EPAA 2020 Awards and Shortlist by yaislam

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA

2020

WELCOME TO THE EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020 This year is the first time the Educational Publishing Awards Australia (EPPAs) are being delivered as an online awards ceremony. This has been quite the learning curve for the organising committee, but we recognise this is nothing like the immense shake-up faced by every teacher across the country since the pandemic. Online classrooms, online feedback, online parent interaction. Online, online, online! The educational publishing community has deftly responded to support the education sector at this time. Publishers willingly entered the Storytime agreement with the ASA (Australian Society of Authors) and the National Copyright Unit of the Education Council of COAG to allow teachers to record and share Australian educational resources during the COVID-19 emergency.

‘Congratulations to everyone involved in the educational publishing process this year – especially the authors, editors, designers, publishers, sales reps and educators – for going above and beyond to equip teachers and students with engaging learning resources that are grounded in research.’

The Schools and Educational, Tertiary and Professional, and Scholarly and Journal publishing committees from the APA, which partner to make this event possible, comprise a cross-section of the industry. In meetings we hear about the innovative ways publishers are helping teachers and learners with free access to digital platforms, webinars to assist the transition (in and out) of home learning and continued support with re-imagining education remotely. Congratulations to everyone involved in the educational publishing process this year – especially the authors, editors, designers, publishers, sales reps and educators – for going above and beyond to equip teachers and students with engaging learning resources that are grounded in research. Through this year’s awards we celebrate learning resources made in 2019 for the Primary, Secondary and Tertiary markets. We introduce the Mike Horsley Award recipient for the second year as well. In a year of unprecedented challenges across the sector, on behalf of the Schools and Educational Publishing Committee and the Tertiary and Professional Publishing Committee, I hope you enjoy the awards in their new format – with a glass of bubbles in your hand, safe and comfortable in lockdown or under some form of restrictions. Brendan Bolton Convenor, Schools and Educational Publishing Committee Australian Publishers Association EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

NOTE FROM THE CHIEF EXECUTIVE OF THE AUSTRALIAN PUBLISHERS ASSOCIATION 2020 has confronted the education sector with extraordinary disruption and uncertainty. Across the country, teachers have had to adapt and re-adapt to ensure their students’ continued learning.

Making the business of publishing easier in Australia Established in 1948

The work of educational publishers is to provide teachers with the resources they need to be effective, and they adapted quickly too. In the rapidly changing environment they provided digital access to a wide range of tools and materials to support teachers whether in the classroom or through distance learning.

The Australian Publishers Association (APA) represents more than 200 book publishers across the country – supporting the companies that bring books to Australian students as well as general readers. Our members produce most of the books published in Australia, with educational publishers alone producing over 2,000 new titles per year to keep students and educators well equipped with the latest knowledge. Educational books make up the largest share of the Australian book industry – representing over 41% of the books and resources sold each year, while the Educational publishing sector employs over 1,000 people and contributes $755 m to the Australian economy.

The Educational Publishing Awards Australia have also had to change; this year they’re being presented entirely online. On behalf of the APA, a sincere thank you to everyone who has helped us to produce these awards, despite the pandemic, to continue recognising excellence in educational resources. Even more of the judges this year are from the teaching community. The Awards couldn’t happen without them and the Chief Judge – and leading educational researcher – Professor Angela Carbone. The Organising Committee has had to redesign the project while working remotely and we’re grateful more than ever for the support of our sponsors.

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Congratulations to everyone who has kept Australian education going this year, and especially to the 2020 finalists and award winners.

@EPAs_Aus

We hope you’ll enjoy our special video presentation, and that you’ll visit the EPAA website and follow our social media to stay in touch. Michael Gordon-Smith Chief Executive of the APA

@edpubawards

The APA works with committees across all areas of publishing to advance the industry, including the Schools and Educational Publishing Committee who bring you these awards. We engage with all levels of government and other industries to improve the regulatory environment our members work in. Matters of competition, copyright, accessibility and education are some of our key focal points. Our role also involves increasing the capability of the industry, and promoting the value of reading and publishing as a whole to the public. Delivering special events such as these Educational Publishing Awards Australia, along with the Australian Book Industry Awards and Australia Reads (formerly Australian Reading Hour), helps us celebrate authors and publishers, and promote the value of books and publishing to new audiences. Publishers play a central role in the life of the country, and we champion their importance in serving the cultural, entertainment and educational needs of Australians.

www.publishers.asn.au

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

MEET THE KEYNOTE SPEAKER YASODAI SELVAKUMARAN YASODAI MARAN SELVAKU s Teacher Humanitie igh School, H Rooty Hill NSW

What has it been like for your school and COVID-19? Have there been any blessings in disguise with the disruption and transition to online learning? Transitioning to teaching online during the pandemic highlighted just how important adaptability is in teaching. My colleagues and I learnt what worked and what didn’t work online quite rapidly at each phase. New lessons in the transition when we went to back to face-to-face learning were found too. My passion for teaching has become stronger despite the challenges. I’ve been energised by the pace of teacher collaboration which I’ve never seen before, and it’s ongoing.

‘Resources that link directly to the diversity of my students or present opportunities for a transnational historical link or cross-cultural study are particularly useful.’

One of two keynote speakers for the online Educational Publishing Awards ceremony this year is a western Sydney humanities teacher who is the first Teacher Ambassador for the New South Wales Department of Education. Her students call her Ms Selva. Yasodai Selvakumaran has been teaching at Rooty Hill High School for 10 years where the student population spans more than 40 language backgrounds. Yasodai juggles classroom teaching with leadership positions, such as her current role as acting Head Teacher Mentor supporting and inducting beginner teachers. In the following interview Yasodai shares her experience transitioning to teaching online, how she chooses topical and relevant learning resources for her students, and touches on where she is dedicating her energy to see change in the sector through greater stakeholder involvement.

With the diversity of your student community, how do you go about selecting resources for your students? What are you ultimately looking for? With the nature of Humanities teaching, I integrate contemporary events with texts that cover historical, sociological and anthropological content. I supplement published texts with relevant media links to create case studies reflective of what is current in the discipline. I sometimes adapt a planned lesson that morning, depending on what is in the news! Resources that link directly to the diversity of my students or present opportunities for a transnational historical link or cross-cultural study are particularly useful. Inquiry-based suggestions in resources are fantastic as the nature of open-ended questions and debates spark new strategies and enable me to further personalise the learning and offer choice to my students. I also look for resources that cater for different levels of learning to help differentiate in the classroom.

