Emp0915 by PrimeCreativeSM

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

15 - MAR

SEPT 20

2016

Promoting academic excellence through digital learning The occupational health and safety challenges for educators Collaboration driving teacher professional learning What is social media and how can it be useful for teachers?

SCHOOLS NEED MORE TIME FOR PLAY, NOT LESS

Let’s get kids active engaged & having fun! This $100 million Australian Government Sporting Schools programme is giving the nation’s primary school children more opportunities to do sport before, during and after school hours. It’s easy to: Register

Apply for funding

Deliver

I’m versatile

A new perspective on scanning ■ Minimise unevenness in image quality with the new “VI Technology” ■ A3 sized documents or thick documents can be scanned directly without touching the surface of the precious document ■ Less than 3 seconds are needed for scanning ■ Shorten operation with “Page Turning Detection” ■ Correct distortion and curviness of books with “Book Image Correction”

shaping tomorrow with you

Simply push the scan button on the ScanSnap SV600 to start scanning. You can scan documents which are impossible to scan using an ADF scanner. Large documents, thick books, and your precious memories. You don’t need to cut out pages anymore and you can even scan multiple document in one go. These are all made possible by the new Versatile Imaging Technology. Scan it with Fujitsu. If you would like more information please contact Proscan 1300 132 001

au.fujitsu.com/scanners

Editor’s Note

Digital learning and technology use in Australia’s classrooms is constantly evolving, and as such a significant part of our magazine is always devoted to the topic. Inside this edition two contributors have shed light on the evolution of digital technologies in schools that has brought new opportunities but also left many grappling with the rapid change. Director of IT and eLearning at Melbourne’s Yarra Valley Grammar School, Philip Callil, says while Australian schools have embraced digital learning, not all teachers are convinced of the efficacy and benefits of digital learning. For professional learning to make a difference to daily practice in the classroom, teachers need to have more than just skill development. President of the Australian Primary Principals Association, Dennis Yarrington, has also weighed in on the topic. He says while the change in schools has been actively taken up by some in the teaching profession, there is still work to be done and teachers need to acknowledge that today’s environment is different. The annual Australian Principal Health and Wellbeing Survey has pointed out some of the reasons why the workload of Australian principals is rapidly approaching a tipping point, beyond which the job will become unsustainable. The Survey’s Chief Investigator Philip Riley writes inside that if principals’ work is becoming unsustainable then so is teachers’ work. He discusses the occupational health and safety challenges for educators and how you can best achieve a sustainable work-life balance. The 2015 Survey is currently being conducted by Riley and a team at Australian Catholic University. The survey, open until October 4, is confidential and is independent of all employer groups, professional associations and unions. Your participation is highly encouraged and you can visit www.principalhealth.org to take part. Not to be forgotten of course is the wellbeing of your students. Student Wellbeing Consultant for the Association of Independent Schools of New South Wales, Nicky Sloss, discusses how teachers can help their students on the path to wellbeing. She says a whole-school approach to wellbeing is about creating a safe and supportive environment in schools, one that enhances all dimensions of health and the development of students. Also inside I speak with Harvard University physicist and educator Eric Mazur about how he believes approaches to assessment in education are outdated and that teachers should rethink their approaches in order to better prepare the leaders of tomorrow. We look at an exciting new collaborative, professional learning community called South Australian Inspired Learning (SAIL), founded by a small group of educators in Adelaide, South Australia. Executive Director of Play Australia, Barbara Champion, writes about the import role of play in human development and how the provision of quality play opportunities is an integral part of a good learning environment In our ‘spotlight on’ series ACHPER National Executive Director Alison Turner explains the health and physical education (HPE) learning area and says it is essential that HPE be supported through every primary school environment to ensure that every student has the skills, knowledge and understandings to be engaged, confident and capable learners. Gabrielle Leigh, President of the Australian Government Primary Principals Association, discusses the key issues emerging in 2015. Finally, make sure you turn to page 76 where teacher and social media guru Meridith Ebbs has compiled a handy guide for those principals and teachers trying to navigate their way in the social media world. I’m delighted to bring you this edition of Education Matters – Primary 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.

Kathryn Edwards 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, Sarah Doyle Group Sales Manager: Brad Buchanan brad.buchanan@primecreative.com.au Advertising: Chelsea Daniel-Young chelsea.daniel@primecreative.com.au 0425 699 878 Production Coordinator: Michelle Weston Production Manager: Justine Nardone Education Matters is a division of Prime Creative Media Pty. Ltd. 11-15 Buckhurst Street, South Melbourne 3205 Ph: (+61 3) 9690 8766 Fax: (+61 3) 9682 0044 Subscriptions Education Matters is available by subscription from the publisher. The rights of refusal are reserved by the publisher. Ph: (+61 3) 9690 8766 E: subscriptions@primecreative.com.au Articles All articles submitted for publication become the property of the publisher. We reserve the right to adjust any article to conform with the magazine format. Cover Image Tintern Junior School, Ringwood VIC. Photo by Andrew Lloyd. Image courtesy of Jeavons Landscape Architects. 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.

contents PRIMARY Sept 2015-Mar 2016

DEPARTMENTS

16 Promoting academic excellence through digital

learning Pedagogical understanding of the reasons for student-centred Editorâ&#x20AC;&#x2122;s Note 4 tasks that allow students multiple opportunities to demonstrate

Advertisersâ&#x20AC;&#x2122; Directory

Foreword

Dennis Yarrington, President, Australian Primary Principals Association (APPA)

their understanding in contemporary ways is at the heart of digital learning, writes Philip Callil.

32 Workload, tipping points and sustainable work-

life balance: The occupational health and safety challenges for educators

Events Diary

12 15

Australia has a significant mental health issue, and many schools as workplaces are unfortunately part of the problem not the solution, writes Phil Riley.

Industry Q&A

National Education News

Eric Mazur, Balkanski Professor of Physics and Applied Physics at Harvard University, Dean of Applied Physics at Harvard, and Vice-President of the Optical Society.

Working with wellbeing

A whole-school approach to wellbeing is about creating a safe and supportive environment in schools, one that enhances all dimensions of health and the development of students, writes Nicky Sloss.

44 Primary schools, the health and physical education learning area and ACHPER

With the innate enjoyment that children have for movement and play-based learning, it is essential that HPE be supported through every primary school environment to ensure that every student has the skills, knowledge and understandings to be engaged, confident and capable learners, writes Alison Turner, ACHPER National Executive Director.

Schools need more time for play, not less

Play has an important role in human development and thus the provision of quality play opportunities is an integral part of a good learning environment, writes Barbara Champion, Executive Director, Play Australia.

76 What is social media and how can it be useful for teachers?

Social media for educators is a world of new ideas and resources. Teacher and social media guru Meridith Ebbs has compiled a handy guide for those trying to navigate their way in the social media world.

Collaboration driving teacher professional learning

Teachers need to continually build their skills, be cognisant of new technologies and ideas, as well as engage with other education professionals in order to ride the tides of best and next practice in their chosen career, write Andrew Napier, Jodi Gordon-Moulds and Troy Thomson.

education matters primary

Foreword

Shaping the face of education for future generations IT IS AN INTERESTING TIME IN PRIMARY SCHOOLING ACROSS AUSTRALIA WITH MANY ISSUES BUBBLING JUST BELOW THE SURFACE. AS PRESIDENT OF THE AUSTRALIAN GOVERNMENT PRIMARY PRINCIPAL ASSOCIATION (AGPPA) I WOULD LIKE TO DISCUSS THE KEY ISSUES EMERGING IN 2015. AGPPA IS THE PEAK BODY OF GOVERNMENT SCHOOL PRIMARY PRINCIPALS IN AUSTRALIA, REPRESENTING OVER 5300 PRIMARY SCHOOL LEADERS ACROSS ALL STATE AND TERRITORIES. AGPPA DRAWS ON THE PRINCIPLE OF COLLECTIVE EXPERTISE TO EXCHANGE IDEAS, PUSH INITIATIVES AND FORMULATE POLICY SUGGESTIONS. The first issue I’d like to discuss centres around equitable resourcing, such as the transparency of Gonski money over the planned six years. To date, some jurisdictions have been more transparent and pure to the ideal of Gonski than others. One exemplar is New South Wales. Their principals understand the additional funds directed to their schools and can plan accordingly to guarantee that the students who need the extra assistance are actually receiving it. Unfortunately this is not the case elsewhere. However, with continuing negotiations, we do hold some hope for the future. AGPPA strongly supports the principle that Australia provides accessible education to all, including the provision of full funding under Gonski guidelines. The Federal LNP Government must honour their pre-election commitment, “to fully fund education under the Gonski guidelines over six years.” AGPPA is also concerned with the primary/ secondary funding imbalance and believes that there needs to be a base level of resourcing for every student with additional funding based on need. Currently, students in years 3 to 6 are the lowest funded in Australia. The complexity of curriculum and wellbeing provision for students in these years of schooling is as diverse as those in junior secondary

school and therefore resourcing must be consistent with other levels. Research by Heckman, Stixrud and Urzua, 2006, found that early intervention is the best way to reduce the sizeable gaps in cognitive and noncognitive skills, linked to socio-economic background, that develop early in children’s lives. These gaps manifest themselves at each key stage of progression, leading to slower progress for those who have fallen behind in school, weaker literacy and numeracy skills, poorer subject and course choices disengagement and early school leaving. In turn, this leads to increased likelihood in adult life of unemployment, lower earning potential, participation in crime, adverse health and dependence on welfare. Failure to address the gaps early leads to the declining effectiveness of later attempts to intervene – resulting in much higher costs. The figure below clearly highlights the declining rates of returns in response to delayed intervention. RETURNS TO A UNIT DOLLAR INVESTMENT Another growing issue is that of principal wellbeing. This is a universal concern and will form part of the International Confederation of Principals agenda when we meet in Finland. AGPPA facilitated the attendance of a South African principal to this forum to discuss global issues and the challenges in

education matters primary

Currently, students in years 3 to 6 are the lowest funded in Australia. The complexity of curriculum and wellbeing provision for students in these years of schooling is as diverse as those in junior secondary school and therefore resourcing must be consistent with other levels.

his country. Within Australia, Dr Phil Riley has identified frightening and growing trends across the profession in his comprehensive survey on Principal Health and Wellbeing. Daily, school leaders face trials as they work to ensure that schools are safe places for all everyone. Leadership Induction and Capability is vital for the future of our profession. AGPPA believes that with the move towards school autonomy across Australia, there is a critical need to provide scaffolded induction, training and development for school leaders that

meets the current and future needs of the profession. The profession needs to strongly advocate for leadership and capability building. Theoretically, the concept of a robust and well-designed Australian Curriculum was a sound one. However, the reality in primary schools is that the recommendations have led to overcrowding and additional subject areas. This requires ongoing work by the primary sector across Australia. It is timely that we focus on the public purposes of education. Four years ago AGPPA was part of a research paper exploring the issue of the real public purpose on education. This year we are furthering building on its work by developing and implementing a political strategy which involves raising community consciousness about the current threats to public education, influencing the policy process, and making public education a key election issue. At present we are in an integral position to help shape the face of education for future generations. In essence we hope that respective governments will work with us to achieve the best results for our students. As we know the health of any system can be measured by the quality of its public schools.

Gabrielle Leigh is the President of the Victorian Principal Association (VPA) and the Australian Government Primary Principals Association (AGPPA). She works with Victorian and Australian school leaders in government primary schools to provide professional learning opportunities, facilitate collegial support and networking, and to advocate in their best interests at state and federal levels. She has held the position of VPA President since 2009, and AGPPA President since 2011. Gabrielle has a long and illustrious career in education. In 2000 â&#x20AC;&#x201C; 2008 Gabrielle was College Principal/Director of Caroline Springs College K â&#x20AC;&#x201C; 12, a school comprising of four campuses with over 3010 students. Over nine years and she established four new school settings and worked strategically on building sharing partnerships with Shire, Independent sector and Catholic schools with the aim to build community capacity in a new suburb. Prior to this she was principal of Greensborough Primary School for five years.

education matters primary

Advertisersâ&#x20AC;&#x2122; Directory

Before and After School Care

OSH Club

Sherpa Kids

Camp Australia

Extend

Furniture

Woods Furniture

Health and Wellbeing

Teachers Health Fund

Kids Matter

WhichSchool

The Whiteboard

Marketing

Physical Education 47 & 50 7Moves Playgrounds

School Camps and Excursions

Sustainability

2 & 48

Australian Sports Commission

Jeavons Landscape Architects

Imagination Playground

Project Playgrounds

Melbourne Discovery Groups

National Captial

Sydney Opera house

iFLY Indoor Skydive

Northern Territory Adventures

Stephanie Alexander Kitchen Garden Foundation

Teaching and Learning Resources Technology

31 3 & 27

EasyRead Time Teacher Fujitsu

Future Schools

Hewlett-Packard

EduTECH

25 & 84 Epson

education matters primary

APPA Column

I live on Earth, but has Earth become a different world? WHAT DO YOU PICTURE WHEN I MENTION THE FOLLOWING TERMS: COMPUTER, ICT, CODING, TECHNOLOGY, DIGITAL, E-LEARNING, FLIP TEACHING, PROGRAMMING, VIRTUAL WORLD, CLOUD LEARNING, ETC.? HOPEFULLY, NOT TOO MANY FRIGHTENING OR EMOTIONAL RESPONSES. HOWEVER, I WOULD UNDERSTAND IF THERE WERE AT LEAST A FEW WHO HAVE BEEN MORE THAN ONCE IMPACTED BY THE CURSE OF A DIGITAL VIRUS OR BUG; NOT TO MENTION THE FAILURE OF TECHNOLOGY TO WORK WHEN YOU WANT IT! WE ARE EXPANDING OUR KNOWLEDGE AND THE IMPACT OF DIGITAL TECHNOLOGY HAS CREATED A HUGE SHIFT IN TEACHING AND LEARNING, OUR WORK PRACTICE AND LIFE IN GENERAL.

I started in teaching with chalk and ink for technology. The pen replaced ink and the touch screen has replaced the blackboard and chalk by white board markers or remote controllers. This change has been fast in some schools and slower in others. The classroom practice and tools of 2105 are very different from 1975. Has this change kept up with teacher training? Graduates finishing at the end of 2014 would have started their course just before the iPad entered the market. In some schools they might now be expected to be operating their teaching and learning classes by iPad. I wondered what training they would have received. What training is now being provided?

Curriculum development has seen the development and implementation of the Australian Curriculum. While there has been inconsistency in take up, all states and territories are now using the language and concepts from the Australian Curriculum. The interesting aspect is for the first time we have a strand called digital technologies. In previous curriculums this learning was integrated with science or maths. I would suggest is remains integrated and would caution against treating this learning as a stand-alone subject. Learning is this area needs to be related and applied in real world challenges. It also more than getting students to use Minecraft or virtual world

education matters primary

learning: it has to be collaborative problem solving, applying the knowledge to create or be innovative. It is using the technology functions to understand how it could be applied in a real world situation or solution to a problem. Our curriculum in the primary school has moved from content driven to skills, knowledge and capabilities measuring by demonstrated achievements. Teaching is going through an evolution that is challenging many people. Maybe one reason is that for many teachers and parents their memory of school is different and so our mental mindsets are being challenged and we are needing to rebuild our model of school. It is like we (older teachers

APPA Column

and parents) are living on Earth and our students are on Mars time, thinking and communication. I note for some the change has been actively taken up, whereas for others there is still work to be done. As Tony Wagner (2014) believes, we need a new dialogue for our children’s future. We need to acknowledge that school is different and, “… maybe students today do need something different. I wonder what it is?” (p. 269). We need to be teaching the learning our students need today but unfortunately some are still teaching (and testing) for yesterday.

I attended the 2015 EduTECH conference in Brisbane and noted the great enthusiasm by attendees for learning about the use of technology as a tool for learning. The other growing trend was sharing on innovative learning environments, maker spaces or Self Organising Learning Environments (SOLE: see Prof Sugata Mitra or http:// soleaustralianetwork.wikiispaces.com/). The conference opened with Eric Mazur. The key message for me was about assessment and how this is also changing. We are moving from

standardised testing and learning to personalised learning and assessment. Computers or robotic machines will replace functions where repetition is required. Therefore, we need people who can adapt, solve problems and innovate new solutions. Mazur suggested four improvements for assessment to reflect the new learning approach: Open Book Exams; Team-based Learning; Focus on Feedback; and, Focus on Skills. We need to “rethink assessment as we continue to educate people for yesterday not tomorrow.” I also note the increasing movement in our schools of developing and building innovative learning environments. This trend is capturing the imagination of school leaders, teachers and designers. We need our policy developers and politicians to reflect this in their work as well. I recently presented at the Council for Educational Facility Planners International (CEFPI) Conference in Canberra. My key points for consideration by future planners of learning environments included: • What is the teaching and learning approach? Do the digital tools or technology enable the learning? The infrastructure needs to be futures focused. • Preparation for the learning environment. What skills, knowledge and training is required by teachers, students and parents. • Will the learning spaces be inclusive and accessible? • Flexibility in use and community thinking mindset. • Partnerships beyond the school. • Project based learning and inquiry approach principles should be reflected in the learning design. • Teacher capacity to keep up and be across the key goals of the learning- On-going access to professional learning. • Student voice to build responsibility, empowerment and engagement in learning. • Innovative buildings and sustainability with energy use. Green star focus for materials. HOW DO WE MOVE FORWARD? The Australian Primary Principals Association (APPA) has called for a National Digital Technologies Strategy. We need a strategy that will support primary schools to integrate digital technologies into the curriculum. Placing digital technologies and coding in the curriculum is just the start. We need every teacher to be confident in integrating

education matters primary

DENNIS YARRINGTON PRESIDENT, AUSTRALIAN PRIMARY PRINCIPALS ASSOCIATION (APPA)

Students at Mt Kuring-Gai Public School demonstrating their programming skills.

digital technologies. This is vital for our students to develop the skills and capabilities to live and work in a digital world. The strategy must include the leadership of schools, resources for students and building the capacity of every teacher. We know of many primary schools embracing and innovating within a digital learning world. APPA is working with ScopeIT Education to support principals in building the capacity of their school to engage digital skills in an integrated model. With ScopeIT, technology takes off in the classroom and brings the ‘know how’ that empowers primary students of all ages to code and create their dreams. Whether introducing students to coding and real world, hands-on electric design or engaging in computer software, website and application design and construction, ScopeIT takes design and technology to a new level in our schools. ScopeIT brings the latest laptops, the most cutting-edge software available into every classroom. The activities are aligned to the curriculum and the learning is fun, interactive, engaging, inspiring and educational. Recently, I visited Mt Kuring-Gai Public School in New South Wales to discuss the program with principal Glenn O’Neill and students. The enthusiasm for the program was evident and Glenn’s comment was simple: “It ticks all the boxes.” My key observation was the program builds the capacity of teachers and the students

can readily access their learning when ScopeIT have finished for the day. This may be a solution to bringing the best in IT to the classroom without the enormous outlay of technology hardware, connectivity issues or expensive professional learning offsite. While it may take some time for all schools to reach the level of resourcing required, a short term solution may be in outsourcing the hardware, but not the knowledge. Our kids need the access now if we are going to address the drift in less students choosing science, technology, engineering or maths (STEM) based careers. As APPA president, I will continue to work with our National Advisory Council (NAC), representing each State and Territory principal associations, to push for the national strategy and identifying positive strategies to support the teaching and learning around digital technologies. We will also work with our national bodies, ACARA and AITSL to build strong and informed learning frameworks that will assist schools, principals and teachers in bring our schools into the digital (Mars!) world of our students. I hope your school is talking about the new Digital Technology language and how it can bring everybody onto the same planet, so our world is moving in the same direction and keeping together. Reference: Wagner, T. 2014. The Global Achievement Gap, Perseus Books, New York.

education matters primary

Dennis Yarrington has been the Principal of Harrison School, a new and expanding Preschool to Year 10 School in Canberra, Australia. The school caters for 1500 students. Dennis has a Masters in Educational Leadership, Masters in Special Education and a Bachelor of Education. He has been involved in education for over 30 years, including the positions of teacher, executive Teacher, consultant and Principal of a small country school, a large regional school, Special School and establishing a large metropolitan P-10 school. Dennis has been involved with concept designs for new schools in the ACT. He has presented at State, National and International conferences on leadership, school culture and implementing learning communities. Dennis was Vice-President of the Australian Government Primary Principals Association and is currently the President of the Australian Primary Principals Association. He has experience in developing leading schools in the integration of technology, 21 Century learning tools and structures and an inclusive school community. This includes teaching and learning communities and a coaching culture to improve teacher performance.

National Education News

Compulsory STEM ‘masks the real problem’ Two leading educators have told Education Matters that the key to engaging high school students with

has backed Federal Education Minister Christopher

through teachers, and have called for a greater focus on

Pyne’s push for compulsory maths and science in

professional learning.

