SP
BULCYBER LYIN LP UL LO G UT
EC IA
Issue 19 • July 2015 • www.educationtimes.com.au
FREE IN ORDER TO ACHIEVE YOUR GOALS, YOU NEED TO STRIVE HARD FOR IT & BE REALLY AMBITIOUS. Rose Hiscock
Director, Powerhouse Museum
OUTSTANDING SCHOOL
PITTWATER SCAN QR CODE TO READ DIGITAL EDITION
ARTS AND HISTORY: COLONISATION
HIGH SCHOOL
LITERACY CORNER: ICT FOR EDUCATION: VISUAL LITERACY A FLIPPED CLASSROOM
SHARPEN UP YOUR TEST TAKING SKILLS
NAPLAN TEST, OPPORTUNITY TRIAL TEST, SELECTIVE TRIAL TEST
www.onlinepreunicollege.com.au
Success Story
THE NEWS CREW
Contents News and Views:
4
Outstanding School of the Month:
6
Rising cheating culture
Pittwater High School
Success Story:
8
Rose Hiscock, Director, Power House Museum
ICT for Education:
10
How much IT does my school use or even need?
“In order to achieve your goals, you need to strive hard for it & be really ambitious.” Rose Hiscock Director, Power House Museum
JOIN US DIGITALLY VIA OUR SOCIAL NETWORKS….
Focus on University:
15
Special Pull out:
17
facebook.com/theaustralianeducationtimes @TheAusEduTimes
Could online study be your path to career progression?
14
What irritates new university students before they even get to their first class?
Cyber-bullying
Career of the Month: Mechanic
Literacy Corner:
25 Focus on
University
28
15
What irritates new university students before they even get to their first class?
Visual Literacy
Magic Maths:
FOLLOW US
Tafe Focus
30
Revise your divisions: hacks and tricks!
Puzzle Pop:
34
Some fun activities & games CONTACT US email : editor@educationtimes.com.au Phone: +61 2 8883 0750 ADVERTISE email: advertise@educationtimes.com.au
Test Zone: June in Pictures
When you see this symbol, check out our website for real life interviews and more info!
36
Future medical students, are you ready?
37
Career of the month Do you want to be a mechanic?
25
www.educationtimes.com.au The Australian Education Times
| 1
The Australian
Education Times
W
elcome, again, to another issue of the Education Times. This year seems to be flying so fast! Not so long ago, we were celebrating new years, and suddenly now, we have embraced the second half of 2015! It is a great month as most students and teachers are on mid year break, giving a lot of time to catch up on sleep and relax after a whole semester of studying. We have dedicated this issue to an important concern that seems to be occurring quite regularly in the 21st century: cyber-bullying. Thousands of people are victims of cyber-bullying at some point in their lives. How to avoid cyber-bullying, what to do if you are getting bullied, where to find help? All these questions have answers in the pull-out. As always, our wonderful and talented experts have provided insightful articles in our Literacy corner, ICT for Education and Focus on University. What are new university students concerned about in their first week? How much IT do schools really need? Our experts will tell you all about it. This month, we have introduced few new activities in our puzzle pop section. Be sure to try these and leave feedback regarding the changes. We loved these new activities, and we are sure you will too! If you would like to see anything featured in the following months or have any feedback regarding articles, we would love to hear from you. Write to us at editor@educationtimes.com.au, your opinion is important to us.
The Editorial Team
Letters to the editor Dear editor,
Dear editor,
Thank you for the insightful article regarding the new budget and how education is being affected by it. Its was great to just know what was offered to education this year.
The article regarding multiplications was great! My children are having such an easier time with their multiplications now, especially the 9 times table.
Issac, Rouse Hill
Kayla, Mt Druitt
Dear editor,
The whole pull-out for this month was simply terrific. Every article was very useful to both myself and my kids during their exam time. The timetable planner was a great bonus, thank you!
Nichole, Epping
Acknowledgment
MEET OUR EXPERTS Anne Shaw, Founder and Director of 21st Century Schools Anne works with educators around the world in designing education for the 21st century. Anne is an international consultant and presenter, as well as an author.Her work with educators worldwide is focused on designing education that is truly 21st century, from policy planning to lesson planning, from curriculum design to professional development programs. www.21stCenturySchools.com Director@21stCenturySchools.com http://issuu.com/anneshaw21/docs/brochure
Nita Temmerman, Higher Education Consultant PHD, M ED Hons, B ED, DIPMUST, ATCL, MACE After an academic career that spanned four Australian states and positions as Pro Vice Chancellor Academic Quality, pro Vice Chancellor Community Engagement, Pro Vice Chancellor Partnerships, Executive Dean Faculty of Education and Head of School, Nita currently works as an independent higher education consultant and advisor.
Darryl Watson, Director of EDU-IT
He worked with technology for nearly 40 years and the last 12 have been in the education sector. He is the Director at EDU-IT, which provides consulting services to schools for ICT leadership and direction. Daryl was the manager of ICT operations at All Saint’s in Perth from 2002 until 2014.
The Australian Education Times would like to acknowledge the Darug people who are the traditional custodians of this land. I would also like to pay respect to the elders past and present of the Darug nation and extend that respect to other Aboriginal people present.
The Australian Education Times is dedicated to providing relevant and up-to-date news and resources that can be used in the classroom or at home. If you would like to contribute to our magazine, please write to Noelene at editor@educationtimes.com.au All contributions are to be 300 words long and to include a photo that is saved as a jpeg.
2 |
The Australian Education Times
secure your future
ICICI Education Loan
The Australian
Education Times NEWS AND VIEWS
RISING CHEATING CULTURE
C
heating in schools and universities might not be a new phenomenon, but the extent to which cheating has gone in the recent years might be something of concern for schools & colleges. From a quick peek-a-boo into your classmate’s notes to buying assignments, essays and homeworks online, cheating has gone high-tech. Undoubtedly, technology has a huge role to play. High school & university students in Australia have access to several online services which are ready to provide help with assignments and writing essays. By providing help they mean actually doing the whole work for them. Students only need to pay a certain amount for these services which can be anywhere from $160 to $300 or $1,000 for university assignments and the job is done. Type buy online assignments in Google search bar and what you get is pretty astonishing. 11,900,000 results pop-up for online services selling assignments and customised essays written according to the needs of a student in Australia. Search for ‘write my essay’ and you get 106,000,000 results on your screen.
This cheating problem is widespread in high schools and teachers are raising their concerns on the same. According to a survey of 24,000 students in 70 schools conducted by Don McCabe, a renowned academic integrity researcher, 95% of students admitted to participate in some form of cheating, whether on a test, plagiarism or completing homework. The cheating statistics for universities are not any different from those of the high school’s. But, who is at fault? The ghost writing services (which have been operating for years in publishing business) or students who submit someone else’s work as their own? It is not surpising that students want to gain an edge by getting better marks but to do it by resorting to illegal ways like
joyce @juycebox the ‘people from james ruse r selling their essays to younger grades oh my GOD what a cheating endemic’ thing is so funny like. god bless
The ease of access to such services via internet and the pressure of scoring good are probably the top reasons of rising cheating culture in our schools and universities. Below is a snapshot from one of the websites offering completion of assignments.
4 |
The Australian Education Times
Kelly Christopherson Time to change things? Teachers demand change to combat ‘endemic’ cheating
plagiarism is definitely not how it should be done. Plagiarism is not just fooling the education system but also denying learning opportunities for students. Considering the fact that it might not be an easy task to get rid of the online services or to even detect custom plagiarised work, how else can we prevent paid plagiarism? By stopping the norm of takehome assignments? Having students complete the assessments in the class? By detecting the root cause of such acts and working on that? By instilling the fear of being caught and charged with fraud? By changing the way students are assessed? The solution to this rising problem may be a difficult one to find.
AEU @AEUfederal NSW Teachers Fed calls for end to take-home assignments to tackle cheating Dr. Bertram Gallant If exam fraud & contract cheating is endemic, we must change the way we do assessment! We’ll never win the tech war Daryl Adair @DarylAdair Whatever it takes?: “Cheating ‘endemic’ in NSW high schools as assignment market flourishes online”
The Australian
Education Times NEWS AND VIEWS
What’s happening in the world of education! Plans to build inner city primary school dumped: Plans to build a much needed inner-city primary school on a block of land owned by the City of Sydney has been abandoned by the state government. The government changed its mind and decided to relocate students, while the existing Ultimo Public School building gets a makeover and is turned to a high-rise school. This backflip has been slammed by not only Pyrmont and Ultimo community members but also by lord mayor Clover Moore. The decision has been reasoned as health concerns for students, staff and vistors at the proposed new school site.
Misperception, cause behind fewer girls studying math-intensive science: A new study suggests that misperception, the belief that the ability to do difficult
mathematics is something that you either have or don’t, currently prevents many girls from opting for a major in physics, engineering, mathematics or computer science (PEMC). The study also indicates the potential for more women to move into PEMC, if they perceive their mathematics ability as strong and open to growth.
Pre-lecture illustrative diagrams help students take better notes Providing students with illustrative diagrams showing relationships among key concepts to be discussed in a lecture can boost student learning and recall, especially for students who have difficulty organizing bits and pieces of related information into a cohesive mental framework, suggests a new study from psychologists at Washington University in St. Louis. “Teachers need to understand that providing supportive material in advance can make a big difference in helping students grasp and lock in key concepts presented in a lecture,” said study co-author Mark McDaniel, PhD, a professor of psychology in Arts & Sciences and co-director of the university’s Center for Integrative Research on Cognition, Learning, and Education.