What have you found to be most helpful in resources you have used or are using? I always find it helpful when there is an overarching narrative that captures an explanation with engaging visuals, key terms and questions that are ‘chunked’ down appropriately and visually not too far from the sources and written text. I look for tasks that enable critical and creative thinking and enable the teacher to adapt tasks for the needs of their students. I also find it helpful when the curriculum links are clear to a range of case studies that link directly to outcomes and syllabus content. Where would you like to see resources improving to be more reflective of your students? How do you see that being achieved? I would like to see resources improving to include broader case studies and ‘untold’ stories that reflect the diversity in Australia today. I see this being achieved with broadening narratives to include more examples from a number of perspectives and backgrounds and context links to other parts of the world. This is crucial to develop empathy and broader worldviews. It also presents opportunities for more of our students to see themselves and reflect on experiences that they can relate to. I would also like resources to consider the various literacy levels of students to ensure that language is academic and the layout of texts are accessible, especially in the junior secondary years.

‘Resources [that] include broader case studies and ‘untold’ stories that reflect diversity in Australia ... are crucial to develop empathy and broader worldviews.’

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

‘From working with colleagues in my school to teacher forums online nationally and internationally, teachers are continuing to seek out professional learning and to support each other to do the best for students.’

COVID-19 and the Black Lives Matter movement have presented two topical subject areas to draw from in your classes. How do you incorporate fast-emerging topics into your lesson plans when traditional resources may not be available to work from? As an example, last term my colleagues in Society and Culture re-designed an assessment task for the Year 11 topic of Personal and Social Identity to consider the impact of COVID-19. Students were asked to publish a Time magazine-type feature article that compared the impact of COVID-19 on personal and social identity in Australia with another culture or country of their own choosing. We then mapped lessons in class that included ‘Language of the pandemic: public health or panic?’ and teachers modelled writing that explored the impact COVID-19 had on our own lives for students to consider their own.

‘I am teaching the topic of Social Inclusion and Social Exclusion and have programmed media case studies and journals that link directly to Black Lives Matter in the United States of America with the impact it is having around the world, including in Australia.’ For my Year 12 Society and Culture class, I was teaching the topic of hip hop as a focus study last term for Popular Culture. Black Lives Matter in the media enabled us to link and explore the power of protest songs today and throughout history. This term, I am teaching the topic of Social Inclusion and Social Exclusion and have programmed media case studies and academic journals that link directly to Black Lives Matter in the United States of America with the impact it is having around the world, including in Australia. Traditional resources still played a crucial role for background information, theoretical explanations, teaching key vocabulary and drawing links to historical, sociological and anthropological case studies.

You were a Global Teacher Prize finalist last year – big congrats! It’s been stated on the GTP website that you would like to, in the long term, ‘lead greater sharing of what teachers and schools are currently doing to work effectively with stakeholders, including governments, students, and parents.’ Can you see educational publishers being added to this list of stakeholders? What benefits could you see with all stakeholders better working together? Thank you so much. It was an incredible opportunity and I’m thankful for everything that has come since, including the opportunity to speak at the Educational Publishing Awards. I absolutely see educational publishers being a part of this as a crucial link in connecting curriculum and pedagogy. Stakeholders working together in publishing can ensure that resources reflect current approaches in education and current scholarship in disciplinary understandings. Professor Lee Schulman speaks about ‘what counts as knowledge in a field and how things become known’ when speaking on signature pedagogies. I believe the power of publishing is in fostering empathy, and individual and collective belonging and wellbeing, as we promote the knowledge, skills and dispositions our students need.

‘Stakeholders working together in publishing can ensure that resources reflect current approaches in education and current scholarship in disciplinary understandings.’

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

MEET THE KEYNOTE SPEAKER JANE DOYLE YLE JANE DO Training of Coordinator for K–2 hip and Leaders ge, TAS olle C ic in om D

You’ve said your greatest resource is your teachers, can you explain what that means to you?

What aspects and features of teacher and student resources did you find really useful when transitioning to a digital classroom?

This is a personal view, but it also correlates with the view of our College leadership. If our students have dynamic, skilled and happy teachers, learning will automatically occur. One of our founders Don Bosco’s greatest sayings is one we keep in the forefront of our minds: ‘It is not enough to love the young; they must know that they are loved.’ This influences the way we engage with our students and flows into our approach to teaching and pastoral care at Dominic College.

Some of the most useful resources needed to be accessible online. We now have an online reading program for Prep (Foundation) to Year Two. We also sourced an overseas Maths program because we were concerned that some of our students were missing out on vital practise time, which occurs naturally in the classroom.

How did you see your teachers respond to having to teach online all of a sudden? What did they need most from you?

Jane Doyle is one of two award-winning teachers speaking at the Educational Publisher Awards this year. She was recognised as the Australian Teacher of the Year by The Educator in 2018. She will share learnings as a teacher leader for Kinder to Year 2 educators and her thoughts on where educational publishers could reposition their offerings for ‘the new normal’. When Jane Doyle started teaching online to her kindergarten students in the early days of the pandemic, never did she think it would result in seeing intimate shots of the insides of their noses and throats as they became curious with webcam technology. ‘I never thought I might need to be an ear, nose and throat specialist!’ Educator leadership was never an ambition of hers either, but it came via chance and opportunity at every school she’s worked in across her 33 years in the Catholic primary education sector. Her current leadership role is as Coordinator of Training and Leadership for K–2 at Dominic College in Glenorchy, Tasmania, where she oversees curriculum implementation and initiatives, resourcing and professional learning for teachers and students.

The most important thing I could give my teachers in the lead-up to remote learning was the confidence and reassurance that they could do it. We had a two-week ‘holiday break’ before our term started, and I was available to them whenever they needed me as I felt that a problem shared is a problem halved. Most of my team continued to work throughout the holidays to ensure they were ready for the new term.

‘If our students have dynamic, skilled and happy teachers, learning will automatically occur.’ Towards the end of the first week, one of my most experienced team members suggested that we needed to meet for a social occasion as well. This made me aware that some teachers lived on their own and they were actually on their own while teaching and in downtime. This made me very aware of their health – mental and physical – and how we could connect to highlight they were not alone and that I was available for them if they needed me. This became a valuable time for us because we shared as much as possible – especially resources found through our social platforms and networks.