Australia’s high schools.

Trust, Mike Clapper, said making the study of mathematics compulsory to Year 12 sounds attractive, but masks the real problem. “Students are disengaged with mathematics as

initiative without reservation. “I have been saying for a long time that Australia needs to approach science and mathematics much more seriously than we ever have, and that these subjects should be part of every child’s education,” he

because 40% of high school maths teachers are not

said. “We live in a world utterly reliant on science to fuel

with the buying power of wealthy schools, the problem

its industries and provide for its people. In the future,

is far worse in socio-economically deprived areas,

science will only become a bigger part of our lives, and

where in many schools there is not a single qualified

the impacts will touch us all.

maths teacher on the staff). Forced participation will

“We need therefore to equip as many of our future

simply exacerbate the problem of teacher shortage, so

citizens as possible to understand how science works,

we need to look at this a little more deeply.

its methods and its ethics; and to be able to make better

“As a first step, we need to support these teachers, putting money and resources into professional

informed judgements. “The best way to achieve this is to start early in

development to build their capacity to teach in an

schools, raising the overall level of science and maths

engaging way, opening up students’ minds to the power

literacy in the community and giving those students with

and the possibilities of mathematics.”

the talent and passion for these subjects the preparation

President of the Australian Science Teachers

In a statement Professor Chubb said he supports the

currently taught,” he said. “This is not surprising, fully qualified to teach mathematics (which means that,

President of the Australian Science Teachers Association (ASTA), Robyn Aitken

Professor Ian Chubb AC, Australia’s Chief Scientist,

STEM (science, technology, engineering and maths) is

Executive director of the Australian Mathematics

“Supporting teachers through resources and professional learning is critical if our teachers are to remain relevant and able to reflect the nature and issues of our changing world in their teaching and ultimately increase student engagement in science.”

professional learning.”

Association (ASTA), Robyn Aitken, said surveys have shown that the teacher plays a significant role in influencing students pursuing science careers. “Supporting teachers through resources and

for rewarding careers – some in science and some not – but all with better understanding.” Studying maths and science is currently not compulsory for Year 11 and 12 students in New South Wales, Victoria and the ACT. Students in Queensland

professional learning is critical if our teachers are to

and South Australia are only required to undertake one

remain relevant and able to reflect the nature and issues

compulsory semester of maths during their final two

of our changing world in their teaching and ultimately

years of high school. In the Northern Territory, maths is

increase student engagement in science,” he said.

compulsory in Year 11, and Tasmanian students have to

“Teachers are change agents. Their influence on student interest and passion for specific subjects,

pass a basic unit called ‘Everyday Maths’. Last year Professor Chubb released his

including science, is well documented. Our teachers

recommendations for a strategic approach to science

must remain relevant and able to reflect the nature

and its related fields in a report entitled Science,

and issues of our changing world in their teaching and

Technology, Engineering and Mathematics: Australia’s

ultimately increase student engagement in science. A

Future.

greater focus must be given to providing routine teacher

education matters primary

Study highlights challenges of primary teachers A Queensland study has shed light on the challenges

that the actual pedagogical context makes to different

primary school teachers face dealing with children

student outcomes. Two hundred and fifty Prep students

starting school with different abilities.

across south-east Queensland are in the sample, across

Conducted by Associate Professor Linda Graham from the Queensland University of Technology’s School of Education, the study has revealed teachers forced to

seven different schools and approximately 18 different classrooms. “What we’re trying to understand is if you take these

teach a curriculum children are not ready for, with some

children who have got all similar abilities – so we’re

students unable to hold a pencil or know the difference

developing profiles of children – and we’re investigating

between numbers and letters.

longitudinally how those children fare relative to other

Graham said the pressure put on students to learn literacy and numeracy at a level they are not ready for could cause them to disrupt the classroom, further increasing the strain on teachers. “One of the biggest challenges is that teachers

children who started off like them in a different context,” she said. “We’re looking at what’s happening in the classroom and we’re already finding that children are doing better in environments where the teachers are a bit more

are expected increasingly these days to be able to get

understanding, where the teachers are more pro-active

students to a benchmark standard,” she said. “Since we

and where there is some real warmth in the relationship.”

had NAPLAN, and My School, there’s more pressure on

So far the study has found that the level of emotional

teachers to say the child is going to be reading by the end

support, the process of relationships in the classroom and

of the year. Now when you’ve got children who come to

the quality of teaching all influence student outcomes in

school and clearly have had very little exposure to print,

the classroom.

if they don’t know the difference between letters and

“Principals generally know when they’ve got great

numbers, they are starting from so far back and I don’t

teachers and when they’ve got teachers that need to

think that there’s enough recognition of that.

improve and I think that there needs to be far more

“The difference between children from advantaged backgrounds and children from disadvantaged backgrounds is incredibly stark. When we started this

emphasis on developing teachers – there can’t be teachers who are allowed to opt out,” Graham said. “We have seen some absolutely outstanding teachers,

project last year, even I was taken aback. We have

and the outstanding teachers were the ones who were

teachers saying they have children who don’t know how

quite self-critical and were the ones who were very keen

to hold a pencil, and even though I’ve been interviewing

to develop – they were the ones who needed the least to

teachers and principals for years who have been saying

develop but were more inclined to do so. But the teachers

that – with myself actually going into schools and doing

who are not so outstanding and really needed to develop

the developmental assessments with these children,

thought they had a lot of strengths and that they did not

doing language assessments with them, I was stunned.”

need to develop.”

Graham said teachers need time to be able to work

Graham said the teachers doing wonders in their

with these children through more specialised classroom

classroom took on a responsibility to make a difference

activities.

in their classroom, and that the current discourse

“These children are often getting in trouble for things

surrounding ‘classroom-ready teachers’ is the wrong

that they can’t control and they don’t understand why

focus as the study has also revealed mid-career teachers

then begin to believe that their teacher doesn’t like them,”

struggling the most.

she said. “Depending on the classrooms that these kids go into that can be a very real thing.” The study is seeking to understand the contributions

“The three highest performing teachers in our sample were early career teachers,” she said. “We had two teachers that had over 30 years of experience and the

education matters primary

“We have seen some absolutely outstanding teachers, and the outstanding teachers were the ones who were quite self-critical and were the ones who were very keen to develop – they were the ones who needed the least to develop but were more inclined to do so. But the teachers who are not so outstanding and really needed to develop thought they had a lot of strengths and that they did not need to develop.” Associate Professor Linda Graham, Queensland University of Technology’s School of Education

National Education News

three early career teachers, one of whom was in their

there’s been some burnout and there are some teachers

first year out of university, were up there with the 30-year

that are still in the classroom when maybe they shouldn’t

teachers.

be – what do we do about that? Harassing universities

“That’s a problem that we need to solve – when

about teacher education isn’t going to solve anything.”

New analysis shows funding gaps between public and private schools and need for Gonski A new analysis of schools funding up until 2013 shows

disadvantaged students, because those are often the

the clear need for the full six years of needs-based

most under-resourced schools.

Gonski funding to close gaps in resources between

“We need Gonski to close those gaps in resources

schools, the Australian Education Union (AEU) said.

and ensure all students attend a school that can meet

The analysis, by Save Our Schools national convenor Trevor Cobbold, showed that government funding to

around 64% of all students, but a higher proportion

to public schools dropped across Australia.

of disadvantaged students. The SOS research found Independent school enrolments and 23% of Catholic

fell by $224 per student between 2009 and 2013 while

schools compared to 46% of public school enrolments.

student and by $574 per Independent school student.

“We know that students from low-SES backgrounds are four-to-six years behind high-SES students in

The changes represent a cut in real funding for

learning, regardless of which schools they attend, and

public schools of 1.9% and an increase of 8% for private

that Gonski funding is already beginning to close this

schools in the years before the Gonski agreements began

gap,” she said.

in 2014.

“However we need the Abbott Government to commit

AEU Federal President Correna Haythorpe said the figures showed that the Abbott Government needed to work with the states to overcome inequity in schools, and

to funding the full six years of the Gonski agreements if we are to continue to keep making a difference. “A student’s chance of success at school should not

abandon the proposal in its Green Paper on funding to

be determined by where they grow up or their parents’

remove all federal funding from public schools.

income.”

“The Abbott Government must fund all schools on

Haythorpe said AEU research showed the Abbott

the basis of need, not political ideology, and that means

Government’s plan to abandon Gonski funding after 2017

honouring the full needs-based Gonski agreements,” she

would see federal funding for private schools increase by

said.

$2.8 billion by 2019, nearly double the increase of $1.5

“This research shows that prior to the Gonski reforms we had a flawed system which did not direct

billion for public schools. “We also need State Governments to follow the lead

funding increases to the neediest schools and students.

of NSW and SA and commit their share of the full six

“At the end of 2013 we were left with a system

years of increased investment in schools,” she said.

where independent schools had, on average, 50 per cent higher income per student than public schools.

disadvantaged students comprise only 14% of

& state/territory) funding for public schools in Australia funding for Catholic schools increased by $716 per

AEU Federal President Correna Haythorpe

Haythorpe added that public schools educate

private schools increased from 2009-2013, while funding It found that total government (combined federal

“The Gonski Review recognised that we need to direct funding towards the schools which teach the most disadvantaged students, because those are often the most under-resourced schools. We need Gonski to close those gaps in resources and ensure all students attend a school that can meet their needs.”

their needs.”

“The Gonski Review recognised that we need to direct funding towards the schools which teach the most

education matters primary

“In States where the Gonski agreements have not been delivered, it is highly likely that we have not begun to close the gaps in resources between advantaged and disadvantaged schools since 2013.”

Events Diary

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

AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

2015 AASE Conference

27-28 Aug 2015, Fremantle WA

Engagement for learning – Behaviour leads the way http://www.gemsevents.com.au/aase2015

2015 SASPA Conference

31 Aug & 1 Sept 2015, Adelaide SA

World class learners, what does it take? http://www.saspaconference.com.au/

AIS Aboriginal and Torres Strait Islander Conference 2015

3-4 Sept 2015, Sydney NSW

Promoting reconciliation through curriculum http://www.aisnsw.edu.au/

2015 SEPLA Special Education Conference

9-11 Sept 2015, Terrigal, NSW

Leading for self, leading for health http://www.gensevents.com.au/sepla2015/

2015 Australian Primary Principals Conference

16-18 Sept 2015, Hobart TAS

The heart of leadership http://www.appaconference2015.com.au/

ACE 2015 National Conference

24-25 Sept 2015, Brisbane QLD

Educators on the edge: Big ideas for change and innovation http://www.austcolled.com.au/

ASLA 2015 Conference

29-30 Sept 2015, Brisbane QLD

Provoking the future: School libraries, pedagogy and technology http://www.asla.org.au/

2015 ACSA Biennial Curriculum Conference

30 Sept – 2 Oct 2015, Adelaide SA

Curriculum leadership for a diverse Australia http://www.acsa.edu.au/

PDHPE Teachers’ Association Conference

9-10 Oct 2015, Sydney NSW

Challenging minds, changing lives http://www.pdhpeta.org/conference

Improving STEM Education & Skills Outcomes

27-28 Oct 2015, Melbourne VIC

Driving inquiry-based learning to increase STEM participation http://www.criterionconferences.com/event improvingstemeducation/venue/

SPERA National 31st Conference

4-6 Nov 2015, Geelong VIC

Mapping education policy landscapes: Rurality and rural futures http://www.spera.asn.au/

STAVCON 2015

27 Nov 2015, Melbourne VIC

Unlocking potential through STEM http://www.sciencevictoria.com.au/STAVCON.html

ALZZ/ALANZ/ALTAANZ 2015 Conference 30 Nov – 2 Dec 2015, Adelaide SA

Learning in a multi-lingual world http://www.conveneit.com/secure/onsite/ling_dec_15/

MAV Annual Conference 2015

3-4 Dec 2015, Melbourne VIC

http://www.mav.vic.edu.au/

STAWA Future Science 2015

4 Dec 2015, Perth WA

http://www.stawa.net/conferences/

Australian Society for French Studies

9-11 Dec 2015, Newcastle NSW

23rd Annual Conference http://www.australiansocietyforfrenchstudies.com/events/asfs2015-conference/

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 education matters primary

21st Century Learning

Promoting academic excellence through digital learning PEDAGOGICAL UNDERSTANDING OF THE REASONS FOR STUDENTCENTRED TASKS THAT ALLOW STUDENTS MULTIPLE OPPORTUNITIES TO DEMONSTRATE THEIR UNDERSTANDING IN CONTEMPORARY WAYS IS AT THE HEART OF DIGITAL LEARNING, WRITES PHILIP CALLIL.

Schools in societies around the world are grappling with change bought about by the new opportunities afforded by digital technologies. While schools around Australia have been quick to embrace mobile devices for learning, it’s fair to say that not all teachers are convinced of the efficacy and benefits of digital learning. We know that for professional learning to make a difference to daily practice in the classroom, teachers need to have more than just skill development. Pedagogical understanding of the reasons for student-centred tasks that allow students multiple opportunities to demonstrate their understanding in contemporary ways is at the heart of digital learning. Yarra Valley Grammar is a co-educational independent school of 1200 students from K-12 on the outskirts of Melbourne overlooking the Yarra Valley. Our journey in transforming our curriculum is one of evolution rather than revolution. Our academic focus is preparing our students for the VCE years and the school is committed to this with a number of strategies designed to enhance student outcomes at the senior level. From an ICT perspective, Years 10-12 have a BYOD program while students in the Middle School and Years 5-6 participate in a one-to-one iPad program. Students are permitted to bring mobile phones to school but are restricted by minimum specifications from

education matters primary

using phones as their sole device. Our internet pipe is a 500mb link and wireless coverage is strong throughout the school. After a devastating fire on the first day of school three years ago, in which a third of the school was lost, a new Mathematics and Science building was opened by the Governor General, Sir Peter Cosgrove and the Anglican Primate of Australia, Archbishop Most Reverend Dr Philip Freier, in February. The new building is a state of the art learning space that is technology rich with multiple digital panels in many rooms and hearing augmentation in all rooms. Clearly we have the technology – but how does technology translate into improved student learning? Yarra Valley Grammar has had an iPad program in place for three years now. Like all schools that have iPads, our challenge is to extend what we do with iPads from consumption, word processing and research to the creation of original student work. As media theorist Marshall McLuhan put it, “We look at the present through a rear-view mirror; we walk backwards into the future.” Creating with iPads may be one way to implement change in the direction of student learning to make it more active and less passive but if seen in isolation, it is not enough and unlikely to make a change if not accompanied by a deep understanding of the need to change. Such a vision for academic

education matters primary

21st Century Learning

excellence through digital learning is one that will allow curriculum teams to meet the challenges of today and the next few years without walking backwards into the future. The diagram outlines six components that contribute to a vision for digital learning. All are equally valid and no less legitimate than the others and cannot be seen in isolation. This provides a framework of a three to five year plan for evolving the curriculum to prepare students for a future where the only guarantee is one of rapid change caused by technology. At Yarra Valley Grammar, our Vision Statement for the use of digital learning heads our three year ICT Strategic Plan. This plan sits underneath our five year 2015-2020 Teaching and Learning Plan which is available on the school website. While the Teaching and Learning Plan provides certainty in our direction, our IT Strategic Plan can only forecast plans for the next three years to allow for changes in educational technology.

â&#x20AC;&#x153;Creating with iPads may be one way to implement change in the direction of student learning to make it more active and less passive but if seen in isolation, it is not enough and unlikely to make a change if not accompanied by a deep understanding of the need to change.â&#x20AC;? Our focus this year is to promote collaboration and problem solving at both the teacher level and through the curriculum. Our challenge is to work collaboratively on matters related to learning in order to promote creativity and engagement. A Future Foundation survey of 3500 employees in companies in the UK, France and Germany, Japan and the USA found an 81% correlation between collaboration and innovation. Teachers have not necessarily always valued sharing and schools have traditionally fostered cultures of containment sometimes at the expense of collaboration in order to preserve hierarchy. We

education matters primary

know that good schools with strong resilient cultures collaborate to stay on top, have skilled practitioners who are generous with others, share knowledge and skills freely, think big and embrace calculated risk to welcome positive curriculum change to ultimately benefit their students. Collaboration in the classroom means studentcentred work that allows students to study in different sized groups to solve real life problems. Learning space design can either facilitate this or actively discourage this. Think of your own school â&#x20AC;&#x201C; are the classrooms teacher-focused spaces in

rows or student-centred rooms in clusters or pods? Are there breakout spaces that are used regularly? Can the desks be easily reconfigured? Is there one panel or multiple digital panels for group work? By shifting the culture of student passivity to a culture of student empowerment and action, students have more ownership in their learning. It also moves the use of digital devices from consumption to creation. As Kohn (1999) wrote in the The Schools Our Children Deserve, â&#x20AC;&#x153;When interest appears, achievement usually follows.â&#x20AC;? A 2013 Australian study reported in the British Educational Research Journal found that childrenâ&#x20AC;&#x2122;s interest and engagement in school influences their prospects of educational and occupational success 20 years later, over and above their academic attainment and socioeconomic background. The more children felt connected to their school community and felt engaged, rather

education matters primary

21st Century Learning

“By shifting the culture of student passivity to a culture of student empowerment and action, students have more ownership in their learning.” than bored, the greater their likelihood of achieving a higher educational qualification and going on to a professional or managerial career. In the Year 9 English course I teach in, our focus this term is to promote choice and creativity in the current unit of work by varying the options available for students to demonstrate their understanding. The unit of work is a text study on Lord of the Flies. Assessment tasks are weighted 60-40 with formative assessment making up the former while a timed class based written response is the latter mark. Formative assessment incorporates 15 marks for note taking (using Google Docs for teacher access) and three assessment tasks worth 15 marks each. Students have 12 possible questions to answer with one question to be chosen from setting, characters and themes. Ten apps have been identified as promoting multi-modal literacies in shaping students responses through the use of video, images, audio and text. These apps are categorised from easy (e.g. Book Creator) to medium (e.g. Binumi video editing) to advanced (e.g. Touchcast Studio). Varying assessment options allows students to participate in decision making to personalise their learning. While a ‘one-size-fits-all’ approach standardises learning, personalising learning for students allows students to take more ownership and responsibility for their learning. We believe that by shifting the culture of student passivity to a culture of student empowerment and action, students will have more ownership in their learning. It also moves the use of the iPad from consumption to creation. Using digital learning to allow choice is a key way to tap into the engagement of how students like to learn. Our premise in this unit of work is that digital learning assessment that is well structured is likely to lead to greater understanding and higher achievement. This is also a considered response to the SAMR [Substitution Augmentation Modification Redefinition] model in that students’ tasks are moving out of substitution and augmentation to modification and, in

one or two of the more advanced apps, tipping into the redefinition classification where digital learning allows for the creation of new tasks previously inconceivable (e.g. augmented reality using Aurasma). Our goal for this unit of work is to provide a template for other year levels and subjects to follow. While it still follows a traditional approach to subject-based learning, the more opportunities students have across primary classes and the middle school to use digital learning to promote creativity and engagement, the less technical obstacles will be experienced as familiarity leads to proficiency. The role as teachers becomes even more central in that students need guidance in the framing of their responses to ensure that originality and depth is encouraged rather than superficiality and shallowness that can often characterise the use of technology. The above unit is one strategy we are focusing on to encourage creativity and engagement through the use of digital learning. A number of key teachers identified for their ability to innovate and push the boundaries though their use of digital learning have been asked to join a group to examine how apps for creating can be promoted across the curriculum. The same list of apps is also being trialled in our Gifted and Talented program for Years 7 and 8 students. Our professional learning day this term will continue the focus on familiarising teachers with the apps discussed above. Through these strategies, our goal is to heighten awareness of the need to keep pushing towards a student centred curriculum where students have multi modal choices to make about the way they engage in their learning. In this article collaboration, creativity and engagement have been discussed with illustrations of how Yarra Valley Grammar is meeting the opportunities afforded in a technology rich school. The next two articles in this series will focus on learning management and teaching methods and assessment and accountability to move towards an achievable vision of academic excellence through digital learning.

education matters primary

Philip Callil is the Director of IT and eLearning at Yarra Valley Grammar. Prior to this, he has held positions as Director of Learning and Teaching at Mater Christi College and was Faculty Head of ICT at Xavier College from 2001 to 2010. He was the President of the Victorian IT Teachers Association, the largest ICT in education group in Australia from 2010 to 2013. He has been an Apple Distinguished Educator since 2006. He is a passionate advocate of ICT innovation and the integration of digital learning in the curriculum. In 2013, Phil visited South Korea as a guest of Samsung and later in the year, after an invitation from the Chinese Government, presented on the subject of ICT innovation in Australian education at an international conference in Wuhan, central China. He has also presented and attended at other conferences and visited schools around the world. In 2014, he was the Subject Specialist for the Australian Curriculum Review of the Technologies Learning Area.

