The Educator 4.03

Master of Education Guide 2018

EDUCATORONLINE.COM.AU ISSUE 4.03

INNOVATIVE SCHOOLS 40 future-focused schools that are breaking the mould

AUSTRALIAN EDUCATION AWARDS A behind-the-scenes look at all the winners from the inaugural awards gala

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IS THIS THE FUTURE OF LEARNING? How Templestowe College found success by rejecting traditional models

FUNDING IN THE SPOTLIGHT What the SES review could mean for private school funding

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ISSUE 4.03

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CONTENTS

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UPFRONT 02 Editorial

INNOVATIVE SCHOOLS

18 SPECIAL REPORT

INNOVATIVE SCHOOLS 2018

What is educators’ role in preparing students for a VUCA world?

FEATURES

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THE REBIRTH OF A SCHOOL

How Templestowe College reversed declining enrolment by pioneering a new approach to learning

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Renowned education speaker and author Sir Ken Robinson outlines his theory of what learning should look like

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04 Statistics

A look at the latest shifts between the government, independent and Catholic school sectors

06 News analysis

What will the federal government’s review of the SES model mean for private schools?

New research reveals the value of refocusing school leaders’ roles away from administration and compliance

10 Technology update

The jury is still out on the cognitive effects of screen time on kids FEATURES

THE IDEAL LEARNING ENVIRONMENT

Assessing the pros and cons of smartphones in the classroom

08 Learning and development update

The Educator spotlights 40 schools that are pushing the boundaries of traditional education to better equip students for the 21st century

PEOPLE

03 Head to head

MASTER OF EDUCATION GUIDE Looking to expand your career opportunities? Explore the different master of education programs available in Australia

15 Opinion

The idea that independent schools are only for the wealthy is a myth that needs to be shattered

PEOPLE 55 Career path

Juggling multiple roles has been a hallmark of Catherine Misson’s career

56 Other life

FEATURES

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AUSTRALIAN EDUCATION AWARDS

Find out who took home the top prizes at the inaugural awards gala

Writing is a source of delight for principal Henry Grossek – and his students

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UPFRONT

EDITORIAL www.educatoronline.com.au

Navigating a VUCA world

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cronyms such as STEM, NAPLAN, AI and VR appear frequently in discourse about Australian education. While special importance is attached to each of these in terms of educating and preparing children for the future, there’s another acronym that encapsulates the world they’re about to enter: VUCA. VUCA, which stands for ‘volatility, uncertainty, complexity and ambiguity’, is a concept introduced by the US Army War College in the 1990s to describe the multilateral world resulting from the end of the Cold War. Back then, it would have been difficult to foresee the changes that have shaped our world. In today’s technology landscape, AI can independently book hair appointments, drones can deliver pizzas, and cars can drive themselves. And the political landscape is undergoing just as much upheaval. China is quickly becoming the world’s largest economic and military power, Britain is leaving the European

Inspiration is combustible. The fuel is that children are naturally curious and eager to learn, and the educator is the all-important spark Union, and a markedly protectionist United States is drifting from its traditional alliances and treaty obligations.

It’s daunting to think of what the next decade might hold. While we don’t have a crystal ball to answer that question, educators and school leaders do have a special role to play in this context. In the previous issue’s Editorial, I wrote that the words and deeds of teachers can inspire greatness and lead to global transformations. Whatever you might think about yourself as an individual, how you think about your profession and your role in it can have a profound impact on those around you. Inspiration is combustible. The fuel is that children are naturally curious and eager to learn, and the educator is the all-important spark.

It is here that we find a distinctly positive angle to VUCA: volatility can keep us on our toes and force us to be adaptable; in an uncertain world, anything is possible; complexity beckons ingenuity and innovation; and ambiguity can bring about greater flexibility and imagination. The future is an exciting work in progress, and you as an educator are helping craft it – from a position of unique influence, and at a most extraordinary point in human history.

AUGUST/SEPTEMBER 2018 EDITORIAL Editor Brett Henebery Journalists Tom Goodwin Abel Riototar Contributors David Robertson Production Editor Clare Alexander

ART & PRODUCTION Designer Joenel Salvador Production Manager Alicia Chin Traffic Coordinator Freya Demegilio

SALES & MARKETING Marketing & Communications Manager Michelle Lam Business Development Manager Dominic Tusa

CORPORATE Chief Executive Officer Mike Shipley Chief Operating Officer George Walmsley Managing Director Justin Kennedy Chief Information Officer Colin Chan Human Resources Manager Julia Bookallil

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Copyright is reserved throughout. No part of this publication can be reproduced in whole or part without the express permission of the editor. Contributions are invited, but copies of work should be kept, as the magazine can accept no responsibility for loss

Brett Henebery, editor

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UPFRONT

HEAD TO HEAD

Should schools restrict students’ smartphone use?