‘The main thing that teachers wanted with online activities was the ability for children to work at an instructional level and then at an enjoyment or practise level.’ Most of the classroom teachers took home hands-on resources from their classrooms to use in online (face-to-face) lessons. We sent home small packs of resources with the children that included handwriting, alphabet and high-frequency word charts; 10 frames, counters and dice and number cards; and basic cards and resources that we could use for a variety of different games and activities in the home environment. We already have some online resources for reading and Maths in Year 2 and have had these for several years. We introduced a couple of programs for Prep (Foundation) and Kinder to see if these would work in an online environment. The main thing that teachers wanted with the online activities was the ability for children to work at an instructional level and then at an enjoyment or practise level. The ability to use our online resources for guided reading was important to us but we had varying degrees of success. The main thing that we found useful was the ability to differentiate for our students using the same resource.

I also supported them in becoming leaders within our team as well. Some of my team have more experience with online planning and with shortcuts that we could take, so our meetings became a collegial approach to planning and problem-solving when needed.

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

What did you find in transitioning to online teaching that you were missing from resources available to you? Apart from everyone having the same internet strength and connection! The main thing we found missing was the ability to give feedback straight away and to examine everything that the students were doing as we normally do in the classroom; we needed to wait until they finished the activity before we could actually give feedback. There was also a large element of parent help in some of the activities and this meant that some work samples were not true indicators of student knowledge and understanding.

Early Years programs are enhanced because our students’ digital skills have improved. They are now able to create responses to activities instead of just using devices for play or practise. A really positive result is the increased interaction we now have with our parents. For the first time our parents were tasked with actively teaching their children and keeping them engaged and up to date with classroom work. What suggestions do you have for Australian educational publishers to prepare for the new opportunities in teaching?

Video responses certainly helped but again some leading questions were often used to get the ‘right’ answers. Parental understanding was sometimes different. To cater for this many teachers made videos of the same lesson with the children so the parents and students could watch it again. Some teachers also added extra instructions for the parents and other options for activities. The responses we viewed did not always show true evidence of understanding and needed to be repeated when we returned to face-to-face teaching at school. Many of our online and physical resources did not support the introduction of new learning.

The biggest change I foresee for Australian educational publishers is the increased use of e-books across all year levels in our schools. We have realised this is the future for us as it is economical and there are positives in having online storage, access 24/7 on each device and the variety available in this format.

How do you see the classroom changing in the long term, based on what you have learned in the home-learning period?

Having a range of fiction and non-fiction stories available across all curriculum areas would be advantageous, particularly for the early years. I feel this is something that will be embraced by many teachers in all year levels.

There have been a large number of my teachers saying that they are now able to fully integrate technology in our classrooms because we have individual one-to-one devices for every student from Kinder to Year 10 (that’s nearly 1,000 devices). Previously in the Early Years, we had 15 devices for each class, but these could be combined so everybody could have a one-to-one opportunity.

‘A really positive result is the increased interaction we now have with our parents.’ This now also provides an added dimension to our classroom planning and learning opportunities, where technology can be a part of every lesson. We can continue to have small groups and provide the direct instruction needed.

It is a much cheaper option for us than buying large numbers of published book sets to use for guided reading, for individual writing, for home reading and for use in all curriculum areas. I think this is an area that publishers can consider focusing on.

I also think the addition of e-books and picture books based on the varying nationalities and cultures we now have in all Australian schools would be well supported and a wonderful addition to our classroom libraries. We have many nationalities in our school and one of the greatest things that we can do is offer our children and their families opportunities to read in their first language and share these with children in our class. Our LOTE language is Japanese and we recently purchased a large number of picture books from Japan during our annual visit to our sister school. These help our children learn to read and speak more fluently in Japanese purely for enjoyment and to extend our program from oral language experience to encompass all aspects of language in familiar picture books.

‘We have many nationalities in our school and one of the greatest things that we can do is offer our children and their families opportunities to read in their first language and share these with children in our class.’ I think having technology as a resource in our classrooms means that there are many different ways that we can use the same book/resource because we can read it alone with a friend or as a whole group; we can listen to it and interact with the story as it is being read to us. I think the most important thing is having an interactive aspect to any of the books that are published in the future, because encouraging our children to respond using technology is the best way that we can move forward, especially now that we have such amazing technological capacity available to us.

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

MEET THE PRIMARY JUDGES Alicia Dudley

Tania Mazzeo

Portfolio Manager – Literacy Pearson

Commissioning Editor – Primary Oxford University Press

Alicia has more than 15 years’ experience in the education sector. She began her career as a primary school teacher before working at the Department of Education and Training Victoria for five years with a focus on curriculum and assessment in literacy, numeracy and student intervention. Alicia joined Pearson as a publisher in late 2012 and currently manages the Literacy publishing portfolio across K–12.

Tania has worked in educational publishing for more than 15 years. She began her career at Macmillan as a photo and permissions assistant before moving to the Secondary editorial team and attaining a post-graduate diploma in editing and publishing at RMIT. In 2009, Tania joined the Primary team at Oxford University Press, sparking her passion for creating educational resources for young children. During her time at OUP, Tania has worked in various roles across the editorial and publishing teams on print and digital products for multiple subject areas including Maths, English, Literacy, HASS and Indigenous perspectives. Tania is privileged to be a part of the industry, making a contribution to the beginning of a child’s formal educational journey.

Annie Facchinetti

Yale Mercieca

Teaching and Learning Leader, Literacy Leader and Italian Teacher Our Lady Help of Christians Primary School, Eltham

Teacher The Patch Primary School

Annie is an experienced educator who has taught across all levels of primary school. She is currently her school’s Teaching and Learning Leader, Literacy Leader, Italian teacher and Personalised Learning Coach and is on the school Leadership Team. Annie regularly authors teacher resources and student materials for a number of publishers and has just completed a Master of Education in Allied School Psychology.

Yale is an experienced teacher who has taught across all levels of primary, is a member of the school consultative team and specialist team leader. She is passionate about student wellbeing and regularly works alongside children’s book authors to create curriculum-aligned lesson plans and student resources to support their texts. These focus largely on finding ways to promote social and emotional intelligence and respectful relationships within the classroom. Yale has also co-authored both Nelson Maths and PM Handwriting (Victorian edition).