PRINT MANAGEMENT WEB DEVELOPMENT ONLINE ORDERING STORAGE & LOGISTICS

T A

AYER UPO ON L NL UP AY ER

-L

R CAKE AND EAT I

U YO

O O

-H A

DIGITAL & OFFSET PRINTING

GOOD THINGS COME IN LAYERED PACKAGES

Quality printing that’s efficient affordable and easy. Let us enhance the many layers of your business.

Filmshot Graphics 1 Argent Place, Ringwood, Vic 3134 t 03 9873 5144 f 03 9873 5966 www.fsg.com.au

Technology

Creating the ‘High Possibility School’ RESEARCH ON EXEMPLARY TEACHERS’ KNOWLEDGE OF TECHNOLOGY ENHANCED LEARNING LED TO THE DEVELOPMENT OF THE HIGH POSSIBILITY CLASSROOMS (HPC) FRAMEWORK. ARGUMENTS FOR THE CREATION OF HIGH POSSIBILITY SCHOOLS BUILDS CAPACITY IN SCHOOL LEADERS AND TEACHERS TO CREATE EMPOWERING LEARNING PLACES FOR ALL STUDENTS RIGHT NOW AND INTO THE FUTURE.

Dr Jane Hunter, an early career researcher in the Centre for Educational Research at the University of Western Sydney was intrigued by the challenge of how teachers effectively embed technologies into learning. To fill a noted gap in the research literatures, in what is known about knowledge of technology integration in practice from teachers’ perspectives, Dr Hunter began her research of four exemplary teachers’ knowledge of technology integration in the classrooms of six to 16 year olds in NSW public schools. The research outcomes led to the development of the HPC framework. The HPC framework stems from a need for robust theory drawn from research to underpin technology integration in learning in education contexts – Technological Pedagogical Content Knowledge or TPACK (Mishra & Koehler, 2006). What emerged from the data collection and analysis was that exemplary teachers conceived their knowledge of technology around five conceptions: theory, creativity, public learning, life preparation and contextual accommodations. Within each of these five conceptions are multiple themes of teaching practices and student learning processes that align with what young people require for their education futures. Hard planning, project-based learning and opportunities for production, listening to student voice and getting into flow, inform these conceptions. Teachers who actively use these pedagogical markers are defining a new game of school in K-12 settings. In essence schools can create HPC for all students

What emerged from the data collection and analysis was that exemplary teachers conceived their knowledge of technology around five conceptions: theory, creativity, public learning, life preparation and contextual accommodations.

and many of the HPC conceptions are present in teachers’ practices right now. However, teachers’ actions when embedding technology must go further. Dr Jane Hunter will keynote at the Future Leaders conference from 3-4 March 2016 at

education matters primary

the Australian Technology Park, Sydney as part of the National FutureSchools Expo. Her session will distinguish some powerful examples based on evidence in NSW schools, and reveal that it is possible to re-imagine K-12 classrooms within current education constraints and uncertainties. Visit www.futureschools.com.au for more information. Registrations now open.

organisers also bring you

NATIONAL CONGRESS & EXPO

30th & 31st May 2016 Brisbane Convention & Exhibition Centre

conferences A leadership angle on evolving pedagogies and learning environments for principals and school executive teams Harness the potential of existing classroom technologies Prepare yourself for the Digital Technologies curriculum, and hands on training to teach kids to code Learn about technology supporting children with learning difficulties at mainstream schools

Book today as a Delegate Take advantage of Early Bird offer NOW !

How to introduce technology to children in foundation years (K-2)

Sponsor or Exhibit

BIG EXPO 80

exhibitors

Dedicated Networking Lounges

FREE show

floor content

Contact:

education@acevents.com.au

1500

attendees

BOOK TODAY | www.futureschools.com.au

Technology

Bastow Institute installs Epson EB-Z10000UNL and MeetingMate EB-1430Wi projectors LARGE-VENUE INSTALLATION PROJECTORS AND MULTI-FUNCTION, FINGER TOUCH-ENABLED PROJECTORS.

Established in 2010, the Bastow Institute of Educational Leadership (Bastow) is a branch within the Early Childhood and School Education Group at the Victorian Department of Education and Training (DET). Bastow offers transformative leadership, professional development and learning opportunities for Victorian primary, secondary and early childhood education professionals. Recently Bastow had a requirement for a number of large-venue installation projectors and multi-function, finger touch-enabled projectors. After a comprehensive evaluation and assessment process the decision was made to purchase multiple Epson EB-Z10000UNL and MeetingMate EB-1430Wi projectors.

education matters primary

Bastow’s decision to purchase the Epson EBZ10000UNL and MeetingMate projectors was based around a requirement for a new interactive solution in the institute’s classroom spaces. Where previously they had interactive whiteboards that they found challenging to use, the team at Bastow now wanted an efficient, effective and straightforward solution that their multitude of onsite presenters could use. In addition Bastow’s theatre projectors were out of warranty and replacement globes were costly and hard to source. There was also a requirement to increase the brightness of the screens. The EB-Z10000UNL projector combines highlumen projection with Full HD, WUXGA performance — perfect for installation in large venues. Offering

EB-Z10000UNL and MeetingMate EB-1430Wi projectors in use at the Bastow Institute of Educational Leadership.

three times brighter colours* (3x Brighter Colours) than competitive models, Epson projectors ensure vivid images. With 10,000 lumens of colour brightness and 10,000 lumens of white brightness, the EBZ10000UNL makes content shine, even in high ambient light. Featuring 3LCD, 3-chip technology and the latest connectivity — including HDBaseTTM and 3G-SDI — this powerful performer delivers uncompromised image quality and professionalgrade reliability. Also, installation has never been more flexible, with seven optional lenses, lens shift, Curved Edge Blending, Portrait Mode and 360-degree projection features. Epson second-generation MeetingMate interactive, multi-function, finger touch-enabled projectors also offer 3x Brighter Colours and 3LCD 3-chip technology and completely remove the need for any kind of whiteboard. This projector not only capitalises on the incredible success of its predecessor, but adds to it in many ways with the MeetingMate EB-1430Wi becoming the world’s first finger touch-based interactive projector. Such is the ingenuity of the MeetingMate that it enables as many as six participants to touch, draw, select and interact using intuitive and familiar gestures. In addition to operation using an interactive pen, with the

MeetingMate it is now possible for users to operate by simply using their fingers on the screen. Much like many of today’s tablet devices, opening and closing files, scrolling, moving and expanding objects, and annotation are just some of the possibilities available at the touch of a finger. What’s more, any image on the screen can be resized and moved as if it were an object. So, even if there is no writing space on the screen, written contents can be reduced in size to make room for new annotations. The MeetingMate projectors also revolutionise any whiteboard, wall, flat surface or existing dryerase board as it makes them truly interactive and powerful business and teaching tools. For Bastow the touch interactivity on normal whiteboards was critical. They were also impressed with the brightness of both models. As a result of the upgrade their theatre projectors now boast 10,000 lumens and in their classrooms the Epson projectors provide 3300 lumens and finger touch capabilities. Critically in the case of Bastow it was the unrivalled colour accuracy from both EB-Z10000UNL and MeetingMate that was the key differentiating factor for selecting the projectors. Particularly noticeable in Bastow’s lecture theatre Epson’s 3x Brighter Colours, 3LCD 3-chip technology and

superior Colour Light Output combined to produce images that were second to none. A fact noticed and commented upon by Bastow staff and course participants alike. Size and space were also issues for Bastow as they calculated they must have a 100” screen throw to rule out the use of interactive screens, and at 100” the cost of interactive screens simply becomes prohibitive. Once the projectors were installed, Bastow quickly realised the new EB-Z10000UNL and MeetingMate projectors had again significantly improved on the models they replaced. Not only did they offer the brightness and length of warranty required by the institute, but in the case of the MeetingMate they now also had the only finger touchenabled ultra short throw projectors available on the market. With the easy to use solution in place and the fact that they could now also project over WiFi, all of the institute’s requirements were met. Bastow uses their Epson EB-Z10000UNL and EB-1430Wi projectors to help deliver professional development in leadership through education in theatres and classroom spaces varying in size from 12 to 50 people. Visit www.epson.com.au/meetingmate or www.epson.com.au/installation for more information.

*Compared to leading 1-chip DLP business and education projectors based on NPD data, July 2011 through June 2012. Colour brightness (colour light output) measured in accordance with IDMS 15.4. Colour brightness will vary depending on usage conditions.

education matters primary

Technology

Fujitsu ScanSnap SV600 – A new perspective on scanning SMOOTH OPERATION IN OVERHEAD SCANNING ENHANCED WITH NEW CUSTOMISED FEATURES WHILE CONTINUING THE SCANSNAP CONCEPT: SIMPLE, FAST AND COMPACT.

The Fujitsu ScanSnap SV600 is changing the landscape of printing. We are seeing printing opening doors to scanning books without hassle and digitising 3D objects such as school kids artwork. The SV600 is capable of high quality scanning of large documents up to A3 size in a compact unit. The SV600 uses new Versatile Imaging (VI) Technology that maintains high image quality and ensures user-friendly operation.

education matters primary

INFORMATION IS JUST A SCAN AWAY! Imagine that instead of paying for a textbook, you are able to just borrow it from the library, and in five minutes, scan the important pages directly to your computer. On top of that, ScanSnap scanners convert your files into searchable PDFs, so you can save time by easily searching a scanned document for exactly what you need. Think how easy it would be to search through your book using just the ‘Ctrl+F’ function.

I’m versatile

shaping tomorrow with you

au.fujitsu.com/scanners

Technology

The SV600 can directly scan large documents (up to A3 size) as well as bound books to document quality. It maintains the ScanSnap series’ reputation for sharp scanned data images as well as inheriting the iconic “One Touch” feature from the ScanSnap Series. Unique features of the SV600 include an in-built “Book Image Correction” (ability to remove distortion caused by the curve of an open book) feature and “Page Turning Detection” feature, which initiates the scanning operation via the detection of page turning movements. The release of the SV600 with its simple and fast desktop to digital data capture capability, allows the scanning of documents such as broadsheets and thick books that were previously difficult to handle. Its compact design and overhead scanning operation, reduces desktop footprint and even allows capture of multiple business card details just by scattering them within the scanning area. This is a welcome addition to the ScanSnap series of personal scanners, which deliver fast and simple document digitization to PDF.”

SV600 FEATURES 1. Easy to digitizs different document types using the new VI Technology VI Technology combines a lens with variable depth of field, a direction controlled LED lamp and a CCD linear image sensor to minimise unevenness in image quality. This ensures distortion is removed and scanning produces uniform document quality. As a result even large documents and bound books can be easily digitised. (1) Able to scan newspapers and magazines up to A3 size No need to cut or fold. Simply position the documents, books, newspapers, within the scanning area and they can be easily scanned. Thick documents (up to 30mm) such as books or greeting cards, and even those with sticky notes attached can be scanned directly without difficulty. (2) Able to scan old or delicate documents Because the SV600 does not touch any document surface it is possible to scan precious items that would otherwise be damaged by too much handling or feeding into ordinary ADF scanners. 2. All-in-one unit lets you create and read your own digital books The page turning detection function and the image correction feature, greatly simplify and speed the scanning of book pages. Rack2-Filer Smart and Magic Desktop software, makes SV600 the all-in-one model for organising and enabling the reading of scanned images as digital books. (1) Book Image Correction automatically corrects the distortion caused by the curve of an opened book Scanned images can be confirmed and fine-tuned using the preview dialog to ensure that the data scanned from magazines and books is as sharp as the original. (2) Page Turning Detection makes continuous page scanning efficient SV600 automatically detects when a page is turned, allowing books to be scanned at a rate of 3 seconds per open pair of pages. (3) Easy Book Creation converts image data to digital books with ease The new “Rack2-filer Smart” and “Easy Book Creation” features can automatically create a virtual book based on the front cover, back cover and spine of the original. It can also be placed in a virtual bookshelf for easy selection.

education matters primary

3. Other benefits (1) Fast start up and scanning times The SV600 is ready to scan in three seconds after switch on. Three seconds are needed to scan large A3 size documents. (2) “Multiple Document Detection” feature enables scanning and cropping of multiple documents in a single scan Ideal for multiple business cards, sets of photographs, business receipts, as the SV600 does the cropping automatically. (3) Additional Bundled Software “Nuance® Power PDF Standard” for editing PDF files, and “CardMinder” for managing business cards, are buddled as standard with the SV600. PRODUCT INFORMATION SITE www.fujitsu.com/au/products/computing/ peripheral/scanners/scansnap/sv600/index.html Or contact Proscan for pricing and purchase options www.proscan.com.au/brands/fujitsu

Here’s an idea: Cut classroom printing costs by up to 50%. The HP OfficeJet Pro X with PageWide Technology. Featuring blistering speeds of up to 70 pages per minute1, the secret to the HP OfficeJet Pro X series is HP PageWide Technology – a stationary print bar that spans the width of a page and prints entire documents in a single pass. The OfficeJet Pro X series gives you laser like prints and up to half the cost per page2 of colour laser printers. Find out more at hp.com.au/officejet

The world’s most preferred printers.

1. When printing in general office mode. 2. HP OfficeJet Pro X Series: Cost Per Page (CPP) claim is based on comparing the majority of colour laser MFPs <$1000 AUD RRP sold shipped between April 2014 & March 2015 as reported by IDC. CPP comparisons relate to HP 970XL/971XL series cartridges and are based on manufacturers published AUD RRP and ISO yields for highest capacity cartridges. For more information see www.hp.com/go/learnaboutsupplies *The world’s most preferred printers: #1 of Inkjet and Laser Shipment Units, Quarter = 2009Q1-2014Q3, Source IDC WW Quarterly HCP Tracker, Final Historical 3Q14. © Copyright 2015 Hewlett-Packard Development Company, L.P. The information contained herein is subject to change without notice.

1 EXPO 8 CONGRESSES 250 EXHIBITS 8000 ATTENDEES

Southern Hemisphere’s largest education event

Be involved in the largest education technology expo in Asia Pacific!

Book an expo booth

8 unique Congresses & Masterclasses to choose from Claim Professional Development hours World’s BEST Speakers

Book as a delegate

EARLY BIRD OFFER Save $200

Visit our NEW website | www.edutech.net.au

Teaching and Learning Resources

Teaching a mixed-year class how to tell the time: IN ONE LESSON LARISA HAS 18 YEARS’ TEACHING EXPERIENCE AND CURRENTLY HAS A MIXED-YEAR CLASS COMPRISING CHILDREN FROM PREP, YEAR 1, AND YEAR 2. SHE HAD HEARD ABOUT THE EASYREAD 3 STEP TIME TEACHING SYSTEM AND WAS CURIOUS TO SEE IF IT HAD ANY MERIT – THIS IS HER STORY.

Prep are not expected to learn anything other than o’clock. Year 1 move to o’clock, half past and a bit of exposure to quarter past and quarter to. Year 2 also do this and then start to move into 5 min increments etc. It has been my experience with EVERY class that they really struggle with the concept of time, particularly minutes TO the hour. After researching your system, I got our classroom clock off the wall and grabbed some whiteboard markers. I told the kids I was going to draw all over it but that it would help them learn

to tell the time. First I wrote the numbers (minutes) around the frame of the clock on the ‘past’ side, counting the minutes as I went. Then I started on the ‘to’ side doing the same thing. After writing all the minutes on, I drew a line down the middle of the clock and wrote ‘past’ and ‘to’ on the glass and I then showed them their new clock. I then randomly set the hands and modelled to them the 3 step process a few times...the lights started to go on in their heads!!!!

So I thought I would start with the Year 2s and I gave a time to each one and got them to use the 3 steps; 100% success here. Then Year 1s and Preps were keen for a turn so I did the same thing with them...helping them and explaining as I went. We played a game with it, whereby if the kids got their turn correct they got a point. There were 16 kids in the class that day and the score was 16-0 to the kids. It was brilliant, the EasyRead 3 Step Time Teaching System works so easily and I was impressed with the immediate results.

Teacher Health and Wellbeing

education matters primary

Workload, tipping points and sustainable work-life balance: The occupational health and safety challenges for educators AUSTRALIA HAS A SIGNIFICANT MENTAL HEALTH ISSUE, AND MANY SCHOOLS AS WORKPLACES ARE UNFORTUNATELY PART OF THE PROBLEM NOT THE SOLUTION, WRITES PHIL RILEY. The workload of Australian principals is rapidly approaching a tipping point, beyond which the job will become unsustainable. Many may feel they have already reached it. If principals’ work is becoming unsustainable then so is teachers’ work. The Australian Principal Health and Wellbeing Survey has pointed out some of the reasons why. But let’s start this discussion with some recent evidence, both good and bad, that gives some context to the issues. • Mental health threats are an educators’ most common occupational risk. • PricewaterhouseCoopers (PwC) calculated that the cost of not addressing mental health issues in Australian workplaces amounts to $10.9 billion in annually: two Gonski’s every year!2 • As educators make up the largest professional workforce in the country they represent a significant proportion of the $10.9 billion. • Safe Work Australia reported, “The number of compensation claims for mental disorders lodged due to work-related mental stress substantially underestimates the size of the problem.”3 The reason for this is because in many industries, probably including most education settings, putting in a claim risks career suicide. So sensible people don’t do it. They may be suffering but they are not stupid. • PwC found workers compensation claims represent just over 1% of the $10.9 billion!

• So employers suggesting that 2-3% reductions in successful workers compensation claims against education employers are evidence that things are improving is misinformed. It is a distraction from the very real issues facing educators. • Far more troubling evidence than the relatively static workers compensation claims comes from the Teachers Health Fund, the industry health insurer. In November, 2014, the CEO, Brad Joyce, reported “the need for mental health services from members almost doubled over the past five years.”5 The evidence of problems is clear. Australia has a significant mental health issue, and many schools, as workplaces are unfortunately part of the problem not the solution. On all dimensions of health and wellbeing principals score significantly lower than the general population on all positive dimensions and significantly higher on all negative dimensions. While there is no data yet on Australian teachers’ scores on the same dimensions, similar studies conducted suggest that there is no reason to suggest they would score much differently from principals. You would probably like some good news now. Well there is some. PwC found that every “dollar spent on effective workplace mental health actions may generate $2.30 in benefits the organisation”1. So addressing the issues is

education matters primary

Philip Riley, PhD, Associate Professor of Educational Leadership Principal Researcher, Principal Health and Wellbeing Survey Institute for Positive Psychology and Education, ACU Philip.riley@principalhealth.org Philip.riley@acu.edu.au Phil Riley, a former school principal, spent 16 years in schools before moving the tertiary sector. He researches the overlapping space of psychology, education and leadership. Phil has produced more than 150 publications and peer reviewed conference presentations and been awarded over $6 million in research funding. In 2010 Phil was recognised by Monash University with an inaugural Monash Researcher Accelerator award, which funded the first two years of The Australian Principal Health and Wellbeing Survey. He has since won the Dean’s award for Excellence by an Early Career Researcher, and the award for Excellence in Innovation and External Collaboration, at Monash in 2011. He moved to ACU in 2014.