Winners of The Australian Education Times Writing Competition:
1. Liam Ellen, Year 8 student (Wahroonga Fiction) 2. Olivia Latta, Year 2 student (Orange Fiction) 3. Amanthi Singhe, Year 5 student (Westmead Non-fiction) The Australian Education Times
| 5
The Australian
Education Times OUTSTANDING SCHOOL LIGHTHOUSE SCHOOL IN AGRICULTURE:
Leading best practice
Pittwater High School, selected as a Lighthouse School for Agriculture, has become one of the seven schools receiving this recognition across NSW. Pittwater is the only urban high school to achieve this honour. As a Lighthouse School, our staff plays a mentoring role with their colleagues in other schools across the state. As a result the NSW Minister for Education Adrian Piccoli, recently visited the school to launch the Lighthouse program. The minister toured the small farm consisting of half an acre of vegetables and vines, two paddocks, sheds and yards, hydroponic and aquaponic facilities, chickens, sheep and cattle. He was particularly impressed by how articulate the students were in sharing the importance of understanding the connection between the paddock and the plate: “It’s great to see an urban school leading the way in agricultural education. Agriculture contributes $9 billion to the NSW economy every year and it is critical that we have relevant, high quality agriculture education.” In the meantime, over 180 students enjoy agriculture studies from years 8 to 12. In 2014, the successful show team achieved first and second place in the Steggles Schools Meat Bird Competition, which gave them the overall champion status in this division. The team also achieved second and third place in the show bird divisions. Other than achieving amazing results, the level of participation and enthusiasm shown by students in judging and showing a wide variety of animals and produce including sheep, cattle, eggs and honey is spectacular.
OUR CURRICULUM:
ACED for success for all
In recognising that a key to student engagement is making the curriculum accessible to all, the ACED approach to programming and assessing has been introduced as a school-based initiative: Adjustments and Assessment for Learning; Challenging and Creative learning with Choice; Engagement and Enrichment; and Differentiation of the Curriculum. The question asked in reviewing assessments and programs is “Have we ACED it?” 6 |
The Australian Education Times
Pittwater
High School Students have thrived and enjoyed exploring the big question through project based learning in English or workstations for collaborative problem solving in Mathematics. In HSIE, the classroom has been flipped with straight forward tasks such as previewing a video at home to enable students focus on more challenging tasks in the class. Teachers have embraced this change and benefitted from working collaboratively with colleagues. Adding to a sense of choice for students, the elective choices in stage 5 (years 9 and 10) have been expanded with positive results in terms of student engagement at school. Now, elective
lines have been extended to three with new courses such as Marine Studies, Real to Reel (film studies), Journalism, Big History and Global Studies. As an extension opportunity for talented students senior Aboriginal Studies is offered as an accelerated course in years 9 and 10.
OUTSTANDING ACADEMIC SUCCESS:
Achievements in the HSC
Pittwater High School has had consistently outstanding HSC results over the last three years with top ATAR scores of 99.1, 98.75 and 97.35. More than one
BIG BAND BLAST
quarter of students have received at least one band 6 result while over 80% have received band 5s. In addition, 85% of courses offered have been well above the state average for combined results in these top two bands. Further highlights include 90% French Beginner students in the top band, 100% Music extension in the top band, 100% English Extension 1 in the top two bands, 100% Hospitality students in the top two bands, 92% Mathematics Extension 1 in the top two bands as well as great results in Textiles, Visual Arts, Biology, Ancient History and more. In our senior school, the curriculum choice is diverse with the Peninsular Community of Schools offering shared curriculum lines across three neighboring high schools. Senior students at Pittwater High are also supported with a Senior Learning Centre, study skill sessions and a mentor program.
The Pittwater High School instrumental music program is highly renowned and respected in the local community, and with bands touring throughout Australia and internationally, has a growing reputation. Currently, the school is planning their 2016 Instrumental Band Tour to China. The quality of the young musicians is quite extraordinary while the expertise of the music directors is first class. There are two jazz band ensembles, two main instrumental bands, and two string ensembles. Added to this is the highly talented Symphony Orchestra, which allows strings, brass, woodwind and percussion, the opportunity to combine and explore the vast symphonic repertoire. This music program is complemented by music taught in the curriculum from year 7 to 12. Locals and out of area students compete through audition and music theory test to be in the extension music class in year 7.
HOLISTIC DEVELOPMENT OF OUR STUDENTS The overall purpose in the strategic directions at Pittwater High is to build a learning empowered school. Central to this is ensuring that students have the opportunity to excel as they develop capabilities of critical and creative thinking, collaboration, communication and resilience that will equip them as successful young adults in a global world. These capabilities are developedwith the delivery of the curriculum in the classroom
as well as through opportunities in student wellbeing, co-curricular activities and student leadership. A strong wellbeing program and wellbeing team supports students through each stage of their development through workshops, camps and presentations. There is also a vast co-curricular program that gives students a strong connection to the school, community and each other: art club, dance, chess, debating, mock trial, musical, vocal ensemble, band program, Duke of Edinburgh, sailing, knock out sport teams including water polo, biathalon, MUNA (mock United Nations Assembly), drama nights and the Engineering Challenge. In addition, student voice and leadership is very strong in the school. The Student Representative Council has over 60 members and lead key events and fundraising in the school. The prefect body is very active with senior prefects leading events, having a voice and managing teams in Social Justice, Environment, Student Wellbeing, Sport and CAPA (creative and performing arts). All groups meet with the principal in focus groups to have an input into the direction of the school, clearly valuing the school and having the opportunity to have a voice.
LEADERS IN TECHNOLOGY Technology has been embraced at Pittwater High as a highly effective tool in engaging students in their learning and developing their 21st century learning skills. The school Wi-Fi has recently been updated to support students with BYOD (Bring Your Own Device). All classrooms have interactive white boards and data projectors, andall teachers are equipped with iPads. Using Google apps, students can collaborate in class working on the same project. Clickview online allows students at school or at home to access to a wide range of curriculum relevant videos. With E-diary students can easily access and update their homework online, while parents can also logon to see what’s happening. The online Edmodo and Moodle environments provide opportunities for chats and blogs, encouraging sharing of ideas and forums for questioning. The Australian Education Times
| 7
The Australian
Education Times SUCCESSS STORY
10
INSIGHTFUL QUESTIONS TO
Rose Hiscock
H
er vision for the powerhouse museum is to be the world’s leading museum for science and design, acclaimed internationally and loved locally. She wants to transform the museum, provide compelling reasons for online engagement and build long-term relationships with partners and supporters. Our two very talented news crew members, Tanish and Milvia, had the magnificent opportunity of interviewing the lovely, Rose Hiscock, Director powerhouse museum. Join us, as Rose tells us about her journey, and gives words of wisdom to students who want to end up in the museum world someday!
us about your educational Q1 Tell Q2 journey and how it has helped your career that has ended up at the powerhouse museum today. I went to school in Ballarat, in the country. There’s something about living in the country and being involved with the community that I really loved. I was a really creative kid; I loved anything to do with the arts, theatre and performance. I got involved in all kinds of creative industries at school. Then, I went off to university and studied economics, which is essentially business and commerce; it was to balance up my love of art to something that was a little more practical. Through that, I got my first job..
8 |
The Australian Education Times
As a child what career aspiration did you have?
When I was a little kid, I wanted to be a bricklayer because I wanted to build my own house. For me, I’ve always balanced up something practical and something creative. One of the projects I’ve been involved with in my career was building a new pavilion to host Australian art. So, I’ve always had a thing for art, architecture and design.
Q3
You have a lot of experience in strategic marketing and audience development, what do you think is the key in keeping people interested? We do a lot of audience research, so whenever we develop new exhibitions through our museum, we do a survey in the market place with a whole bunch of ideas, and we ask people which one of the exhibitions they would most like to visit. Our museum also has a really fantastic collection to draw on whenever we want to do something. We look at what we got and also consider what people would be interested in, and then based on that, develop an exhibition. It’s a little bit of science and a little bit of market research and trusting our own instincts. There’s no one single answer, there are many things that make an exhibition relevant, engaging and of interest.
Q4
Did you develop an interest in art at a young age?
I did. I was really lucky that I grew up in a family that valued art. There was always one person in my family who was really inspiring. My aunt was an opera singer and musician and she lectured at Melbourne university. So from a very young age, my aunt used to play the piano and get us to make up stories, dance and sing. That was embedded into our family. It was silly and we had a laugh but my aunt encouraged creativity. Vision and creativity is the two things that get me up every morning, I want to live a life that is interesting and creative and I had great people in my life doing that for me.
In order to achieve your goals, you need to strive hard for it & be really ambitious.
Q5
Your vision for the powerhouse museum is to be the world’s leading museum for science and art. How close are you to achieving that vision? Our aim is world domination; we want to be the best! We have a long way to go. Someone once said to me about a vision, it needs to be as aspirational as it could be. You need to really strive for something and be really ambitious, that’s what our vision is. We’re starting to get there. We’re changing all our exhibitions. We’re inventing new ways of doing things. We’re redeveloping our entire museum in Parramatta, and that will be a museum for the future. We are on board the journey to be world’s best.
us a bit about the excursions and the Q6 Tell learning programs of primary and secondary students at the powerhouse museum. We have a really broad range of programs for all ages. We have really talented staff on board who lead a group in a program. We have programs that go throughout both disciplines of art and science, astronomy, weather, recreation of mars and landscape, where we work with university students to testate mars. We also do a lot of video conferencing because we know schools can’t always get to us. We can teach a class remotely from here. And we also have trials and notes to guide people though their trails. Broadly, we have a number of disciplines and arts and science and programs in each of those areas.
Q7
There are thousands of children excited to visit the museum you are directing, how does this make you feel? Fantastic, I love it! I have a really wonderful staff, with 200 people in our organisation and they’re people with all kinds of expertise. Every one of us come to work each morning because we love being here, and love engaging with people in our museum.
Q8
How do you keep yourself motivated and how do you motivate your staff and volunteers?
In a museum like ours, motivation is quite easy. We’re so passionate about what we do. It’s a great career and is really fun. I believe in the subject areas we look into and the way we translate that into experiences, it is really easy to be motivated.
Q9
What are the most important abilities a leader should have and what are the key factors required to be successful? I think a leader should be nimble. Its also very important to have a vision. You need to know where you’re going, but also need to be able to change open to other ideas. For me, it’s a combination of strength and flexibility, its give and take. My secret weapon is a sense of humor. You have to be able to laugh.
THE
SEARCH IS N! The Australian Education Times is on a hunt for talented school kids to become a part of their News & Crew family. Join our amazing team of super talented and ambitious young reporters and get a chance to interview some big Australian personalities.