Kate McGough

Fiona Moretti

Senior Publisher – Primary Cengage

Classroom Teacher Brunswick North Primary School

Kate began her career in Primary educational publishing more than 20 years ago. Throughout this time, she has developed and worked on a range of print and digital products spanning all subject areas for years F–6. Her role allows her to explore and conceptualise publishing opportunities that range from creating core literacy products to online assessment and learning solutions. She is passionate about creating high-quality educational materials that support teachers and students.

Fiona has been a primary teacher at Brunswick North Primary School for the past 9 years. She has worked mostly with students in grades 3–6, with some experience in F–2. Additionally, she has taught dance at a local ballet school. Fiona has worked at an education publisher in administration and sales. She has a passion for teaching Maths and Art.

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

MEET THE SECONDARY JUDGES Melanie Cheong Development Editor – Secondary Oxford University Press Megan is an experienced teacher who recently joined Oxford University Press as a development editor. Prior to working at Oxford, she taught secondary Science, Mathematics and English across a range of year levels with a specialisation in senior Chemistry. Megan is dedicated to supporting students and teachers of STEAM through the development of innovative and engaging resources.

Alanna Duffy Publishing Editor Jacaranda Alanna began her career as a high school Science and Mathematics teacher, with a particular passion for Biology, which she had the opportunity to study during her Bachelor of Biomedicine. She joined Wiley at the beginning of 2019, working as a Publishing Editor with Jacaranda, Wiley’s School division. This has allowed her to continue to focus on her passion for education, working to create engaging resources that allow all students the opportunity to experience success and a love of learning.

Kate Glenister Commissioning Editor – Humanities and English – Secondary Oxford University Press Since joining the Secondary publishing team at Oxford University Press in 2017, Kate has worked on a range of print and digital resources for Humanities and English, and other subject areas including Physical Education and Legal Studies. Kate is a published author with a background in creative writing and publishing. She also has 7 years’ experience tutoring high school English, and is especially passionate about creating engaging and approachable resources that support learning and development for all students of all abilities.

Melanie Napthine Publisher Insight Publications Melanie has worked at Insight for more than 10 years, beginning as a writer and editor, before becoming a publisher. She specialises in texts for junior and senior English. Her background in teaching English as an additional language has also led to her involvement in the development of a range of written, digital and audio resources for EAL students. She is committed to excellence, innovation and accessibility when it comes to educational resources.

Simon Phelan Subject Coordinator – Accounting Melbourne Graduate School of Education Simon is an experienced Commerce teacher who has taught all four major VCE disciplines – Accounting, Business Management, Economics and Legal Studies at a variety of government and independent secondary schools. He is passionate about education and is currently the subject coordinator for Accounting at the Melbourne Graduate School of Education. These experiences have allowed him to venture in co-authoring a range of Commerce and Humanities textbooks for Wiley.

Jessica Sautner STEM Outreach Deakin University Jessica worked as a microbiologist and laboratory coordinator for 10 years before moving into STEM education. After teaching for several years she fell in love with STEM outreach, running programs such as the Primary Industry Centre for Science Education with Federation University, LEAP into Science with Monash University, and Engineering Outreach with Deakin University. Also a content writer for Macmillan and Oxford University Press, she relishes working with schools and teachers to make STEM exciting and accessible for all students.

Roger Walter Freelance Educational Author and Editor Roger has worked as a secondary teacher of mainly Mathematics, mostly in the government sector. After retiring in 2001, he spent several years as a market research interviewer, before beginning an editing career, working for four different textbook companies. He has just completed 10 years as editor of Vinculum, the secondary journal of the Mathematical Association of Victoria (MAV). He is married with two children, both of whom he is very proud.

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

MEET THE TERTIARY JUDGES Justin Devlin

Larissa Norrie

Educational Designer The University of Melbourne

Head of Content Elsevier

Justin has been working in academic development, technology and learning design roles since 2008 across a variety of subject areas including Law, Accounting, Business, Engineering and Academic Literacy. He currently designs and builds postgraduate subjects for Melbourne Law School. He is committed to designing and building student-centred, authentic and innovative learning experiences.

Larissa is an enthusiastic Publisher with more than 10 years’ experience in content strategy and development in healthcare, information analytics and academic publishing industries. As Head of Content at Elsevier, Larissa leads the content strategy, planning and acquisition of the Australian and New Zealand Health Sciences portfolio focused on strategic innovation and customer needs.

Beth Driscoll

Rachael Pictor

Associate Professor in Publishing, Communications and Arts Management The University of Melbourne

Content Manager – Higher Education Cengage

Associate Professor Beth Driscoll is Deputy Head (Education and Students) of the School of Culture and Communication at the University of Melbourne. She lectures in the areas of Applied Research Methods for Arts and Cultural Management, Legal Issues in Arts and Media, and the Contemporary Publishing Industry. She is the author of The New Literary Middlebrow: Tastemakers and Reading in the Twenty-First Century (Palgrave Macmillan 2014) and with Professor Claire Squires is the co-author of a forthcoming short monograph with Cambridge University Press, The Frankfurt Book Fair and Bestseller Business.

Rachael is a Content Manager at Cengage where she manages the Management and Economics portfolio. She has 10 years’ experience in education publishing across Secondary and Higher Education. Prior to joining Cengage in 2017, Rachael worked in communications for community development and as a Commissioning Editor at Cambridge University Press. Her background in education and digital communications has fostered her passion for creating online learning tools that enhance the experience of students and teachers.

Stephen Heasley Senior Portfolio Manager Pearson Stephen’s 15-year publishing career includes roles in sales, marketing, digital transformation and product design and strategy. He is currently responsible for the resources Pearson Australia creates to support tertiary students and educators across the social sciences and initial teacher education. Stephen is a firm believer in the value of diversity and inclusion, and he volunteers as co-leader of various related initiatives at Pearson.

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

MEET THE SCHOLARLY JUDGES Emily Tinker

Chief Executive Officer Melbourne University Press

Deputy Manager ANU Press

Dr Nathan Hollier is CEO of Melbourne University Press and a member of the Scholarly and Journals Committee of the Australian Publishers Association. He was for ten years Director and Manager at Monash University Publishing and was a member of the federal government’s Book Industry Collaborative Council and its Scholarly Publishing Expert Reference Group.

Emily has been a member of the SJC for 2 years, which connects her with other scholarly and academic publishers, helping to stay abreast of developments in the industry. She has been with ANU Press for 5 years, including being the acting manager for 18 months and deputy manager for 18 months. She has also worked in trade publishing in the UK and been a freelance editor for more than 10 years.

