues to transmit alarms, which is then used to send signals from the alarm

education matters primary

Access Control Systems Access control systems are designed to provide the ability to control, monitor and restrict the movement of people, assets in and out of the school, whilst helping manage known or anticipated threats. Access Control is essential for schools to protect staff, students and assets and can be scalable from a single entrance door to a large integrated security network. These systems have the potential to integrate other systems such as time and attendance, visitor management. These functions also reduce administration costs. Access control systems can also help cut energy bills by reducing energy wastage and improve a schools environmental footprint. The key components are: • The physical barrier, which are typically doors that are secured by either a magnetic or electric strike locks. • The identification devices offered use a number of different technologies, such as Proximity cards, smart cards, swipe cards, PIN code pads and gaining more market acceptance are Biometric products like finger print, facial recognition and Iris scanning for higher security sites. • The heart of the system is the door controllers and management software which are used to decide who can gain access, through what access point and at what time of day or night. The door controllers are linked together to a PC to control a site or a number of sites can be linked together over a (WAN) wide area network.

Security

Not only can the access control system achieve its primary function of monitoring the flow of authorised personnel around the premises it can provide a wealth of data on which areas of the building are occupied and when. Identifying the usage of a building will greatly help in reducing power consumption and ultimately produce substantial cost savings. The key area for power saving are in adjusting lighting, heating, ventilation and air-conditioning in areas of the building that are not occupied. Closed Circuit Television (CCTV) systems CCTV is a visual surveillance technology with the capability to monitor a variety of environments and activities. CCTV is now an integral component in the design of cost effective security solutions, which deter, detect, help supervise and verify activity associated with security or safety risks. New advancements in security cameras and Digital Video Recording have made CCTV cameras and video surveillance one of the most valuable security and loss-prevention solutions available. CCTV security systems are reliable, efficient and simple to use.

As the overall security industry continues to move towards IP based video surveillance, deploying video surveillance solutions has become a key requirement. A typical indoor system involves items such as software, IP cameras, Category 5/6 wiring, servers, routers, switches, and storage devices. Generally speaking, all of these items have been designed to be installed and operated in a room temperature (controlled) environment with easy access to each system component. Cameras come in different forms and shapes – vandal proof, indoor/outdoor, covert and discreet cameras. Highly reliable speed domes will take a pre-set position in less than a second while zooming and focusing automatically on the area of interest. Of all the security products camera technology is evolving quickly into the digital space. A strong advantage of IP network-based video surveillance systems over analogue video systems is scalability. IP-based systems scale easily from one to thousands of cameras in increments of a single camera. There are none of the mandatory 16-channel jumps dictated by pre-configured analogue systems

using Digital Video Recorders (DVRs). This makes IPbased solutions ideal for growing a system as budget allows. Installation can be done in stages and video encoders can be used to incorporate existing analogue cameras, creating a hybrid system that preserves the existing security system investment. It’s nearly always less expensive to set up a hybrid IP video surveillance system and gradually replace existing analogue equipment with the superior functionality of IP network cameras and other components. Physical security Applying a barrier between a would be thief and school equipment or ‘target hardening’ as it is often known, means that the offender has to remain on site for a considerable amount of time, thereby apprehension is increased and reward is decreased. Security fencing and gates for access in and out of the school is an option commonly used to stop vandals and thieves from breaking into schools and damaging property. They can also provide a means of preventing unauthorised access to playgrounds during school hours. A lighting system can also act as a simple, but effective means of reducing the opportunity for people to hide in the grounds and supports the capture of good quality images on a Closed Circuit Television (CCTV) system. Security officers / patrols Many schools engage security providers to perform patrols of school grounds outside of school hours and term time. This acts as a deterrent to would be thieves and vandals and provides an opportunity to undertake routine checks that the grounds are secure. A growing number of schools are also now engaging security officers during school hours. Making the right choice Selecting the right security provider shouldn’t be a lucky dip. To ensure that schools make the right choice, it is vital that their contractor selection panel conducts a thorough due-diligence review of potential providers. Choosing a provider based on the lowest price will more often than not result in an inferior level of service being provided than you require. Reputable security providers are committed to providing a quality service and play an active role through their professional membership of peak industry bodies, such as ASIAL. They possess the

education matters primary

Security for schools is not a quick fix solution. Like Band-Aids, quick fixes don’t last long and need to be reapplied often. A good school security plan needs to be carefully thought through and executed. It should be integrated into the day-to-day routine of all staff so that it is not recognisable as a separate measure.

