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Why join politics? I realised I could make a difference.
Obstacles Challenges are another name for opportunities
Why join politics? I realised I could make a difference.
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Vibha Coburn, Head of retail Distribution Citibank
John Chedid, Lord Mayor of Parramatta
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Megan Connors Principal, James Ruse Agricultural High School
Overcoming Learning Obstacles
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Wendy Machin, President of NrMA
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Issue 5 • April 2014 • www.educationtimes.com.au
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N
ovember marks the one-year anniversary of the launch of The Australian education Times magazine, Those of us closely involved with the preparation of this launch remember the long hours, the achievements and setbacks we put in last one year. We have come a long way from our humble beginnings, when The Australian Education Times Magazine was only an idea--a distant dream-that started about two-and-a-half years before it became a name on the web. This is our first anniversary issue. That’s right. We’re launching year two of The Australian Education Times. Guess what? It’s going to be bigger and better than before. There are no more doubts about its chances for success. More and more people are coming to The Australian Education Times for the range of education topics we explore in our editorial pages. Today we have over 70,000 online subscribers with numbers ticking every day and with a strong presence in social media. We’ve been touched, too, by the outpouring of appreciation from our readers who have written thousands of letters/ emails. Much of the correspondence you have read in the magazine, but we simply can’t print even a fraction of the letters that arrive each week.
We must take this opportunity to thank you. You’ve helped to create a success beyond our greatest dreams. It’s a success that is recognised in the world of publishing. From the quantity and quality of our readers to the quantity and quality of the magazine’s advertising, The Australian Education Times defied all industry expectations. And we owe our success to you, the readers. Thank you to all our sponsors and advertisers without whom we would not exist. Now, it gets personal...we would like to thank our journalists, contributors, designers and the staff, who have helped to make this what you see today, and are tasked with its ongoing commitments! It takes perseverance and flexibility, of course. But primarily, it takes teamwork. Today we salute all of them and their efforts, and we thank our readers. If it weren’t for all of them, we wouldn’t celebrate today. We always wonder how we can make it better, to serve our readers and our sponsors. If you have comments or suggestions for how we can improve in the coming year(s), features you would like to see, please write to us at editor@educationtimes.com.au. If you have an interest in doing editorial work, enjoy writing, have some time and would like to share your talents, please consider applying to join our editorial team.
The Editorial Team 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.
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debates on education and gain insightful knowledge of various important aspects of education in Australia. At The Australian Education Times, we believe that the importance of education cannot be underestimated; there is no doubt that the pathway to future success both at a personal and societal level comes through a good education system. In this way, the magazine hopes to play an important role in strengthening our education system through improving communication about education and helping create well-informed communities. With this in mind, the Australian Education Times was launched in October 2013 at the NSW Parliament House. At the inaugural ceremony, The Australian Education Times described itself as a modern, innovative and fresh approach on education in Australia. This past year, the publication has maintained a consistent and strong focus on addressing major issues concerning students such
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It is with great pleasure that I send my best wishes and heartiest congratulations to The Australian Education Times on their 1st anniversary. Education is the great enabler. It is the key to fulfilling employment, economic opportunity, the joy of teamwork and collegiality. I firmly believe that every parent essentially holds the same desire that their children should have a life better than they themselves had. The starting point for this is that parents demand the best educational opportunities for their children. Your magazine gives voice to this objective and stresses the mutual responsibility we each have in education - one where we all come together for the sake of our children’s success. Through collective action we can each do our part to harness the power of education which opens doors of opportunity, promotes a culture of peace, and strengthens respect for basic human rights and values. I congratulate The Australian Education Times on this milestone and hope they continue to be an active voice in our community for many years to come.
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We would also like to express our gratitude toward Samsung, 3P Learning, Mazda, Audi, ANZ (Brotherhood of St Laurence), Origin Energy, Newcastle Permanent, Reliance Telecom, Pre Uni College and Schools Spectacular for their valued contributions and continued support for our publication. In addition, we would also like to thank the large number of dedicated readers that has provided us with invaluable feedback about the publication. We ask that you continue to support The Australian Education Times and look forward to our everimproving future publications. We would also like to extend our thanks and gratitude to the wider community that have subscribed to our publication either digitally or in print, including the thousands of students, parents, schools, TAFE and universities whom have helped us broaden the reach of The Australian Education Times.
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Issue 5 • April 2014
Overcoming Learning
The Australian Education Times
| 7
The Australian
Education Times OUTSTANDING SCHOOL
Penrith High School
P
enrith High School is an academically selective school. Entry to the school in Year 7 is through the state wide Selective Schools Entry Test. Each year we draw on students from in excess of 60 schools with students often travelling significant distances to attend the school. Entry into other year groups is by application in June each year. The school is committed to providing students with a diverse and enriching education experience that goes beyond the chalkboard. The breadth of our curriculum, welfare and extra-curricula programs allow the school to focus on enhancing outcomes for all students. There is a relentless focus on quality teaching and learning programs that increase student engagement and encourage the pursuit of personal and academic excellence. The talented and dedicated teaching staff inspire students to reach their full potential and are committed to a culture of high expectations and strong values which nurture the development of creative, confident and accomplished young people. Along with academic and personal excellence, the school is committed to a strong sense of social responsibility. Students at Penrith High school are encouraged to become engaged global citizens and leaders of the future through our extensive range of extracurricular activities on offer. Students are engaged in a variety of activities that provide valuable skills well beyond their time at school; such as sport, debating and public speaking. Students have taken the iniative to run special interest clubs and this reflects their motivation and feeling of well-being attending the school. The school provides opportunities for students to participate in several cross-cultural exchange programs with Japan, Italy and China. Hakusan City Council and Penrith High School have a very successful exchange program that has been operating since 1993. Students visit each country in alternate years. These overseas trips allow students to gain invaluable cultural experiences through homestay and study programs. Let’s hear what our students have to say about their experiences of Penrith…. 8 |
The Australian Education Times
“
Penrith High School is truly one of the best schools in NSW, for it provides so many amazing opportunities to a student. Not only are there endless amounts of clubs for students to join; Choir, String Ensemble, Stage Band, Concert Band, Debating, Environment Committee, Carbon Neutral Committee, Art Club, Amnesty International, Robotics Club, Animal Welfare, Junior Drama Ensemble and Duke of Edinburgh . Teachers also offer us amazing opportunities through tests and competitions. Our teachers work very hard and play a huge role in encouraging and helping every one of the many students who attend Penrith High School. One thing that may make some students concerned about coming to PHS is the thought of losing friends as very few people come from the same primary to this school. But our whole grade (Year 7) has learnt that all students who attend this school are a part of one big happy family. We have all discovered that even though it may be scary, this is a positive experience because everyone else is in the same boat and everyone here is so friendly. We have made all sorts of friends from so many different cultures and have still managed to stay with our friends we had from our old schools. Some students thought that this school would be all about academics and that we would have to spend all our lunch times in the library, this did not appeal to some of us. But, as they soon found out, they could not have been more wrong!! There are more opportunities here than when we were in primary school! These opportunities range from things such as school spirit week, walkathon and sports carnivals. Students love the opportunities they are given, and when asked why they think Penrith high School is the best, many mentioned the understanding and supportive teachers and students. Improvements are constantly happening to make this school a better and more effective learning facility. In a nutshell, Penrith High School is the best!!” Maxwell Peters, Divinia Eather and John Maddock – Year 7.