Eloise Moir-Ford

Michael Tully

Commissioning Editor CSIRO Publishing

Director – Informit, Enterprise & Innovation RMIT

Eloise has worked in academic publishing for more than a decade. She began her career at Oxford University Press in the UK, as an editorial assistant and then Commissioning Editor in medical books. Returning home to Australia, she moved across to scholarly journals, as Managing Editor for the Humanities and Social Sciences portfolio at Taylor & Francis. Eloise then returned to book publishing, joining CSIRO Publishing in 2018, where she now commissions titles across a wide range of scientific disciplines.

Michael has a Masters of Business Administration from Victoria University and more than 20 years in leadership positions including editorial, product development, sales and marketing roles. For the past 10 years, he has worked closely with numerous executive customers and partners in medicine and education in hospital and university settings across Australia, New Zealand, Asia and the United States.

Dr Nathan Hollier

JU EF

DGE

Professor Angela Carbone Associate Dean (Learning Innovation) Faculty of Science, Engineering and Technology Swinburne University of Technology Coming from a background in Mathematics and Computing, Professor Carbone’s research interests have been recognised internationally, and her teaching achievements have been recognised nationally, being the first female recipient of the nation’s highest teaching award, the Prime Minister’s Award for University Teacher of the Year (1998), and to secure two National Teaching Fellowships (2010, 2012). At the core of Angela’s professional work is her immersion in pedagogy, drive for innovation and excellence in educational practice, and leadership in continual improvement.

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

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SHORTLIST & AWARD WINNERS

PRIMARY

Student Resource – Arts/Science/Humanities/Social Sciences/ Technologies/Health and Physical Education/Languages Our Land, Our Stories Sally Lawrence, Lisa Fuller, Josie, Orlando, Shae et al. Nelson – A Cengage Company, partnered with AIATSIS

WINNER

The Our Land, Our Stories student resource effectively addresses a number of learning areas, in particular the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures. It is a relevant and cohesive resource that has materials levelled to suit students throughout the primary school years. The resource effectively uses a range of print and digital media, providing teachers with flexible opportunities to adapt the resource to the specific needs of their class.

THE SHORTLIST HIGHLY DED COMMEN

Yarn Circles Wellbeing Cards Krystal Randall, Sharlene G. Coombs Knowledge Books Software

Design and Technologies: Project-based Learning Box

Playing with Collage

R.I.C. Publications

Walker Books

Jeannie Baker

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

PRIMARY

Student Resource – English (Literacy/Literature/Language)

WINNER

Effective Spelling Christine Topfer, Emma Warren, Bethany Woolnough Nelson – A Cengage Company The Effective Spelling student resource for Primary provides a consistent framework, based on sound pedagogy, with a clear structure for teachers that supports engagement from both teachers and students. It is a flexible resource that offers clear guidance as to how the program can be adapted for struggling or high-achieving spellers. It is clearly aligned with the spelling aspects of both state and national curricula and offers rich and rigorous teaching support based on research-based methodology.

THE SHORTLIST HIGHLY DED COMMEN

History of the First Australians 3 – ‘Our Stories’

PM Benchmark Literacy Assessment 1

Sharlene G. Coombs et al.

Annette Smith, Jill McDougall, Debbie Croft et al.

Knowledge Books and Software

Nelson – A Cengage Company EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

PRIMARY

Student Resource – Mathematics (Numeracy)

WINNER

Oxford Maths for Australian Schools – Student Dashboards (Years 3 to 6) Annie Facchinetti, Brian Murray Oxford University Press Australia & New Zealand The Oxford Maths for Australian Schools – Student Dashboards (Years 3 to 6) student resource for Primary in Mathematics and Numeracy is an innovative program that uses technology to expand on traditional print elements of the program to better support effective assessment, tracking and reporting. With differentiated, personalised learning, students can be engaged and taught at their point of need. It features a range of quizzes, questions, activities and mastery tasks designed to engage students in a real-life scenario before exploring relevant maths.

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

PRIMARY

Teaching Resource Design and Technologies: Project-based Learning R.I.C. Publications

WINNER

The Design and Technologies: Project-based Learning teaching resource for Primary uses contemporary learning techniques to introduce students and teachers to Design and Technologies project-based learning, and also clearly highlights connections with other subject areas, such as English and Science. Consistent methodology used across year levels means that students will grow in their knowledge of the expectations and cumulatively develop understanding throughout their school careers.

THE SHORTLIST HIGHLY DED COMMEN

Tocal Farms picture books and supporting resources

InitiaLit-Foundation, InitiaLit-1 and InitiaLit-2

Jo Hathway, Jess Green

MultiLit Pty Ltd

NSW Department of Primary Industries EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

PRIMARY

Reference Resource Teaching with Intent 2: Literature-based literacy teaching and learning Dr Bronwyn Parkin, Dr Helen Harper Primary English Teaching Association Australia (PETAA)

WINNER

The Teaching with Intent 2 reference resource for Primary is a clear and cohesive resource that addresses all areas of the Australian Curriculum for English, drawing together the importance of both decoding and comprehension in reading. It develops studentsâ&#x20AC;&#x2122; decoding, comprehension, spelling, grammar and writing skills using literature. It focuses on inclusivity for marginalised students and addresses the range of literacy levels within a class.

THE SHORTLIST HIGHLY DED COMMEN

Exploring How Texts Work, Second Edition Beverly Derewianka Primary English Teaching Association Australia (PETAA) EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

PRIMARY

Educational Picture or Chapter Book Love Your Body Jessica Sanders Five Mile

WINNER

Love Your Body takes a head-on approach to wellbeing and body image that is representative of society. Text and images have been carefully selected for diversity and to comprehensively cover the topic. It provides teachers with clear, supportive language to use when discussing body image, self-love, self-care, resilience and diverse bodies with students, as well as further resources.

THE SHORTLIST HIGHLY DED COMMEN

One Careless Night Christina Booth Walker Books Australia

Fauna: Australiaâ&#x20AC;&#x2122;s Most Curious Creatures

The Dingle Dangle Jungle

Wilam

Tania McCartney

Mark Carthew, Dave Atze Ford Street Publishing

Aunty Joy Murphy, Andrew Kelly, Lisa Kennedy

National Library of Australia (NLA Publishing)

Walker Books Australia

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

#RESPECTCREATORS

Learning happens everywhere – in the classroom or at the kitchen table

Standing up for creators for more than 40 years

Keep telling stories, sharing knowledge and encouraging new ideas – with initiatives like Reading Australia and FLEX, we’ll help you reach the people who need them most.