WHY YOU SHOULD ENCOURAGE YOUR CHILD? • It will boost their confidence to new levels. • Gain substantial experience at a very young age. • An opportunity to work as a reporter. • Encourage them to take journalism as a profession. • Young starters are big achievers. • Boost up their confidence. • A certificate of appreciation.
advice would you give to students who Q10 What want to grow up to be like you someday? If you’re interested in working in a museum, the best thing to do is to start early, as a volunteer or working in the front of house, selling tickets. In the museum world, people have worked a number of jobs; they’ve really experienced how museums work. I worked as a volunteer and a ticket seller and the reason that is so great is, museum is all about service, looking after customers and providing them with service. So I’d say, get a foot in the door!
You could be our next star reporter!
The Australian
Education Times ICT FOR EDUCATION
How much IT
does my School use or even need?
THINGS EXPECTED TO BE ADOPTED IN CLASSROOMS IN THE NEXT FEW YEARS: • WEARABLE TECHNOLOGIES
Watches are now widely available (e.g. the new apple watch) and glasses are under development.
• IMMERSIVE 3D
At least three manufacturers expect to release 3D headsets this year. These are likely to be priced for the home market which will make them affordable for schools.
• ADVANCED DATA ANALYTICS
SOME OTHER THINGS TO CONSIDER ARE:
L
et’s try to put into context the complexities of the IT you are currently using within the technology environment at schools. Most people perceive the IT environment from their own experience and don’t understand how significant the environment is within the schools. Most schools have ICT set ups, which wouldn’t be out of place in very large companies and corporate systems. To put the scale of this in context, the average metropolitan school (around 1,000 students) would have to be efficient at supporting at least 800 simultaneous connections to their infrastructure. To meet that need, most organisations would be employing more than 1,000 staff. That is certainly an enterprise level of staff and would be larger than most businesses in any area. Most organisations, with more than 1,000 employees, would have multiple sites and very large IT programs.
10 |
The Australian Education Times
We now expect to have a wireless connection within most schools. Until relatively recently, this was very unusual within any business environment. There are many schools in Australia, that led the worldwide development of wireless as they had large numbers of wireless devices in a business type of network. Schools use a lot of printers. When at home, you might see one or a maximum two printers. Whereas in schools, they want everyone to be able to use the printer closest to them and see only those visible in their system. This would normally mean you would seed two or three of the 50 or more printers available. Can you imagine if you have to find the best or closest printer every time you needed to print when there is a list of more than 50 showing on your device?
This will mean the progress of students is monitored at a level never previously possible and early intervention ensuring better outcomes for many students.
In order to deliver a great education using the available digital resources, we must accept the fact that the change we’ve seen in the last 15 years is only a sample of the change we will see in the next 5 years. As technology evolves, so will teaching and learning. The evolution of our classrooms will continue to accelerate and it will be amazing!
As many as 8 times a day, all the computers will move within the network and would require to be online again as quickly as possible in order to start the next period. Above are some day to day problems that ICT support teams have worked through at schools and are now not even thought about. They are now looking at the next series of problems with expectations that teachers will shortly need support for things that are not even available yet.
DARRYL WATSON
Director, Edu-IT Pty Ltd
The Australian
Education Times ICT FOR EDUCATION
I
n a traditional classroom, the teacher instructs students to refer to specific presentations or pages on the text book during the lesson and goes through the ideas systematically as students diligently take notes and occasionally ask questions to clarify understanding. Sometimes, a teacher may assign work during a lesson while moving around the classroom to check on the progress of the students. At the end of the lesson, the teacher may task students with consolidation work to be completed at home and submitted in the following week for review. In a traditional classroom, students listen while the teacher talks. In a flipped classroom, students ‘attend’ the lesson outside of the classroom at their convenience. This typically takes the form of teacher presentation videos or animated slide shows that can be viewed online, and in more sophisticated instances, followed by some diagnostic tests to indicate the progress of each student in the understanding of the material presented in that lesson. The intent is for students to know enough of the topic (to be taught in class) and, having reflected adequately on the ideas they encountered at home, return to class with questions to clarify their understanding. Back in class, the teacher may organise the lesson in various ways, such as grouping students by their progress relative to each other and assigning different activities to each group to address gaps in the students’ understanding. In a flipped classroom, students ask while teachers facilitate.
Understanding A FLIPPED CLASSROOM
BENEFITS OF A FLIPPED CLASSROOM: The benefits of a flipped classroom are progressively recognised and relatively welldocumented: • Students control their pace of learning and teachers get to review their teaching practices caught on video • Class time is now spent doing higher order tasks • Class distraction is less of an issue in a flipped classroom • Parents get to learn on the side, by watching the lecture videos • The at-risk students get more attention during classtime • Bergman and Sams (2013) also noted that the flipped classroom approach is not new but it leverage on new technology to provide an audio-visual option for students as they prepare for class. In its ideal state, a flipped classroom can transform the learning experience of students and make them active learners who are engaged in the topics being discussed. But, this also means that students will need to commit close to two times the amount of time in official lessons for any given topic: once inside the classroom (lesson) and another at home watching the lesson presentation. It demands a level of motivation quite unlike what we are used to seeing in students.
Students ask questions to clarify Understanding; teacher intervenes To assist struggling students To meet gaps in understanding
Getting students to spend more time studying or learning can be a tall order, especially when faced with a topic that they do not see much need for knowing. Thus, unless a student is intrinsically motivated to explore the lesson material, it will be a nuphill battle for the teacher to get them to do so without supervision. As a result, the most convenient strategies of providing tangible rewards for those who cooperate and threatening those who don’t cooperate could be the order of the day in a flipped classroom of learners who don’t wish to be a student in the first place.
ERIC LAM is the Founder and Chief Executive Officer of Amdon Consulting P/L, a multiple awardwinning e-learning company.
The above article is part of Eric Lam’s paper on Flipping the Classroom: Where does content fit in the equation?
AT HOME
IN CLASS
Teacher delivers lesson material during class time; students listen and take notes
An important question: why should I cooperate?
TRADITIONAL
FLIPPED
Students compete homework and submit to teacher for review Teacher prescribes lesson material to be covered at home; students watch instructional videos ahead of the lesson in class
The Australian Education Times
| 11
The Australian
Education Times ICT FOR EDUCATION
DID APP REVIEW YOU KNOW? The global market for BYOD will increase from $67.21 billion in 2011 to $181.39 billion by 2017.
49%
of students say they feel a lot more productive using their own devices in schools.
Khan Academy This app is ideal for anyone passionate about science, maths or business! There are over 3,000 videos that extensively explain certain topics within each subject, making it perfect for last minute exam preparation or just to learn something new.
97%
TAPQUIZ MAPS WORLD EDITION A very fun and interactive game that teaches young children about the countries around the world. It consists of questions and answers to test your geography skills. Scores are kept on record so you could try harder to beat it!
Star Walk Are you passionate about stars? This shows aspects of the solar system and actually explains what you are looking at. It is great for anyone looking to learn about the Milky Way! 12 |
The Australian Education Times
of teachers have one or more computers in their classrooms everyday.
72%
of teachers admit to using LCD projectors, 57% to interactive whiteboards and 49% to digital cameras. In 2001, an estimated of 99% of public schools and 8% of instructional rooms had an internet connection.
61%
of kindergartners use computer to learn maths.
77%
of pre-teens (under 13) use the internet whilst completing school work.
The Australian
Education Times PROMOTION
Kindle for
A
new app that gives you access to the world’s largest selection of eBooks on your compatible Samsung device is here*. Kindle for Samsung is great for Australian primary, secondary and tertiary students who want to read on the go. In partnership with Amazon, Kindle for Samsung has everything students can expect from the standard Kindle app, plus they can download a free book every month from the Samsung Book Deals selection. **
Samsung So why use Kindle for Samsung? Kindle for Samsung can provide students with the opportunity to read from virtually anywhere, with downloaded books available offline. Kindle for Samsung can be downloaded from the Samsung Galaxy Apps store on compatible Samsung smartphones and tablets^. Existing Amazon users simply use their Amazon account details to login and begin exploring. For new users it’s easy and quick to create a new account.
With the Kindle for Samsung app, you can choose a free book every month from the Samsung Book Deals selection!** Access the world’s largest selection of eBooks Time to Read estimates how much time it will take to finish a chapter or a book based on your personal reading speed. Whispersync synchronises your reading across your compatible devices^. Worry-Free Archive automatically backs up your Kindle books in the cloud,# including all your previously purchased Kindle eBooks. There are several benefits to using Kindle for Samsung in classrooms and in education: -Students are able to download books at virtually any time on their compatible device* -Students are able to focus on the vocabulary within the book or article they have selected, as they are a click away from finding out the definition of the selected word -Learning new vocabulary can help support improvement in reading comprehension skills, as well as understanding more difficult texts.
* Internet connection required. Data charges may apply. Content within Kindle for Samsung must be purchased and is subject to availability. ** Internet connection required. Data charges may apply. Kindle for Samsung app only available on compatible Samsung devices. Samsung Book Deals only available to customers who sign in with a Samsung Account. ^ Internet connection required. Data and subscription charges may apply. # Internet connection required. Data and subscription charges may apply. Usage is subject to cloud provider agreement.
The Australian Education Times
| 13
The Australian
Education Times TAFE FOCUS
Could online study be your path to career progression?
A
re you torn between family, work and social commitments? Is it hard to balance them all? Sometimes financial, personal, family or several other reasons don’t allow a person to complete their studies or make it hard for them to balance it all. But the hard fact of life is that education and skills set one person apart from another in the current job market. That is where online study comes in. If you are passionate about gaining a lucrative career, but find it difficult to undertake traditional, classroom based study, online study can help you get the edge you need in order to further your skills or to earn a degree.
What is online education? Online education is any learning you undertake ‘from a distance’, accessing lessons/ learning modules via a computer, tablet or mobile device rather than sitting in a physical classroom. Over the past few years, online education has become more popular, as people realise that it is a convenient way to reach their career goals. Students who learn online can schedule classes around work and family, reduce travel time and costs because it is not necessary to visit a campus (either regularly or at all). Most often, study is selfpaced, so students can work according to their own speed.