“
Penrith High School has been so supportive of us as senior students, it has really helped to manage the stress of the HSC. Teachers are caring and give up time to run extra classes for those students who need it. We love the multicultural nature of the school and being able to make friends from many different cultures and religions. The school has been stable and a constant for us as we have completed our journey from year 7 to Year 12. Along the way we have participated in Mock Trials, SRC, danced, sang and studied, but to name a few!! We will miss the safe environment of the school and the happy students and staff.” Seerat Dhillon – Year 12.
The school has been stable and a constant for us as we have completed our journey from year 7 to Year 12.
maintaining a strong school spirit. Penrith High School’s strength comes from its students’ commitment to achieving their own goals, working well together and looking after each other. Our leaders play
a vital role in this process. Penrith is a place where students love to learn and where effort and excellence are equally celebrated.
Seerat Dhillon – Year 12. Students have many opportunities to participate in interest groups, sports, performing arts, special projects and events and competitions. Every day students show their enthusiasm by taking advantage of what a selective school has to offer. Students are encouraged to take risks and develop new skills in their classroom learning and in activities outside the classroom. Our focus for students is on the achievement of personal best and this is the meaning of our school motto Altiora Peto. Student leadership is a significant part of every year at Penrith High School. We have a large number of school leaders who are wonderful role models and ambassadors for the school. It begins with the Junior Representative Council in Year 7, through the High Resolves program (Year 8-10) into the many and varied senior leadership positions. They wear their uniform with pride as they represent the school in the broader community. These leaders raise funds for charities, work as community volunteers and assist in The Australian Education Times
| 9
The Australian
Education Times SUCCESS STORY
ANDREW DO ANDREW DOYLE Managing Director, AUDI Australia
TELL US ABOUT AS ONE OF THE YOUR EDUCATIONAL LEADING FIGURES BACKGROUND? FOR AUDI I went to school in Melbourne. AUSTRALIA, WHAT After school, I studied Melbourne University and I did a Bachelor DO YOU THINK of Economics. Then I got a job at MAKES A GOOD a company and then afterwards LEADER? I did post-graduate study in marketing.
WHERE IS BETTER, IRELAND OR AUSTRALIA? That’s an easy answer, obviously Australia. Ireland is a beautiful country, it’s very green and it was a wonderful experience. It’s wonderful when you work for a big global company, and you get the opportunity to move to different countries to work for the company. I was very close to the Audi head office, which was in Germany. It was a great experience, but it was wonderful to come home to my home country.
News crew members, Hannah and Pari had the opportunity of interviewing the first Australian leading director for Audi, Andrew Doyle. Andrew’s growing success and high achievements were explored in, followed by strong words of encouragement and advice to support a successful move from tertiary education to graduate employment.Keep reading to discover more! 10 |
The Australian Education Times
HAS THE EXPERIENCE OF WORKING OVERSEAS HELPED? Absolutely, it’s a wonderful experience. When you get put into a new country and you have a whole new culture and a whole new environment, you get to see how people have different ways of doing things. You can become accustomed to the new environment very quickly. In different countries, there’s different economic success or strength. When you draw on your experience of being overseas, you’ll come to realize how much you’ve learnt.
You have to be passionate about what you’re doing. Liking what you do makes a big difference. I’ll always encourage people to follow their dreams. It’s important because you work for a very long time in your career, so you should like your job. As a leader, if you love your job it’s easier to be passionate about what you’re doing. If people see that you’re passionate about something, people will naturally follow you. It’s also important to have a clear vision about where you want to take the company. Every day you could be faced with a lot of facts and figures, but at the end of the day, you need to step back and have a strategic idea of where you want the company to be and what’s right for the brand.
AUDI IS ON THE HEELS OF ITS COMPETITORS. HOW DO YOU PLAN TO MOTIVATE YOUR STAFF TO KEEP ON PUSHING? What we say is that for a brand like Audi, we want to be the best selling brand, but we also want our staff to be highly motivated. We want to be an employer of choice. We want people to want to
OYLE work at Audi. To do that, you have to offer a nice environment and flexible working conditions so that people have time to do their own personal things, because it is a hard job, and a long job. Australia is 8 hours ahead of Germany, so a lot of my staff must speak to staff in Germany very early or very late in the day. We also do a lot of things, such as Christmas parties and sports days. It’s a great opportunity to let staff see each other in a different environment. It’s more than just paying a good salary and good conditions, it’s about rewarding staff. When our staff has worked here for 5 years, we give them a trophy and we also take our staff to Germany to Audi’s production facilities.
AUDI AUSTRALIA HAS THE “2020 STRATEGY”. WHAT DO YOU THINK ARE THE BENEFITS OF PLANNING SO FAR AHEAD?
What you’ll learn in university is that most companies will have a 5 or 10 year plan. You need to know where you will want to be next week, next year or in 5 or 10 years time. You want to look ahead, look at the economic trends, think about what kind of cars people want to buy cars in 5 years time, or if they want to buy from a dealership or online. You need to have a strategic vision on where you want to be. We currently have a 2020 plan, and it gives the staff and the company a direction. We want to be a profitable company and we want our people to be happy, and we want our dealers to be profitable. We have 37 dealers all over the country and we ask them to build facilities and make them the right way so it looks like Audi. In the future, they may also need to invest in more digital platforms so they are ready.
WHAT MAKES A GOOD LONG-TERM GOAL AND HOW DO YOU MEASURE IF YOU’RE ON TRACK? Your goals should be SMART. Specific, measurable, achievable, realistic, and timely. It’s okay to have a bit of a stretch, but not so much that it is unachievable.
YOU’VE SPOKEN BEFORE ABOUT BALANCING QUALITY AND VOLUME. CAN YOU RELATE THIS TO EDUCATION OR LIFE IN GENERAL? We always say that even though we want to sell a lot of cars, we want to do it the right way. When you grow, you must have solid foundations and make sure the quality is there. We make sure that we don’t just sell cars and not care about the customer. We need to look after the customer in the whole process of buying a car, and more importantly, we also look after them if they have any technical problems. And I think this can also be related back to education. It’s important to have a strong and good education. You learn all the way through your life. Going to school and studying hard is the most important thing. Quality is making
sure that you have a very strong, solid foundation so that you are wellequipped for the future.
CAN YOU GIVE OUR READERS SOME ADVICE TO SUPPORT A SUCCESSFUL MOVE FROM TERTIARY EDUCATION TO GRADUATE EMPLOYMENT? A lot of people in Australia may decide to do an internship or work experience. We have people come from Europe to do work experience with us here. It’s important to get a flavour of what it’s like to work or what you want. For me, I was lucky I’ve always wanted to work with cars. I would recommend students get as much experience as they can. Make sure you get into a career that you love, because you want to be passionate about it. If you’re going to be working for 40 years, you should make sure you enjoy it. People should really take the time to figure out what they enjoy doing. Maybe go overseas, get some experience, ask people questions, and be confident enough to ask for interviews. It’s important for you to make the right decisions, If you do that you’ll have a very happy career.
To watch the full interview visit www.educationtimes.com.au The Australian Education Times
| 11
The Australian
Education Times
FOCUS ON UNIVERSITY
Studying in Australia
Essential Preparation Checklist
A
ustralia is one of the most beautiful and diverse countries on earth. With unique flora and fauna, stunning coastlines, bustling, modern cities and some of the most famous and iconic landmarks in the world, Australia attracts over 5 million visitors every year. Its universities are placed high in world rankings and have excellent reputation for research. If you’re planning to study in Australia, you probably already know that it’s a top five study destination and that well over 500,000 international students from all over the world are studying in Australia at any time. While you’ll probably need more specific advice for your Australian study journey, we’ve prepared an essential preparation checklist to help you identify the major milestones and plan for your studies in Australia.
onthings Australian 12 Mres earch
Start . universities and programs the as h suc s ue Consider iss e, courses your want to tak your of ion rat du s, ite uis prereq ng livi d course, and course an expenses. Talk with advisors or companies facilitating studying in Australia for ding specialist advice and fin right the at m gra pro the right university.