SHORTLIST & AWARD WINNERS

SECONDARY

Student Resource – Junior – English/Humanities/Languages/Arts/Technologies/ Health and Physical Education WINNER

Jacaranda Humanities Alive 7–10 series for the Victorian Curriculum 2e – Print & learnON Robert Darlington, Judy Mraz, Simon Phelan et al. Jacaranda Jacaranda Humanities Alive 7–10 series for the Victorian Curriculum 2e – Print & learnON junior student resource is extremely accessible, with clear differentiation of text components, with flow charts, photographs and tables used to divide the text into short, digestible sections. It has a comprehensive and well-integrated digital offering, which allows for flexibility and adaptability for teachers and learners.

THE SHORTLIST HIGHLY DED COMMEN

Jacaranda New Concepts in Commerce New South Wales Curriculum 4e Print & learnON

Oxford Big Ideas Humanities & Social Sciences 7–10 WA Curriculum Skills and Activities Books

Ganz Klasse!

Stephen Chapman et al.

Leo Conti, Kirstin Woodard, Anna Griffin et al.

Nelson – A Cengage Company

Jacaranda

Oxford University Press Australia & New Zealand

Edda Kampues, Sarah May, Jenny Jeffery et al.

Welcome to Country youth edition Marcia Langton Hardie Grant Travel

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

SECONDARY

Student Resource – Junior – Mathematics/Science Cambridge Science for the Victorian Curriculum Victoria Shaw, Kerrie Ardley, Eddy de Jong et al. Cambridge University Press

WINNER

Cambridge Science for the Victorian Curriculum junior student resource for Maths/Science has a fresh, engaging design and is easy to follow, with seamless integration of digital and print products. This resource includes a large variety of high-quality questions and activities, along with real-world investigations to enrich curious students’ learning. An emoji scale is a good but subjective way for teachers to gauge students’ confidence in the subject. Suggested responses allow students to independently assess their understanding.

THE SHORTLIST HIGHLY DED COMMEN

Pearson Stage 4 & 5 Skills and Assessment books Zoe Armstrong, Tracey Fisher, Laurence Wooding et al. Pearson Australia

Good Science Emma Craven, Rebecca Cashmere, Haris Harbas et al. Matilda Education Australia

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

SECONDARY

Student Resource – Senior – Mathematics/Science

WINNER

Jacaranda VCE Chemistry 1 Units 1&2 2E + studyON and Jacaranda VCE Chemistry Units 3&4 2E + studyON Neale Taylor, Angela Stubbs, Robert Stokes et al. Jacaranda Jacaranda VCE Chemistry 1 Units 1&2 2E + studyON and Jacaranda VCE Chemistry Units 3&4 2E + studyON senior student resource for Chemistry integrates print and digital resources. This comprehensive resource suite uses clear language, high-quality activities and varying formats to engage students. The learnON platform shows excellent design; it allows online teacher–student connection and customisation by the teacher, assigning tasks, tracking progress, performance and reporting against the learning outcomes.

THE SHORTLIST HIGHLY DED COMMEN

Chemistry for Queensland Units 1–4 Student Workbooks Carolyn Drenen, Philip Sharpe et al. Oxford University Press Australia & New Zealand

New Century Physics for Queensland Units 1–4 Student Workbook

Psychology for Queensland Units 1–4 Student Workbook

Nelson QMaths 12 Essential Mathematics

Deanne O’Callaghan, Richard Walding, Graham Anderson et al.

Joey Saunders, Melissa Rossiter

Sue Thomson, Judy Binns

Oxford University Press Australia & New Zealand

Nelson – A Cengage Company

Oxford University Press Australia & New Zealand

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

SECONDARY

Student Resource – Senior – English/Humanities/Languages/Arts/Technologies/ Health and Physical Education Analysing and Presenting Argument Units 1–4 Student book + obook assess, Analysing and Presenting Argument Units 1–4 Student obook assess, Analysing and Presenting Argument Units 1–4 Teacher obook assess Ryan Johnstone Oxford University Press Australia & New Zealand

WINNER

Analysing and Presenting Argument Units 1–4 Student book + obook assess, Analysing and Presenting Argument Units 1–4 Student obook assess, Analysing and Presenting Argument Units 1–4 Teacher obook assess is a complete hybrid resource for secondary students and teachers. It provides the opportunity to work with a range of formal and informal texts such as articles, speeches, tweets and posters. It covers complex and relevant topics, including conduct in the Australian army, homelessness in Melbourne, climate change in Australia, Trump and March for Women. The content is clearly expressed, with seamless digital and print integration that further enhances student engagement and learning.

THE SHORTLIST HIGHLY DED COMMEN

Year 12 English: Western Australia

Quoi de neuf? Senior

Adam Kealley et al.

Annabel Gassmann, Philippe Vallantin et al.

Insight Publications

Pearson Australia

Jacaranda Key Concepts in VCE Health and Human Development 6e Andrew Beaumont, Meredith Fettling et al. Jacaranda EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

SECONDARY

Teaching Resource

WINNER

Creating Micro Stories: Small fiction with a big impact! Erika Boas, Emma Jenkins Australian Association for the Teaching of English (AATE) Creating Micro Stories: Small fiction with big impact! is an excellent secondary teacher resource underpinned by key theoretical understandings and methods for creative writing. This resource provides teachers with an extensive range of examples of microfiction, authored by a mix of students, teachers and published authors. The resource provides teachers with a variety of types and genres of stories that are familiar to students â&#x20AC;&#x201C; twitter, blogs, websites, fanfiction, emojis and more.

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

SECONDARY

Reference Resource Australian Student’s Oxford Dictionary Mark Gwynn Oxford University Press Australia & New Zealand

WINNER

The Australian Student’s Oxford Dictionary is an excellent reference resource for secondary school students for any subject. The partnership with the Australian National Dictionary Centre ensures that the hundreds of new words are contextualised to the contemporary Australian experience. The usage notes provide opportunities to expand students’ understanding of English as a living language and the importance of context, and the inclusion of technology-specific words support students’ digital literacy and educate on contemporary issues that are of particular relevance to their generation.