Teacher Health and Wellbeing

a no-brainer. Doing so will free up significant levels of funding that could go to schools for educational purposes: a win-win scenario. But what to do? The Australian Psychological Society has been working on this and released an important report in 2013.5 The Psychologically Healthy Workplace has six basic conditions that have to be met. As you read through them see if you can judge how well your workplace setting measures up. If you see shortfalls, what might be done to address them successfully? SUPPORTIVE LEADERSHIP • P erceived organisational support. The key word here is “perceived”. When employees perceive they are supported positive benefit for all follows. If they don’t perceive it, there are two potential issues: a) There may not be adequate support, or b) There may not be adequate communication about the support that is being provided but not being perceived. •S upervisory support is concrete and specific. It shows the employee that their work is noticed, and valued by the organisation leaders. Relational and technical support provide employees with the feeling of security that enables them to back their own judgement knowing they have a place to retreat to if they overstretch. •S upportive leadership that is neither overdirective or laissez-faire. This is tricky in a school situation as all educators are all leaders of students, perhaps also teaching teams as well as followers in the organisation. So how they are treated is likely to be how they treat others. Everyone has a more senior person to report to, including the principal. • Emotional intelligence. Made popular by Dan Goleman6 20 years ago, this goes directly to reading others and “walking in their shoes”. When leaders are trying to understand both the impact of their leadership and “how the troops are travelling” benefit for all ensues. • E mpathy, relates to emotional intelligence. Leaders need both to really be effective. When they are employees are more able to roll with the punches of a demanding job such as teaching • Roll-modelling, is what educators do all the time. • Delegation. In psychologically health workplaces delegation is a structured way to help the organisation function, not just giving people you don’t like, jobs you would rather not do. In unhealthy work environments, delegation often comes with either criticism of the task, or lack of support/

“…every dollar spent on effective workplace mental health actions may generate $2.30 in benefits the organisation.”

resources to complete the task successfully. • P roactive management of at-risk staff (for teachers read at-risk students). Basically everyone is watching how you handle those difficult relationships: watching to see if the actors’ dignity remains and that decisions are based on careful judgements made in everyone’s best interests. EMPLOYEE ENGAGEMENT • The extent to which you feel involved in your job, have a say in what should happen, and some control over what actually happens. • Much of employee engagement rests on the alignment between personal and organisational views and values. Increasing accountability and prescription in education has produced a values tension for many veteran teachers who began their careers under very different value systems to now. The result has been increased attrition from teaching in the USA7 as veteran teachers disengage from the work. As we follow the same trends in Australia it is safe to guess that similar issues are arising here too. ROLE CLARITY • Understand work objectives, and their links to individual and organisational objectives. • Clear guidance about expected roles and how these translate to actual behaviours associated with the job. For example, does everyone in your work setting know how the goals of the organisation translate into daily action, or are they supposed to work that out for themselves? LEARNING, DEVELOPMENT AND GROWTH OPPORTUNITIES • Access to appropriate professional development, with opportunities to expand knowledge, skills and abilities and apply competencies gained.

education matters primary

APPRAISAL AND RECOGNITION •A ppropriate rewards for contribution to the workplace. This does not mean performance pay. Teaching is a collaborative exercise and performance pay tends to induce competition between employees for limited resources, rather than promote collaboration toward long-term organisational goals. • Recognition of achievement of professional and personal milestones. •Q uality of performance assessment and feedback. Australia is well known in the organisational literature for not providing good feedback to employees. Our culture of “the tall poppy” means we tend to avoid rather than point out obvious success, and feel uncomfortable pointing out obvious under performance, because we don’t like to be seen as “dobbers”. So for Australian managers the easiest thing to do is provide little or no feedback, making performance reviews more of a time-wasting exercise than true provocations toward growth and identifying real opportunities to support employee growth.8 WORK-LIFE BALANCE • Acknowledgement of employee’s responsibilities and lives outside work. • P rovides help to manage these multiple demands. BENEFITS OF A PSYCHOLOGICALLY HEALTHY WORKPLACE9 A psychologically healthy workplace fosters employee health and well-being while enhancing organisational performance, thereby benefiting both employees and the organisation. Benefits to employees • Increased job satisfaction; • Higher morale; • Better physical and mental health; • Enhanced motivation; and, • Improved ability to manage stress. Benefits to the organisation • Improved quality, performance and productivity; • Reduced absenteeism, presenteeism and turnover; • Fewer accidents and injuries; • Better able to attract and retain top-quality employees; • Improved customer service and satisfaction; and, • Lower healthcare costs.

WHAT CAN INDIVIDUALS DO? School education will always be an intense job emotionally because education workers deal with parents’ most precious hopes and deepest fears, wrapped up in the futures of their children. No amount of resourcing will change that. So it is important to recognise that educators’ occupational risks are more likely psychological. In particular, the risk is burnout. The American Psychological Association has a comprehensive website that outlines the differences between stress and burnout.10 The main causes are work-related, but there are also lifestyle issues, and personality traits contribute too. You will note that many of the symptoms listed below are the opposite of the components of a psychologically healthy workplace. WORK-RELATED CAUSES OF BURNOUT • Feeling like you have little or no control over your work; • Lack of recognition or rewards for good work; • Unclear or overly demanding job expectations; • Doing work that’s monotonous or unchallenging; and, • Working in a chaotic or high-pressure environment. LIFESTYLE CAUSES OF BURNOUT • Working too much, without enough time for relaxing and socialising; • Being expected to be too many things to too many people; • Taking on too many responsibilities, without enough help from others; • Not getting enough sleep; and, • Lack of close, supportive relationships.

The signs and symptoms of burnout fall into three categories. They are a good checklist to use for yourself and your colleagues. It is important to remember that burnout is the number one occupational risk for educators and should not be seen as a failure if it happens. It is common. It is also good to remember that burnout is a gradual process. This signs are subtle at first, but get easier to recognise with time. Early detection means it is easier to deal with because the symptoms are less severe. PHYSICAL SIGNS AND SYMPTOMS OF BURNOUT10 • Feeling tired and drained most of the time; • Lowered immunity, feeling sick a lot; • Frequent headaches, back pain, muscle aches; and, • Change in appetite or sleep habits. EMOTIONAL SIGNS AND SYMPTOMS OF BURNOUT • Sense of failure and self-doubt; • Feeling helpless, trapped, and defeated; • Detachment, feeling alone in the world; • Loss of motivation; • Increasingly cynical and negative outlook; and, •D ecreased satisfaction and sense of accomplishment. BEHAVIORAL SIGNS AND SYMPTOMS OF BURNOUT • Withdrawing from responsibilities; • Isolating yourself from others; • Procrastinating, taking longer to get things done; • Using food, drugs, or alcohol to cope; • Taking out your frustrations on others; and, • Skipping work or coming in late and leaving early. BURNOUT PREVENTION TIPS10

PERSONALITY TRAITS CAN CONTRIBUTE TO BURNOUT • Perfectionistic tendencies; nothing is ever good enough; • Pessimistic view of yourself and the world; • The need to be in control; reluctance to delegate to others; and, • High-achieving, Type A personality.

•S tart the day with a relaxing ritual. Rather than jumping out of bed as soon as you wake up, spend at least 15 minutes meditating, writing in your journal, doing gentle stretches, or reading something that inspires you. •A dopt healthy eating, exercising, and sleeping habits. When you eat right, engage in regular

The Australian Principal Health and Wellbeing Survey is open from July 20 to October 4, 2015. Please visit www.principalhealth.org to take the survey. Your participation is vital! physical activity, and get plenty of rest, you have the energy and resilience to deal with life’s hassles and demands. •S et boundaries. Don’t overextend yourself. Learn how to say “no” to requests on your time. If you find this difficult, remind yourself that saying “no” allows you to say “yes” to the things that you truly want to do. • T ake a daily break from technology. Set a time each day when you completely disconnect. Put away your laptop, turn off your phone, and stop checking email. •N ourish your creative side. Creativity is a powerful antidote to burnout. Try something new, start a fun project, or resume a favorite hobby. Choose activities that have nothing to do with work. • L earn how to manage stress. When you’re on the road to burnout, you may feel helpless. But you have a lot more control over stress than you may think. Learning how to manage stress can help you regain your balance. If we do not change what we do from day to day we should not achieve different occupational health outcomes. This means changing work habits: (re) evaluating work practices, keeping the important ones, but letting go of the unimportant. “The chains of habit are too light to be felt until they are too heavy to be broken.”11 It is time for all educators to act individually and collectively to change work practices that contribute to burnout. By looking after their own health, they will also be looking after the profession. The children of Australia will be the beneficiaries.

References 1. www.principalhealth.org 2. PricewaterhouseCoopers Australia. http://www.headsup.org.au/creating-a-mentally-healthy-workplace/the-business-case 3. http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/769/The-Incidence-Accepted-WC-Claims-Mental-Stress-Australia.docx 4. Teachers Health Fund CEO Brad Joyce (Nov, 2014) 5. http://www.psychology.org.au/inpsych/2014/december/phwp/ 6. Goleman, D. (1995). Emotional intelligence. New York: Bantam Books, Inc. 7. Noddings, N. (2007). When school reform goes wrong. New York: Teachers College Press. 8. Henry, A. (2005). Leadership revelations – An Australian perspective: Reflections from outstanding leaders. North Ryde: CCH Australia 9. http://www.apaexcellence.org/resources/creatingahealthyworkplace/benefits/ 10. http://www.helpguide.org/articles/stress/preventing-burnout.htm 11. Warren Buffet distilled the words of Samuel Johnson to come up with this quote. http://quoteinvestigator.com/2013/07/13/chains-of-habit/

education matters primary

Health & Wellbeing

Top 10 tips for a smooth flight when travelling with a baby TO AVOID SPENDING LONG, DISAGREEABLE HOURS IN THE AIR WE HAVE SOME SIMPLE ADVICE THAT BEGINS EVEN BEFORE YOU ARRIVE AT THE AIRPORT.

There is nothing worse for a parent then the thought of travelling on an airline with an infant less than two years of age or even being a passenger waiting in the departure lounge cringing at the thought that child any minute could dissolve in a torrent of loud tears. To avoid spending long, disagreeable hours in the air we have some simple advice that begins even before you arrive at the airport. THINGS TO KNOW BEFORE LEAVING A baby can make a short flight as early as one week of age, and at 3-4 weeks, it can make a medium or long distance flight. It’s important that parents be sure their infant does not have a cold. If the child does have a cold, it is strongly advised not to fly. PARENT RECOMMENDATIONS BEFORE TAKE-OFF 1. All children travelling overseas, including newborns, need a passport. Make sure all your family’s passports have at least six months validity from your planned date of return to Australia. Keep a photocopy of your documentation separate from the originals and leave copies at home with someone you can easily contact in case of an emergency. 2. When you reserve your airline ticket, be sure to mention that you will be traveling with your baby. Certain airlines attribute specific seats to parents who are traveling with very young children. ON THE PLANE 3. To limit the effects of a change in cabin pressure when taking off and landing, we recommend ensuring your baby has something to drink, preferably something they usually drink. The act of swallowing will help alleviate ear pressure. Also, as these particular moments in the plane can be stressful, it’s advisable to let your baby suck on a pacifier.

4. I n addition to your traditional carry-on luggage, you’re allowed to take your baby’s nappy bag with you into the cabin. Powdered milk formula is also authorised but you’ll have to ask the flight crew to provide you with spring water heated to the right temperature to prepare your baby bottles. You may also take baby food and any medications that your infant may need during the flight. 5. H ave on hand everything you may need in terms of extra clothing, nappies and baby wipes – opt for wipes instead of cleansing lotions, which have to meet air safety standards: they cannot be over 100ml, and must be placed in transparent plastic bags and presented when you go through security. 6. B lankets provided by the airlines are not sufficient for your little one. Parents should include warm, comfortable clothing (bring along your baby’s usual sleeping bag and a cap) because the flight might be long and the temperature is often kept quite cool inside the plane. 7. I f the flight lasts more than 2.5 hours, you’ll have to plan for an appropriate meal for your baby. 8. B e sure your baby drinks a lot during the flight. Infants become dehydrated much faster than adults due to the dry, pressurised air. 9. P arents’ biggest preoccupation during a long flight is to keep their baby occupied. This should be taken into account when you book your tickets. If possible, try to reserve a flight that coincides with your child’s naptime or even a night flight. You will be able to reserve a baby crib directly with your airline company (these cribs are for children who weigh less than 10 kg and are less than 70 cm in length). Otherwise, parents can try to recreate a cosy, familiar environment with their baby’s favourite soft toys, books and games.

education matters primary

10. And here is an unexpected tip for getting your baby to sleep during the flight: taking along his car seat might help him drift off more easily because it’s familiar to him. However, be sure you have the airline’s permission in advance. This will depend on seating availability and the size of your child’s stroller or car seat. On arrival at your destination you may have concerns about your child being affected by time zone changes. Never fear though for if there is a time change when you arrive at your destination and your baby is less than 6 months old, this change should not have much effect as they are less sensitive at a younger age. However older infants can suffer more and we recommend adjusting to the local time by gradually delaying or advancing their bedtime. The tip can also be applied to meal times, which should be adjusted. You can help your child be patient by offering them a light snack, like applesauce. Nothing is preordained but following these tips are a simple and easy way to ensure travel conditions are comfortable for parents, children and fellow travellers.

for everyone

Student Health and Wellbeing

Working with wellbeing A WHOLE-SCHOOL APPROACH TO WELLBEING IS ABOUT CREATING A SAFE AND SUPPORTIVE ENVIRONMENT IN SCHOOLS, ONE THAT ENHANCES ALL DIMENSIONS OF HEALTH AND THE DEVELOPMENT OF STUDENTS, WRITES NICKY SLOSS.

It is often obvious when our students are not doing so well – we see this through their facial expressions, posture and energy levels, the things they say and don’t say. How does it look, sound and feel when our young people are flourishing in all aspects of their lives and how do teachers help them along that path to wellbeing?

Nicky Sloss is a passionate educator working as the Student Wellbeing Consultant at the Association of Independent Schools NSW. A teacher for 25 years in both Government and Independent Schools, she is currently completing her Graduate Diploma in Counselling. Nicky won an Australian Government Quality Teacher Program Grant and Positive Schools teacher nomination in 2013 and is a member of the NSW Wellbeing Australia advisory group. Nicky can be contacted at nsloss@aisnsw.edu.au The Association of Independent Schools of NSW (AISNSW) is a significant provider of professional learning programs for more than 460 independent schools in NSW, and its programs are also able to be accessed by teachers from other schools sectors and states and territories. AISNSW delivers hundreds of programs and customised consultancies to schools focusing on the curriculum and pedagogy, as well as conferences, online learning programs and webinars.

WHAT IS WELLBEING? For over 70 years, the World Health Organisation has defined health as ‘a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity’ (Who.int, 2015). It is a definition that acknowledges how multifaceted the nature of wellbeing is. Dodge et.al. (2012) states that wellbeing is the ‘balance point between an individual’s resource pool and the challenges

education matters primary

faced.’ In other words people can only thrive when they have the resources to address the adversities they face. In relation to education, the Australian Department of Education, Employment and Workplace Relations (DEEWR) survey provided the following definition for student wellbeing, ‘a sustainable state of positive mood and attitude, resilience and satisfaction with self, relationships and experiences at school’ (Australian Catholic University, 2008). In order to complete duties and be effective educators within the school community, teachers and those working with young people in schools need to have a diverse set of skills and characteristics. On top of good pedagogy, an expanding curriculum and a knowledge of mandatory school policies and procedures,

Student Health and Wellbeing

“Understanding the wellbeing of students and developing strong connections and a sense of belonging might seem an extra demand on educators, however evidence suggests it is critical.” teachers need high levels of energy, a capacity to recognise they do not have all the answers and a willingness to seek the support of others when required. Understanding the wellbeing of students and developing strong connections and a sense of belonging might seem an extra demand on educators, however evidence suggests it is critical. It this focus on wellbeing that underpins the effective education of the whole child, and every child – ‘Everybody is a teacher of wellbeing’ (MindMatters). In my role as AISNSW [Association of Independent Schools NSW] Student Wellbeing Consultant, I get to talk with many teachers across New South Wales in relation to their work with students in school settings. I find it encouraging, comforting and not at all surprising that many classroom teachers, school administration and support staff have high levels of awareness concerning student wellbeing. The idea that wellbeing affects learning is not a new one and there is a plethora of evidence to inform and assist educators and staff supporting students in schools to support this. Educators and staff working with young people are eager to learn strategies to enhance their relationships with students to improve wellbeing and academic outcomes. Martin and Dawson (2009) suggest that, ‘a focus on relationships throughout the school has a positive ripple effect impacting on not only wellbeing, but also the motivation and performance of both students and their teachers.’ As one of my colleagues and I regularly say, teachers

teach students as well as subjects. Teachers require professional learning and resources to assist them in relation to student wellbeing. A recent survey of Australian principals and teachers conducted by the Australian not-forprofit organisation beyondblue found that almost all believed that student wellbeing and mental health was equally as important as school curriculum. Two thirds of those surveyed would like more professional learning and resources in this area (beyondblue 2015). Educators acknowledged their responsibility in creating a supportive environment in the classroom and to address the wellbeing of the young people in their care but do not always know the best way to deliver that support. WHAT MIGHT WELLBEING LOOK LIKE IN SCHOOLS? Both KidsMatter (primary) and MindMatters (secondary) are two reputable and evidence-based frameworks created in collaboration with beyondblue, the Australian Psychologists Association and Principal’s Australia Institute. Their whole-school approach is not only key, it is essential. The Melbourne Declaration on Educational Goals for Young Australians (2008) clearly identified schools as having a pivotal role in the wellbeing of young Australians working in partnership with the broader community. The wellbeing of students is a key foundation for success. A whole-school approach to wellbeing involves everyone in the school as well as the community – ensuring that a sense of connectedness and belonging

education matters primary

is provided for young people (KidsMatter). A wholeschool approach is about creating a safe and supportive environment in schools, one that enhances all dimensions of health and the development of students. Huppert (2011) suggests that schools are a key component in terms of moving students and staff from languishing to flourishing. There will always be those students whose mental health requires a high-level response in our schools, however the focus is now increasingly aimed at universal prevention intervention. These interventions stretch beyond one or two lessons and may extend to an informal and formal wellbeing ‘curriculum’ in schools. CHALLENGES AND SOLUTIONS Access to resources, planning time, structures and budget can all be seen as challenges in schools however none of these are unsurmountable. In Australia, we are fortunate to have access to a wide range of resources and professional learning networks across the country and globe. Teachers and schools can access a range of resources all free of charge including though not limited to: • Australian Communications and Media Authority • Black Dog Institute • Bravehearts • beyondblue • Bereavement Care Centre • Bullying No Way • Curve Lurve • CyberSmart • Edutopia • Five Ways to Wellbeing • Greater Good Science Centre • headspace • KidsMatter • MindMatters

• National Centre Against Bullying • NSW Cancer Council • Peer Support Australia • Orygen Youth Health • ReachOut.com/Professionals • Safe Schools Hub • Stay Smart online • Syd Uni Brain and Mind • The Butterfly Foundation • The Smiling Mind • Transport for NSW • Wellbeing Australia • Young and Well Cooperative Research Centre Youth • beyondblue A number of these organisations and resources also provide professional learning for teachers. Not to be underestimated, Twitter is also an outstanding professional learning network and place to source ideas and resources for wellbeing in schools. Each term in the AISNSW Student Wellbeing News, the plethora of evidence-based resources, articles, apps and fresh evidence-based ideas and opportunities is showcased. Teachers can access this newsletter as professional learning to utilise in their work with both students and the parent community, who are a vital part of the wellbeing puzzle. Experts and researchers, as well as police liaison officers and advocacy groups, can also be a useful addition to wellbeing programs provided they are scaffolded by appropriate sessions with Personal Development, Health and Physical Education (PDHPE) or wellbeing staff. Purposefully scheduling visitors when KLA curriculum would benefit from their support can also be appropriate. Adequately resourcing teaching staff and providing professional learning in relation to student wellbeing topics will build their capacity and ensure messages are well-received and sustained by the school community.

IN SUMMARY • Schools are vital in relation to student wellbeing. • Student wellbeing is necessary for effective learning, pro-social behaviour and resilience. • Informal conversations, development of relationships and connections play an important role in the development of student wellbeing. • Professional learning is essential to build teacher capacity in relation to student wellbeing. • Teachers require an understanding of current

evidence-based research regarding the contemporary issues concerning the health and wellbeing of young people. • Both proactive and reactive approaches are required when working with young people in schools. • There are a plethora of evidence-based resources related to student wellbeing. Wellbeing is definitely on the agenda in our schools.

AISNSW STUDENT WELLBEING PROFESSIONAL LEARNING AISNSW Student Wellbeing News is a newsletter sent to teachers who register their interest each term. We invite teachers to engage with this source of information as an exciting means of professional discourse. Select ‘student wellbeing’ as an area of interest on your AIS profile and you will be included on the distribution list. More details are on the AISNSW Student Wellbeing Page https://www.aisnsw.edu.au/ Services/PL/SW/pages/default.aspx AIS Student Wellbeing Conference 2015 – Walking the Talk about Wellbeing 24 August 2015 https:// www.aisnsw.edu.au/CoursesEvents/Pages/CourseDetail.aspx?cid=906c8613-abef-46cd-ad7e3798edea0020 Wellbeing for Beginning Teachers 26 August 2015 https://www.aisnsw.edu.au/CoursesEvents/Pages/CourseDetail.aspx?cid=21453ad5b963-4f56-8b68-7b4ae99878fc What is Working Well in Wellbeing? Online Module Available from 3 November 2015 https://www.aisnsw.edu.au/CoursesEvents/Pages/ CourseDetail.aspx?cid=136b4e09-f54d-4984-b84b-16fe2e35cfd2 Building Teacher-Student Relationships 15 October 2015 https://www.aisnsw.edu.au/CoursesEvents/Pages/CourseDetail.aspx?cid=c85738a4-a1c2-462a-bd113926d22b1d93 Strategies for Leading Wellbeing Teams 21 October 2015 https://www.aisnsw.edu.au/CoursesEvents/Pages/CourseDetail.aspx?cid=2ad7ed2e-23f8-4cd7-badfeb8cc0e0440b Best Practice in Education – A Drug and Alcohol Focus with Paul Dillon 9-10 November 2015 https://www.aisnsw.edu.au/CoursesEvents/Pages/CourseDetail.aspx?cid=0cbf4613-bfdf-4f5a-a36f008787b22393

References Australian Catholic University and Erebus International (2008) Scoping Study into approaches to student wellbeing: Literature review. Report to the Department of Education, Employment and Work Relations: Canberra beyondblue (2015). Media Release, 4th May. beyondblue launches new MindMatters initiative to improve mental health in Australian Secondary Schools. Available at: https://www.beyondblue.org.au/ about-us/news/news/2015/05/03/i-beyondblue-i-launches-new-mindmatters-initiative-to-improve-mental-health-in-australian-secondary-schools [Accessed 21 Jul. 2015]. Centre for Education Statistics and Evaluation (2015). Student Wellbeing: Literature Review. Report to NSW Department of Education and. Communities. Dodge, R., Daly, A., Huyton, J., @ Sanders, L. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2 (3), 222-235. KidsMatter Martin, A.J., & Dawson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79 (1), 327-365. Huppert, F.A. (2011). Flourishing Across Europe: Application of a New Conceptual Framework for Defining Well-being. Well-Being Institute & Department of Psychiatry, University of Cambridge. MindMatters Ministerial Council on Education, Employment, Training and Youth Affairs (2008). Melbourne Declaration on Education Goals for Young Australians. Principals Australia Institute Roffey, S. (2012). Positive Relationships: Evidence Based Practice across the World. Springer Science + Business Media. Who.int, (2015). WHO Definition of Health. [online] Available at: http://www.who.int/about/definition/en/print.html [Accessed 21 Jul. 2015].

education matters primary

Health and Wellbeing

Making a difference to the ways teachers support the wellbeing of their students THE GOOD NEWS IS THAT MOST AUSTRALIAN CHILDREN EXPERIENCE GOOD MENTAL HEALTH. CHILDREN ALSO BENEFIT WHEN SCHOOLS, PARENTS AND FAMILIES FOCUS ON IMPROVING MENTAL HEALTH AND WELLBEING. THIS ATTENTION IMPROVES LEARNING OUTCOMES IN CLASSROOMS.