Some say smartphones are a distraction in the classroom, but is banning them really the answer?

Liz Diprose

Trevor Furness

Principal Willoughby Girls High School

Director Instructure

Professor of digital learning Macquarie University

“Willoughby Girls High School has always had a ‘no mobile phones’ policy. In 2016 we reinvigorated the policy, whereby students are expected to switch off mobile phones as they enter the school gates, and they remain so until students exit the school at the end of the day.

Our reasons: We want all members of the school community to engage sensitively with the world around them; students need to engage with others interpersonally to appreciate nuance in verbal and non-verbal communication; we all need to practise courtesy and consideration of others; and finally, everyone needs time away from electronic devices to give our brains a rest.”

“Educators are talking a lot these days about whether mobile phones should be banned in schools. Many are increasingly looking to replace traditional tools like pen and paper with the latest smart devices.

While that’s a start, the issue is that most fail to establish a longer-term vision before rolling out these substitutions.

Not having a clear value proposition is precisely why some schools struggle to see a correlation between technology investments and improvements in teaching and learning. Rather than being micro-focused on policy decisions around devices, educators should focus on the bigger picture – that is, effective digital transformation.”

“There’s no denying smartphones are pretty much ubiquitous to all aspects of our lives, and for most teenagers, they’re an essential part of their social toolkit. But what about their value as learning tools in schools? Are they distractors or enablers – good or evil?

Adopting such binaries, in my view, is not helpful in this debate. Devices, like any tool, by themselves are neither good nor bad – it’s the purposes to which they are put that define this. And history tells us that banning anything doesn’t get rid of the problem; it simply drives it underground. So in my view, it is a question of management, not exclusion.”

Garry Falloon

WHAT THE RESEARCH SAYS In February, federal education minister Simon Birmingham suggested that Australian schools should ban smartphones in classrooms, calling them a distraction to learning. His stance received support from some education circles, but others questioned the merits of such a crackdown. While some schools have restricted students’ use of smartphones, research by the UK-based Association for Learning Technology found that 43% of students attending schools where smartphones are banned are still using them to help with learning. At schools that allow smartphones, 74% of students use them to aid learning.

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FEATURE / BROKER EDUCATION UPFRONT

STATISTICS

Shifting demographics

NT 70%

14% 16%

From school funding to student enrolments, the Australian education landscape is changing rapidly THE WORLD is undergoing rapid change, and education is no exception. Between 2011 and 2016, enrolment increased by an average of 9% across all school sectors. Australia’s schools are also changing in terms of family income, dependent children and religious affiliation; perhaps the most notable development is the fact that independent and Catholic schools are becoming demographically more

similar in the type of communities they serve.

According to Colette Colman, executive director of the Independent Schools Council of Australia, which revealed these findings after analysing data from the 2016 census, this not only dispels the misconception that all independent schools serve only high-SES families, but also helps to put into context the changes in Australia’s ever-evolving education sectors.

WA 64%

3,849,225

9,444

Total number of enrolled students

Total number of schools in Australia

404,580

19% 17%

84.8%

Total number of inschool staff

Average retention rate, Years 7–12 Source: ABS: Schools, Australia 2017

SHIFTING ATTITUDES

HOW INCOME FACTORS

When it comes to the religious affiliation of students across the three school sectors, one of the most notable trends is the continued growth of the ‘no religion’ category.

The 2016 census results show an increasing similarity in income between the independent and Catholic sectors.

There has also been a continuation in the trend of strong independent-sector growth for medium-income families (those making between $52,000 and $155,999 a year).

STUDENTS’ RELIGIOUS AFFILIATION

23%

50% 2011

50%

2016

24%

55%

21%

Medium income

26%

56%

High income

18%

2016

2011

INDEPENDENT SCHOOLS

30%

23%

35%

53%

12%

42%

46%

13%

45%

41% 2016

2011

2006

20%

CATHOLIC SCHOOLS

10%

13% No religion

Catholic

Anglican

Other

Source: The Changing Face of Australian Schooling, ISCA

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27%

2006

40%

0%

Low income

GOVERNMENT SCHOOLS

45%

43% 2006

13%

53% 2011

34%

13%

56%

31%

2016 Source: The Changing Face of Australian Schooling, ISCA

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QLD 65%

THE ENROLMENT PICTURE

20% 16%

Enrolment in all types of schools is up across the country since 2011. The number of students attending government schools grew by 10%, the independent sector by 9% and Catholic schools by 8%. However, each sector’s share of students remains virtually the same, challenging the notion that there’s been a recent shift toward government schools. Across Australia, 63.5% of students attend government schools (compared to 63.2% in 2011), 21.3% attend Catholic schools (compared to 21.6% in 2011), and 15.2% attend independent schools (a figure that’s identical to the 2011 number).