9 Months to the Submit your application institutions. d Renew your passport an if ts en cum identity do required. have Double check you will a vis nt de stu the ed fulfill r you requirements for
6 Months
visa. Apply for your student if r rlie ea ply You can ap your you’ve already received tion uca ed letter of from your an ali str institution or Au university. Have a comprehensive if it’s health check done even
ty and Check with your universi ty rsi ive un n tio your destina ere wh ers nsf tra dit about cre . ate pri appro have Talk with students who abroad ing dy stu m returned fro ce. en eri exp ir about the ntry Check with your local cou ’re you if authorities to see eligible for financial aid. Get all your academic c transcripts and academi er. ord in s reference ts of Drafting your statemen . ate intent where appropri destination country by the time you lodge your visa lude application. These may inc , ter rac cha financial, academic, ts. en em and health requir ink Read up on Australia. Th nd spe to nt wa about how you , if holidays and short-breaks on ing ee hts sig do to nt wa you er oth it weekend trips or vis Australian cities. a not required for your vis application. al Apply for an internation m fro d car ty nti student ide d is car is Th te. bsi we C the ISI d an a recognised in Australi be l u’l Yo other countries. ings amazed at the great sav d, foo , vel tra on ke ma you’ll and ing entertainment, shopp d at car s thi g others by showin . ase time of purch
3 Months Give notice to your work and other commitments. Have all your vaccinations done if required. Book your flights. Make sure you arrive early enough to attend orientation. Pay your fees. Contact a local Australian bank and open an account for use in Australia if appropriate. Organise a credit card that can be used in Australia for emergencies. Organise your overseas student health cover if it’s not already been taken care of through your course provider. Take care of any legal issues, such as power of attorney while you’re away. You may need to provide authorised contact person details to companies and government bodies if they need to contact you while you’re away. Note down all the important dates for the year ahead in your diary. Include semester dates, holiday breaks, due dates for fees, subject selection deadlines, and of course, exam dates. Start organising accommodation if you haven’t already finalised it.
1 Month
If you take any medication, make sure you have stocked up with a ready supply. Organise how your mail will be taken care of when you are away. Have a family member or friend pick up your mail and let them know if they need to forward any important correspondence to you in Australia. Buy power point adapters so you can use your notebook, phone, or other gadgets immediately. Find out more about your university or course provider, your campus, and how you will commute. Make a note of the location of your embassy office in Australia in case of emergencies. Photocopy important documents and take originals or certified copies with you where appropriate.
By Wayne Thomson The Australian Education Times
| 13
The Australian
Education Times TAFE FOCUS
SHORT COURSES
HELPING YOU BECOME AN EXPERT ON VARIOUS FIELDS
E
ducation today is an expensive commodity. However, various government agencies such as the Technical and Further Education Commission (TAFE) in Australia provide vocational programs so as to give individuals the training that they need in just a short period of time across different industries. These TAFE short courses are all made to equip with the right skills in the right field. TAFE short courses are literally intended to give you the proper training in the shortest possible time. Some of the courses last for only a few hours. Some could last for a number of months. These courses come in different attendance modes so that you could choose the one that would suit you the best. Short courses could give you a jump start on your chosen field. It may not be like the 4-year courses offered in universities, but it could provide you a field of specialization, which you could proudly say you are an expert in. Various industries for which TAFE provides short courses are agriculture, arts and design, building and furnishing, business and marketing, community and health, education and languages, electrical and electronics, engineering and transport, food and wine, government and justice, hair and beauty, hospitality and tourism, and information technology. 14 |
The Australian Education Times
From among the mentioned industries, there are other subcategories that you could choose from. For instance, in arts and design, you can choose among courses relating to fashion and footwear, graphic design and painting, photography, and many more. In hair and beauty, courses are offered on beauty therapy and hairdressing. In fact, these subcategories are further subdivided into different courses. Still, it would be up to you to choose what course you would like. For those who would like to undergo some training on how to become a good barista, there are several TAFE short courses under the Hospitality and Tourism that provide short barista courses. These barista courses will take you to different levels of being a barista. You will learn all pertinent facts about coffee, which would be invaluable in your chosen field, as well as the different processes involved in making that exquisite coffee cup. Hands on practical training is also provided so as to give students the right experience in handling the espresso machine, along with doing the correct dosing and milk texturing processes. Over time, TAFE short courses have expanded to a wider coverage. Many people have taken these short courses and were able to succeed in their desired fields.
By Maurizio Roselli
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
| 15
SUNDAY
3
MONDAY
16
DELTA GOODREM’S BIRTHDAY
9
NATIONAL PREMATUNITY AWARNESS DAY
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NATIONAL RECYCLING WEEK
10
WHITE RIBBON DAY
25
NINTENDO RELEASED WII U IN 2012
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REMEMBRANCE DAY
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MELBOURNE CUP
4
TUESDAY
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IN 1778 CAPTAIN JAMES COOK BECOMES THE FIRST EUROPEAN TO VISIT MAUI.
WORLD TOILET DAY
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WOW DAY
12
INDIA LAUNCHES FIRST INTERPLANETARY PROBE IN 2013
5
WEDNESDAY
2014 November Calendar
2
EUREKA CLIMBE 2013
24
CHRISTIAN FEAST DAY
23 SOCIAL INCLUSION WEEK
NATIONAL OTHERS WEEK
BUY NOTHING DAY
30 GIVE NOW WEEK
My Reminders:
THURSDAY
13
IN 1999 AUSSIES VOTES TO KEEP THE QUEEN HEAD OF STATE.
WORLD DIABETES DAY
14
NATIONAL SUNNIES DAY
FRIDAY
WORLD KINDNESS DAY
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7
20
WORLD TELEVISION DAY
6
UNIVERSAL CHILDREN DAY
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The Australian
INTERNATIONAL DAY OF SOLIDARITY WITH THE PALESTINIAN PEOPLE
29
IN 1995 FIRST TOY STORY WAS RELEASED
22
CHRISTMAS PARADE IN THE CITY (ADELAIDE)
15
BRETT LEE’S BIRTHDAY
8
NATIONAL NOVEL WRITING MONTH
1
SATURDAY
Education Times
NEW ZEALAND BECOMES THE FIRST COUNTRY TO LET WOMEN VOTE IN 1893
27 THE LIGHTING OF THE SYDNEY CHRISTMAS TREE
Preparing 21st Century Learners
21
ST
CENTURY SKILLS
21
ST
CENTURY TEACHER
EvoluEtion
OF TH M O O R S S A L C
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Education Times
PULL OUT
What are 21 Century Skills? 2 Literacy 2 st
1st century skills are a set of abilities that students need to develop so as to succeed in the 21st century environment. According to the Partnership for 21st Century Skills, there are three main types of skills:
1
Learning and Innovation Skills
CRITICAL THINKING
This is focused, careful analysis of something to better understand it. Teachers should engender students to apply various types of reasoning (such as inductive and deductive) to various situations. Critical thinking abilities include analyzing, arguing, classifying, comparing and contrasting, defining, describing, evaluating, explaining, problem solving, as well as tracking cause and effect.
CREATIVE THINKING
Learning to engage in creative thinking can lead to innovation. Creative thinking abilities include brainstorming, creating, entertaining, imagining, improvising, innovating, overturning, problem solving and questioning.