Benefits of Online education at TAFE: • Fully online accredited vocational courses. • Specialist, industry experienced teachers. • Online support and guidance. • Flexibility. • Remote Accessibilty. • Huge range of options. • Students control study time. • Cost-effective. • Ease of managing studies. • Opportunity to collaborate with other students both in Australia and overseas. TAFE NSW Online courses are fully accredited courses. Online education only requires students to stay focused on their end goal. They should work out their own times for study and online engagement, not only with the teacher but fellow online students as well.
What support can you expect undertaking an online course at TAFE? When you enrol in a TAFE NSW Online course, you are not alone. In order to help you achieve your goals, TAFE helps you choose the right course and provide support throughout your studies. TAFE 14 |
The Australian Education Times
makes it easier for you to contact the course teacher about your learning either by phone, email or the web. TAFE also offers a service called ‘Your Tutor’ to provide help outside of normal working hours. TAFE NSW Online is fully digital, offering students a premium quality learning experience, accessible from any device that will help you take that next important step. All TAFE NSW online courses gives you the industry and training expertise on which TAFE NSW has built its 120 year, award winning reputation. TAFE supports you by setting achievable start and end course dates that help you reach weekly learning goals. TAFE also connects you with experienced teachers and a network of other global learners to enrich your learning experience. Being busy shouldn’t be a barrier to improving your career prospects. That’s why TAFE NSW Online is convenient and flexible, letting you take your classroom anywhere you go. TAFE regularly releases new & exciting courses on TAFE NSW Online. The latest ones include Certificate III in Business Administration, Certificate IV in Training and Assessment and Certificate III in Retail Supervision. Find more about these, and the many other courses on offer, at http://www.tafenswonline.edu.au
The Australian
Education Times FOCUS ON UNIVERSITY
What irritates new university students before they even get to their first class?
T
hose associated with any university know that students’ perceptions are formed from the very first point and time of contact with a university. Orientation week for semester two commences this month in most Australian universities. However, for most students, they have already formed a view about their intended place of study before they even go to their first class, based on their initial contact with the university to enquire about courses, timetables, study plan options and related expectations. Universities are very good at broadcasting to prospective students, why they should choose to study at that institution. University websites mention a whole host of academic options, study modes, social experiences, It is a fact of life that university international students like any other opportunities, work population, will from time to placement possibilities, time, express dissatisfaction with scholarships and their lot. Some of the complaints more…available are justifiable and others are not. to students if they The usual bugbears of seasoned choose to study at that students about university life university. Another usually feature a variety of reason, nearly always things like: mentioned, is the quality of student Inadequate car parking spaces support the university The cost of car parking provides. Too few/overpriced/ unsatisfactory food outlets on campus The cost of textbooks Lack of accessibility to staff Irrelevant course content Unclear assessment expectations Group assessment tasks Insufficient feedback about assessment tasks Insufficient library resources Unsatisfactory placements/ internships Archaic facilities/teaching spaces/learning materials … to name just a few!
What irritates prospective students the most and shape their opinion about a university, before they even attend their first class? Here are the top irritants voluntarily and informally expressed by new students, which I have heard time and time again in my association with universities.
1 2 3 4
Disorganised staff. Unresponsive staff. Ignorant staff. Rude and unhelpful staff.
Distilled further these 4 irritants can be interpreted under a single label of ineffective communication. This is not to say that students
themselves, may also have communicated less effectively than they could have. However, universities advertise how they value students, how they are committed to making their personalised student learning journey a successful and happy one from the very start of their study to the time a student graduates. The quality of the teaching learning experience and all that entails, through to graduate employment prospects are all critical to making this a reality. But that reality starts from the time of very first contact. All staff – administrative and academic must systematically and collaboratively work toward ensuring accurate information is given in a timely manner and communications amongst all players are respectful and non-judgmental, regardless of whether they occur via email, telephone, or face-to-face.
No university can afford to hear the following (actual quotes), from its newest recruits: Nobody ever got back to me with the information I was requesting . The admin staff told me it was the academics who were holding things up and the academic staff said it wasn’t their responsibility, it was admin’s job . My documents were lost in the system and it wasn’t until I enquired again that I found this out . I felt like it was my fault that I didn’t know how to enrol . The relationship building starts from that very first communication. Universities need to make sure those communications are clear, constructive and concise.
Nita Temmerman Higher Education Consultant The Australian Education Times
| 15
July
My Reminders:
The Australian
Education Times
TACKLE THE GROWING PROBLEM
CYBERBULLYING AND K-12 CLASSROOM
ONLINE INTEGRITY:
It begins at home
The Australian
Education Times PULL OUT
Cyber bully
Tackle the growing problem What is Cyber bullying? Cyber bullying is a form of bullying initiated online with the intention of hurting another person. Bullying can involve social, psychological, and even physical harm in more extreme circumstances. Perpetrators may write nasty emails, send cruel texts or post unflattering photographs or videos of the target online where gossip spreads quickly and can be difficult to delete.
Other forms of cyberbullying can include: Breaking into another person’s account with the intention of sending the victim nasty messages. Posing as somebody else online to harass the victim online. Sending sexually suggestive pictures or messages about a person online or through a mobile phone. Sometimes the perpetrator is anonymous and may not even know their victim. Cyber bullying, like school yard bullying can cause negative emotions
in the victim including shame, guilt appearances, while high school and fear. Consequences of these cyber bullies tend to focus on how emotions include withdrawal, loneliness, their peers act in social settings, depression, low-self esteem and mental especially if these peers do not fit in. health issues. Some of the most startling With the Internet becoming more statistics and research proves accessible, and young people spending that students often do not reveal most of the time online, avoiding to adults that they are being bullying is difficult. As online activity cyberbullied. They fear an adult increases through multiple applications, may make the situation a lot and mobile phones become more worse. accessible to children and teenagers, cyber-bullying is becoming harder for adults to see and to manage. If teachers have significant Cyber bullying mostly occurs late in Any concerns that a student primary school, early in high school, student with is being cyber bullied, this social, academic and is more likely to be should be discussed with or mental health participated in by the student and their difficulties should Students girls rather than parents or carers. be transferred to should boys. It is more students support be provided common for older services. with options for psychological support students, with including school consistent access How school and counselling. to technology, to teachers can help cyber bully than prevent Cyberit is for younger bullying: Schools students. Primary should school aged cyber If implement cyber a student bullies are prone safety lesson Teachers is at risk, it is to focus on physical plans. should encourage all students to be active bystanders who speak up if they witness bullying.
important they have a staff member they feel they can talk to and activities they feel involved in.
Safe schools have specific policies to address cyberbullying, and safe schools develop an open, supportive and connected school culture. The National Safe Schools Framework helps Australian schools develop student safety and well-being policies. Outreach Professional Development workshops, and Internet Safety Awareness Presentations are free to all schools, and are a resource for both parents and students. 18 |
The Australian Education Times
ying: What does the law say about cyber bullying?
It is an offense to harass, threaten or humiliate someone using the Internet or a mobile phone. It is a crime under both NSW and national law to cyber bully someone in a way that intentionally encourages or causes the victim to kill them-selves. The maximum penalty is 5 years in jail.
What can happen...
Cyber bullies can get into trouble with mobile phone or Internet service providers, websites, schools and non-criminal courts. Websites can give warnings, remove inappropriate content and disable the users account.
How to stay safe: Report Cyberbullying to the social media site: They will take action against users abusing the terms of service. Review the terms and conditions or rights and responsibilities sections of the social networking site: These describe content which is or isn’t appropriate. Visit social media safety centres: Learn how to block users and change settings to control who can contact you. Use the report button: The best way to report abusive content on face book is to use the report button next to the content itself. Keep evidence: If the attacks persist, you may need to report the activity to an Internet service provider and they will want to see the messages. Do not share personal Information: Personal information like passwords, name, address and phone numbers should never be shared online. Set up privacy options: Most of the social networking sites like Facebook offers privacy settings.
Where can I get help? Useful websites:
Kids Helpline 1800 55 1800
Kids Helpline is a 24hour,7 day a week counselling service for Australian young people between 5 and 25 years.
www.kidshelp.com.au
Lifeline 131114
Lifeline, offer a free 24-hour telephone counselling service.
Phone 131114
Cyber smart Program
The Australian Communications and Media Authority’s Cybersmart website is an important initiative under the Australian Government’s cyber safety education program. This website provides cyber-safety information for children, teens and parents.
www.cybersmart.gov.au
Bullying. No Way!
Bullying No Way! Promotes working together to create environments where every student and school community member is safe, supported, respected, valued, and free from bullying. The site provides a wide range of games, classroom resources, downloads and facts.
www.bullyingnoway.gov.au
Reach Out
The Reach Out website ‘inspires young people to help themselves through tough times.’An initiative of the Inspire Foundation, Reach Out aims to help young people improve their mental health and well being through information, support and referral.
www.reachout.com.au
Bullying in schools and what to do about it
This website is developed and managed by Dr Ken Rigby, Adjunct Research Professor and educational consultant at the University of South Australia. The website raises awareness about bullying in schools.
www.kenrigby.net
Anti-Bullying Network
Established by the University of Edinburgh in 1999 the Anti Bullying Network is a not-for-profit organisation supporting anti-bullying work in schools and promoting research to reduce bullying.
www.antibullying.net The Australian Education Times
| 19
The Australian
Education Times PULL OUT Older students (or those with more access to technology) are more likely to cyberbully than younger students.
25% of all cyberbullies target people they do not even know.
Over
80% of those who
High cellphone usage makes cyber-bullying easier.
10-14 year olds are the most common age group reporting cyberbullying (50.6%), followed closely by 15-18 year olds (44.2%)
Victims of cyber-bullying were reported to have low selfesteem and mental health issues.
1 in 10 teens have been the victims of Cyber Bullying.
The Australian Education Times
Thing to kno about C Bullyi
Cyberbullying most commonly occurs in late primary school and early high school.