NSW 64%

22% 14%

VIC 62%

23% 15%

GOVERNMENT

CATHOLIC

INDEPENDENT

TAS 67%

SA 62%

20% 13%

AUSTRALIA

19% 18%

64%

21% 15% Source: The Changing Face of Australian Schooling, ISCA

WHO GETS WHAT

A BOOMING DEMOGRAPHIC

While the majority of school funding from federal and state/territory governments goes to the public sector, the proportion going to private schools has climbed in recent years. The Gonski Review Panel is currently working to ensure that all sectors are sufficiently funded.

International students are voting with their feet, making Australia the third most popular study destination in the world for tertiary students.

6%

CATHOLIC SCHOOLS

Federal government State and territory Private funding

77%

GOVERNMENT SCHOOLS

624,001

11%

17%

27%

17%

Federal government 32% State and territory Private funding

30%

57% Federal government State and territory Private funding 56%

Number of international students in Australia, representing 194 nationalities

INDEPENDENT SCHOOLS Source: My School financial data, ACARA, 2017

Proportion of international students coming from China, followed by India (11%), Nepal (5%) and Malaysia (4%)

$30.9bn Value of Australia’s education export sector in 2017

93%

Percentage of students who named safety as the key reason for choosing to study in Australia

Source: Federal government, international student data

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FEATURE / BROKER EDUCATION UPFRONT

NEWS ANALYSIS

SES model under review The Educator looks inside the federal government’s long-awaited review into funding of non-government schools

IN JULY, the National School Resourcing Board [NSRB] announced the findings of its long-awaited review of the so-called Chaney report into the way non-government schools are funded. Its review of the socio-economic status [SES] method found that some aspects of the current funding system for nongovernment schools are flawed, requiring a new system to be put in place.

In the current approach – which took three years to model, trial and validate prior to its introduction – parents’ capacity to contribute towards their children’s schooling is calculated on the average SES score for the census districts in which the students at the school reside. However, this model has been criticised for creating too many issues that hinder

measure of parental income can now be used without breaching privacy or requiring the collection of tax file numbers by a school,” federal education minister Simon Birmingham said in a statement accompanying the report.

However, Birmingham added that the current system will remain in place for 2019, and any changes to the SES model will begin no earlier than 2020.

“This would provide schools certainty to plan and time for consultation and a considered government response later this year,” he said.

According to the federal government, the report’s recommendations offer the potential to achieve “a clearer picture” of the capacity of families at non-government

“This direct measure of parental income can now be used without ... requiring the collection of tax file numbers” Simon Birmingham, Federal Education Minister a proper assessment of student needs in the non-government school system.

As a step towards resolving some of the issues, the NSRB recommended an annual residential address collection and data matching with income tax data to create a rolling average for a more stable measurement.

“The report makes it clear this direct

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schools to contribute to the costs of their children’s education.

“That would mean a more accurate way to distribute our record and growing levels of funding,” Birmingham said. “Commonwealth funding is increasing by an average of 4.4% per student each year for non-government schools and by 6.5% for government schools.

“An effective measure of a school community’s capacity to contribute is essential to ensure the greatest taxpayer support is allocated towards those school communities with the least capacity to pay school fees. This approach puts school choice within reach of as many parents and families as possible.”

However, Birmingham noted that the report makes it clear that more work needs to be done to further test and refine the recommended SES methodology. The next stages of this work will be done following consultation with educators, school systems, representative bodies, states and territories, and policymakers regarding long-term arrangements and any transitional measures.

Responding to the review, the Independent Schools Council of Australia [ISCA] said it strongly supports the NSRB’s decision not to use fees as a measure of capacity to contribute.

“The analysis outlined in the report clearly demonstrates that fees are not an accurate or consistent measure of a school community’s

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HOW PRIVATE SCHOOLS ARE FUNDED

Funding is provided to non-government schools by the Australian government and by state and territory governments

The funding system is based on the socio-economic status [SES] of each non-government school’s community

Student address data is linked to national census data to obtain a measure of families’ capacity to support their school

capacity to contribute,” said ISCA executive director Colette Colman.