COLLABORATING
This is focused on learning how to work with others to achieve a common goal. Collaborating abilities include allocating resources, brainstorming, decisionmaking, delegating, evaluating, goal setting, leading, time management, resolving conflicts and team building.
COMMUNICATING
This is focused on learning to transfer thought and receive thoughts from others. Communicating abilities include analyzing the situation, choosing a medium, evaluating messages, active listening, reading, speaking, turn taking, using technology and writing. 18 |
The Australian Education Times
Skills
ACY INFORMATION LITER to work
Students need to be able with information, including reading, researching, producing and critically evaluating information in a timely and efficient manner.
MEDIA LITERACY
ia are created New forms of med st everyday; the 21 century has seen the emergence of new media platforms such as Facebook and Twitter. Media literacy is focused on understanding the ways in which
3
information is produced and distributed. Students need to understand both how and why media messages are constructed, and what agendas they serve.
Y TECHNOLOGY LITERAC n is
The technological revolutio rapidly changing what technology we use and how we use it. As such, it is important to teach students how to use up-to-date technology. ing Technology literacy includes read g usin , ines eng ch sear g websites, usin and os vide g ssin acce s, che sear map podcasts, emailing, microblogging, using social sites, video-chatting, , messaging, research on the Internet s. urce reso web ing luat eva and
so social skills are a key LIFE AND professionalism, to success. skills include cooperation, CAREER SKILLS Social compromise, decision making,
FLEXIBILITY
As the world is rapidly changing, it is important for students to be adaptive to different roles, job responsibilities, schedules and context. Students must take a flexible approach when they set goals, seek answers, navigate information, collaborate with others, create something, as well as evaluate, improve and share their work.
INITIATIVE
Students should be encouraged to step forward with an idea and take risks Students need to learn how to set goals for themselves with tangible and intangible success criteria, balance long term and short term goals, plan how they will reach their goals, and enact their plans by utilizing time and managing workload efficiently. Students also need to learn to work independently by monitoring, defining, prioritizing and completing tasks without direct guidance.
SOCIAL SKILLS
Social skills are critical for both online and offline environments. Work environments are becoming more collaborative and require
communicating, using emotional intelligence, using constructive criticism, trusting others, delivering on promises and coordinating work.
PRODUCTIVITY
Poor productivity can have a significant impact on a person’s ability to retain employment, especially during times of economic downfall. Students need to focus on learning habits of productivity such as goal setting, planning, time management, research, development, evaluation, revision and application.
LEADERSHIP
We are often required to undertake leadership roles in life, so it is necessary for these skills to be instilled within students. Students are to be encouraged to identify goals, inspire others to share those goals, organise a group so that all members can contribute their abilities, resolve conflict, encourage and help others reach their goals and improve performance, give credit where it is due, as well as demonstrate ethical behavior and act in the interests of the larger community.
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Education Times
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The 21 Century st
Teacher
T
eaching is a noble profession. Imparting knowledge that would prepare the next generation to lead meaningful lives is a noble path. Like most other professionals in this digital age, Teachers are in a conundrum of some sort: the training received from Teacher Training Colleges, Colleges of Education, Universities, etc to qualify as professional Teachers has not fully prepared them for the reality of this modern age – the 21st century – characterized by fast paced technological changes, amongst others. Consequently, besides having sound knowledge of the subject matter, accumulated years of teaching experience and professional competence, the 21st century Teacher should have these to boot:
Collaboration: Teaching is no longer as it used to be in the 20th century when the Teacher is the only ‘authority’ in class. With the internet awash with information, students, on their own volition use internet-enabled devices like smart phones, to learn so much (sometimes not relevant to the curriculum) that Teachers have to relate with them in a collaborative approach. Students want to learn this way. They want to be engaged; they love flexibility and the ability to share their own ideas. This is
: Online dscheoolils vweerery using blackboards and
Hitherto, many Now, whiteboards and markers. chalk before switching to not ve whiteboards (these are the trend is the interacti d yon Be ). h schools thoug yet in government-owned ng rni lea vancement of the this however, with the ad l or cal classrooms to virtua environment from physi are chers in the 21st century e-learning platforms, Tea oss acr teach or deliver lectures expected to ‘step-up’ to online platforms.
a new experience for Teachers. Apart from collaborating with students, the internet has provided the opportunity for global network and alliances with other Teachers or professionals within the Education sector anywhere in the world: to brainstorm on challenges, rub minds on teaching methodology, belong to international professional associations, or even gain continuing professional development etc. By the next decade, it wouldn’t be surprising to learn of schools embracing universal curriculums at the different levels of education – just thinking aloud!
Real life applicatio
n: Rote learning is being dis couraged. It is for the factory-mode of education. In this age, education is to make students think! Thus, Teachers are not to teach students what to think, but guide them on how to think. Higher-order thinki ng skills are far too important for surviv al at this age. The reason is not far-fetched : a lot of ‘whatused-to-be’ are disintegr ating or being re-invented, giving rise to new ways; new experiences etc. Students therefore need to understand this early and clearly, so they can prepare themselv es and take ownership of their future . One of the simplest ways to achieve this is for the Teacher to relate what is being taught in class to real life case stu dies. Students could also be grouped int o various teams to work on projects.
arner: Life-long Le ly be achieved when
The above can on culture the Teacher embraces the usly, no of life-long learning. Obvio for any one can create the future wa t y to student; but an excellen about how nts communicate to stude the future for es to prepare themselv ually adapt tin con to is for the Teacher ve to teach to changes. Teachers ha improvement s ou nu nti Co themselves. adaptability through innovation and ed. Ultimately, cannot be over-emphasiz rs as role che students need to see Tea models. r is an The 21st century Teache professional ate on ssi intelligent and pa of School who craves the support or private) to c bli pu r the owners (whe best function. Tunde Akinmolayan
The Australian Education Times
| 19
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
Mazda has been owned and operated by just 2 families in its time. 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.
West End Mazda is currently the Number 1 selling Mazda Dealer in Australia and has done so on 8 occasions since 1994. We have been the Number 1 selling Dealer for Mazda Passenger Vehicles consecutivley since 2003.
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!
With the largest Parts department in Australia we MAZDA also carry a full range of CX-9 Genuine Mazda Parts & CLASSIC 2WD Accessories. We also carry large stocks of Aftermarket accessories ensuring our customers can personalise their Mazda to their tastes. All Mazda Passenger http://www.westendmazda.com.au/vehicles/cx-9 vehicles come with a comprehensive 3yr/Unlimited Km with our Pre Owned Managers who are warranty. always looking for Mazda vehicles to All Mazda Commercial vehicles come meet the needs of our customers. Pre with a 2yr/Unlimited or 3yr/100,000 Km Owned customers can even enjoy a very warranty. special fixed price service plan exclusive Click onto our New Cars page to book a to West End Mazda. Just pop in and see test drive or give us a call on; either Billy @ Nth Parramatta or Glenn at North Parramatta 1300 924 584 Blacktown. Blacktown 1300 874 394
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Pre Owned
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 departments carry the complete suite of 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.