THE SHORTLIST HIGHLY DED COMMEN

Macmillan Global Atlas for Australian Students Fifth Edition Student Book + Digital Annabel Gassmann, Philippe Vallantin et al. Matilda Education Australia EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

SHORTLIST & AWARD WINNERS

TERTIARY/VET

Tertiary (Wholly Australian) Teaching and Learning â&#x20AC;&#x201C; Print WINNER

Integrated Marketing Communication Max Winchester, Peter Ling, Lara Stocchi et al. Oxford University Press Australia & New Zealand The Integrated Marketing Communication print teacher and learning resource is a bright and highly engaging resource that uses topical and recognisable examples and images. The writing is clear, well-pitched and relevant to an Australianâ&#x20AC;&#x201C;Pacific market. It uses excellent, relevant case studies and examples with integrated analysis questions and interviews with practitioners. The critical perspective shows innovation in teaching this subject matter.

THE SHORTLIST

For the Love of Language Kate Burridge, Tonya N. Stebbins Cambridge University Press

Public Relations and Strategic Communication Karen Sutherland, Saira Ali, Dr Umi Khattab Oxford University Press Australia & New Zealand EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

TERTIARY/VET

Tertiary (Wholly Australian) Teaching and Learning â&#x20AC;&#x201C; Blended Learning Financial Accounting 9e Craig Deegan McGraw Hill

WINNER

Financial Accounting 9e blended teaching and learning resource was found to be a comprehensive, relevant and innovative approach to teaching the subject matter. It explains the why and the how and is rich in worked examples and student questions. It includes a mix of application tools, study aids and examples to contextualise the theory. The adaptive functionality of this resource is a great use of contemporary learning techniques. There is a suite of exceptional instructor resources, including instructorâ&#x20AC;&#x2122;s manual, test banks, PowerPoint slides and videos.

THE SHORTLIST

Aboriginal and Torres Strait Islander Education, 3rd edition

Teaching the Arts, 3rd edition

Kaye Price, Jessa Rogers

Cambridge University Press

David Roy et al.

An Introduction to Accounting: Accountability in Organisations and Society 1e with MindTap Craig Deegan Cengage EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

TERTIARY/VET

Tertiary (Wholly Australian) Teaching and Learning – Digital Only Study Ready Orientation Chris Swan, Naomi Holding, Kathy McInnes La Trobe University in partnership with Didasko

WINNER

The Study Ready Orientation digital teaching and learning resource raises the bar of excellence for students preparing to commence tertiary studies. This is a beautifully designed online resource and shows an innovative approach to student orientation. The use of visuals and click-through format is approachable and easy to follow – very appropriate for new students. The design is clean and visual, and partnered with high-quality video, multimedia and interactivity to make this an engaging resource.

THE SHORTLIST HIGHLY DED COMMEN

The Didasko Learning Portal, featuring ‘Working with Others’ Chris Swan, Kathy McInnes La Trobe University in partnership with Didasko EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

TERTIARY/VET

Tertiary (Adaptations) Teaching and Learning – Print or Blended Learning WINNER

Health Assessment and Physical Examination 3e with MindTap Pauline Calleja, Karen Theobald, Theresa Harvey et al. Cengage Health Assessment and Physical Examination 3e with MindTap teacher and learning resource is a highly impressive suite of resources that implements a clear pedagogy and structure, and demonstrates clear connections to the Australian context. Content has been carefully scaffolded to make it approachable and easy to read and navigate. The flexibility of MindTap’s platform allows for a variety of learning opportunities. The detailed breakdown of the content allows for a highly personalised experience for students and instructors. Resources beyond the chapter content are provided to students to encourage independent study as well as completion of assessments. The myth-busting activities provide opportunity for interaction with peers online.

THE SHORTLIST HIGHLY DED COMMEN

MGMT4 with MindTap Chuck Williams, Alan McWilliams, Rob Lawrence et al. Cengage

Contemporary International Business in the Asia–Pacific Region

Essentials of Corporate Finance 5e

Alain Verbeke, Robin E. Roberts, Deborah Delaney et al.

Rowan Trayler, UTS, Gerhard Hambusch, UTS, Charles Koh, UTS, et al.

Cambridge University Press

McGraw Hill

Primary and Middle Years Mathematics: Teaching Developmentally John van de Walle, Amy Brass, Sharyn Livy et al. Pearson Australia EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

TERTIARY/VET

Tertiary (Adaptations) Teaching and Learning â&#x20AC;&#x201C; Digital Only MindTap for Understanding Nutrition 4e Ellie Whitney, Tim Crowe, Adam Walsh et al. Cengage

WINNER

MindTap for Understanding Nutrition 4e digital teaching and learning resource features strong learning outcomes using case studies, animations, calculation practice, reference tables, videos, a media library and interactive quizzes. It has an engaging writing style and breaks down sections of content with regular opportunities for assessment and engagement. There is also an extensive suite of educator support material.

THE SHORTLIST

Essentials of Economics R. Glen Hubbard, Anne M. Garnett, Philip Lewis et al. Pearson Australia

MindTap for Human Resources Management 10e Alan Nankervis, Marian Baird et al. Cengage

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

TERTIARY/VET

VET Teaching and Learning â&#x20AC;&#x201C; Print or Blended Learning Supporting Education 3e with MindTap Karen Kearns Cengage

WINNER

Supporting Education 3e with MindTap VET teaching and learning resource is a comprehensive, highly engaging, holistically designed resource that addresses the Certificate III in Education Support and treats sensitive subject matters with the appropriate respect and tone. The scenario-based learning provides a practical element to this resource and mapping grids are provided to cover the units of competency. The scenario-based activities are linked to the chapter outcomes, and links to the Australian curriculum and icons identifying content related to Aboriginal and Torres Strait Islander communities ensures cross-curriculum priorities are being met.

THE SHORTLIST HIGHLY DED COMMEN

SITHCCC012 Prepare poultry dishes Australian Training Products

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

TERTIARY/VET

VET Teaching and Learning – Digital Only Honey: Harvesting and Extracting Tocal College, NSW Department of Primary Industries

WINNER

Honey: Harvesting and Extracting VET digital teaching and learning resource is detailed and highly engaging. It has been designed to enable participants to record themselves completing tasks and assessments and upload the files using their mobile device. It’s intuitive and uses a tutorial style with videos, animations, interactive activities and direct links to external resources.