Victimisation rates for Cyberbullying range from around 6% to over 40% of young people. 20 |
bullied others online would also do so offline.
In 2013, 463,000 young people were estimated to have experienced cyber bullying.
84%
of those who were bullied online were also victims of
64%
of females from Years 6 to 12 reported being cyber-bullied.
bullying behavior offline.
Fewer than 1 in 5 cyber bullying incidents are reported to law enforcement.
gs ow Cyber ing
1 in 10 adolescents or teens have had embarrassing or damaging pictures taken of themselves without their permission, often using cell phone cameras.
CYBER BULLYING IS DONE BY: Sending mean messages or threats to a person’s email account or cell phone Spreading rumours online or through texts Posting hurtful or threatening messages on social networking sites or web pages Stealing a person’s account information to break into their account and send damaging messages
About 1 in 5 teens have posted or sent sexually suggestive or nude pictures of themselves to others.
In the primary school age group, cyberbullying usually focuses on physical appearances. While in the high school, it tends to focus on relationships and the way people act, especially if they do not fit the norm.
Pretending to be someone else online to hurt another person Taking unflattering pictures of a person, without their permission and spreding them through cell phones or the internet Sexting, or circulating sexually suggestive pictures or messages about a person The Australian Education Times
| 21
The Australian
Education Times PULL OUT
W
hen talking about technology in the classroom, one issue that springs up straight away is bullying. It is huge and we all know that. Concerns are raised, time and again regarding how we can integrate tech as a tool for teachers and education and whether increasing tech in classrooms would only cause more harm than good. It’s definitely a valid concern since an increase in tech in the classroom could lead to even more cyber bullying (i.e. not help the problem but only fan the flames), yet I beg to differ. I think the idea of bullying getting worse due to the use of technology and therefore, being against the introduction of technology into the classroom is sort of putting your head in the ground. Technology is here to stay and kids are going to use it, no matter what we do! A person without technological knowledge in today’s world is almost doomed to work in low paying jobs and might also struggle to find fulfillment, professionally. So, preventing the entrance of technology into the classroom due to the fear of bullying will only deprive the less fortunate and lower income families from the chance of getting out of a situation that bars them from competing for better jobs and opportunities. I really believe that students, no matter their economic background or personal home circumstances, should have access to the same technology and be able to use it for its advantages and learn how to use it properly, so they are well equipped for higher education and the world beyond. We should not prevent it based on a fear that an unwanted behavior might flourish. As educators, however, we should ensure a ‘no tolerance’ attitude to bullying, regardless of whether it’s on the playground or online.
Parent and Teacher Monitoring
Unfortunately, more access to technology means more opportunities for bullying. Parents and teachers must remain vigilant at all times, with bullying situations. Technology at school and during the classroom time should be monitored closely by teachers 22 |
The Australian Education Times
Cyber b
& the K-12 C The author volunteers at a number of schools and teaches primary school students the basics of computer programming, as he believes it is the “language” of the future. Based on his experiences, Asaf offers this enlightening article for adults, regarding children and the use of technology today.
regardless, not just because of the chance of increased problems between students. Children will use technology and devices outside of school, whether to complete online assignments or just use school issued tablets. The challenge is still present for parents to monitor online activity and what their children are looking at from home, as well as keeping track of what they are doing and whom they are interacting with online. You could probably argue that giving all kids access to ‘equal’ technology and leveling the playing field is actually a lesson in and of itself to learn to use technology properly and with respect. You could also argue that the reason so much cyber bullying is happening is because kids aren’t being educated well enough about proper online behaviour.
We are taught from a very young age to not to get into a car or accept things from strangers. In the 21st century, however, we need to add to the list not to email or chat with someone we don’t know or share personal information with ANYONE in person or online, before checking in with a parent or trusted adult. Giving more opportunity to introduce and work with tech is just opening up more chances for positive conversations about proper etiquette and use, as well as an excuse for more monitoring by parents and teachers to keep problems at bay. There will of course, be times where children will have un-monitored access. The solution here again is technological education, not removing opportunities for kids to use and have access to tech!
bullying
Classroom
Screen time at home vs. Technological Education
Another issue for parents seems to be balancing their rules about screen time at home with the assignments and requirements for school. This problem rears it’s head as schools are now giving students their ‘own’ devices and students feel it’s their right to use them. They might even lie or stretch the truth when they say they need to work but instead, use the device or their allotted internet time to work on non-school related things. This is really no different than all other challenges parents face and the pros of using tech and learning how to be tech creators for the future, far outweighs any negative aspects. Kids WILL always find a way to do something they shouldn’t be doing, you can’t prevent it but you can educate them and monitor them as you would any thing else.
So how can parents and teachers do their best to protect students while teaching them what is appropriate and how to behave online?
Finding a balance between encouraging learning and giving students a level of independence and trust is important, as is making sure their activity isn’t hidden or kept secret, so problems like bullying and viewing inappropriate content can be avoided, or at the very least, caught before it escalates into worse problems. I think the reality of an increase in tech use is accepting that, even if we limit screen time, remove devices, etc – access to technology will still exist and our children and students will find a way to use it despite our control. It seems, providing and teaching students the skills they need in order to use technology for ‘good’ is more worthwhile than the task that comes with educating them to use it properly and keeping them safe. And having open conversations, holding specific rules and constant conversations about tech and what is the line between appropriate and inappropriate is more beneficial than trying to limit it (as is the case with most things, especially in parenting!) You might not allow tech in your house. Kids, however, will always find a way to use it - either at school or at a friend’s house. Having conversations about proper behaviour online is very, if not more, relevant!
TALK to your students regularly about what inappropriate content is, what to do if they find it and why it’s important to avoid this type of content. Have technological devices in PUBLIC or SHAREDSPACES, not in a private place like a bedroom. Set rules that they can use their tablet or cell phone only in the common areas of the house. The very fact that you might pass by will prevent them from looking at inappropriate content. Set RULES and BOUNDARIES – know passwords, learn how to view sites and set up filters, or parental controls that don’t allow kids to access certain sites or hide their activity.
ASAF DARASH is the founder of Regpack.com, an online registration system used by more than 3700 organisation, including the The SuperBowl, Goodwill and many private schools. Regpack’s technology is based on Asaf’s Ph.D, which deals with computer data connections and networks and is the foundation for the flexibility of the Regpack system. The Australian Education Times
| 23
The Australian
Education Times PULL OUT
Online integrity: It begins at home
S
chools are becoming increasingly immersed in advancing technology and the online world continues to make its way into the curriculum. So, who must take the responsibility of teaching our kids about safety, responsibility and good critical thinking? We know that students have the technical part sorted. What they don’t intrinsically know, they quickly learn. But what about all of the other things? Who must take on the role of teaching, supporting and guiding them through the challenges of boundaries, interactions, exposure and behaviour? Schools and teachers are trying valiantly to take care of much of these areas with lessons on cyber safety and anti-bullying and digital citizenship. What we know to be true, however, is that the vast majority of our values, beliefs and habits stem from the family home. They, then, come together to form our behaviours both in the real life and in the online world. I know parents often feel it is all too hard. They lament never being able to keep up. They shake their heads at kids who know so much. They fear they wouldn’t know where to start looking in order to monitor their child. They just hope that they are learning all this at school.
Parents: ask yourself How much do I need to monitor
24 |
When we hand over a device to a 5 year old starting school, or a 12 year old going off to Secondary school, we need to assume that much of these values, beliefs and habits have already been formed. As parents, we need to make sure they are the best ones for our children. Getting it right, before they trot off to school with an internet enabled device in their backpack, makes any oncoming challenges so much easier to address. Our children learn so much from watching, experiencing and doing. How they see technology and the online world used at home culminates in much of this learning. The boundaries that are put in place at home help determine the habits they take with them throughout adolescents. The role technology plays for the other members of the family helps determine how technology is incorporated into their daily lives. The ongoing conversations children have with their parents helps them make decisions and think critically. This is still a relatively new world for many parents. For our children, however, it is the only world they have ever known. This is why we get problems of understanding as well as knowledge. Parents are trying to keep up with the technology and what kids are doing online,
which apps are safe?
Who must take the responsibility to teach our kids about safety, responsibility and good critical thinking?
The Australian Education Times
Are my kids getting bullied? Are they bullying someone?
all the while trying to keep the connections strong within a world they are often unsure about. The problems parents face, therefore, are many and varied. They face problems around boundaries, time limits and overuse. How do they know what is homework and what is time wasting? What indeed is time wasting? Are they really learning whilst they are playing games? Should we be separating the different types of screen time based on educational outcomes, or social and emotional outcomes? How do parents keep up with what is beneficial and what is destructive? When it comes to our children socialising online, parents feel like they are floundering. How much do I need to monitor? Which apps are safe? How do I know who they are talking to? Are they getting bullied? Are they bullying someone? Martine talks about arming parents with the knowledge and perspective they require to face the inevitable challenges of this new world in her e-book Digital Parenting: less fights, more connection.
MARTINE OGLETHORPE has a background in secondary education and a Masters in Counselling and gives parent and student presentations on cyber safety and parenting with technology.
The Australian
Education Times
CAREER OF THE MONTH
MECHANIC
Is this career path for you?
D
Do you have a passion for transportation? Many people assume that a career as a mechanic revolves around cars, and cars only. However, mechanics specialise in several fields including auto mechanic, truck mechanic, bicycle mechanic, motorcycle mechanic, boiler mechanic, general mechanic, industrial maintenance, air conditioning & refrigeration mechanic and several more. So, if you like fixing things, and experimenting with machinery, this could be the ideal career for you!
Apprenticeships are generally paid after the first year and will only increase until you know everything required to be a successful mechanic. Alternatively, you could also study a construction or engineering course at university and graduate with more skills. The ATAR requirement is generally in the 80’s and there is no prior degree required.
Staying up to date Apprenticeships are generally very competitive to get into. It would be a good idea
Educational qualifications
Career paths
Light vehicle motor mechanic Heavy vehicle motor mechanic Refrigeration and air conditioning mechanic Automotive mechanic Automotive service technician to begin exploring your choices and making connections with people who could potentially assist you in getting a place at your preferred TAFE or college. It would also be a good idea to undertake math and science subjects at school, just so you are aware of the basics in advance.