appropriate insurances, train their employees well, use only appropriately licensed security personnel and provide wages and conditions in accordance with a lawful industrial instrument. Those that don’t will compromise the security of your school. To help you assess the credentials of a security provider, some of the criteria to consider include: • Adequate / current insurance cover – view documents and ensure that they are current and provide coverage suitable to your requirements. • A good reputation – investigate provider’s reputation to ensure that they have maintained good relationships with customers, are trustworthy and dependable. • References – request and check references to obtain a valuable insight as to the reliability and performance of the security firm. ASIC and business search tools to check trading history can be very helpful. • Training – review the security firm’s training regime and request supporting documentation to support their assertions. • Equipment – ensure equipment to be provided by the security firm is fit for purpose and meets all work health and safety requirements. • Costs – understand financial arrangements with the security firm regarding the planned invoicing cycle, rise and fall cost management, cost drivers, rate reviews, additional charges and award/agreement impact. • Written contract – defining the rights and responsibilities between client and security provider should be detailed and written, including dispute

resolution processes, contract review, extensions and termination. • Management – experienced management personnel with specialist expertise in the security industry will ensure effective delivery and well-trained and supervised staff. • Security officers / Technician qualifications – you should request evidence that only appropriately licensed and trained personnel work on site. Licensing requirements vary from state to state, visit www.asial.com.au for more information. To enable a security provider to meet the established criteria and deliver the service, you need to clearly communicate the requirements through: • A concise statement describing the security activities to be performed including the days, hours of service delivery.

education matters primary

• A detailed set of any special instructions, given to the security provider to develop into standard operating procedures to enable them to deliver the service. • Nominated management representative to liaise between the school and the security provider. Due-diligence as indicated includes the checking of references, operational performance and achievements. Organisations should provide more than one reference and if not, schools should request a variety of referees and actively canvass the performance of the security provider. If a submission or quote appears too good to be true, it needs to be thoroughly investigated to ensure that no short cuts are being taken. For example, will the quality, description and performance of the equipment match the specifications of the quoted work? Will only appropriately skilled and licensed personnel be used? Will the work be sub-contracted? Will personnel employed be paid in accordance with award rates? Does the quote include a comprehensive maintenance program for the security system installed? Success in selecting a security provider will be significantly enhanced by a proactive school selection program, with the school having clearly articulated their requirements, arrangements and expectations. The environment in which schools operate is constantly evolving and changing. The challenge for school administrators is keeping up with these changes and responding in a prompt and appropriate manner. Security for schools is not a quick fix solution. Like Band-Aids, quick fixes don’t last long and need to be reapplied often. A good school security plan needs to be carefully thought through and executed. It should be integrated into the day-to-day routine of all staff so that it is not recognisable as a separate measure. Hand in hand with this is selecting the right security provider. Ultimately, making the right decision comes down to making an informed choice.

About ASIAL ASIAL is a not-for-profit organisation that represents organisations who provide approximately 85 per cent of the security services delivered in Australia. Visit www.asial.com.au for more information or to find an ASIAL member company.

Marketing

Which school? When it comes the time for parents to ask this question, how does your school rate? Good marketing can ensure your school’s message will get into the hands of potential future students and parents, writes Kathryn Edwards.

In Australia parents are empowered with the choice over where to send their children to school. Parents have the flexibility to choose any school within their budget – be it big or small, near or far, religious or non-religious – and at any stage during their child’s schooling years. It could be the local primary school for their child’s primary years, and then off to a boarding school for their child’s secondary years. Or perhaps the local high school and then a private college for years 11 and 12. If you want to enter a parent’s mind during their decision making process good marketing and a strong word of mouth is paramount.

Managing director of publishing company Prime Creative, John Murphy, says it is critical for schools to have a solid marketing campaign to support its reputation and word of mouth within the community.