KidsMatter Primary is a national initiative for primary schools that assists school leaders and teachers to guide and sustain children’s mental health and wellbeing. The initiative was developed collaboratively by the Principals Australia Institute, the Australian Psychological Society and beyondblue, with funding from the Australian Government Department of Health. Beginning as a pilot in 2006, KidsMatter Primary is being implemented in government, Catholic and Independent schools. Today over 2,600 schools are involved in KidsMatter Primary, and the numbers are growing.

School staff work on four areas in KidsMatter Primary to improve the mental health and wellbeing of children and minimise risk factors. The four areas or components are: 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 Schools implement KidsMatter Primary through flexible delivery and progression through the four components. Colleagues participate in professional learning sessions that take a whole-school approach to understanding and strengthening mental health and wellbeing in children.

“When we build up the wellbeing of students, there are great results in student behaviour and also in their ability to learn”, Suzanne Curyer, Executive Director of Programs, Principals Australia Institute, said. “We know that KidsMatter Primary makes a difference to the ways teachers support the wellbeing of their students.” Resources for schools A wide range of free resources assist schools at every stage of implementation of KidsMatter. The online KidsMatter Primary portal increases the flexibility of delivery, and can be used in different contexts. As Denise Foggo, Coordinator of KidsMatter at Glen Huon Primary School in Tasmania says: “I love KidsMatter and think that it is a very valuable addition to any school. We use the portal to ‘catch up’ new staff. We can select the most significant parts from each component and direct staff to specific slides from the three components we covered and they interact with the Portal. They can learn at their own pace and do this as part of their induction.” Learn more about KidsMatter KidsMatter Primary offers a range of professional learning events across Australia. You’ll find events on the calendar on the website. If your school would like to find out more about KidsMatter Primary, visit the website: www.kidsmatter.edu.au Create a guest log-in and explore the KidsMatter Primary portal: https://primary.portal.kidsmatter.edu.au/

education matters primary

Wellbeing is at the heart of good teaching and learning.

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

• 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

Physical Education

Primary schools, the health and physical education learning area and ACHPER Alison Turner is the National Executive Director of the Australian Council for Health, Physical Education and Recreation Inc. (ACHPER). She is originally from Adelaide where she was educated and completed her tertiary studies before teaching in the Northern Territory, Queensland and Western Australia. She has held various positions including that of Principal Consultant HPE K-12 for the WA Department of Education 2008 - 2012 and recently has led the Active Living WA project as the principal policy officer for this project. With a background in elite level Volleyball and coaching, she has been Vice President of the WA Branch of ACHPER, member of course advisory committees for writing and developing senior school courses in West Australian Certificate of Education Senior School courses in Physical Education Studies, Health Studies and Outdoor Education, worked with gifted and talented programs including the establishment and review of specialised programs in WA secondary schools, worked as a sessional lecturer at Edith Cowan University in Health Studies from 2009 -2011 and led the WA education department consultation processes during the development of the Australian Curriculum: Health and Physical Education.

WITH THE INNATE ENJOYMENT THAT CHILDREN HAVE FOR MOVEMENT AND PLAY-BASED LEARNING, IT IS ESSENTIAL THAT HPE BE SUPPORTED THROUGH EVERY PRIMARY SCHOOL ENVIRONMENT TO ENSURE THAT EVERY STUDENT HAS THE SKILLS, KNOWLEDGE AND UNDERSTANDINGS TO BE ENGAGED, CONFIDENT AND CAPABLE LEARNERS, WRITES ALISON TURNER, ACHPER NATIONAL EXECUTIVE DIRECTOR.

How often do we open a news article and hear of the concerns that face our children and youth regarding Health and Physical Education (HPE) issues? Reports range from articles focused on sedentary living, disengagement with physical activity, bullying, obesity, mental health and general student wellbeing in schools. Often primary schools and teachers can be expected to provide a “cure” for all social determinants of health and wellbeing. HPE is a learning area that can support children in the choices they make and can manifest in the skills, knowledge and understandings that will ensure students are equipped to make decisions that will impact on their own and others health and wellbeing choices, hopefully for life. As the leading professional association representing teachers and other professionals working in the fields of HPE, the Australian Council for Health, Physical Education and Recreation (ACHPER) is invested in making a difference to schools, teachers and students. The “available for use” (not yet endorsed) Australian Curriculum: Health and Physical Education delivered through

education matters primary

the Australian Curriculum, Assessment and Reporting Authority (ACARA) is being implemented in schools with diversity amongst states. ACHPER has been proactive in advocating for the value of the HPE learning area, developing partnerships that can contribute to school’s HPE, sport, health promoting frameworks and activity. ACHPER also delivers professional learning opportunities to generalist and specialist primary teachers, with the aim of contributing to enhancing teacher career pathways. THE IMPORTANCE OF HPE The Melbourne Declaration on Educational Goals for Young Australians is strong and clear in its intention for all young people to be supported through education to become successful learners, confident and creative individuals, and active and informed citizens (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008). The Australian Curriculum: HPE has been developed with this goal central to its construction. HPE is the curriculum area that engages students in worthwhile learning experiences to develop skills, knowledge, self-efficacy and

dispositions that will enable young people to live healthy and active lifestyles. The HPE learning area supports students to make informed decisions about their health and wellbeing and also engage in lifelong activity. A unique aspect of the HPE learning area is the wide range of learning contexts that provide substantial opportunities for developing interpersonal and collaborative skills, good communication, decision-making and goal-setting skills. Movement is a powerful medium for learning and, through it, students can develop and practise a range of personal, social and cognitive skills. HPE is a contributor to the development of resilience strategies and skills for conflict resolution and assertiveness. CHALLENGES IN THE PROVISION OF HPE AS A LEARNING AREA IN PRIMARY SCHOOLS Schools are challenging as well as highlyrewarding environments. Primary schools and teachers have much asked of them to deliver a holistic scaffold that will ensure students will develop the confidence and capabilities in all learning areas. A ‘crowded curriculum’ is a phrase often reiterated and recognised universally. Schools have community demands placed upon them to address each and every student’s needs. ACHPER also recognises that educators and schools may be immersed in

“HPE is a learning area that can support children in the choices they make and can manifest in the skills, knowledge and understandings that will ensure students are equipped to make decisions that will impact on their own and others health and wellbeing choices, hopefully for life.”

the “Literacy and Numeracy” conversation and pressures brought to bear by NAPLAN and the impact that this may have on decisions in regards to timetabling support for HPE. Advocacy with principals’ associations and federal and state policy makers is imperative to supporting the delivery of quality HPE and supporting teachers as they do so. ACHPER blogs, including one by Norm Hart, former Australian Primary Principals Association President, (see http://www.achper.org.au/blog/ blog-why-hpe-is-good-for-children) and recent academic research have brought wider attention to the emerging evidence between HPE, physical activity and cognitive development. Emerging evidence indicates an improvement in academic results when more, not less, HPE and physical activity is timetabled into the school program. Therefore improved student health and wellbeing and academics equates to great

education matters primary

incentives for schools! Much is asked of primary teachers to deliver across all learning areas and engage each and every student on an individual learning pathway. Primary teachers play an important role in delivering HPE and extra-curricular sporting programs that also enhance school communities. Not every teacher may feel confident in the delivery of HPE, however should be commended on their ability to know their students and deliver pedagogy that will engage with the needs of their students. HPE is best taught in curriculum time by a teacher delivering the learning area to students. The HPE learning area, teachers and schools are aware of the responsibility to support students through education to become successful learners, confident and creative individuals, and active and informed citizens. For this to be achieved, the importance of quality HPE delivery

Physical Education

ABOUT ACHPER Celebrating its 60th year in 2015, the Australian Council for Health, Physical Education and Recreation Inc. (ACHPER) aims to promote active and healthy living for all Australians through education, advocacy, partnership and professional practice. ACHPER is represented at a National level, and also has branches in each state and the Northern Territory. ACHPER has direct contact with over 30,000 HPE professionals and reach to over 3.5 million Australian students in over 9,000 schools throughout Australia. These contacts include specialist and generalist Primary and Secondary HPE teachers, academics and tertiary educators leading HPE teacher training, Principals, students, sport coaches, and education policy and curriculum leaders. We are a member based, not-for-profit organisation with a significant profile across the country. ACHPER also deliver resources, blogs and ongoing opportunities to enhance teacher quality through our website and our two National publications; The Active and Healthy Magazine and the Asia-Pacific Journal of Health, Sport and Physical Education. By offering continuous and current information to teachers, it provides members with the opportunity to tap into the ACHPER academic networks and current evidence-based information that may influence their practice. For further information, please visit www.achper.org.au.

screen time are supported by skills, knowledge and understandings gained in HPE curriculum, but require reinforcement by parents and primary schools. This year’s National HPE Day – on Wednesday September 9 2015 – will highlight the role that parents, caregivers, teachers and principals have to play in helping young people take a step towards leading healthier and more active lives. Schools and teachers are encouraged to participate in a health promotion or physical activity during the week or on the day itself to demonstrate how much it values this important learning area in the curriculum. Parents and caregivers can commit to a ‘parent pledge’ and show their intention to spend 30 minutes of physical or healthy activity with their children on HPE Day. Further information including resources for schools and parents are available at www.hpeday.com.au.

in schools cannot be understated to ensure children are given developmentally appropriate opportunities to engage in active play and positive health choices. Parents also play a vital role in their children’s engagement in healthy and active lifestyles particularly in primary school aged children where lifestyle choices are often reinforced through parent modelling. Choices around sedentary lifestyles, health self-efficacy and literacy, and engagement with

education matters primary

HOW CAN ACHPER SUPPORT PRIMARY TEACHERS IN HPE? ACHPER advocates for HPE, provides partnership links with education authorities, National Sporting Organisations and other health stakeholders, and also delivers professional learning and resources that can enhance school HPE and teacher quality. ACHPER supports the Australian Curriculum: HPE in its current ACARA form with curriculum content identifying what teachers are expected to teach and students are expected to learn in HPE from Foundation to Year 10. We strongly believe, as would

many of you in your roles as primary teachers, that the implementation of the Australian Curriculum: HPE in the early years of schooling from Foundation â&#x20AC;&#x201C; Year 2 is imperative to ensure that holistic child development outcomes from the Early Years Learning

Framework are transitioned into the Australian Curriculum through HPE. Learning in HPE is enhanced when primary teachers are aware of the five interrelated propositions underpinning the Australian Curriculum: HPE; focussing on the educative purposes, developing health literacy, including a critical inquiry approach, taking a strengths based approach and valuing movement. This has been the focus of much of ACHPER professional learning both at the state branch level and through our International Conferences. ACHPER will continue to unpack the five propositions and will support teacher understanding of the implications these propositions have for the HPE learning area. Whilst we recognise that some decisions are best made at the state and school level, ACHPER also believes that it is necessary for schools to provide opportunities for physical activity participation throughout the year. Australiaâ&#x20AC;&#x2122;s Physical Activity and Sedentary Behaviour Guidelines (Department of Health, 2014) highlight the need for minimisation of sedentary behaviour and engagement in regular physical activity to gain health and wellbeing benefits. The primary years of schooling are important periods

for establishing lifelong physical activity participation by fostering opportunities to appreciate and value movement and this is best delivered to students by teachers. A school environment, curriculum and parental expectations make schools vibrant and evolving communities. ACHPER would like to advocate strongly for HPE as a learning area and other enrichment activities such as sport, dance, outdoor education and evidence-based health programs, to be a crucial element of your school. With the innate enjoyment that children have for movement and play-based learning, it is essential that HPE be supported through every school environment to ensure that every student has the skills, knowledge and understandings to be engaged, confident and capable learners. References Department of Health 2014, National Physical Activity Guidelines for Australians, Canberra: Australian Government. Retrieved from http://www.health.gov.au/internet/main/ publishing.nsf/content/health-pubhlth-strateg-phys-actguidelines. Ministerial Council on Education, Employment, Training and Youth Affairs 2008, Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www. curriculum.edu.au/verve/_resources/National_Declaration_ on_the_Educational_Goals_for_Young_Australians.pdf.

Physical Education

Let’s get our kids active and fit together! SPORTING SCHOOLS TACKLES THE CHALLENGE OF GETTING SCHOOL CHILDREN TO DEVELOP A LIFELONG LOVE OF SPORT.

Getting children to develop a lifelong love of sport has to start sooner rather than later. To tackle this challenge, the Australian Government is investing $100 million into the Sporting Schools programme to give our children greater opportunities to gain a healthier mind and body through access to sportbased activities before, during and after school. Already over 2,000 primary schools have received funding this term to kick start their Sporting Schools programme. With an aim to connect sports, schools and communities to encourage lifelong participation in sport, the programme sets out to ensure our children gain the benefits of participation in sport and physical activity, by: • Connecting schools and local clubs that are affiliated with national sporting organisations; • Developing fundamental movement skills; • Improving their health and fitness; • Creating longer-term health benefits; and, • Promoting the benefits of inclusive and engaged communities through social interaction. Australian primary schools can complement their existing school priorities in the area of health and physical activity, as well as crosscurriculum priorities through Sporting Schools. Schools get access to a network of professionals and resources that will assist in the design and delivery of sporting programmes aligned to crosscurriculum learning outcomes and ultimately contributing to the overall health and wellbeing of their students. By partnering with sports, schools can offer high quality and inclusive sport activities for primary aged children.

education matters primary

Sporting Schools is a partnership which also enhances a school community’s connections with clubs and coaches.

Create a member account via the Sporting Schools website

Apply for a Programme Delivery Grant

REGISTERING YOUR SCHOOL NOW! Primary Schools and Combined Colleges Score a goal today and register to be part of Sporting Schools. It takes 3 simple steps: In addition, schools have access to over 30 sports that are fully qualified in the planning and delivery of quality sporting experiences that focus on children’s skill acquisition and enjoyment of sport. Sporting Schools is your conduit to community sport to help foster children’s healthy and active living habits. Schools can register now on the Sporting Schools website and apply for funds to deliver quality sporting experiences as well as enhance school community and learning outcomes across all age groups. To find out more about the Sporting Schools programme and funding opportunities, please visit: www.sportingschools.gov.au

1. C reate a member account at www.sportingschools.gov.au/Forms/Member-Registration 2. O nce you activate your member account, register your school. Provide the details of your principal and nominate a key contact from your school to coordinate and manage the programme. You will then start receiving regular communication and updates on the Sporting Schools programme. 3. L ogin to the Sporting Schools website and go to the Grants application tab. The grant round for Term 4 is now open. Secondary schools keen to be a part of Sporting Schools can register their interest on the ‘Stay Connected’ section of the Sporting Schools website to ensure they receive the most up-to-date information on how and when they can access the programme.

education matters primary

Physical Education

7 Moves’ national school launch 7 MOVES™ WAS FOUNDED BY CHRIS TURNER, A LEVEL 3 STRENGTH AND CONDITIONING COACH WITH 25 YEARS’ EXPERIENCE AND A RESEARCHER AT THE UNIVERSITY OF THE SUNSHINE COAST. SIGNIFICANT RESEARCH AND DEVELOPMENT STARTED IN 2013 AND IN TERM 1 2015 WE LAUNCHED OUR FIRST SCHOOL TO INITIATE THE PROGRAM, SINCE THEN TWO OTHER SCHOOLS HAVE COME ON BOARD.

7 Moves™ is a program that has two and a half years of research and development behind it from leading sports and science researchers at the University of the Sunshine Coast. Within this timeframe we have conducted over 5,000 assessments of school-aged children. From the results of this research we then conducted a pilot intervention in 2014 for some select schools, based on Prep to Year 6 participation. An intervention included the 7 Moves program bonding with the National Curriculum to ensure that all facets synchronised and complemented each other. While there is importance within the curriculum to acquire skill acquisition we found that within our research the 7 Movements underpin the FSS (Foundation Sports Skills) from the Get Skilled Get Active program. In a nutshell if a student can’t do their times table in Maths, then giving them algebra will be problematic, the same for a squat, lunge or hinge, if competency is not

achieved to build a foundation of movement then jumping, dodging and running will be become biomechanically problematic. If these skills become problematic then what are the chances a growing child will want to participate in a sport that highlights these weaknesses? The program utilised six PE classes per Term where the session was periodised within the warm-up, to the games and finally to a warmdown and competency. We then trained all the classroom teachers to be able to conduct our Movement Breaks and this added approximately 60 to 90 minutes of extra physical activity per week. Based on the National Physical Activity Guidelines for 5-12 year olds the Movement Breaks we initiated ticked all the boxes plus our specific development work we suddenly had students moving and learning at a rapid rate compared to the current National average.

Overall results from 2014 3,200 assessments Overall improvement

education matters primary

Playgrounds

Schools need more time for play, not less PLAY HAS AN IMPORTANT ROLE IN HUMAN DEVELOPMENT AND THUS THE PROVISION OF QUALITY PLAY OPPORTUNITIES IS AN INTEGRAL PART OF A GOOD LEARNING ENVIRONMENT, WRITES BARBARA CHAMPION, EXECUTIVE DIRECTOR, PLAY AUSTRALIA.

Historically schools in Australia have understood the importance of outdoor play for children throughout the years, but unfortunately this is no longer the case. In Australia, as in many other parts of the world, the majority of children live over-protected lives. Their opportunities for free, unsupervised play are minimal and risk taking during play is largely “squashed” by adults. The reasons for this situation are the same here as in many other places, a fear that children will be injured, a fear that they are vulnerable and an adult population who doesn’t remember that risk taking was an important element of their own childhood play.

Today many adults have forgotten that children are capable problem solvers who need chances to try. There are also numerous reports available concerning the poor health of so many of our young people in Australia. “Children are becoming less active and more sedentary and this has to change.” (Vic Health report, Active for Life, 2014) THE IMPORTANCE OF PLAY IN SCHOOLS Play has an important role in human development and thus the provision of quality play opportunities is an integral part of a good learning environment.

Perth College, Mount Lawley, WA. Image courtesy of Nature Play Solutions.

education matters primary

Through play, students: • Interact socially; • Engage in dramatic play, role play and fantasy; • Extend their creativity and imagination; • Test themselves physically, developing skills and mastery over physical challenges; • Develop ball handling and other skills; • Observe the natural environment; and, • Engage in a range of self-directed activities which aid each individual to develop towards independent adulthood. Consequently, play is an important complement to the ‘formal’ curriculum of schools. School grounds that provide a satisfying range of settings for play for students of different ages and interests are likely to reduce the number of conflicts. Students are likely to be easier to manage, vandalism is likely to be reduced and the positive spin-offs include benefits to the student’s selfimage and to the image of the school in general. A quality range of outdoor settings often also provides opportunities for staff to transfer some activities out of doors. Students have a variety of interests and will want to play in different ways at different times. Consequently schools should provide a range of types of play spaces. Students tend to utilise all of the grounds for their play (excluding the areas, which are out of bounds). Schools therefore need to consider the ‘package’ offered by all of the outdoor spaces when planning play areas.

Playgrounds

St Joseph’s Primary School, Busselton, WA. Image courtesy of Nature Play Solutions.