The most common method of becoming a mechanic is through an apprenticeship through TAFE or college. This generally requires no prior knowledge, but it is very helpful to love math and science, and to be fluent in English.
The average mechanic earns $30 an hour.
The Australian Education Times
| 25
The Australian
Education Times
PROMOTION
West End
W
Mazda
est End Mazda is Australia’s oldest independently owned and operated Mazda Dealership having been established and continually operating in North Parramatta since 1963. West End
WEST END MAZDA is also proud NSW with: • 15 Mazda Master Dealer Awards inc 2013 • 5 times Winner of the “Martec Excellence in Dealership • 2 Dealer of The Year awards (Pre Master Dealer Conception) • 2 Parts Dealer of the Year awards • 1 Sales Dealer of the Year award • 1 Service Dealer of the Year award • 1 Commercial Vehicle Dealer of the Year We are proud to have multiple members of our Sales & Parts teams achieving “Master Guild Member” status in the prestigious Mazda Sales Guild. In 2014 both of our Sales Managers, our Parts Manager & 2 of our Sales Consultants acheived this status!
New Cars
From the moment you enter our Sales showrooms you’ll be greeted with a friendly Zoom-Zoom smile & sales people who are provided with the best training to ensure that we meet and exceed your expectations every time you visit us. We have the largest range of new Mazda vehicles in stock, carrying over 400 cars at any given time. Both of our Sales fully registered demonstrators for test drives at your convenience. Our sales teams will, by appointment, even bring our demonstrators to you at any time if you are unable to visit one of our new vehicle showrooms.
26 |
The Australian Education Times
Mazda has been owned and operated
In 1998, the current Directors of West End Mazda expanded their operation by acquiring Blacktown Mazda which further strengthened our focus and commitment to the Mazda Brand in NSW.
With the largest Parts department in Australia we also carry a full range of Genuine Mazda Parts & Accessories. We also carry large
West End Mazda is currently
occasions since 1994. We have been the Number 1 selling Dealer for Mazda Passenger Vehicles consecutivley since 2003.
MAZDA CX-9 CLASSIC 2WD
accessories ensuring personalise their Mazda http://www.westendmazda.com.au/vehicles/cx-9 to their tastes. All Mazda Passenger vehicles come with a comprehensive 3yr/Unlimited who are always looking for Mazda vehicles to meet the needs of our customers. Pre Km warranty. All Mazda Commercial vehicles come with a 2yr/Unlimited or 3yr/100,000 Km warranty. Click onto our New Cars page to book a test drive or give us a call on; North Parramatta 1300 924 584 Blacktown 1300 874 394
Pre Owned
As with our New Cars our Pre Owned sales teams are put though a rigorous training program to ensure that they also meet and exceed your expectations. West End Mazda carry ex Mazda limits, we have the next best option. These vehicles come with the balance of new vehicle warranty so your peace
Finance and Insurance
With access to our business partners Esanda Finance, Capital Finance and AGI (Automotive Global Insurance) West End Mazda is able to offer extremely competitive Finance packages for Leasing, Commercial Hire Purchase, Chattel Mortgage’s and Consumer Loans together with a comprehensive range of Insurance
If you or a friend has a Mazda that you MAZDA6 are trying to sell 2.5LT PETROL please drop in for SEDAN an obligation free SPORT valuation with our Pre Owned Managers http://www.westendmazda.com.au/vehicles/mazda-6
WEST END MAZDA
IS AUSTRALIAS BEST MAZDA DEALER
http://www.westendmazda.com.au/about products including highly attractive Comprehensive Motor Vehicle Insurance. Our aim is to make doing business with West End Mazda enjoyable and hassle free whilst upholding the highest levels of Customer Service Standards in the Automotive Industry. For more information please refer to our Finance and Insurance Page and click to call one of our team to speak directly to someone during business hours 7 days per week.
Service centres with the latest in Mazda Electronic
Contact details and Hours or Operation are: 3 Ferris Street North Parramatta Phone - 9633 8300 Email – pmservice@westendmazda.com.au Monday to Friday 8am to 5.30pm Saturday 8am to 12noon 3 Butterfield Street Blacktown Phone – 9622-9888 Email – btservice@westendmazda.com.au Hours of operation Mon – Fri 7am to 5.30pm and Sat 8.00am to midday. Bookings can be made online either by our i-Phone app (download via App Store) or here on this Website (just click the service tab and follow the prompts). Have you checked what your next service will cost? Log onto Mazda’s website – http://www.mazda.com.au/owners/ servicing-your-mazda/recommended-
maintenance-service-price Input your details and see what your next service with West End Mazda will cost. Both Service Centres offer a complimentary car wash at time of service, free wheel alignment check, brake check, battery check, customer waiting lounges incorporating Wi-Fi internet access, refreshments, Pay TV, loan cars at a nominal cost, as well as drop off to the nearest train station. West End Mazda has Mazda Quick Smart Serving. This is for all Mazda Scheduled Services and can be completed within an hour allowing you to get your Zoom-Zoom back on the road faster.
Spare Parts West End Mazda Parts Division is the largest in Australia and carries the most comprehensive range of Genuine Mazda Parts & Accessories. If we don’t have it then chances are noone has it. We operate from our site Monday to Saturday Monday to Friday 8am to 5.30pm Saturday 8am to 12noon 1 Ferris Street North Parramatta
All Service work is Fully Guaranteed and we only use Valvoline Premium Oils and Mazda Genuine Parts to protect the integrity and value of your Mazda and as trusted Mazda dealer we also provide the computer upgrades to your car via our MDS (Mazda Diagnostic Machine). These upgrades are from the factory in Japan and can improve fuel economy and running. The MDS also allows up to diagnose any issues you are having and repair them in a timely fashion. For your convenience both our North Parramatta Service Centre and Blacktown Service Centre are open Saturday mornings from 8am to midday. Bookings essential. Phone – 9633-8383 Email – parts@westendmazda.com.au West End Mazda Parts also offers a Crash Assistance Line open 24 hours a day/ 7days a week. We are on hand to help with arranging tow trucks and ensuring we send your Mazda to a panel shop that is approved by your Parts.
Contact details David Hubbard Business hours - 1300 924 584 or After Hours 0418 613 758
ALL NEW MAZDA3
NEO HATCH 2.0LT PETROL (MANUAL & AUTO) http://www.westendmazda.com.au/vehicles/all-new-mazda3 The Australian Education Times
| 27
The Australian
Education Times LITERACY CORNER
Visu V
isual literacy is a critical skill for “successfully navigating the forest of signs and symbols” of the new millennium (Douglas Kellner, UCLA). Visual Literacy can be defined as the ability to understand and produce visual messages. Both teachers and students can benefit by developing their abilities
to create, use and evaluate visual resources. Not only do we read printed words, we also must learn how to read images. Visual literacy includes facial expressions, body language, drawing, painting, sculpture, hand signs, street signs, international symbols, photos, layout of pictures and words in a book,
clarity of type fonts, computer images, film sequences, critical analysis of advertisements and many other things. According to Mary Alice White, a researcher at Columbia Teacher’s College, “Young people learn more than half of what they know from visual information, yet few schools have an explicit curriculum to show students how to think critically about visual data.” “The majority of information absorbed by human beings is collected with our sense of vision. It seems logical that we emphasise the development of visual skills as a way of preparing for successful and satisfying lives”, from A Guide for International Visual Literacy Association Board Members and Officers.
What are some things you can do to develop your Visual Literacy? Start by watching this story,
The Dot, by children’s author and illustrator, Peter H. Reynolds. This is a “must view” for all of us who think we cannot draw! https://www.youtube.com/ watch?v=t5mGeR4AQdM
INTERVIEW EXPERTS
in person is better, but if distance is too great, invite the experts to an interview via Skype or Google Hangout! Talk to illustrators of children’s books, photographers, filmmakers, painters and others who create visual products. Meet Peter H. Reynolds, author and illustrator of The Dot and many other excellent stories. 28 |
The Australian Education Times
SELF-PORTRAIT
create a portrait of yourself. Study the types of self-portraits that can be done. They can be literal or interpretive! Do a Google search for “self-portrait” for an amazing assortment of styles and ideas!
STUDENT FILM FESTIVAL Create a variety of films – documentaries, comedies, commercials, dramas, cooking shows, other “how to” shows, then celebrate and share by holding a film festival. Just Google “student film festivals” – they are everywhere. You can even submit your films and win a prize.
CREATE AN INFOGRAPHIC, CONCEPT MAP, flow chart or other
graphic organizer to represent knowledge and understanding of something.
ual Literacy Write a haiku
to accompany this image. Then, go take some nature photos yourself and write a haiku to accompany an image you photographed.
A Visual Timeline create a timeline using images. It could be your own life history, or a history of the world, of mythology, anything at all!
Visit some Art Museums – in person or virtually! This is the Aboriginal Memorial at the National Gallery of Australia. While you’re at it, visit some other museums around the world!
STUDENT ART GALLERIES create an art gallery with studentcreated paintings, sculptures, masks, sketches . . . and invite the community. Also set up a web site where you can display and sell your art online!
PUBLIC SERVICE ANNOUNCEMENT
create a PSA on an issue important to you for the purpose of creating change. It can be a local issue, a national issue or even a global issue. Do you want people to reduce the amount of garbage being created? Do you want people to be healthier? You might get some ideas from the proposals for the United Nations new Sustainable Development Goals which will be voted on in September. See them here: http://greeningtheclassroom.weebly.com/sustainable-development-goals-un.html
Analysing messages. While the expression “A picture is worth 1,000 words” is meant to convey that an image means more than “talk,” images can also compel us to volunteer, donate money, vote a certain way, or join a group. Discussion is just the beginning. Watch this music video, Man in the Mirror, by Michael Jackson. Who is the “man in the mirror?”What is the message? How are images and sound used to invoke emotion and inspire the viewer to do something? What does he want the viewer to do? How many of the historic events and/or people can you identify in the video? Watch
the video here: https://www.youtube.com/ watch?v=hTTgxq1JTqw How would you create a contemporary video with music, asking people to take action to make the world a better place? A Visual Timeline – create a timeline using images. It could be your own life history, or a history of the world, of mythology, anything at all!