THE SHORTLIST HIGHLY DED COMMEN

BSBCUE301 Use multiple information systems Australian Training Products

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

SCHOLARLY NON-FICTION BOOK OF THE YEAR

Australianama Samia Khatun University of Queensland Press

WINNER

In Australianama: The South Asian Odyssey in Australia, Samia Khatun recovers a history of people and experiences that had been all but forgotten. This is an intriguing story that has required, in its telling, both careful, sustained research and familiarity with diverse and complex cultural traditions and areas of philosophy. The strong relevance of the work to contemporary readers, especially in Australia, is made more apparent by the author sharing her personal journey in writing it. Khatun and her publishers have skillfully produced and published a work that is unquestionably original, powerful and important.

THE SHORTLIST

White Tears/Brown Scars

A River with a City Problem

Ruby Hamad

Margaret Cook

Melbourne University Publishing

University of Queensland Press

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

THE 2020 OVERALL OUTSTANDING AWARD WINNERS

AWARD FOR OUTSTANDING PRIMARY RESOURCE

Our Land, Our Stories Sally Lawrence, Lisa Fuller, Josie, Orlando, Shae et al. Nelson â&#x20AC;&#x201C; A Cengage Company, partnered with AIATSIS

WINNER OVERALL NS TUL ATIO CONGRA

The judges awarded this resource the overall winner of the Primary sector because of its authenticity in the way that it celebrates contemporary Aboriginal and Torres Strait Islander cultures. It is a unique resource that equips and empowers teachers, enabling them to provide comprehensive and clear learning intentions and protocols, along with clear guidance on approaching the subject matter for each primary level.

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

AWARD FOR OUTSTANDING SECONDARY RESOURCE

Jacaranda VCE Chemistry 1 Units 1&2 2E + studyON and Jacaranda VCE Chemistry Units 3&4 2E + studyON Neale Taylor, Angela Stubbs, Robert Stokes et al. Jacaranda

WINNER OVERALL NS TUL ATIO CONGRA

The judges awarded this resource the overall winner of the Secondary sector because of its clear and accessible content and its direct alignment of content with the key knowledge and skill requirements of the study design. The high-quality content is augmented by an intuitive online platform, which supports both teacher-led and individual learning.

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

AWARD FOR OUTSTANDING TERTIARY AND VET RESOURCE

Financial Accounting 9e Craig Deegan McGraw Hill The judges awarded this resource the overall winner of the Tertiary and VET sector due to its comprehensive and memorable suite of resources and its student-focused approach. The personalised content, including videos of the author, provide exceptional resources for both instructors and students. WINNER OVERALL NS TUL ATIO CONGRA

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

THE MIKE HORSLEY AWARD About the Mike Horsley Award

The 2020 Mike Horsley recipient

The Mike Horsley Award recognises dedication, excellence and outstanding service to the Australian Educational Publishing Industry (Primary–Secondary–Tertiary) by an individual from within its ranks.

The winner of the 2020 Mike Horsley Award is Peter van Noorden, an Australian teacher, author, publisher, business leader and pillar of the Australian educational publishing industry. Peter’s contribution to our industry over 40 years is peerless in its breadth and its impact.

In 1994 Professor Mike Horsley initiated the Educational Publishing Awards with the vision to promote and celebrate research, innovation and excellence in Australian educational publishing. He believed that Australian learning resources are a critical feature of the education landscape and a key influencer of student learning outcomes. Starting his career as a secondary school teacher, Mike became president of the Economics and Business Studies Teachers of NSW, and went on to become deputy director of a UNESCO/UNDP/IOE regional vocational education curriculum project in the 11 countries of the South Pacific. With Ni-Vanuatu partners he established a new business school in Espiritu Santo in Vanuatu and has been a long-time resident of Samoa and Fiji. Between 1991–2001 he was the director of the Diploma in Education at the University of Sydney, and subsequently became foundation director of the Master of Teaching, the world’s first case-based teacher education program. This led to appointments on Board of Studies Curriculum Committees and the Review of Teacher Education in NSW, which prepared the path for the NSW Institute of Teachers. For almost 10 years Mike conducted learning and homework centres for Sydney’s Islander (Samoan, Tongan, Fijian) communities. He was a world authority on homework research and in 2012 his book Reforming Homework, jointly authored by Richard Walker from the University of Sydney, was published by Palgrave Macmillan.

NS TUL ATIO CONGRA oorden! N Peter van

Beginning his career as a secondary school geography teacher, Peter was passionate in his role as educator. It is this early-career classroom experience that still informs Peter’s industry contribution to this day. Recognised for his creativity, Peter easily made the jump from classroom teacher to author and publisher. In his career at Heinemann and Wiley, Peter pioneered a new kind of atlas and humanities publishing in Australia, and established his place as Australia’s most significant humanities content creator. How many of us still have one of Peter’s atlases in our school or home libraries? Moving through the ranks of our industry (publisher, general manager, managing director) Peter’s vision never wavered: high-impact, high-engagement publishing as the vehicle to empower deeper learning in all students. Even as Managing Director at OUPANZ, Peter could often be found at his desk at 6am creating content for Australian students before beginning his day job. As a business leader, Peter nurtured careers and sparked passion in his employees. PvN, as most of us know him, is a warm and encouraging leader and loyal colleague. There was always an overflowing lolly jar on his desk to match the open-door policy, and Peter maintains excellent relationships across our industry to this day. Now in ‘retirement’, Peter continues to innovate as an author and as a mentor to emerging authors. Educator, author, visionary publisher, leader, mentor: Peter van Noorden is an inspiration to all of us. We thank you for your service to our industry, PvN!

EDUCATIONAL PUBLISHING AWARDS AUSTRALIA 2020

#RESPECTCREATORS

Teachers have gone the extra mile this year â&#x20AC;&#x201C; so have you

Standing up for creators for more than 40 years

Congratulations to the Primary and Secondary Publishers of the Year and to all the winners and shortlistees of the 2020 EPAAs.

THE 2020 PUBLISHER OF THE YEAR WINNERS

PRIMARY PUBLISHER OF THE YEAR

PLD PLD’s publishing range is dedicated to ‘promoting literacy development’. The range, which has been authored by speech pathologists and occupational therapists for use in early childhood units and primary schools, targets literacy, oral language and motor skills. This specialised approach helps teachers develop the whole child so that students between the ages of 3 to 11 reach their academic potential. In 2015, AUSPELD recognised PLD’s synthetic phonics literacy program as a recommended evidence-based program. Also in 2015, PLD’s programs were linked to Professor William Louden’s high-performing primary schools research.