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 Australia company vehicles to ensure that if a new car is just out of your price limits, we have the next best option. These vehicles come with the balance of new vehicle warranty so your peace of mind is guaranteed. If you or a friend has MAZDA6 a Mazda that you 2.5LT PETROL are trying to sell SEDAN please drop in SPORT for an obligation free valuation
WEST END MAZDA is also proud to the most awarded Dealer in NSW with: • 15 Mazda Master Dealer Awards inc 2013 • 5 times Winner of the “Martec Excellence in Dealership Operations” award • 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
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The Australian Education Times
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
WEST END MAZDA
IS AUSTRALIAS BEST MAZDA DEALER
http://www.westendmazda.com.au/about comprehensive range of Insurance 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
West End Mazda operates 2 Service centres with the latest in Mazda Electronic & Diagnostic equipment to ensure that your Mazda is running at its peak in terms of Safety, Performance and Economy. 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 Insurancer & uses only Genuine Mazda 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)
The Australian Education Times
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The Australian
Education Times
PULL OUT
A
s PBL and GBL (problem and games based learning) becomes as common a buzz word as outcomes and standards. Is there a need for teachers to be fully competent in the uses of technology? Across the globe technology has permeated the educational setting. From reporting procedures, to teaching aids, from the classroom smart boards, to computer labs, technology is now a part of the conversation when you speak of teaching and learning. However, many teachers are reluctant to this change and for those that are actively involved, many are inadequate, unskilled and ineffective at the proper uses of the general tools in reference to implementing it effectively for the sake of their students. While often technology rich schools are pushed into widespread implementation but lack the professional development required to take full advantage of the resource. Some schools which have very limited resources are craving for their opportunity to take part in this
technology boom. Where do we find the balance? If technological experience is essential for teachers, then what are the set benchmarks or competencies needed in order to be effective? Is there an urgent need for technology in every classroom? And what happens to those
teachers reluctant to this change? Is there a place in education for them? These are only a few questions, issues and concerns that I hope will eventually become things of the past. I am a 21st Century Educator. I am willing to give things a go, I am flexible, and I am
willing to give things a try on my own time. Competence, Creative, Critical, Communicative and Collaborative, I love the tools that are currently available for me and my students. However, as confident as I might be about using technology, there are deficiencies that exist even in my teaching practices; but I am willing to admit them and make the necessary changes to become a better educator. Today, we as teacher’s can honestly sympathize with a student in today’s classrooms. Whereas, before this information craze, our classroom teachers had all the knowledge and information- one person. Now, in the 21st Century the amount of information one has to sort through is and can be exhaustive, even if it can be found on Google. For teachers to ask a student to find authentic primary sources of information can be like finding a needle in a hay stack; compile that with the learning demands placed on teaching students learning strategies, well that goes beyond conventional wisdom.
e h t h c a e T Can We ? d l i h C e l o Wh
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The Australian Education Times
It is agreed that teaching students how to navigate safely and communicate effectively is essential to their success and builds the students learning esteem but for the daily duties of classroom teaching this is a challenge. As educators placing a focus on enhancing and developing our own repertoire of social and emotional skills, in a subject specialised way and the management of our learning experience that promotes self-efficacy has never been so demanding. It requires a range of wholeclass, group and individual teaching, learning and ICT strategies to transmit knowledge, to instil key social, emotional and learning skills to accommodate our students. Creating a learning culture demands curriculum entitlement and choice that delivers a breadth of study, personal relevance and flexible learning pathways through the education system. This supports a culture of learning that everyone benefits from. A learning culture that contributes to the establishment of strong partnerships that are capable of value adding beyond the classroom to remove barriers to learning and to support student wellbeing and knowledge building. This means a strong involvement with community, so that they enhance their self, social and global competence. Our
focus should also focus on expanding everyone’s awareness of our being in the world. To put it more simply, in our understanding of who we are and who we might yet become, as self, social and global beings can we fully consider ourselves to be a selfactualized person (Morrell and O’Connor 2002). Such a renovation entails developing a heightened consciousness of the relationship between our outer world and inner world and allows us
to fully consider ourselves educated and connected. Holistic education involves using cognitive, emotional, social and (for some) spiritual ‘tools’ to reconceptualise and reshape this relationship. Based on this perspective, trying to find interconnected ways of knowing or being(Saavedro, A.R. & Opfer, D.V. (2012). Peter Taylor articulates the cultural self-knowing (self-realisation) which develops our worldview. This knowing develops our shared values, beliefs that give rise to cultural identity and our understanding and relationship to our social and natural worlds. Relational Knowing involves learning to connect empathetically and compassionately. Critical Knowing involves coming to understand how and why power, position, and hierarchy has shaped our world past, present and future-which leads into ethical and visionary knowing for making a difference, being creative, discursive, imaginative and holistic about tomorrow for everyone-the journey towards 21st Century learning.
Shawn Stone The Australian Education Times
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The Australian
Education Times PULL OUT
Evolution of the Classroom 1 T
he past ten years has seen rapid development in the technological landscape and large transitions in the cultural and social values of the general Australian psyche. In reflection of this shift, teachers and schools have recognised the need to revamp the classroom so as to match the evolving environment. Increasingly, educators are ditching old teaching methods that parents today may have experienced first-hand in their adolescence. Empowered by ICT technologies, contemporary teachers are educating students in a way that resonates with the requirements, opportunities and challenges the youth will face in 21st century world. This new approach to education is what is known as 21st century learning. 21st century learning is an attempt at helping students prepare for the realities of contemporary society. From my perspective, it is based on a few premises:
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The Australian Education Times
How can we help students meet the standards of the increasingly competitive job market?
Teachers and other stakeholders of the education system recognise that the job market is becoming more competitive. Completion of university or other forms of tertiary education may not necessarily be enough to guarantee high paying, stable jobs. Many industries carry only limited graduate positions and many graduate students spend months, if not longer, looking for full-time employment (these may or may not even be suited to their degree or individual career aspirations). Employers in the contemporary world also carry high expectations for new recruits, demanding highly skilled labour. Just one of the many ways teachers have tried to cope with this issue is to establish computer literacy in children of the 21st century. For many employers, computer literacy has become basic expectation due to its potential for increased efficiency and productivity. As such, teachers have seen a greater need for the use of computerassisted learning and incorporated computerbased activities in in-class tasks, homework, and assessments.
2
How do we prepare stud ents for the problems they will face in adulthood? In adulthood, we are often faced with situations in which we are required to take a leadership role, work collaboratively , or demonstrate a great deal of responsibility tow ards our tasks and our relationships. How do we engender discipline and conscientiousness within students so they will be ready to face problems they will encounter in the future? The answer to this is to innovate learning so that students are able to experience and internalise the impo rtance of these situation s from a young age. Students of the past were often placed in a restrictive classroom envir onment that was centered on the teacher, and students worked in isolation, with little individ ual freedom or voice. Unlike these past teaching methods, 21st century learning focuses on the no tion of active learning. Students are encouraged to work together with their classmates and carry a great deal of student freedom. The cla ssroom is centered on the students themselves, and the teacher adopts a facilitator role within the classroom. Such an environment is likely to evo ke greater motivation to learn, build students’ est eem and sense of individuality, as well as en hance their ability to apply their skills and exp eriences to problems that lie ahead in the future .
3
How can we educate students in a way that is relevant to the needs of the 21st century? Whilst past teaching methods centered on rote learning copious amounts of information from textbooks, 21st century is far removed from this past reality. The contemporary world is driven by technological innovation and research. Information can change quickly and is often readily accessible through the Internet. As such, it can be a hassle or even seen as a disadvantage if an employee is one that prefers to rote-learn information rather than be high adaptive and flexible to the transitory environment. In reflection of this, 21st century learning is less about the memorization of discrete facts, but rather, it focuses on what students know, what they can do, and what they are like after all the details are forgotten. Assessment tasks are not only designed to test students on how well they rote learn information (that may or may not be useful to them in the future), but are also focused on engendering discipline and developing skills that can be applied in the 21st century world.