Stretch your mind and your visual possibilities
by studying the work of artist Janet Echelman. “She creates experiential sculpture at the scale of buildings that transform with wind and light.” Here is her portfolio! http://www. echelman.com/ She also has a TED Talk!
Design brochures or web sites for local businesses or area attractions – from bakeries to zoos! You can take it one step further by producing video commercials!
As you can see, many of these activities for developing Visual Literacy intersect with other literacies we’ve examined so far. It is certainly good to have the connections to Media Literacy, Financial Literacy, Ecoliteracy, the Arts and Creativity, but it is still important to stop and focus on what Visual Literacy is and why it is so important! Think about your daily contact with images – from bumper stickers to your iPads. See you next month as we explore another literacy for the 21st century! I would love to hear from you – questions, comments and news of what you’re doing to develop your multiple literacies.
ANNE SHAW
Director, 21st Century Schools
The Australian Education Times
| 29
The Australian
Education Times ARTS & HISTORY
Colonisation: Australia then and now The British arrived in Australia in 1788. Their way of living was very different in comparison to how we live today. As part of the school curriculum for year 4 and 5, students are to learn about colonisation and how things were done then, in comparison to now. Here are a few facts about how the first fleet lived in Australia.
FOOD
Settlers only had the food they brought when they arrived. Eventually, there was a lot of vegetables and seafood for everyone.
CLOTHES
People generally wore clothes that were fashionable in England. On the contrary, convicts were given one coat, a shirt, one pair of trousers, breeches, a hat and a pair of shoes.
WORK
People worked as labourers, farmers, builders and traders. Convicts built houses, farms and roads and removed trees.
ENTERTAINMENT
There was very basic entertainment including horse racing, cricket, boxing and music.
EDUCATION
A few primary schools were built for children over the age of 10. Subjects such as reading, writing, arithmetic and religion were taught. It was not compulsory to go to school and many children chose not to.
30 |
The Australian Education Times
HOUSES
People lived in tents upon first arrival. The governor’s house was amongst the first brick built houses. Soldiers lived in small wooden homes and convicts lived in barracks. There was no water or bathroom and cooking took place on open fires.
FIRST FLEET
The first fleet brought the first white settlers to Australia. Captain Arthur Phillip led soldiers and convicts. Settlement landed at Sydney Cove on January 26, 1788. There were 11 ships in the First Fleet. Onboard, there were 1420 people, 722 of which were convicts and 17 were children. The journey lasted 252 days and sailed 24,000 kms. No ships were lost, but 48 people died on the journey.
Colonial:
pertaining to a colony or colonies
Colony:
a group of people who leave their native country to form in a new land, a settlement subject to, or connected with, the parent nation OR the country or district settled or colonized.
Convict:
a person proved or declared guilty of an offense OR a person serving a prison sentence.
LIFE FOR CHILDREN
There were no schools for children until they turned 10 years old. Even then, school was not compulsory; meaning a lot of children started working at a young age. Boys would watch over farm animals, milk cows, harvest crops, shear sheep and learn to build. Girls generally made clothes or became a servant.
LIFE FOR FREE SETTLERS AND EMANCIPISTS
Amongst the convicts and soldiers were the free settlers who came simply because they wanted to. They were given land to grow crops and convicts as servants.
LIFE FOR CONVICTS
Convicts were responsible for building new homes for all the settlers. They did not have much food and were treated badly by officials.
The Australian
Education Times MAGIC MATHS Dividing a number by 1 is as simple as doing nothing. You just find the bigger number, and that is the answer. E.g. 540 / 1 = 540! Two divisions basically cut the number in half. This is much easier if the equation consists of an even number to divide by two. E.g. 420 / 2 = 210 (half of 4 is 2, half of 20 is 10.) To find out whether a number can be divided by three, try adding up all the digits (e.g. 544= 5+4+4,) then, with the answer (13,) add up the digits again (1+3=4.) If that answer is divisible by 3, then so is the initial number.
REVISE YOUR DIVISION:
Four divisions are the same as twos. Except, you do it twice! So, if the question is 120 / 4, you half 120 (60,) then you half 60, which is 30!
To see whether a number can be divided by 5, you simply look at the last number. If it ends with a zero or five, it can be divided by five. Any other number cannot.
Six can divide any number that is even and divisible by three.
hacks and tricks! Division, just like multiplication (as discussed in last issue), can be very simple and easy to do. All you need to know is some really good hacks and tricks that will make your job much easier. You will never need a calculator again.
Finding whether a number is divisible by 7 is a little more complicated. Take the last number, double it and then subtract it from the remaining numbers. E.g. 444= double 4 (8) then subtract it from the remaining numbers (44,) which is 38. Then, find whether 38 is divisible by 7, if it is, then so is 444! This is very similar to finding whether a number is divisible by two and four. The only difference is, you will be halving four times. This is also very similar to a trick we have already learnt. Do the same thing you do to find whether a number is divisible by 3!
If a number can be divided by 10, it will end with a zero. Just remove that zero and the remaining digit will be your answer!
The Australian Education Times
| 31
The Australian
Education Times PROMOTION
New survey reveals parents think young Aussie kids are most creative
M
ums and dads across the country are being encouraged to foster young minds after new research, released by Origin, found that Australian children are coming up with new, creative ideas in technology, music and entertainment at least once a week. The nationwide survey of 1,000 Australian parents commissioned to launch Origin’s 2015 littleBIGidea competition, showed parents believe the younger kids are, the more creative they are. The survey revealed students in grade three are almost 70 per cent more likely come up with new ideas on a daily basis compared to any other year levels between grades three to eight. Children born in the digital age are embracing technology, music and entertainment, with the survey highlighting that children are most interested in these topics when it comes to thinking creatively. Former host of the ABC’s ‘The New Inventors’ and Origin littleBIGidea ambassador, James O’Loghlin, said the touchscreen generation is naturally drawn to technology, music and entertainment. “Children have limitless imagination, and today there are so many different ways in which they can be creative – building with blocks, drawing and playing outside, and then using a tablet to make a movie and creating their own music on a computer,” O’Loghlin said. To foster creativity and help unearth the nation’s next world-changing invention, Origin is calling on budding young inventors from grades 3-8 to enter their ideas into this year’s littleBIGidea competition for a chance to win an innovation trip of a lifetime to NASA’s Cape Kennedy Space Center, Epcot Theme Park – Walt Disney World in Florida, USA. The research also revealed: 88 per cent of parents believe their child demonstrates creative thinking or comes up with new ideas at least once a week, with 61 per cent claiming it’s once a day Children gradually lose their creativity as they get older. Students in grades three (69 per cent) are more likely come up with new ideas on a daily basis. This was followed by children in grades four (67 per cent), six (63 per cent), five (62 per
32 |
The Australian Education Times
cent), eight (52 per cent) and seven (51 per cent) A good nights’ sleep (49 per cent), positive praise (44 per cent), playing with toys such as Lego, wooden blocks or play dough (45 per cent), and interactions with family at the dinner table (43 per cent) are all effective methods in building a child’s creative thinking and brain power Learning activities (90 per cent), the people children come into contact with every day and leisure activities (both 86 per cent) have the most impact on a child’s creative thinking Childrens active lives (73 per cent), genetics (61 per cent) and healthy eating (57 per cent) also play major roles in creative thinking 2/3 Now in its second year, Origin’s littleBIGidea competition provides a platform for kids to continue Australia’s rich tradition of innovation, which has seen the black box flight recorder, the bionic ear, Wi-Fi hotspots and the humble notepad, amongst others, invented and developed on these shores. Origin Executive General Manager, Phil Craig, said the littleBIGidea competition is the perfect platform to showcase children’s ideas and looks forward to seeing some creative entries. “Last year, we saw some fantastic ideas, from germ-fighting nail polish and a solarpowered lawn mower with self-
sharpening blades to a tourmaline interim power charger for smartphones. We’re excited to see what this year will bring!” littleBIGidea is part of Origin’s Energy For Schools program — a free, online energy education resource for teachers and students from grades 3 to 8. This year marks the program’s 12th anniversary. Entries to Origin’s littleBIGidea competition are now open. Go to www.littlebigidea.com. au for details. Entries close at 11.59pm AEST on Friday 21 August 2015. How to boost your child’s creative thinking by James O’Loghlin Kids have limitless imagination and come up with amazing ideas! To harness creative thinking, Origin is excited to be inspiring the next generation of kids with the Origin’s littleBIGidea competition. However, when it comes to thinking up new ideas, many children struggle to get off the starting block. So here are some tips to help foster your child’s creative genius by innovation expert and former host of the ABC’s ‘The New Inventors’, James O’Loghlin. Tip one: Develop their questioning and problem-solving skills If they have trouble using something, whether it’s a cheese grater or a door handle, ask them what they would change about it. How could they make it easier for people to use?
Tip two: Tap into their interests Encourage your child to discover ideas from the world around them. If they love nature, ask them how they could help save the environment. If they love dancing, encourage them to think about a new shoe, or something to help them practice. Tip three: Encourage them to experiment Get them tinkering! Give them old stuff to experiment with - styrofoam, fabric, glue, wire, toothpicks, screws or cogs and get them to create something from scratch. Tip four: Stimulate their curiosity Stimulate their curiosity by buying books. Encourage them to read a wide variety of genres from science fiction to comedy to books about animals, space travel and the world. You can also watch YouTube videos or documentaries about famous inventors or arrange a visit to the local museum or zoo to help get their brains ticking! Tip five: Words of encouragement Encourage your child with some positive praise. Remember that almost every inventor failed many times before they succeeded. Failing is part of the process, and an opportunity to learn. Enlist the help of friends and family to encourage their ideas and their inventions, no matter how big (or small!). If your child is in grade 3 to 8 and has a brilliant idea for the future, why not encourage them to enter it in Origin’s littleBIGidea competition? They could win an innovation trip of a lifetime to the NASA Cape Kennedy Space Center in Florida, USA. You can help them create a video, draw a picture or take a photo of their idea along with a description in 200 words or less. Remember, their ideas must be original and practical, so it mustn’t already exist. To find out more and to enter, simply go to www.originenergy.com.au/energyforschools. Entries are now open and close on 11.59pm AEST 21 August 2015.