“Deciding on which school to choose for your child is an important decision and as parents you want to be well informed – I know this from personal experience as my children are approaching high school age – so it makes sense

“The importance of professional marketing cannot be underestimated. In this day and age people reference opinions and ideas from numerous sources. Word of mouth is strong but so is the web, print, radio, television and other mediums.” “The importance of professional marketing cannot be underestimated,” he said. “In this day and age people reference opinions and ideas from numerous sources. Word of mouth is strong but so is the web, print, radio, television and other mediums.

for schools to professionally and consistently market their point of difference and position in the marketplace, to set out exactly what their values are, and for parents to decide if this is the right school for their child.” Murphy adds that reputable school guides, such as Prime Creative’s WhichSchool?, form a successful part of a school’s multi-platform marketing strategy as they provide all the relevant information a parent is looking for in one place. “It also gives schools the opportunity to communicate where their values and priorities sit,” he said. Neil Pierson, storyteller at the Centre for Marketing Schools, said parents want to know what is unique about your school and who they are entrusting the care of their children to. “When it comes to school marketing schools should focus on one or two ways, do it well and then add others, rather than being overwhelmed by all the choices.” Prime Creative is the publisher of Education Matters. For more information visit: www.primecreative.com.au

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TAKE ADVANTAGE

OF THE MODERN MEDIA LANDSCAPE

Today’s parents are informing themselves on their education choices through a variety of media – websites, apps, print magazines and more.

QUEENSLAND “STUARTHOLME SCHOOL has advertised in WhichSchool magazine for the past two years. The publication has a great layout, is easy to navigate and employs great use of colour and design. The magazine is beautifully produced and a great forum for us to promote the benefits of our wonderful school. Chelsea is great to work with and goes the ‘extra mile’ to ensure we are happy. Thanks WhichSchool!”

WhichSchool? engages all of these modern mediums of communication and is now encouraging schools to take advantage of these options by facilitating the creation of your own customised content.

Maree Taylor Stuartholme School - Brisbane

NEW SOUTH WALES

VICTORIA “WESLEY COLLEGE Melbourne has enjoyed advertising with WhichSchool magazine since 2009. The magazine is well-designed, looks good and is a great publication for Wesley College to promote its programs. Whichschool staff have always been very professional, but also accommodating, with all of our requests.”

Dennis Freeman Wesley College - Melbourne

Edition 4 - 2014

WEBSITE

A Guide to Non-Government Schools - NSW

WESTERN AUSTRALIA “GUILDFORD GRAMMAR SCHOOL have advertised in the WA edition of WhichSchool magazine for the past three years and have found the publication to be a valuable tool in the marketing of our school. Chelsea and the WhichSchool team have been extremely helpful and accommodating and on the two occasions we were involved in editorial, the interviews and finished article have been of a very high standard.”

NOW A

IIN N th thIS IS ISS ISSue ue

$11.95 (inc. GST) ISSN 1839-020X

9 771839 020002

early Learning Dealing With Bullying International Baccalaureate t Principally Speaking: trinity Grammar School

PRINT MAGAZINE

MULTIMEDIA EXPOSURE

Gillian MacDonald Marketing and Public Relations Officer Guildford Grammar School – Perth

SOCIAL MEDIA

“THE SCOTS COLLEGE has been very pleased with the WhichSchool product. The quality of the finished publication and the service provided by Chelsea has always been exemplary and matches The Scots College’s commitment to strive for excellence. WhichSchool are always looking to how they can differentiate their offering from others in the marketplace and it is certainly not just another simple directory. We look forward to the proposed changes including the new interactive digital version that they are making for 2014.”

Mark Anthony The Scots College - Sydney

NEW ZEALAND “ST ANDREW’S COLLEGE was fortunate to have the opportunity to buy the cover package for WhichSchool magazine for 2013 and we have been delighted with the feedback we have received. This quality magazine gives us an opportunity to profile our brand at a national level, which complements our overall marketing strategy. We particularly like that there is not only a hard copy magazine but also an online presence. We have found that WhichSchool have been very professional to deal with and worked hard to ensure we are happy with the final advert.”

Francesca Eathorne St Andrew’s College – Christchurch NZ

NEW SOUTH WALES “When WhichSchool magazine was introduced into NSW, I was initially skeptical after seeing “similar” magazines come and go in the years prior. However, the professionalism, competitive research and commercial astuteness of WhichSchool’s team gave me the confidence to invest – a decision I am pleased with and have since repeated for each subsequent issue. Their personal attention, interest in my advertising goals (and willingness to help me achieve them) and value for money are the three primary drivers behind my ongoing association with the publication. I do recommend it.”

APP

K.Pickering, Marketing, Communication and Media, Roseville College – Sydney

Edition 4 - 2014

A Guide to Non-Government Schools

For more information contact Chelsea Daniel

Phone 03 9690 8766 Mobile 0425 699 878

- NSW

Email chelsea@whichschoolmag.com.au NOW AvAilAble

® on ipad

IN thIS ISSue

$11.95 (inc. GST) ISSN 1839-020X

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