The Australian
Education Times CAREER OF THE MONTH
Professional ATHLETE It is a childhood dream for some to win a gold medal at the Olympics, or score a century and lead Australia to victory in the Ashes, or win the NRL premiership playing for their favourite club. Here’s a look at some of the ways to turn those dreams into reality. HIGH SCHOOLS
There are various high schools across Australia that offer education with a sporting focus, catering for elite athletes and students who wish to succeed in their chosen sport. Sports high schools such as Westfields Sports High School (NSW), Illawarra Sports High School (NSW), Hunter Sports High School (NSW), and Darling Range Sports College (Western Australia) provide their students with the opportunity to achieve athletically and academically, with access to quality sports facilities and experienced staff. Many other schools also have partnerships with sports academies and institutions which offers students the flexibility to study and focus on their sporting discipline. Essendon Keilor College in Victoria has a solid partnership with the Melbourne International Tennis School, combining academics and tennis coaching, and preparing students for the international tennis circuit. In Queensland, Bayside Sports Academy operate in conjunction with Cleveland District State High School to provide pathways for adolescents to national and international sporting success, and specialise in football, touch football and volleyball.
INSTITUTIONS AND ACADEMIES
The Australian Institute of Sport is Australia’s strategic high performance sport agency responsible for leading the discovery and development of Australian sporting talent. The AIS works closely with national sporting organisations (such as the AFL, NRL and Swimming Australia), state institutes and academies (such as the NSW Institute of Sport), and peak bodies (such as the Australian Olympic Committee) to develop international success in sport. Under the umbrella of the Federal Government, the AIS connects sports
investment to performance targets and provides world-class facilities, services and expertise to Australia’s current and emerging elite athletes. One of the key initiatives is the AIS Sports Draft, a oneof-a-kind pathway for athletes who have the potential to compete at an Olympic, Paralympic or Commonwealth Games. The Australian Sports Academy is another option for sportspeople wanting to further their progress and success. The ASA offers a qualification in Sport (Career Oriented Participation), which focuses on the skills and knowledge needed for individuals who want to embark on a career as a professional athlete. Areas of study include physical and mental preparation, assessing competition and conditions, dealing with media and promotional duties, and arranging sponsorship and contracts.
COMPETITIONS AND EVENTS
Schools and sporting organisations have competitions, leagues, events, and training camps available for different ages and skill levels, allowing athletes to represent their town, city, region, state, and country, and work their way to the top. Contact your school or local sports clubs for information on how to go about trying out or playing for a representative team.
GOING ABROAD
Some sporting professions require athletes to go overseas to continue their development and increase their chances of becoming successful in their chosen sport. Basketball, for example, has a good structure here in Australia for elite players to succeed, but the quality and level of basketball in the USA and Europe is much higher. Therefore, players wanting to play in professional leagues such as the NBA and the Euroleague will go overseas to play for high school, university or
college teams in order to get noticed and recruited by scouts for professional teams.
SPONSORSHIP
Sponsorship is important for any athlete, as it can provide them with extra income and essential equipment and resources needed for development and success. When seeking sponsors, make sure you research the company or organisation you are about to approach, have your portfolio ready, and you are able to give them reasons why you are talented, unique and a great fit for their brand.
IS BEING A PROFESSIONAL ATHLETE THE RIGHT CAREER FOR YOU?
Do you enjoy playing sport competitively? Do you have the three D’s – drive, determination and dedication? Would you be happy to spend more time training than competing? Can you take criticism well? Could you handle becoming famous? If you answered “yes” to all of these questions, then you just might be made of the right stuff to become a professional athlete!
The Australian Education Times
| 25
The Australian
Education Times PROMOTION
Bright sparks set for USA adventure afte
littleBIGidea compet T
hree of Australia’s youngest innovators, Alexander Hill, Olivia Jane Nancarrow and Reece Hopley, will be jetting off to NASA’s Kennedy Space Centre later this year after they were announced the winners of the littleBIGidea competition. The competition, which attracted over 1,300 entries, provided a platform for students to continue Australia’s rich tradition of innovation which has seen solar hot water, the black box flight recorder, the fridge and the bionic ear, amongst others, invented and developed on these shores. Alexander, Olivia and Reece joined their fellow Top 12 littleBIGidea finalists at the littleBIGidea Forum at the Powerhouse Museum on Friday 3 October where they presented their ideas to a panel of judges before being declared the winners of their category. littleBIGidea judges included James O’Loghlin, former host of the ABC’s ‘The New Inventors’; Christie Burnett, Editor of popular parenting blog Childhood101.com; and Bernard
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The Australian Education Times
Caleo, presenter of Origin ‘Energy for Schools’ shows. “It was fascinating to hear the Top 12 finalists present their littleBIGideas for the future,” said James O’Loghlin. “We’ve read hundreds of exciting and creative littleBIGideas from students right across the country. Alexander, Olivia and Reece’s ideas were all stand outs because they showed great imagination and innovation and importantly, they can be developed to improve our way of life. I look forward to seeing them in use in the not too distant future future!” Three overall winners were chosen from three categories – Grade 3-4, 5-6 and 7-8. All winners will be rewarded with a trip to Florida, USA to visit innovative hotspots including the Kennedy Space Centre, Epcot Theme Park - Walt Disney World Florida and Ripley’s Believe it or Not. Other prizes included $1,000 in education grants for each of the 9 runners-up; $4,000 to spend on energy upgrades for the 12 finalist student’s schools; plus tickets to an education
conference for the teacher nominated by each of these students. Origin National Community Partnerships Manager Amy Stockfeld said, “We have been absolutely blown away by calibre of entries we received for littleBIGidea. Our 12 finalists – particularly our 3 overall winners – have put forward some brilliant ideas and they were just the tip of the iceberg! The next generation of Australia certainly has an innovative vision for the future and we encourage every student who entered to continue to work on their ideas because who knows where it will lead!” This year marks the 11th anniversary of Origin’s Energy for Schools program (previously called Energy Savers)– one of Australia’s most successful education programs with 40% of primary schools1 currently teaching the free online resources in their classrooms.
For more information about littleBIGidea visit www.littlebigidea.com.au
er winning
tition! SNAP SHOT OF THE WINNING LITTLEBIGIDEA ENTRIES:
GRADE 5-6 CATEGORY: Olivia Jane Nancarrow (QLD) - Nambour Christian College
Olivia’s littleBIGidea entry is the solar-powered lawn mower with GRADE 3-4 CATEGORY: auto assist technology. The mower Alexander Hill (QLD) has solar panels on top and other The Southport School components hidden underneath, such Alexander’s littleBIGidea as a battery to store the solar power, will make hospitals and self-sharpening blades and 360 degree restaurants cleaner and rotating wheels for cutting grass in all also help detect those in the directions. playground who might make The mower is technically advanced you sick. with pre-programmed cutting patterns His idea is a clear nail and bluetooth control that links to polish that turns a yucky directional points in the ground. The green colour when a person’s clever student said the idea came to hands get too many germs her when she grew tired of hearing her on it to help identify when Dad always complaining about having someone needs to wash their to mow the lawn. She said now all her hands! Dad needs to do is set the mower, sit When his parents told him back and admire his new favourite that washing hands stops device in action. 3/3 himself and people around him getting sick, Alexander GRADE 7-8 CATEGORY: quickly pointed out that Reece Hopley (QLD) washing hands is only an – All Saints Anglican School effective germ-killer when Reece’s littleBIGidea entry is to use a everyone else is doing it too. sheet of real or synthetic tourmaline The game changing nail (a commonly occurring mineral/ polish would save people gemstone) as an interim charging unnecessary medical bills option, providing energy to people and improve hospital and caught out with low battery power on food preparation hygiene. phones and watches without access to It would also work well at a power outlet. schools, with the green nails When negatively charged photons acting as a great reminder from the sun reach the tourmaline they for students and teachers to are absorbed, working like an electric wash their hands. circuit to create pyroelectricity. The Australian Education Times
| 27
The Australian
Education Times SCIENCE LAB
IGNITING SCIENCE IN EVERY CHILD THE
Institutions across the globe are realising the impact of the Science, Technology, Engineering and Mathematics (STEM) skills gap, placing pressure upon educators to foster student engagement in STEM endeavours. As a parent and educator myself, I believe we have a responsibility to re-engage children with the marvels of science, for it is relevant to their every step – from the food they eat, to the clothes they wear and the homes they live in.