PLAY NEEDS IN SCHOOLS Play spaces will typically involve combinations of: • Large areas of hard surfaces (for a range of ball games, rebound walls, etc.); • Smaller hard surfaced areas for hop-scotch, elastics and other small group games; • Large grassed area for running, ball games, athletics and other activities; • Play equipment for different aged students, catering for potentially large groups of students at any one time and providing a range of types of activities; • Small spaces with seating for individuals and small groups; • Smaller grassed areas for a variety of activities requiring intimate spaces; • Sand play areas, dirt, water and planting for creative activities; • Areas suitable for marbles, small cars and toys, digging, and play with loose materials and surfaces; • Areas for dramatic /role play which might include decks, cubbies and planting; • Shade and shelter, drinking water and other utilities; • Shrubs and trees for hiding, shelter, imaginative games; • Tables and seats for a range of group activities; • Gathering spaces for assemblies, performances and community activities; and, • Quiet spaces as well as busy spaces. Areas around buildings such as steps and stairs, doorways, and garden beds are valued play areas and will be appropriated by students for a range of activities. They should be considered when assessing the range of activities available. Because schools may have limited space, most areas need to be as multi-functional as possible to

“There is ample evidence from around the world which shows us that if children are allowed responsibility for their own play, then injury is reduced, and general performance in school life improves.”

enable the best value to be obtained out of each part of the grounds. Schools need to consider all spaces within the grounds which are utilised by students, taking into account both safety and the play activities which they provide. ANXIETY ABOUT SAFETY IN 2015 Community awareness of safety has increased dramatically over the past few years, and playgrounds and playground equipment are now under greater scrutiny. Therefore playgrounds and play equipment in schools are key priorities in the risk management responsibility of schools. Because the victims of playground accidents in schools are young children who are often unable to detect potential hazards for themselves, and because of the varied and often unpredictable nature of play activities, playground safety demands particular attention to detail. We are sometimes accused of taking the fun out of playgrounds by making them “too safe”. In many cases, dangers which lead to injury have little or, no bearing upon the fun or the challenge and “fun” or “challenge” cannot be used as an excuse for negligence. Even if “we used to play on them, and never got hurt” (except the odd broken leg), values and

education matters primary

awareness have changed and schools must accept the responsibility of providing quality play spaces and experiences for students, and therefore knowledge and implementation of relevant Australian Standards for playgrounds is a requirement of schools today. Whilst it is not possible to eradicate playground accidents, our main concern is the reduction of injuries in playgrounds which can be avoided. RISK BENEFIT APPROACH TO MANAGING RISK Play Australia supports the risk benefit approach to the management of risk in schools. Risk/Benefit Assessment simply put, is the practice of ‘weighing up’ the benefits and hazards associated with risky play in a playground. For example, the benefits to children in using monkey bars far outweighs the risks of injury. The fact that there are many children today who are not able physically to use a monkey bar is a much greater health concern than the possible injury caused by falling. There is ample evidence from around the world which shows us that if children are allowed responsibility for their own play, then injury is reduced, and general performance in school life improves. Swanson Primary School in New Zealand, which removed all rules in the playground, showed us that

fewer children were getting hurt, children focused better in class and there was less bullying and incidents of vandalism had dropped off. SUGGESTED WAYS TO SUPPORT BETTER PLAY OPPORTUNITIES IN SCHOOLS This section will focus on play equipment given its significance in schools. Good siting and layout Play equipment in schools needs to be located in areas of the school ground that enable informal supervision, and provide students with a feeling of being “where the action is”. Internal layout of play equipment areas should aim for prevention of conflicts between: • Moving equipment (e.g. track glides) and running children; • Play traffic (e.g. from a slide, out of a tunnel) into the path of other activities; • Quiet play (e.g. sand pits) and boisterous games (football match); and, • Active, boisterous groups (late primary ages and older) and “littlies” and pre-schoolers.

St Joan of Arc Primary School, Brighton, VIC. Image courtesy of A-Play.

Well-designed equipment Equipment should be designed to avoid shear, pinch or crush points; protrusions – splinters, jagged edges and protruding bolts, which can tear skin or snag clothes. Equipment should be built and installed in a way so that a child’s head, neck, torso, limbs or fingers cannot become trapped. Australian Standards AS4685 - 2014 provides details to assist in the provision of quality play equipment in schools. Soft impact absorbing surface materials Falls onto hard surfaces constitute the largest single cause of injury in playgrounds. Concrete, brick, stone, exposed concrete footings, timber, bare earth and grass are not suitable surfaces within the fall zones of equipment. Impact absorbing surfaces such as wellmaintained pine mulch, or pine bark appear to be the most effective. Loose materials such as these can be retained by a border. Schools are also using a variety of synthetic materials, particularly in high use areas which need to be carefully monitored for the impact absorbing qualities. A fall zone is required for every piece of

St Anne’s School, Kew East, VIC. Image courtesy of Jeavons Landscape Architects.

equipment with a free height of fall above 600mm to ensure that it is not possible for the head of a child to touch any part of another piece of equipment or hard object on falling. Pinch points and sharp edges Equipment should be checked regularly to make sure that there are no sharp edges. Moving components such as suspension bridges and track glides, should be regularly checked to make sure that there are no moving parts or mechanisms that might crush or pinch a small finger.

education matters primary

Things that protrude or tangle Protruding bolts and other pieces of hardware or components of equipment can cause bruises and cuts if a child bumps into them. These protrusions can also act as hooks, which can catch a child’s clothing and potentially cause strangulation if a child is caught by a hooded top. Ropes should be anchored securely at both ends so that they cannot form a loop or noose. Regular inspections Equipment varies in its maintenance requirements. Some items could need daily

Playgrounds

HOW TO BETTER MANAGE POTENTIAL INJURY IN SCHOOLS Injuries in school grounds are by no means restricted to playground equipment. Tripping and falling, collisions with hard objects and with other students are common causes of injury to both students and staff. Buildings, verandah poles, changes in levels, paths, drainage pits, vents and other surfaces need to be designed and located with extreme care, avoiding blind corners and taking into account that large numbers of students (often running) use the space.

St Joseph’s School, Black Rock, VIC. Image courtesy of A-Play.

inspection in areas of heavy use. At least every six months all equipment should be inspected by a suitably qualified person and general checks should be regularly carried out as well. Loose impact absorbing soft surface materials will of course need more regular attention. Repairs should occur as soon as possible after reporting. If a hazard cannot be repaired quickly it should be secured against use until repair. Prompt repairs not only improve safety and restore play value and amenity but they may prevent further vandalism, which often occurs after initial damage “downgrades” equipment. Quick minor repairs can often prevent more costly major repairs later and therefore minimise any potential litigating circumstances. Adequate supervision The degree of supervision required depends upon the age and ability of the children (and in a practical sense, the size of the school teaching staff). Young children constantly challenge their own abilities, but are often unable to recognise potential hazards. In supervising play teachers should make sure that the child uses equipment which is appropriate for his or her age/size. Schools have school-based policies and practices on supervision of the outdoor play area, but it must be recognised that no amount of playground supervision

Presbyterian Ladies College, Peppermint Grove, WA. Image courtesy of Nature Play Solutions.

will prevent some children from taking risks which are unforeseen by staff and therefore cannot be prevented. One way of encouraging supervision from adults in addition to teaching staff on duty is to design play environments that appeal to people of all ages, where watching adults may sit comfortably, in shade or shelter if required.

education matters primary

THE IMPORTANCE OF HAVING A MAINTENANCE SCHEDULE School grounds should be inspected for potential hazards such as: • Verandah poles outside doorways, in thoroughfares or in situations where students are unlikely to see them, especially while running; • Steps and changes in level which are poorly proportioned, difficult to see or lack handrails; • Fencing, gates and railings which students climb and which have structural problems, sharp protrusions, splinters or other hazards; • Trip hazards at ground level – protruding drainage pit covers, irregular paving, cracks or tree roots in thoroughfares, broken off post or other remnants of old structures; • Loose gravely surfaces on slopes and where students run; • Slippery patches which may stay damp in winter; • Rocks which students can fall onto or throw around; • Embankments which students can slip down or which have protruding sharp objects; • Blind corners in busy areas; taps and hoses which are positioned where students play or walk; window glass at low levels through which students could fall; • Holes, cracks or exposed irrigation fixtures in ovals; • Trees or shrubs with poisonous parts, sharp spikes or thorns or branches at eye level; • Splinters and deteriorating timbers in seats, retaining edges and other wooden constructions; • Sheds or other areas with hazardous chemicals or machinery to which students have access; rubbish skips which students can climb into or around, or which place students at risk when trucks enter the school; • Areas within the site used for car parking when students are present; and,

• Sporting equipment such as goal posts or basketball rings which have structural or other design or maintenance problems. Schools often struggle to find the resources needed for effective maintenance of school grounds, but it is by far the most important risk management strategy when considering potential injury to children. Injury prevention is an important goal for everyone working in schools. The provision of challenging and play opportunities, which are fun for students, is of equal and growing importance. The challenge for all of us is to achieve a reasonable balance of these two objectives.

Barbara Champion is the Executive Director of Play Australia and prior to this position she worked in the Education and Local Government sectors in Victoria. Her experience includes leadership and /or involvement in a number of community based education, arts and health organisations. PLAY AUSTRALIA Play Australia is the national peak play organisation whose membership comprises professionals, groups and individuals committed to promoting the value of play. We collect, disseminate and exchange information about play and play environments; encourage consultation with organisations and individuals on issues relating to play; facilitate research into the use of playgrounds and their value; promote better design of playgrounds; and encourage the better planning, design, safety, development and maintenance of play spaces. Play Australia (formerly PRAV, the Playgrounds & Recreation Association of Victoria) has been in operation for 100 years.

Playgrounds

Landscapes Jeavons Landscape Architects assist school communities to achieve high-quality outdoor environments for play and recreation, teaching and learning, and for social inclusion. Our thoughtful designs respond to the school community and to the environment. We collaborate with students, staff and parents and prepare landscape master plans and detailed designs to solve complex landscape planning and site design issues. We work with inter-disciplinary teams of educators, architects, and other designers. Our award-winning, landscape architectural practice has more than 25 years’ experience and we work in urban and rural settings all over Australia. Our specialist skills include the following: • Design of play settings to maximise play value, usability and inclusion; • Design of outdoor learning spaces; • Collaboration with children and adults; • Design of sustainable, natural landscapes; • Design for access and inclusion; and, • Preparation of high quality technical drawings and specifications.

education matters primary

Playgrounds

Transforming children’s lives through play IMAGINATION PLAYGROUND IS A MOBILE PLAY SYSTEM MADE UP OF BIG BLUE BLOCKS IN MANY UNIQUE SHAPES AND SIZES.

Unlike traditional play sets, Imagination Playground is transformed with every use! Children can make imaginary objects and places, as well as new dramatic scenarios, settings, and games to play. Imagination Playground blocks don’t dictate to children the way they’re meant to be played. They prompt children to transform their environment and create a play space of their own. With Imagination Playground, kids literally make their own creative rules. There is no right or wrong way to play with them - they are openended, creative, free-play fun with a purpose.

Supporting the Australian Curriculum An Imagination Playground also compliments some of the key learning areas from the Australian Curriculum. Communication – speaking and listening strand from English syllabus. Cooperation & Collaboration – encouraging the ability to work with others and make the most of your combined ideas to discover the possibilities. Initiative & Roll Play Opportunities – personal development. Creative & Imaginative Play – English syllabus. Hands On Experiences – creating and designing

Imagination Playground is a mobile play system made up of big blue blocks in many unique shapes and sizes.

imaginationplayground.com.au 56

Call us 1300 332 223 education matters primary

tangible products with others to bring them into the real world. Learn To Persist – improving a child’s ability to stick to a task, overcome obstacles, recover from setbacks, and learn the pleasure of achievement. Gross Motor Skills – learning to create and do with whole body movements, achieving the physical education part of the PD/Health/PE syllabus. For information on hire or purchase please call 1300 332 223, email info@imaginationplayground.com.au or visit www.imaginationplayground.com.au to view Imagination Playground in action.

The ultimate thermoplastic playground markings AT PROJECT PLAYGROUNDS OUR AIM IS TO ENCOURAGE OUTDOOR ACTIVITY BY MAKING THE SCHOOL PLAYGROUND A VIBRANT, STIMULATING, EDUCATIONAL AND FUN PLACE TO BE.

New to the Australian market, but brought over from the UK where it has been installed in well over 700 schools, our product is without a doubt the future of playground markings. Made from thermoplastic, the designs are initially cut out and then applied to concrete, bitumen and tarmac surfaces using heat to bond the thermoplastic with the ground. Our thermoplastic markings require no maintenance – therefore saving your school money – and will become a capital investment for your school. We can start applying our markings at the first

bell and by lunch time the children can play! There is no need to wait till school holidays or wait for paint to dry, rendering your playground useless. Far superior to paint, our vibrant markings bring to life any dull concrete surface and renew the look of your school. The key feature of thermoplastic is its durability. Our markings are long lasting – they don’t fade and will last as long as the surface they are put on. In addition, our markings are safe, non-toxic, UV stable and have anti slip properties – unlike paint which becomes extremely dangerous in wet weather

especially when it is old and peeling. We have all the traditional designs but can also create bespoke markings such as school logos or any other unique design. The results are stunning and will delight your students! They are a hit with both students and teachers and our numeracy and literacy focused markings allow the classroom to be taken outside. Give your children the playground they deserve and give us a call! 1800 264 307 or email us at info@projectplaygrounds.com.au for further information.

The Ultimate Thermoplastic Playground Markings far superior to paint Transforming your old and tired Playground into a World of Colour, Education and lots of Fun!

Don't delay! Call Today! 1800 264 307 www.projectplaygrounds.com.au | info@projectplaygrounds.com.au

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

Industry Q&A

Doing away with student exams HARVARD UNIVERSITY PHYSICIST AND EDUCATOR ERIC MAZUR SPEAKS WITH EDUCATION MATTERS EDITOR KATHRYN EDWARDS ABOUT HOW HE BELIEVES APPROACHES TO ASSESSMENT IN EDUCATION ARE OUTDATED AND THAT TEACHERS SHOULD RETHINK THEIR APPROACHES IN ORDER TO BETTER PREPARE THE LEADERS OF TOMORROW.

Eric Mazur is the Balkanski Professor of Physics and Applied Physics at Harvard University, Dean of Applied Physics at Harvard, and Vice-President of the Optical Society. Mazur is a prominent physicist known for his contributions in nanophotonics, an internationally-recognised educational innovator, and a sought after speaker. In education he is widely known for his work on Peer Instruction, an interactive teaching method aimed at engaging students in the classroom and beyond. In 2014 Mazur became the inaugural recipient of the Minerva Prize for Advancements in Higher Education. He has received many awards for his work in physics and in education and has founded several successful companies. Mazur is Chief Academic Advisor for Turning Technologies, a company developing interactive response systems for the education market. Mazur has widely published in peer-reviewed journals and holds numerous patents. He has also written extensively on education and is the author of Peer Instruction: A User’s Manual (Prentice Hall, 1997), a book that explains how to teach large lecture classes interactively, and of the Principles and Practice of Physics (Pearson, 2014), a book that presents a groundbreaking new approach to teaching introductory calculus-based physics. Mazur is a leading speaker on optics and on education. His motivational lectures on interactive teaching, educational technology, and assessment have inspired people around the world to change their approach to teaching.

With our testing and assessing models so much embedded in our education system’s culture, what is a good way to start teaching teachers about more creative thinking and teaching students to be more risk averse? Well, let’s first talk about change in general. I think change is difficult because you don’t know when you start out changing things whether it will get better or worse, and you step into the unknown. So change itself is taking a risk and I think it was Machiavelli, already 500 years ago, who said that nothing is more difficult to undertake than to change the order of things, because the innovator, and that’s actually the word he used, “the innovator” has all those who have done well under the old system for enemies and those who might do better under the new system as lukewarm defenders, and that’s definitely true. I think in education it’s particularly difficult because we’ve built up an almost cartel-like system where the people doing the education are the ones controlling the education too. You know, the people teaching are the people assessing, so you can always assess in a way as to create the appearance that things are all right because you assess for what has been taught, and then there tends to be not really an honest assessment of what we accomplish with our teaching. So in order to induce change, to get to your question finally, I think there are two things that are in need: first of all, people need to realise that we need to change. Why change if you’re not convinced that you have to change? Which brings us back to the point I just raised, that people teaching are the people assessing in general in schools and in tertiary education, so they’ll always adjust their assessments to match

education matters primary

their teaching – that means everything is all right, so why will we need to change our assessment? I think, though, if you take an honest view at assessments, you find that it often tests only the lower order thinking skills and that a lot of things that can be done with low order thinking skills are slowly going to, might be offloaded onto information technology, smart phones, computers and so on, so that the jobs that are associated with, let’s say, rote memorisation and rote procedural problem-solving, will simply go away. So I’ve been hammering on that message. I would say that’s the first step that we need to get the word out: if we continue to assess the way we do, we’re going to continue to create people who are good at doing things that can nowadays be done by information technology and therefore those jobs will go away. I think the second step is that if, or once, we convince people that there’s a need for a change, we need to create an environment which is risk-free so that the people who are doing the change, the courageous leading-edge instructors in institutions are okay if not everything works out fine the first time around. There’s a risk in change and the risk is: you might fail. Right, so if we continue to assess the efficacy of teaching the old way, the indicators might not immediately go up or they might even go down, and we need to create an environment where it’s okay for people to try things out. Are there small steps teachers can implement to encourage their students to be risk averse? I think so, yeah. I was walking through a university in Melbourne and, as I was taking

the escalator up to the floor where I was giving my talk, I passed a couple of classrooms that have glass walls so I could look into the classroom, and it’s the first day of exams so the scene I saw in there, even though I didn’t know it was the first day of exams, I could recognise it right away: desks separated by a metre or two, bare tables with just a piece of paper, an eraser and a pen; no calculators, no computers, nothing; students cut off from each other; students cut off from any source of information. Ask yourself, “Will these students ever in their future career encounter a situation where they’re similarly cut off from any source of information; from each other?” The answer’s no. I mean, I certainly can’t think of any case in my work, and I’m sure that in your line of work as you don’t get cut off from information and have to come up with everything on your own, sitting alone at a table with just a pencil and an eraser. So why are we testing our students that way? How do we even imagine that the results we get from that testing will reflect something, a skill or knowledge, that is going to be useful in students’ future careers? And as you and I know, deep down in our gut, grades that we give our students are really not reflective of their future success. I mean, I can make a long list of people who dropped out of college or high school and who were immensely successful, and I can make an even longer list of students with absolutely spectacular straight-A records, not because they were so fantastic but because they were great test-sitters. And eventually in life they failed, because they were missing some crucial skill that is very important in real life that was never tested for. So I think that the first thing we need to do is we need to reflect in our assessment processes more the mode of operation in which it is actually going to work. Why cut them off from information? It’s not about storing the Internet in your head; it’s about knowing how to use the information. Why cut them off from each other if they’ll

need to work, they’ll need to solve problems collaboratively anyway? Yes, there has to be an individual accountability. But observing how people work together and training people to work together, teaching people how to work together, I think is an absolutely crucial skill that we really fail to both teach and assess in the standard approach to education. In your experience and in your research, how are you developing meaningful ranking systems? Well, first of all, I abandoned the standard creating approach because, I mean, how can you even imagine capturing something as complex as a human being’s performance in a single number, single digit, or single letter: a B, or a C, or an A? I mean, how informative is that really? And also if you look at the correlation, have a look in my own class at the correlation between letter grades and actual abilities, and it’s horrendous. I think it’s more an injustice than anything else. So unfortunately I think that the main purpose of assessment has been ranking people, but we do a very poor job at ranking, as we know. And look, if we were really able to rank people very well, then all of the presidents in the world and all of the CEOs of big companies would be graduates of Harvard University and MIT and Stanford and the top few schools. And as you and I know, that’s not true at all. In fact, many excessively successful people come from colleges and universities you’ve never heard of, so the ranking does not translate in actual things that end up mattering in life. So I think that we should basically give up on the ranking but it doesn’t mean we should give up on assessment. No, we should have assessment but we should keep track of people’s performance in dimensions that matters: how well can this person work together with other people; and have sort of a more Rubric based approach where we rank people in a more absolute sense than in a relative sense.

education matters primary

Now, when do you envisage that more and more countries’ education systems would take up this type of assessment? I’m an optimist, okay, but I’m going to say, “Not in my lifetime.” I’m an optimist and why I am giving you such a pessimistic view I think is because when you look at teaching and classrooms around the world in the 21st century the basic standard approach is still not very different from the one that was used in the middle ages. The education system has probably been more slow to change than any other aspect of society. And in part I think because, as I said, the people teaching are the people assessing. I mean, we don’t have an external accountability or, you know, an easy external accountability. So I think unfortunately change will be very, very slow. There are a couple of countries that I think are ahead and those that are ahead tend to actually do better on international rankings: Finland, Singapore, and so on. I was just at Singapore and I was really impressed by their redesign of learning spaces, by their thinking about innovations in teaching, by their scholarship of teaching and learning. You know, Finland has abolished a lot of testing, well, testing like high stakes testing; that doesn’t mean that there’s no assessment, but there’s just no tests for which students cram and then forget.