Where Do Ideas Come From? Summary of Key Findings Australia is raising a generation of bright sparks! 88 per cent of Australian children between grades three to eight show imagination, creative thinking or come up with new ideas at least once a week 61 per cent of respondents claim their child demonstrates imagination, creative thinking or comes up with new ideas once a day Children who showed imagination, creative thinking or came up with new ideas had first names beginning with the letter J (12 per cent), followed by A (11 per cent), M (8 per cent) and E (8 per cent) Almost two thirds (64 per cent) of parents who live in rural areas believe their kids think up new ideas and show creative thinking on a daily basis, compared to parents who live in the city (59 per cent) Children in grades three (69 per cent) are more likely to show imagination, creative thinking or come up with new ideas on a daily basis than any other year level between grades three and eight. This was followed by children in grades four (67 per cent), six (63 per cent), five (62 per cent), eight (52 per cent) and seven (51 per cent) Five per cent said their child shows imagination, creative thinking or comes up with new ideas just once per month, while other respondents said just once every few months or rarely – just once or twice a year (both three per cent) Children are coming up with new ideas in music and technology More than a third (38 per cent) of Australian parents surveyed claim that when it comes to showing creative thinking or imagination, their children’s ideas are normally about music, entertainment or performance or have something to do with technology or the use of technology Ideas around visual arts (37 per cent), education or learning (32 per cent) and sport and exercise (30 per cent) were also top of mind when children showed imagination, creative thinking or new ideas Weekends and down times are the best windows for creative thinking Children think more creatively, imaginatively or come up with new ideas
in low pressure environments. Almost half (48 per cent) of Australian parents say that weekends at home with the family are when their child tends to think most creatively or comes up with new ideas Other key times include after school at home before dinner (49 per cent), ‘vegging’ out on the weekends (41 per cent) and after dinner when they are relaxing (33 per cent) 2/2 Learning, leisure activities and people have the biggest impact on children’s creative thinking The majority of parents claim that learning (90 per cent), leisure activities and the people their child comes into contact with every day (both 86 per cent) have the most impact on their child’s creative thinking, imagination and their ability to come up with new ideas Parents also claim that their child’s active life (73 per cent), genetics (61 per cent) and diet and healthy eating (57 per cent) also play a major role A good nights’ sleep is key to building a child’s creative thinking Half of parents surveyed (49 per cent) said a good nights’ sleep is most effective when it comes to building their child’s imagination, boosting their creative thinking and ability to come up with new ideas Respondents also said playing with engaging toys such as Lego, wooden blocks or play dough (45 per cent), praise or being encouraged with positive words (44 per cent), visual arts such as painting, drawing and colouring-in (44 per cent), and interactions with family at the dinner table (43 per cent) are other more effective methods Mum’s the word! Mums are number one when it comes to influencing children’s creative thinking (40 per cent), followed by dads (15 per cent), friends or classmates (12 per cent) and teachers (9 per cent) Online resources help develop a child’s thinking and problem-solving skills More than two-thirds (69 per cent) of parents surveyed agree that online learning and access to online resources help build their child’s imagination, creative thinking and ability to come up with new ideas 42 per cent of Australian parents surveyed believe online learning helps develop their child’s questioning, thinking and problem solving skills. 20 per cent claim it helps their child develop a global perspective on topics, while 17 per cent said it helps them develop ‘outside-the-box’ ideas
The Australian Education Times
| 33
The Australian
Education Times
PUZZLE POP
Word ladder
Read the clues, then write the word. Start at the bottom and climb to the top. (Change the first letter)
Moving much faster than a walk Enjoyment in doing something. “We have ---- dancing to the music.”
(Take away the last two letters, and then add one)
To hold as much as possible. “The pot is ---- of water.”
(Change the vowel) (Change the vowel)
To drop to the ground. “ I saw him ---- off the chair.”
(Change the vowel) This stands between two rooms
Walk
HERE TO THERE!
34 |
The Australian Education Times
The Australian
Education Times
PUZZLE POP
Guess who?
Identify the incomplete pictures & match their correct names.
A
B
C
D
E
F
Taylor Swift
Adolf Hitler
Charles Darwin
Elvis Presley
Shakespeare
Abraham Lincoln
Crazy
But True !!!!!
Did you know, there is an Island called ‘Okunoshima’ which is filled with bunnies! A whole island of fluffy bunnies, what could be better?
Record of the month Chen Ranran holds the world record for being the fastest human calculator. She is able to make calculations with up to 15 digit numbers. Woah!
For more info on this record and hundreds more, go to guinnessworldrecords.com *Answers can be found on our contest page at www.educationtimes.com.au The Australian Education Times
| 35
The Australian
Education Times TEST ZONE
Future medical students, are you ready?
N
ow is the time most year 12 students are beginning to plan what comes next. For students,who are considering the fields of Medicine, Dentistry, Veterinary Medicine, Radiology, Physiotherapy, and other health courses, you must sit the UMAT exam! The exam will take place at the end of this month, so by now, you should have revised and attempted some past questions. If not, do not fear, here is a few tips and practice questions you could attempt! Good luck!
1
Understand how important the UMAT exam is. It is 1/3 your ATAR, 1/3 your UMAT results and 1/3 your interview that determines whether you get a place as a VCE student.
2
For every scenario, underline the key components, which show the main ideas. By doing so, it will be easier to refer back to the question without wasting a lot of time by -rereading the scenario.
- - - -
Bill’s watch is 10 minutes fast but he thinks it is 5 minutes slow Greg’s watch is 5 minutes slow but she thinks it is 10 minutes fast Harriet’s watch is 5 minutes fast but she thinks it is 10 minutes slow Larry’s watch is 10 minutes slow but he thinks it is 10 minutes fast
Using their watches, each of them leave work in what each believes is time to catch the 8 PM train.
3
Who misses the train? a. Bill and Larry b. Bill and Harriet c. Larry and Greg d. Harriet and Greg
4
Consider the following extract:
Make sure you treat each question as completely new. Do not use information from other questions in order to answer a specific question. Do not attempt to read questions in a hurry. Dedicate at least half of the exam time in reading the question and completely understanding it before answering.
5
Be aware of scams and fake UMAT practice questions. Rely on the UMAT website or hard-copy old papers. There are several scams out there looking to make money.
6
Organise the important details such as finding your designated testing center, the reporting time and the admission ticket.
Practice, practice and practice! Keep practicing old questions. Nothing will prepare you for the exam more than practicing past papers and trying to get good marks within the time limit
36 |
The Australian Education Times
“When my husband died I suddenly felt useless because all those things I had to fit in day and night had suddenly stopped. I’d lost them. I used to cry because I got so tired doing the caring role, but then when I wasn’t able to do it I cried because I missed it so much. I still miss it.” She “missed” the caring role so much because a. She now had little to keep her occupied b. She missed being with her husband c. Caring had become part of her role and identity d. Caring was part of her routine Rumpkins are always Bumpkins, Lumkins are sometimes Crumplins and Crumpkins are either Bumpkins or Dumpkins I. A Bumpkin cannot be a Lumpkin
II. A Dumpkin is always a Crumpkin III. A Lumpkin can be a Rumpkin IV. A Rumpkin can be a Dumpkin Based on the information, which of the following statements is true? a. I, II and III only b. I and IV only c. III and IV only d. III only
Consider the following passage: “Dear lady,’ the doctor said, patting her hand. ‘You have a find strong healthy child. Don’t you believe me when I tell you that?’ Which of the following emotional responses would the doctor expect from the mother after this point in the conversation? a. Incredulity b. Acceptance c. Agreement d. Disbelief There has been an outbreak of a disease in Sydney, and Tommy had tested positive in random testing. However, as this strain is new and the doctors are unfamiliar with it, the tests being used are not entirely accurate. 5% of healthy individuals tested return a false positive result. Overall, in the greater population, only one in 1000 has the disease. What is the probability that Tommy has the disease? a. 95% b. 2% c. 80%d. d. 1%
The Australian
June Education Times
in pictures
Mabo day was on the 3rd of June. The day was spent commemorating Eddie Mabo, whose campaign for Indigenous land rights led to a landmark decision of the High Court, overturning the notion of terra nullius.
The Queen’s birthday was celebrated in June, giving all Australian citizens a long weekend to relish!
World environment day was celebrated in June to raise awareness and promote actions to promote the environment. Several people, young and old, came together to plant trees and educate one another.
The Sydney Film Festival was held from the 3rd of June to the 14th of June. It showcased several features, documentaries, short films and animations for hundreds of people to see!
The Australian Education Times
| 37
The Australian
Education Times
Classifieds
MELBOURNE CHILDRENS PSYCHOLOGY CLINIC
Phone: 1800 888 320 Pager: (03) 9483 4556 (Ask for Orygen Youth Health Triage)
INFANT | CHILD | ADOLESCENT 30 Seddon St 505 Hampton St (03) 9517 6272 (03) 9521 0307
Eastern Suburbs Child Psychology W: http://eschild.com.au/ Call Us 0401 439 602
Advertise Advertise with us Do Doyou youhave haveaaproduct productor or service servicerelated relatedto toEducation? Education? ForFor details, gogototowww.educationtimes.com.au details, www.educationtimes.com.au www.educationtimes.com.au
At PRE UNI COLLEGE We offer you A good preparation A head start on a successful school year A chance to show the world What you are made of?
www.preunicollege.com.au
ASK ABOUT OUR NEW FINANCE PACKAGES TODAY!
ALL NEW MODEL
MAZDA 3
NOW IN STOCK
BOO K YOU R TE S DRI T TO D V E AY!
WEST END MAZDA
NORTH PARRAMATTA & BLACKTOWN FOR MORE GREAT DEALS & CURRENT “E-SPECIAL” VISIT
WWW.WESTENDMAZDA.COM.AU