SO, HOW DO YOU RUN AN INTOSCIENCE
INTERACTIVE LESSONS
LESSON?
STEP 2
STEP 1
LESSON
LOGIN
[
]
VIRTUAL EXPERIMENTS
Students sign in to an introduction, a short tutorial and then create their own avatar.
MID & END CHALLENGES
[
][
Teacher determines which curriculum aligned topic to teach eg. Rocks.
Teacher summons students to the chosen activity.
IGNITE THE SCIENCE IN YOUR CHILD TODAY. VISIT
WWW.INTOSCIENCE.COM TO GET THEM STARTED.
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The Australian Education Times
] School and home subscriptions available.
PROMOTION
In response to this decline, and to help this generation of kids to love learning, 3P Learning created IntoScience, a world-leading leap forward in secondary science education, engaging students in STEM through immersive, inquirybased learning activities. Deeply contextual, curriculum aligned activities bring all fields of science to life through expansive 3D environments and virtual experiments. Students genuinely enjoy being part of the stateof-the-art journey that IntoScience offers. Your student may not be able to grow a forest at home, but in a virtual world they can create an entire biosphere or make chemical compounds with real life results. The opportunities are endless.
IntoScience gives each student their own customisable avatar, Research Lab, Observatory, Biodome and access to over 120 unique 3D environments such as the Crash Test Zone, Cell Explorer, Energy Island, the Aswan Dam and many more engaging learning spaces. Students are guided on a scientific journey whereby they develop the knowledge, application and reasoning skills required to excel in their scientific studies. Within IntoScience, students learn-by-doing, each topic offering inquiry-based and practical learning activities, with tangible results for every action.
Students progress through interactive, curriculum aligned activities and virtual experiments. Teacher can view student’s answers in real-time. Student understanding is tested via mid and end challenges.
STEP 3 REPORT /
REVIEW
CURRICULUM ALIGNED TOPIC COMPLETED
[
]
[ [
] ]
Teacher is supplied with insights on each student’s performance by topic.
Teacher can view individual student profiles on knowledge, application and reasoning. From there, teachers can identify areas to improve and plan personalised lesson pathways.
TEACHER FEATURES > Downloadable lesson guides and worksheets > Curriculum alignment guide > Training and support: webinars, guides and videos > And more...
This revolutionary resource enables students to discover science at their own pace, completing activities that are fun, engaging, and explained in ways that are relatable to the real world. Web-based learning environments actively involve students in immersive, virtual reality experiences, allowing them to uncover the thrill and excitement of scientific discovery, igniting a life-long passion for science.
Andrew Smith CEO, 3P Learning Australia
Brought to you by 3P Learning. The award winning team behind Mathletics.
The Australian Education Times
| 29
The Australian
Education Times LITERACY CORNER
How Writing Develops
Cognitive Skills L aboratory and medical technology has developed to the point where our society can now map neurological behavior to actually see what the effects of exercising our cognitive abilities look like. As such, we can directly explore how activities like writing impact our brains; however, the benefits of writing in terms of cognitive development are long known. To establish a baseline in our understanding, it is important to first comprehend what writing does to influence the development of our brain and, ultimately, our cognitive abilities. In young children, learning to write most directly helps children develop their fine motor skills. Adults often take for granted the fact that they do whatever they want with their hands simply because they want to it, until they must do something that requires a higher level of dexterity. Whether discussing the scripting of a letter or typing on a keyboard, exposing developing children to intensive writing exercises forces them to coordinate their brain impulses with their physical reactions. As our fine motor skills develop, our brains are able to actively engage the world, because we are able to undertake new experiences. In turn, the development of fine motor skills helps children connect the physical world to their internal world, so they can better recognize the concept of self. Consequently, writing, like all language exercises also offers us the opportunity to learn abstract concepts. From the concept of letters to the meaning of words, writing
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The Australian Education Times
is entirely abstract, thus we must have well developed cognitive skills to become better writers. As such, in the beginning of the learning process, writing serves to both improve our fine motor skills and offer a need to develop basic cognitive abilities. Furthermore, writing requires both organization and an understanding of how others may interpret our written work. Conversations involve words as well as body language and tone, thus a large portion of a discussion does not actually require language. Since these elements factor into speaking and conversations usually take place in real time, spoken verse is very responsive to the needs of others. As writing lacks these subtleties, writers must learn how to anticipant the responses of others while fully developing ideas before receiving a response. This means all our cognitive skills are strongly exercised when we write. Writing is an art that most individuals are far from mastering. On the other hand, all applications of writing require fairly high levels of thinking. More intensive writing pursuits, especially those undertaken by those writers who strive to interact with readers, require strongly developed cognitive abilities, yet even note taking forces our brains to anticipant how we and others will react to our words while utilizing abstract concepts like words. In all, writing is a challenging mental sport that can help people develop and improve their cognitive skills, because of its extremely abstract nature.
The Australian
Education Times
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The Australian
Education Times MAGIC MATHS
The Mathletics Advantage Targeted. Effective. Proven.
Mathletics is built upon ten years of educational research in several countries across the world. A recent independent academic study of more than 8,000 schools looking into the impact of Mathletics on NAPLAN results found a significant advantage in schools using Mathletics.
NAPLAN & Mathletics – Avg. Results Yrs 3, 5, 7, 9
Overall Average NAPLAN Score per school
440 420 National Average
400 380
with 1 yr Mathletics use
360 340
with 2 yrs Mathletics use
320 300
2008 NAPLAN
2010 NAPLAN
2012 NAPLAN
NAPLAN data sourced from the My School ( www.myschool.edu.au ) website, with permission from the Australian Curriculum, Assessment and Reporting Authority (ACARA). ACARA does not endorse Mathletics or the methodology used for this analysis.
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The Australian Education Times
powered by
Students using Mathletics have performed consistently higher in NAPLAN, across Years 3, 5, 7 & 9 since 2008 – by up to 6.7%. Students with longer-term usage (>2yrs) saw an even greater jump in NAPLAN results. Students with a greater usage of Mathletics curriculum activities saw even larger improvements in results.
Don’t take our word for it… The results show that using Mathletics has a highly significant impact on the attainment of students in the NAPLAN test. Students in all cohorts benefit and gain the greatest benefit when they use it over a number of years. There is a 100 percent likelihood that the schools who use Mathletics achieve higher results than schools that do not.
Da te ta-d ac r hi ive ng n
Dr. Tony Stokes Australian Catholic University
For more information contact our friendly team…
Email: customerservice@3plearning.com.au | Tel: 1300 850 331 The Australian Education Times
| 33
The Australian
Education Times PUZZLE POP
Crazy
But True !!!!!
The first ever winner of the Melbourne cup walked from Sydney to Melbourne just for the tournament, and then did the same thing again the next year. He won both times. Way to go, Archer!
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The Australian Education Times
LAUGHTER ZONE!