Sustainability

Cultivate learning in kitchen gardens THE STEPHANIE ALEXANDER KITCHEN GARDEN FOUNDATION IS INVITING ALL PRIMARY SCHOOLS TO JOIN THE KITCHEN GARDEN CLASSROOM.

The not-for-profit Stephanie Alexander Kitchen Garden Foundation is for the first time welcoming all primary schools into Australia’s growing kitchen garden community with a new membership. The unique new Kitchen Garden Classroom membership service provides access to hundreds of menus, recipes, garden activities and curriculum-

education matters primary

linked teaching resources based on the Kitchen Garden Program, which now reaches over 800 schools and around 100,000 children across Australia. The resources draw on the Foundation’s 14 years of experience, helping educators use reallife learning in the garden and kitchen to change children’s food habits. Members will also have access to face-to-face and online training, a unique online community with over 3600 members, free webinars, email and phone support. Melbourne’s Sandringham Primary School was one of the first Victorian primary schools to join the Kitchen Garden Classroom, thanks to passionate parent Lisa Foran who is a member of the school’s council and parents’ association. The school has a small vegetable garden with six beds and a small kitchen area, but no structured kitchen or garden classes, which was Lisa’s motivation to join Sandringham PS up to the new membership. “I wanted some sort of structured program coming into the garden, as I didn’t feel that we were utilising it as much as we could,” Lisa said. Sandringham PS Teacher Jenny Parsons said she hoped introducing structured kitchen garden classes at the school would be an opportunity for parents, and others from the school community, to get involved as volunteers. “I also think that for the children to have access to a garden and everything that brings, is really

Join the Kitchen Garden Classroom!

“I also think that for the children to have access to a garden and everything that brings, is really important,” Jenny said.

important,” Jenny said. Jenny also said she hoped joining the Kitchen Garden Classroom would allow the school to tap into the wealth of knowledge at the Kitchen Garden Foundation. She said she was particularly interested in accessing the Foundation’s garden knowledge and resources to help the school decide what to plant, and when, to build up a productive edible garden. Lisa said she hoped they could learn how to integrate the garden, food and nutrition into the day-to-day lives of children at the school. Kitchen Garden Foundation CEO Ange Barry said the new Kitchen Garden Classroom membership had been established to help pleasurable food education reach as many Australian children as possible, which is why it is also open to secondary schools, kindergartens, preschools and childcare centres. “Forging a ground-breaking community that will change the way generations think about fresh, seasonal, delicious food – that’s our aim,” Ange said. Details: kitchengardenfoundation.org.au

‘Education should be for life. The kitchen garden classroom offers food experiences that will influence and inform children for the rest of their lives.’ Stephanie Alexander

Discover how your school can join, visit: education matters primary

www.kitchengardenfoundation.org.au

DISCOVER your

National Capital

This website aims to provide you with information about planning a school excursion to Canberra, Australiaâ&#x20AC;&#x2122;s National Capital. DISCOVER the many and varied National Attractions and cultural institutions that provide stimulating educational programs that assist in the teaching of civics and citizenship, history, science, art and culture. FIND information and helpful excursion planning hints REQUEST a copy of the National Capital School Excursion Planner DONâ&#x20AC;&#x2122;T MISS upcoming teacher programs

online

School Camps and Excursions

Get flying

FLYING EDUCATION PROGRAMME

SPRING HAS SPRUNG AND WHAT BETTER WAY TO GET YOUR STUDENTS MOVING AGAIN AFTER WINTER THAN INDOOR SKYDIVING!

When the experiment is you FLYING, maths and science suddenly get a lot more exciting.

Indoor skydiving is an activity adored by the masses and now iFLY Indoor Skydiving located in Penrith (NSW) and the Gold Coast (opening soon) has a fantastic School Education Programme perfect for school excursions. Not only will students participate in a programme that explores subjects like physics, mathematics and fitness but they will also experience the thrill of learning how to fly. It can be difficult to inspire students coming out of winter hibernation but iFLY can provide the edge you need to get them excited. The unique programme is tailored to the learning capabilities of both primary and secondary students and no flying experience is needed! iFLY’s education programme includes safety training, a curriculum aligned education presentation by iFLY’s very own educator with all course materials supplied, video of your group flying and two flights each! Move both your students’ body and mind in an environment that isn’t like any other this Spring at iFLY. Visit www.ifly.com.au for more information.

FREE

*Free for Australian schools, fees apply for international bookings. Terms and conditions apply, visit sydneyoperahouse.com/digital learning for details.

ENQUIRE TODAY 1300 366 364

info@iflydownunder.com.au www.ifly.com.au

Sydney Opera House

Digital Creative Learning Program Sydney Opera House offers free* interactive, curriculum-driven workshops and tours via video conference for schools including: •

Aboriginal Perspectives of Bennelong Point: Guwanyi Walama

•

Significant Australian Places: Sydney Opera House

•

Staging Stories: A Creative Storytelling Workshop

•

From Page to Stage: Interactive Drama Workshop

Our digital programs are available throughout the school year and are the perfect way to connect your class to professional artists and educators, without leaving the classroom! Book now for Terms 3 and 4. A Teachers’ Resource Pack with curriculum-linked practical M E D I A PA RT N E R

SY D N E Y O P E R A H O U S E P R I N C I PA L PA RT N E R

exercises will be provided with all programs.

For more information and to book call 02 9250 7770 sydneyoperahouse.com/digitallearning

ARNHEM LAND

DARWIN KAKADU

KATHERINE

Whether you travel to the heart of the Red Centre or the inspiring Top End, an excursion to the Northern Territory will help you discover, explore and learn new skills.

TENNANT

CREEK

Students naturally create deeper bonds with each other on their NT excursion and learn to think in a more critical, creative and caring way. NT Learning Adventures is made up of a group of tour operators offering a variety of experiences ensuring educational, safety and risk standards are met with each excursion, as well as a bit of fun for all! Discover how you can teach sustainability, history, Aboriginal culture and much more beyond the school yard.

WIN$1000

GRANT TOWARDS YOUR SCHOOL EXCURSION TO THE NT Be creative with your application and tell us how a trip to the NT enhances the educational outcomes of your school.

Valid from 1 July 2015 to 30 June 2016. Visit the website for full terms and conditions.

ALICE

SPRINGS ULURU

9 day Central Australian camping adventure from $125 p/student p/day*

Highlights: Visit Alice Springs, Royal Flying Doctors, Simpsons Gap, Kings Canyon, Uluru-Kata Tjuta National Park and experience Aboriginal culture. Includes: • All entry fees and touring as per itinerary • Camping throughout tour (superior Pyramid tents with built-in floor) • Flight and return coach transport • Professional coach captain and experienced host/cook • All meals as per itinerary

*Price of $125 p/student p/day is based on 40 students travelling from Melbourne, teachers FOC. Valid till March 2016. Prices are subject to change. Prices available from other departure points. Other conditions apply. Visit www.acrossaustraliatravel.com.au or call 03 9370 1499 for more information.

ntLearningAdventures.com

Before & After School Care

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. “Seventy-seven OSHClub programs nationally have so far been assessd by ACECQA. Forty per cent of these are exceeding the new quality standards, against a national average of about nineteen per cent which is 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

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.

oshclub.com.au

Before and After School Care

A fresh approach to childcare SHERPA KIDS IS AN INTERNATIONAL COMPANY WHICH RUNS BEFORE AND AFTER SCHOOL AND VACATION CARE ACTIVITIES WITH PRIMARY SCHOOLS AND OTHER COMMUNITY FACILITIES. WE HAVE SOME 100 LOCAL OWNERS WORLDWIDE, LOOKING AFTER AROUND 5,400 PRIMARY SCHOOL-AGED CHILDREN EVERY DAY, SUPPORTING OVER 100 SCHOOLS.

Sherpa Kids’ activities include arts and crafts, music and drama, sport and games, cooking and technology. Many of them are based on specific themes, such as the circus, recycling, sporting events and space, and are tailored to fit in with the individual requirements of schools, their curriculums, children engagement and the surrounding environment.

Global Company sharing Cultural Diversity “Currently servicing over 150 schools by 100 local owners working with over 5400 primary school aged children daily”

Sherpa Kids aims to deliver a ‘fresh and vibrant’ approach to childcare – and to “give children such a great time that they do not want to go home!” In addition to offering a wide range of activities, it also capitalises on its international connections by, for example, encouraging Sherpa children from Adelaide in Australia to send postcards to children in County Cork, in Ireland, to

learn about life on the other side of the world. By using a franchise model, Sherpa Kids not only benefits from the local knowledge of the provider, it also contributes to the economic and employment prospects of local communities since all decision-making is done at local level by owners and franchisees are encouraged to source products locally. Contact us today on (08) 8354 4886.

Sherpa Kids believes in making it easier Have Sherpa Kids partner with your School Community today

Before School, After School and Holiday Care vicki@sherpa-kids.com.au www.sherpa-kids.com.au 08 83544886

Before and After School Care

Children’s wellbeing in the modern world AUSTRALIAN KIDS HAVE A VERY DIFFERENT CHILDHOOD TO THEIR PARENTS. A GENERATION AGO KIDS PLAYED IN THE STREETS, OFTEN OUT OF SIGHT AND CONTACT FROM THEIR PARENTS FOR HOURS ON END. IN MANY NEIGHBOURHOODS TODAY THIS WOULD BE REGARDED AS PARENTAL NEGLIGENCE. WHERE ONCE KIDS FOUND THEIR OWN WAY TO SCHOOL ON FOOT OR BIKE, TODAY MOST KIDS ARE DRIVEN TO SCHOOL. THE GAMES THEY PLAY ARE ALSO DIFFERENT, THE VAST MAJORITY OF GAME TIME IS SCREEN BASED – WHETHER IT IS AT HOME, IN THE CAR, OR AT A FRIEND’S PLACE – THE SCREEN IS THE FOCAL POINT. ALL OF THIS HAS IMPLICATIONS FOR CHILDHOOD LEARNING AND WELLBEING AND THE ROLE OF SCHOOLS, WRITES ANTHONY PHILLIPS – DIRECTOR, CAMP AUSTRALIA.

Many young families today have tried to follow the Australian dream and so look to buy their own home so that they can settle down and raise a family. With property pricing being what they are, this is usually a significant financial burden. There are a number of flow-on effects from this which significantly change the

Anthony Phillips is a qualified teacher with over 30 years’ experience in education and school aged care services. As founder and Director of Camp Australia, a leading and trusted after school care organisation providing services to more than 600 schools. Through the Camp Australia Foundation Anthony also strives to positively impact the lives of children beyond the school yard fence.

education matters primary

physical nature of childhood today: • In three out of five Australian families both parents work; • Housing blocks are smaller, houses are bigger, making backyards much smaller; and, • Safety concerns discourage kids being on the street or at home unsupervised.

While these are relatively easy for parents and teachers to comprehend, the impact of the internet and social media is perhaps less understood. While the internet provides children with access to an unprecedented level of information, it is not without its problems. Firstly many young children cannot distinguish between fact and fiction, or quality and nonsense on the internet. Secondly the internet makes the full breadth of human nature available to anyone who wants to see it – and unfortunately to many who do not. Subsequently the internet is not a safe neighbourhood. Social media is also proving to have some unforeseen consequences. One familiar to many schools, although more typically high schools, is cyber-bullying. One less understood by older generations is the relentless pressure on children to be ‘on’ because their peers are also their paparazzi. With modern phones, any mistake can be recorded and published on social media before the individual has even had time to recover their breath or get their bearings. With these things in mind perhaps we should be grateful that more kids are not suffering from stress and anxiety, rather than surprised that a few of them are. Many parents are trying hard to ensure physical activity is part of the kid’s child-hood. It is one of the reasons that organised sport is such a major part of the lives of many children outside of school hours. However while this is commendable, structured sporting activities, particularly competitive ones, do not replace all of the benefits children were getting from unstructured play a generation ago. Unstructured or free play allows children to explore and extend their physical and mental

capabilities in their own way. Learning life skills like negotiation, compromise, leadership and teamwork in a variety of circumstances and often from a number of perspectives. For example a simple game of hideand-seek quickly gives a child the perspective of both the hunter and the hunted. Imagination games allow children to explore the role and importance of rules as they create their own world order. They also help them to understand that in order to lead, one needs to have the ability to get others to follow. Many of these games by their nature combine physical and mental stimulation and activity in ways that build a child’s self confidence in both of these spheres.

education matters primary

It is perhaps a little ironic that after school care, which a generation ago was regarded by children as restrictive, is now one of the best opportunities a child has for free play. This is not to say that it is unstructured chaos, or a longer version of lunch time. However, quality after school care does provide children with a safe environment in which they are encouraged to explore their own ideas as well as new things. After School Care is not what it used to be, it delivers a safe, reliable and nurturing environment for kids to play and grow and it definitely makes kids smile – that is why we do it.

Before and After School Care

How decisions are really made WHEN IT COMES TO MAKING DECISIONS, WE’D LIKE TO THINK LOGIC PREVAILS. WE CONSIDER OPTIONS AND CHOOSE RATIONALLY. NOT QUITE. IN FACT, THE MAJORITY OF DECISIONS ARE ACTUALLY NOT BASED PRIMARILY ON LOGIC. LOGIC USUALLY ENTERS THE PICTURE WELL AFTER THE DECISION IS MADE, IN ORDER TO RATIONALISE OUR CHOICE, WRITES DARREN STEVENSON, EXTEND MANAGING DIRECTOR.

The logical part of our brain, the prefrontal cortex, operates with our full awareness but is very slow at processing information. It critically examines evidence, compares options and thinks through situations. That being said, the majority of decisions are not made using this rational approach. Most of our decisions are made in the emotional centre of our brain, the limbic system. In contrast to the prefrontal cortex, the limbic system is lightning fast and almost solely functions as part of your subconscious. With the exception of intense emotions such as anger or fear, we are generally not aware of the constant activity of our limbic system. And yet most of our decision making comes from the limbic system. There’s good reason most decisions are subconscious. The amount of information in our

day to day lives is more than our slow moving conscious brain can handle. Humans take in an average of 11 million bits of information per second from our busy environments but can only consciously process a maximum of 40 bits of information per second. Therefore, the ratio of subconscious to conscious processing is more than 99.9% subconscious! With that much subconscious thought it comes as no surprise that most decisions, big and small, are made subconsciously, based on what we feel, and then supported by logic. When you’re looking for a home you have your ideal style and suburb on your list of requirements. But it shouldn’t surprise you when you find your “perfect” home with one less bedroom and two suburbs out of your ideal area. You hear yourself say, “The sunroom could be a guest bedroom and

this suburb is better anyway.” Sound familiar? With so much subconscious influence, how do we take charge of our decision making to make the right choice each time? 1. Accept you feel with your head Decisions based on emotion are still made with your brain. And our limbic system draws on memory and stored knowledge, to form gut feelings. Don’t ignore how you feel. These feelings often stem from experience. 2. Limit your alternatives When there are three or more alternatives, we make poorer decisions. Our brains cope best with two alternatives, so if there is a decision involving more than two options, narrow it down before making your final choice. 3. Create a story To engage the limbic system more consciously create a story, paint a mind picture or demonstrate a future to which you can relate. This will help you see your choice more clearly based on your image of the future. It helps to acknowledge the roles of the different parts of your brain to make the right decision at the right time, for you. Extend is a leading provider of high quality Outside School Hours Care services within primary schools throughout Australia. Visit extend. com.au to read more useful articles for school leaders.

education matters primary

MARKETING & COMMUNICATION SERVICES We have the infrastructure and resources to help your school improve the effectiveness of your communication in all its varied forms; print, digital, stationery, signage, merchandise, etc. We understand your business, and we have the capacity to provide what you need to communicate with your students, families and community.

DIGITAL

Web design

Digital apps e-Newsletter

For further information please contact Chelsea Daniel-Young

m 0425 699 878

DESIGN & PRINT Yearbooks & stationery

Photography

BRANDED MERCHANDISE Signage Edition 4 - 2014

A Guide to Non-Government Schools - NSW

IIN N thIS thIS ISS ISSue ue

9 771839 020002

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

PRINT MAGAZINE

WEBSITE

APP

SOCIAL MEDIA

Banners

e chelsea.daniel@primecreative.com.au

Bloomua / Shutterstock.com

In The Classroom

What is social media and how can it be useful for teachers? Meridith Ebbs is a teacher St Columba Anglican School, Port Macquarie, New South Wales. She has a blended role, teaching classes from years 2-10 and working as an eLearning integrator to support the eLearning programs and teacher professional development within the school. Meridith is a key staff member of the Professional Excellence and Innovation Centre, Port Macquarie. She develops and facilitates conferences and workshops. Meridith acts as a consultant in digital citizenship, the use of technology to enhance 21st century pedagogies and social media. Meridith is a moderator of a MOOC for Adelaide University and speaks at conferences on coding, technology and pedagogy. Meridith is interested in computational thinking, coding and the maker movement. She is working on increasing the participation of girls in Science, Technology, Engineering and Maths (STEM) at all levels. Meridith blogs regularly and can be followed on Twitter and Google Plus. She also curates resources on computational thinking and coding. • https://twitter.com/iMerinet • Google Plus http://bit.ly/iMerinet • inspireslearning.weebly.com • kodeklubbers.weebly.com

SOCIAL MEDIA FOR EDUCATORS IS A WORLD OF NEW IDEAS AND RESOURCES. TEACHER AND SOCIAL MEDIA GURU MERIDITH EBBS HAS COMPILED A HANDY GUIDE FOR THOSE TRYING TO NAVIGATE THEIR WAY IN THE SOCIAL MEDIA WORLD.

Social media is everywhere. You can follow the news anchor on Twitter, you ‘friend’ morning shows Sunrise or Today on Facebook and the feeds are displayed in a ticker tape along the bottom of the screen. Advertising screens follow us. Marketing and business has discovered the power of social media yet many teachers have not. Social media for educators is a world of new ideas and resources – it makes people accessible and it is possible to ‘tweet’ a person you admire and get a response. What is the fascination with Facebook, Twitter, Instagram, Pinterest and so on? Social media definitely has its critics but it also has its place. It is a way to connect with people you don’t see any more and with like-minded strangers. The key factor for social media being useful is balance – balancing time online, time away from family and privacy. It is important not to over share. Followers are not so interested in 50 snaps

education matters primary

of your little treasures and personal friends are not interested in the events of your day-to-day work life. One way to overcome this problem is to divide your social media into two domains. An example may be to use Facebook for your private social media account and Twitter for your public but professional account. Social media is a valuable tool for teachers as it offers a way to connect with like-minded professionals and share resources and ideas. It also offers an opportunity for debate and sharing ideas that challenge and improve your professional practice. If you choose to be online, you need to check your ‘feed’ and tweet or post regularly. You need to monitor your profile as an abandoned online profile is more of a security risk to you if it is not used. People are more likely to follow and interact with an active account. Many teachers have started Twitter accounts

for their classroom. The teacher is the account owner, preferably with their school email. It is then possible to for students as young as Kindergarten to compose the tweet that is to be posted. This may include pictures of artwork or activities in the classroom. To overcome privacy issues, parents should be required to give permission to allow the use of student images. If you are still concerned, take photos of a student’s shoulder or of hands while working, this will reduce the number of faces posted online. Never post an image with a full name as this compromises student privacy. This article is about the professional development of teachers through social media and its personal use. This article does not investigate or discuss the benefits of using social media in the classroom, and the benefits of digital citizenship for students.

POPULAR EDUCATION CHATS CAN BE FOUND ON ALL KEY LEARNING AREAS (KLAS) AND AREAS OF EDUCATION:

WHAT THE TWITTER IS THAT? Twitter is a social media website. Twitter has a reputation for being used by celebrities ‘tweeting’ events and photos. Twitter is a tool that can be used by teachers to interact with other professionals, locate resources and answer questions, and it is also used for microblogging. A tweet consists of 140 characters and spaces and therefore is a quick way to share information. Due to the length of characters people often use abbreviations and shorten URLs by using tools that are discussed later in the article.

PEOPLE YOU MUST FOLLOW – JUST TO GET YOU STARTED:

PROFESSIONAL LEARNING NETWORKS (PLN) A professional learning network is sometimes referred to as a PLN. PLNs can be people you work with or know personally, offline contacts or they may be people you haven’t met and only contact virtually through a mail list or social media. A PLN may consist of current or past colleagues, acquaintances from other schools in a similar role to you, or people you have connected with online. The benefit of a PLN is it gives an extended international network of people who are willing to help and assist you. PLNs provide resources, links and ideas that can be used immediately or stored for another time.

Day

Time

Handle

Contact

Sunday

7:30 AEST

#includEDau

Sunday

8:30pm AEST

#aussieED

AussieED

Handle

@aussieEDchat Friday

9:00am AEST

#whatisschool

Craig Kemp and Laura Hill

@MrKempnz and @candylandcaper

Tuesday

2nd Tuesday each month at 8pm AEDT

#ozcschat

Phillip Cooke

@sailpip

Saturday

9-10:30 AEST

#satchatoc

Andrea Stringer

@stringer_andrea

A SLOW CHAT IS ONE THAT GOES OVER SEVERAL HOURS, DAYS OR A WEEK: Handle

Channel

Organiser

Handles

@EduTweetOz

#edutweetoz

Corinne Campbell, Cameron Malcher

@corisel, @Capitan_Typo

Name

Role

Tweets About

Handle

Meridith Ebbs (Australia)

Teacher, eLearning, Speaker

Education, pedagogy, innovative teaching practice

@iMerinet

Kim Sutton

Teacher, co-moderator #aussieED

Education

@TeachMissSutton

Nick Brierley (Australia)

Teacher, co-moderator #aussieED

Education, innovative practice

@mythisizer

Zeina Chalich (Australia)

Teacher, co-moderator #aussieED

Education, innovative practice

@zeinachalich

Eric Sheninger (USA)

Past Principal, Speaker

Leadership, management styles

@E_Sheninger

Jackie Child (Australia)

Librarian

Makerspace, library, digital literacy

@jackie_child

Ian Jukes (Canada)

Education Evangelist

Australian Institute for Teaching and School Leadership (Australia)

@ijukes Resources for implementing curriculum

@aitsl

Teachers Education Review Podcast (Australia)

Australian podcast discussing Issues in education from the issues in education. perspective of classroom teachers.

@TERpodcast

EduTweetOZ (Australia)

New host each week

Varies depending on the hosts interests

@Edutweetoz

Super-Awesome Sylvia (USA)

Started her own YouTube channel at 8yo

Maker Movement

@MakerSylvia

Sylvia Martinez (USA)

Speaker, education evangelist Maker Movement, Education

education matters primary

@smartinez

In The Classroom

Facebook, Twitter, Google Plus, Pinterest, Instagram, LinkedIn, Periscope, Tweet, Post, Connect, Link, Handle, Channel, Follower, Follow, Channel, Feed, Stream, Contact.

“Social media is a valuable tool for teachers as it offers a way to connect with like-minded professionals and share resources and ideas.” When attending conferences and inter-school events PLNs go offline. Meeting an online contact at a conference is an opportunity to further develop relationships that go beyond the classroom. HOW TO GET ‘FOLLOWERS’ To get followers you need to be active on Twitter and tweet regularly. Twitter teachers are very generous and will often recommend users to follow and will often follow back. To get the most out of twitter you need to: • Update your profile; • Change your profile picture from an egg (to show you didn’t just hatch); • Interact with other users; • Retweet things you like with acknowledgement; • Blog and share a link; • Tweet regularly; • Share photos and memes; • Share tips and tricks to get organised or complete a task; and, • Share a link to a useful site. If you think other users will be interested in your tweet you can add a photo and tag them. People who are tagged are likely to retweet or quote your tweet. This will in turn share your tweet with their followers.

I DON’T HAVE TIME The main reason often cited for not joining social media is, “I don’t have time”. Everyone has the same amount of time and it comes down to priorities. To fit Twitter into a busy schedule you could check your Twitter feed while: • Waiting… for transport, in a queue or for a late friend; • 10 mins at lunch break; or, • Get up 10 mins earlier. The benefit of Twitter is that you don’t have to read every item in your feed. You can skim through your feed for tweets that catch your eye by simply: • Checking the feed of your favourite tweeter; • Checking your favourite ‘hashtag’ or ‘channel’ – e.g.: #aussieED; or by, • Creating a list of favourite people. CHANNELS When tweeting, to increase the number of people who see your tweets you can add hashtags. Hashtags are sometimes referred to as channels and they are used at large events, by organisations and by groups with the same interests, online. Hashtags are also used on Twitter for ‘tweet meets’ or chats. These are events that are held at regular times on Twitter and usually go for an hour. A moderator will post a series of questions at regular intervals during the hour-long chat. The questions stimulate discussion on the topic, which leads to pictures, links, resources, stories and more questions. Some popular chats on education are listed below. There are many more lists for specialty areas in English, History, PD/H and languages. To find more chats you can ask fellow tweeters or do a Google search.

education matters primary

TIPS AND TRICKS URL shorteners Twitter has a limit of 140 characters and spaces. This makes posting long URLs difficult. To overcome the character limit URL shorteners are used such as http://bit.ly/1Lpmhxm to link to websites. To create the shortened link above: • Go to bitly.com; • Paste the web address (URL) for the original site, to be shortened into the box at the top of the page; • A screen will appear on the right side of the page and click on Copy; and, • Paste the bit.ly link into your tweet. It is possible to customise the end of the link. It is also possible to download shorteners like bit.ly as apps to iPads and mobile phones. This allows you to shorten URLs while using a mobile device. Fitting it in To fit long messages into 140 characters use the following acronyms: • f2f – face to face • brb – be right back • Ts – teachers • Ss – students • Use + for and References https://support.twitter.com/articles/166337-the-twitterglossary URL shorteners: http://bit.do/list-of-url-shorteners.php http://blogs.news.com.au/dailytelegraph/maralynparker/ index.php/dailytelegraph/comments/why_teachers_love_ twitter/ http://georgecouros.ca/blog/presentation-resources/ social-media-for-administrators http://georgecouros.ca/blog/archives/1810 https://edtechdigest.wordpress.com/2012/08/31/5-waysbeing-a-connected-principal-benefits-my-students/ http://edtechteacher.org/beyond-blocking-social-mediaschools-from-patrick-larkin-beth-holland-on-edudemic/

DICTIONARY OF TWITTER TERMS FROM SUPPORT.TWITTER.COM: Term

Definition

The @ sign is used to call out usernames in tweets: “Hello @twitter!” People will use your @username to mention you in tweets, send you a message or link to your profile.

@username

A username is how you’re identified on Twitter, and is always preceded immediately by the @ symbol. For instance, Katy Perry is @katyperry.

Direct Messages (n., v.)

Direct Messages are private messages sent from one Twitter user to another Twitter users. You can use Direct Messages for one-on-one private conversations, or between groups of users.

favourite (n.)

‘Favouriting’ a tweet indicates that you liked a specific tweet. You can find all of your favourite tweets by clicking on the favourites link on your profile page.

favourite (v.)

Tap the star icon to favourite a tweet and the author will see that you liked it.

follow (v.)

Subscribing to a Twitter account is called “following.” To start following, click the Follow button next to the user name or on their profile page to see their tweets as soon as they post something new. Anyone on Twitter can follow or unfollow anyone else at any time, with the exception of blocked accounts.

follow(s) (n.)

A follow is the result of someone following your Twitter account. You can see how many follows (or followers) you have from your Twitter profile.

follower (n.)

A follower is another Twitter user who has followed you to receive your tweets in their home stream.

geolocation (n.), geotagging (v.)

Adding a location to your tweet (a geolocation or geotag) tells those who see your tweet where you were when you posted that tweet.

# hashtag (n.)

A hashtag is any word or phrase immediately preceded by the # symbol. When you click on a hashtag, you’ll see other tweets containing the same keyword or topic. Sometimes referred to as a channel.

mention (n., v.)

Mentioning other users in your tweet by including the @ sign followed directly by their username is called a “mention.” Also refers to tweets in which your @username was included.

Meme

A picture with a quote or saying on it.

Notifications, notifications (n.)

The Notifications timeline displays your interactions with other Twitter users, like mentions, favorites, retweets and who has recently followed you. If you request it, Twitter sendd notifications to you via SMS or through the Twitter for iPhone or Twitter for Android apps.

reply (n., v.)

A response to another user’s tweet that begins with the @username of the person you’re replying to is known as a reply. Reply by clicking the “reply” button next to the tweet you’d like to respond to.

Retweet (n.), RT

A tweet that you forward to your followers is known as a ‘retweet’. Often used to pass along news or other valuable discoveries on Twitter, retweets always retain original attribution.

Retweet (v.)

The act of sharing another user’s rweet to all of your followers by clicking on the retweet button.

Tweet (n.), Tweetable (adj.)

A tweet may contain photos, videos, links and up to 140 characters of text.

Tweet (v.)

The act of sending a tweet. Tweets get shown in Twitter timelines or are embedded in websites and blogs.

Twitter

An information network made up of 140-character messages (including photos, videos and links) from all over the world.

education matters primary

Making the Grade

Collaboration driving teacher professional learning TEACHERS NEED TO CONTINUALLY BUILD THEIR SKILLS, BE COGNISANT OF NEW TECHNOLOGIES AND IDEAS, AS WELL AS ENGAGE WITH OTHER EDUCATION PROFESSIONALS IN ORDER TO RIDE THE TIDES OF BEST AND NEXT PRACTICE IN THEIR CHOSEN CAREER, WRITE ANDREW NAPIER, JODI GORDON-MOULDS AND TROY THOMSON.

Implicit in the development of the National Professional Standards for Teachers Standards is, “The understanding that throughout their teaching life, teachers like other professionals will be actively engaged in updating and extending their professional knowledge and practice. This is necessary for them to remain effective in their role as they progress to being an exemplary classroom practitioner and a leader in the profession.” (Cole, 2012) As educators, we continually have a number of demands placed on us in order to deliver engaging, relevant and appropriate teaching programs that effectively prepare our students for both future tertiary and work pathways.

Professional learning is paramount in this process. Teachers need to continually build their skills, be cognisant of new technologies and ideas, as well as engage with other education professionals in order to ride the tides of best and next practice in their chosen career. In the Essential Guide to Professional Learning (AITSL, 2012), professional learning culture is considered to be collaborative when, “Teachers engage in frequent, ongoing formal and informal conversations about pedagogy and teaching practice” and “teachers work together to research, plan and design effective teaching strategies and programs.” South Australian Inspired Learning (SAIL) is an

L-R: Troy Thomson (Co-Founder SAIL, Director Learning Technologies Pulteney Grammar), Jodi Gordon-Moulds (Co-Founder SAIL, Microsoft Innovative Expert), Andrew Napier (Co-Founder SAIL, Head of House St John’s Grammar School).

education matters primary

exciting new collaborative, professional learning community, founded by a small group of educators in Adelaide, South Australia. Collaboration is regarded as a rewarding professional learning experience, impacting on both teacher and student learning. Through dialogue afforded by SAIL’s online collaborative space, professional sharing, experimentation and critique can occur between teachers and other members of the South Australian education community. “Collaboration can encompass a range of activities, from teachers working together in an informal, unplanned way to the implementation of more formal collaborative approaches, such as professional learning communities. Effective collaboration is frequent and ongoing and, when most successful, comprises an integral part of daily routines.” (AITSL 2012) Within every effective professional learning community, there exists a group of teachers who regularly collaborate, with a focus on achieving continual professional improvement. Coughlin and Kajder (2009), describe the enormous benefits of online collaboration for educators and their classroom practice. The four qualities that they attribute to successful online collaborative communities are; their infinite shelf life; the ability for teachers to access groups that are relevant to their specific interests or needs; community content can be edited, shared and reposted; and the accessibility of resources at any time. With the launch of the SAIL Yammer professional learning community, South Australian Educators are provided with an easily accessible,

vibrant online community. Teachers will have an easy platform to colaborate, share ideas and engage in dialogue... a giant leap for professional learning in South Australia. The founders of SAIL, a group of teachers from across the various education sectors in South Australia, were the South Australian representatives of the 2015 Microsoft Innovative Educator (MIE) Experts program, inspired to create a supportive professional learning community for teachers state-wide. The MIE program was created to recognise global educator visionaries who are using technology effectively in their teaching environment and to foster better student learning outcomes. The program provides professional development and collaborative opportunities for its members who are then encouraged to further extend this network and reach out to other educators. Jane Mackarell, Education Programs Manager at Microsoft Australia, reflected that the MIE Program has been an inspiring journey working with passionate and innovative educators from across Australia. To have the opportunity to see how technology can transform classrooms across Australia and make a real difference to student outcomes through these amazing educators has been a privilege. To see this community grow locally in South Australia is testament to how educators are passionate about sharing with and learning from their peers. MIE Experts work closely with Microsoft to lead innovation in education. They advocate and share their thoughts on effective use of technology in education with both peers and policy makers. They provide insight and feedback to Microsoft on new products and tools for education, and exchange best practices as they work together to promote innovation in teaching and learning. The MIE program in Australia and New Zealand is comprised of approximately 50 educators from across the two countries, drawn from all sectors of education. Membership of the MIE program had provided this group of South Australian educators with an amazing network of teachers from throughout Australia and New Zealand, as well as connection to the worldwide MIE program. Having benefited from the opportunities provided, the challenge for this small group in Adelaide was to develop an easily accessible professional learning space for all teachers in South Australia. A space where they can keep up to date with new developments in technology and share

L-R: Andrew Napier, Jodi Gordon-Moulds, Sally Denton (Credit Union SA), Debbie Meich (Credit Union SA), Eva Balan-Vnuk (Microsoft), Troy Thomson.

“Collaboration is regarded as a rewarding professional learning experience, impacting on both teacher and student learning.” examples of inspired teaching practice. As yet, there has never been an online professional development and networking opportunity that reached all teachers across all education sectors in South Australia. SAIL was created to satisfy this need. South Australian Inspired Learning (SAIL), is an online Yammer community and professional learning space for educators to share ideas, experiences, stories, resources, and best practice to effectively support and foster inspired learning in all South Australian schools. SAIL features voluntary contributions from across the South Australian education landscape, its steering committee comprising of representatives from CESA, AISSA and DECD, along with Microsoft Expert Educators and teachers. It aims to be the first place of support for all teachers seeking to access South Australia’s unique, learning-focused community. It is intended that SAIL will be accessed by as many South Australian educators as possible. First and foremost, SAIL is a Yammer collaborative space – freely open to all educators and people interested in professional learning and networking. Participants can share their quality learning experiences, learning activities, videos, blogs, resources, anecdotes, questions…, in fact, anything that has a genuine education focus. Members are encouraged both to share and benefit from the experiences of others, participants can access mentoring and collaboration between teachers throughout the state, facilitated through the simple and easy Yammer site. This provides an opportunity

education matters primary

for self-access to professional development for teachers. The beauty of SAIL is that it throws all South Australian teachers together in a highly collaborative mixing pot. Also in development is the SAIL Education “Regatta”, providing an exciting opportunity for educators to meet, collaborate and share their experiences of inspirational learning in real time. SAIL Steering committee member, Rob Sieben from Prince Alfred College in Adelaide has been critical in the establishment of high-quality conference facilities at the school, and it is anticipated that the first SAIL Education Regatta will be held in April 2016 in the newly-created professional learning facility at Prince Alfred College. The professional learning facility at PAC will be a strategic alliance of parties committed to professional learning programs and the enhancement of teaching and learning in the 21st Century. It will provide a mechanism for parties to share resources and coordinate the delivery of their programs so as to maximise the benefit to schools, teachers and school leaders throughout South Australia. PAC’s Professional Learning Centre aims to support school leaders in identifying the strategic vision for professional learning within their schools, and to work in partnership with educational professionals on a global stage to develop new approaches to teaching and learning. The centre aims to work with educational leaders and teachers to ensure that any integration of ICTs into the teaching program is considered from a learning and outcomes perspective rather than from a

Making the Grade

L-R: Cheryl Bauer (Principal St John’s Grammar), Hon Susan Close MP (Minister for Education), Anne Dunstan (Principal Pulteney Grammar), Carolyn Grantskalns (CE AISSA).

teacher-centered perspective. The SAIL Committee is excited to launch its first real-time, face-to-face event in this contemporary space. SAIL was launched on July 31 at the Royal South Australian Yacht Squadron with special guests, The Honourable Susan Close MP (SA Minister for Education) along with representatives from each education sector in South Australia, including Ms Carolyn Grantskalns, Chief executive AISSA; Ms Monica Conway, Assistant Director – Catholic Education of SA (CESA); and Susan Cameron, Executive director, Learning Improvement (DECD). A number of leaders from across the various education sectors also attended the event. The Royal South Australian Yacht Squadron provided the beautiful backdrop for the launch of SAIL, while an impressive selection of delicious Barossa Valley wines were generously provided by Kaesler Wines. At the launch, Dr Susan Close MP, acknowledged South Australian teachers who are, “Embracing opportunities to connect and collaborate with each other, using a range of online networks to share ideas, successes and challenges and stay in touch with latest developments in education. Linking up with teachers from other schools and systems through online networks like SAIL can unlock a wealth of new ideas, activities, strategies and support, with students reaping the benefits.” Carolyn Grantskalns, Chief executive of AISSA, commented that, “Research such as that by Patrick Griffin and others makes it clear that being part of a responsible, accountable team, empowers and adds value to student learning and teacher self-efficacy. The SAIL initiative is an exciting way to enable a

professional learning team to extend beyond the boundaries of an individual school campus, enabling those interested in pursuing a shared improvement agenda to work collegially for the benefit of their students. I commend those who initiated the venture and wish all the participants a rich learning journey”. SAIL gratefully acknowledges the support provided by founding partner, Microsoft Australia, who have provided a great deal of support and advice in the development of SAIL. “We are really pleased to be working with Microsoft Innovative Educators in South Australia to support and recognise their innovative approaches to incorporating technology in lessons to enable better learning and student outcomes. Microsoft is committed to developing teacher capabilities and confidence in design and digital technologies, in line with the new Australian Curriculum, and looks forward to partnering with SAIL to achieve this,” Dr Eva BalanVnuk, Microsoft South Australia. Debbie Meich, Sponsorship Co-ordinator from Credit Union SA, who has worked with the SAIL committee to provide financial support for this initiative, says, “Credit Union SA values the work of teachers and the education community and is pleased to support SAIL in their creation of a unique and engaging professional learning space for South Australian Teachers.” The SAIL Yammer community is free and can be accessed by all South Australian educators. Within the site, there exists a number of professional interest groups that members can join. Those interested in more information can email admin@sail.sa.edu.au or visit the sail.sa.edu.au website, where there is a link to access the SAIL community.

Andrew Napier is a Science and Biology teacher at St John’s Grammar School in Belair, South Australia. He also has been part of the Microsoft Innovative Educator program since 2014. He is passionate about teaching Science and also holds the pastoral care position of Head of House in the Senior School. He is currently undertaking a Masters of Education at Flinders University, with a focus on ICT in education. Andrew’s personal interest in education centres on 21st century learning and eLearning design, supported by innovative use of technology. Jodi Gordon-Moulds is currently the Director of Digital Learning Technologies at Adelaide’s Seymour College and a Microsoft Innovative Educator Expert (2015). Jodi is inspired and driven to provide exciting and engaging STEM and digital technology learning experiences for students of all ages. She also believes that teachers require robust professional learning opportunities to apply 21st Century Learning in their classrooms to realise the full potential technology in education. Jodi is currently undertaking her Ph.D. exploring the impact of Educational Technology Policy on teaching and learning in South Australia. Troy Thomson is Director of Learning Technologies at Pulteney Grammar School in Adelaide. An educational leader who enjoys the challenge of leading change within schools. Currently he is working in a strategic and staff development role promoting contemporary pedagogy through the molding of teaching and learning with technology. His core professional interest is in establishing highly effective performance and development cultures within schools – built on contemporary teaching and learning practice, including blended and personalised learning styles. Troy is a Microsoft Expert Educator and 21st Century Learning Design facilitator, and is excited to be a part of the powerful conversations that assist teachers design and implement engaging learning experiences that embed innovative technologies.

References AITSL. (2012). The Essential Guide to Professional Learning; Collaboration. AITSL. Cole, P. Linking effective professional learning with effective teaching practice. Retrieved from AITSL: http://www.aitsl.edu.au/docs/default-source/default-document-library/linking_effective_ professional_learning_with_effective_teaching_practice_-_cole Viewed 2015, July 17 Coughlin, E., & Kajder, S. (2009). The Impact of Online Collaborative Learning on Educators and Classroom Practices. CISCO. SA, T. R. (2015, July 16). Professional Learning. Retrieved from Teachers Registration Board of South Australia: http://www.trb.sa.edu.au/about-professional-learning

education matters primary

n educatio S

TTER MA RY SECONDA

SUBSCRIBE TODAY Every two weeks you will receive... • The Latest news in education • Discussion of key issues • Innovative products and resources • Videos • Rich content that is highly valuable to education professionals CONTACT: Chelsea Daniel at chelsea.daniel@primecreative.com.au or (m) 0425 699 878

n educatio S

ER TTARY MAPRIM

n educatio S

TTER MA RY SECONDA

Finger touch interactive projector. No pen required!

Pen or finger, Epsonâ&#x20AC;&#x2122;s interactive projector just got simpler. Learn more at epson.com.au/interactive