Spot the 5 differences
Teacher: You missed school yesterday didn’t you? Student: Not very much! Teacher: Where is your homework? Student: I lost it fighting this kid who said you weren’t the best teacher in the school. Father: How were the exam questions? Son: Easy Father: Then why look so unhappy?
Son: The questions didn’t give me any trouble, just the answers! Father: What did you learn in school today? Son: Not enough, I have to go back tomorrow! Teacher: Why can’t you ever answer any of my questions? Student: Well if I could there wouldn’t be much point in me being here!
The Australian
Education Times PUZZLE POP
Find A Word M F B S T S L E B P Y P N S G
H E U D C C N B Z E O K F T G
E R V T G P V S S J I L M N U
R E N N I W E R L N W T L L T
L S M E T Z H D G S E W R A J
R S S F C J Y S I E P E A U G
E G A R O A T S D S B Z C S V
M A B C Y O R S K R S G E T I
S U K D N D E N D O D P S R A
T E G R I T S N I H J R B A C
Y A U E A W A H E V D U Y L H
T L C R J M O K D D A E M I L
Find A Word E Q I D D U G Y H E R L L A J
U M A Q U I N E L L A E I B G
E C R K W I U B D T A F F F L
• AUSTRALIA • • CARNIVAL AUSTRALIA • • EMIRATES CARNIVAL • EMIRATES • GALLOP • GALLOP • • HORSES HORSES • • JOCKEY JOCKEY • KINGSTONRULE • KINGSTONRULE • QUINELLA • • QUINELLA RACES • • RACES WINNER • WINNER
Knock Your Record of Crazy but true!!!!! Brains the month 3. a sponge
4. night
The first ever winner of the Melbourne cup walked from Sydney to Melbourne just for the tournament, and then did the same thing again the next year. He won both times. Way to Atgo, theArcher! end of a banquet 10
1
people shake hands with each other. How many handshakes will there be in total?
2
The world’s tallest...
Meet Big Jake, the world’s tallest HORSE. At only 13 years of age, Jake has reached an astonishing height of 210 cm. His owner, Jerry says he is very friendly and playful, regardless of looking like a 2600 pound bully. Like most big-shot racing horses, Big Jake is also on a very strict diet, consuming large amounts of hay and oats. Maybe we should take him to the Melbourne cup and see how that goes!
2. Friday
Student:What Not very much! is full of holes but
3 4
still holds water?
1. 45
Answers
The day before the day before Laughter Zone yesterday is three days after Saturday. What day ismissed it today? Teacher: You school yesterday didn't you?
What falls but never breaks?
Teacher: Where is your homework? Student: I lost it fighting this kid who said you weren't the best teacher in the school. 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
Father: How were the exam questions? Son: Easy
The Australian Education Times
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The Australian
Education Times
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The Australian Education Times
Virgo
All your mental activity will be intensely personal, subjective and even egocentric. You are mostly cheerful in your approach to others, and perhaps somewhat intellectual this month. As a result, fresh acquaintances and friendships come to you, giving pleasure, inspiration and ideas.
Libra
Cancer
You work hard to accomplish your goals, showing great determination in your efforts, but this also may be less-evident to others, as you rather complete your work out of the limelight.
Scorpio
Gemini
You have a tendency to act and reflect automatically, and you could come across as an “open book” now. It’s a favorable time for solving problems and to work on improving your skills.
You may be especially busy serving responsibilities and communicating with others. You may also tend to have a more pushy, self-centered or provocative communication style. As such, discussions may become intense, or they may turn into arguments. You’ve had your fair share of success – more than fair, to some people’s thinking. Its time for you to get savvy and wise up in the worldly sense, and make sure your interests are safeguarded.
Sagittarius
Taurus
This phase presents an opportunity to get rid of what doesn’t work in your life, while also discovering what does. You could seek distinction and strive towards perfection in your work. Efficiency should be your goal now.
You have a gift for the arts, although you may not expose these talents often. You are determined in your efforts and will always do the work necessary to reach your goals.
You find no enjoyment in familiarity, which explains for your need to constantly seek out new people and experiences.
Capricorn
Aries
Energy levels are high. Therefore, you have the time and also the definite inclination to think of projects for future gain.
NOVEMBER
Activities that demand work alone or in deep concentration are likely to go well. It can be a time when past actions grab hold of you – and this is not essentially an awful thing! This is natural – you may just as well do your best work alone for now.
Aquarius
Pisces
A totally fresh and new approach to life itself emerges. Once again, you’re off to a good start, willing to do that little bit extra in your result-oriented frame of mind. It’s not the amount of effort but the results that matter to you.
Leo
HOROSCOPES
You will pour your efforts into an involvement with groups and friends. You may also take on a leadership role within a group. Avoid allowing the ego to challenge or dictate others. You like it better to lead rather than follow and there are ways to do so without stepping on others’ toes.
October in
Education Times
Pictures
The Austrailan
The yearly international The yearly international contemporary arts festival, Parramasala, takes place in October.
Jarryd Hayne
Jarryd Hayne leaves the Parramatta Eels to play NFL
Gough Whitlam
21st prime minister of Australia, Gough Whitlam, passes away aged 98
Facebook Facebook introduces Safety Check to help you alert family and friends that you are safe in times of disaster or crisis.
Hong Kong Hong Kong’s pro-democracy protests continue throughout October.
Museum of Contemporary Art
Internationally renowned French artist, Annette Messager, showcases her work from the early 1970s to present at the Museum of Contemporary Art.
LINK TO THE AUSTRALIAN CURRICULUM Did you know that pictures help students self-correct when reading does not make sense by using pictures, context, meaning, phonics and grammatical knowledge? It also helps high school students to construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values?
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The Australian
Education Times
GLOBAL STORY
Bethany Hamilton B
ethany Meilani Hamilton was born February 8, 1990 in Lihue, Hawaii. She was born into a family of passionate surfers who spent a lot of their time catching waves on the island of Kauai, Hawaii. Surfing was a way of life for Bethany from a very early age. Her determination and drive were apparent early on after entering her first statewide surf competition at the age of eight. Following a win in both long and short board sections of the competition, Bethany had her first taste of surf success. Her incredible self-motivation culminated in her achieving runner up at the 2003 US National Championships. On Halloween 2003 Bethany was out catching some morning waves with a friend when an unexpected Tiger shark attack resulted in the loss of her left arm. She managed to paddle back to shore where her father was waiting to help. By the time she made it to hospital, Bethany had lost 60% of her blood and had gone into hypovolemic shock. Despite the horror of her ordeal and the severity of her injury, she
was back out on the waves less than a month later. With the help of a custom made surfboard, Hamilton learned to surf with only one arm. By January 2004 she entered the Open Women’s division and placed fifth. After this, her surfing grew from strength to strength, allowing her to win her first national title in the Explorers Women’s Division of the National Scholastic Surfing Association National Championships, just one year after being attacked. In 2007, Bethany’s dream came true when she turned professional. Since then she has gone on to participate in many major surfing events around the world with her most prestigious accolade being second place in the ASP 2009 World Junior Championships. As a great inspiration to all, her courageous and thrilling story has been published in her autobiography, ‘Soul Surfer’. The book was such a success that it became a motion picture starring an all-star cast, including: AnnaSophia Robb, Helen Hunt, Carrie Underwood and Dennis Quaid. Beyond surfing, Bethany has devoted her life to helping other shark attack survivors, traumatic amputees, and anyone who is looking to be inspired in life through her own charitable foundation called ‘Friends of Bethany’. Still to this day, she believes that her survival was due to her great faith in God. Bethany says, “When people ask me what my faith in Christ means to me, I usually answer in just one word… everything!”.
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