Independent Schools Queensland [ISQ] executive director David Robertson agrees, but added that ISQ is seeking further information on the impact of the proposed changes

[CCSP], the peak body for parents with children in Catholic schools in NSW, is urging the government not to implement any changes until parents have had an opportunity to review the report and provide feedback.

“Parents of children in Catholic schools

“The importance of each non-state school being treated in the same way for funding purposes cannot be over-emphasised” David Robertson, Independent Schools Queensland as “a matter of urgency”.

“The importance of each non-state school being treated in the same way for funding purposes cannot be over-emphasised,” Robertson said. “Unlike past funding arrangements, any new model must be applied on an equal basis to each individual school.”

The Council of Catholic School Parents

have always paid fees and they have been willing to do that, but we need a funding model that is truly reflective of what families can afford to pay in school fees in 2018 and beyond,” said CCSP executive director Linda McNeil.

Beth Blackwood, CEO of the Association of Heads of Independent Schools of Australia

Catholic schools did not join the SES system until 2005 Source: ACARA

[AHISA], noted that a big question requiring further investigation is whether the creation of a ‘rolling average’ of SES scores based on annual assessments of household income will provide the operational stability for schools that the NSRB expects.

“Schools must have operational stability if they are to deliver consistency in educational provision,” Blackwood said. “The NSRB has left the government with a huge task in testing and assessing the recommendations in its report. Senator Birmingham’s commitment to further consultation will be welcomed by schools, systems and parents.”

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FEATURE / BROKER EDUCATION UPFRONT

LEARNING AND DEVELOPMENT UPDATE

Making school leaders more effective New research shows that reframing school leaders’ roles can have a significant impact on learning quality

“It’s about fundamentally changing the supervisor role in a way that principals report that they’re feeling more supported and equipped,” Goldright told the website IdahoEdNews. “But in order to make that new role effective, it became very clear that the central office also needed to rethink and realign to that perspective.”

The initiative required schools’ central office

“Principals report that they’re feeling more supported and equipped”

A growing body of research points to the importance of effective school leaders for teacher satisfaction, teacher retention, school climate, parent engagement and student achievement.

A recent report on the US-based Principal Supervisor Initiative [PSI] found that districts that refocused principal supervisors away from administration, operations and compliance and toward institutional leadership were able to broadly enhance school support.

Before undertaking the PSI initiative, few

of the six districts studied invested systematically in principal supervisors as a point of leverage for principal support and development.

Three years into the initiative, these districts have substantively changed the supervisor role, resulting in changes that have implications beyond the supervisor-principal relationship.

Ellen Goldring, a professor of educational leadership and policy at Vanderbilt University and the report’s lead author, said the findings were “good news” for district reform.

departments to coordinate more with one another, leading to structural reorganization to support the new principal supervisor role.

PSI districts also developed training programs to develop supervisors’ skills, and some districts even introduced apprenticeship programs to prepare promising candidates to become principal supervisors.

“The changes to the principal supervisor role spurred districts to implement structures to enhance school support as district leaders grappled with existing structures that constrained principals’ and supervisors’ capacity,” the report said. “Changing expectations via the revised job description created a domino effect that spurred changes in other central office roles and system

NEWS BRIEFS No value in student evaluations?

Researchers from Mount Royal University in Canada have found that “despite more than 75 years of sustained effort, there is presently no evidence supporting the widespread belief that students learn more from professors who receive higher student evaluation ratings”. The study concluded that while student feedback about teachers is important, it shouldn’t be used as a measure of learning effectiveness.

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Bringing an Indigenous focus to STEM

A new program from the Stronger Smarter Institute known as Indigenous Knowledges in Science, Technology, Engineering and Mathematics [SSiSTEMIK] will train educators on how to incorporate Indigenous-based STEM knowledge into their pedagogy. The four-day SSiSTEMIK training is the first element of a much wider program funded by the federal government and expected to launch later this year.

SA principals call for systemic changes

South Australian principals have called for changes to the way school leaders are supported in their role. In a leadership policy paper, the South Australian State School Leaders Association outlined several major challenges facing the state’s public education system, including attracting and retaining high-quality candidates and the loss of educational leadership in the system as more time is directed to compliance and accountability activities.

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FEATURE / BROKER EDUCATION UPFRONT

TECHNOLOGY UPDATE NEWS BRIEFS How will tech impact the jobs of the future?

A new survey has revealed concerns about the impact technology will have on students’ employment opportunities once they’ve left school. According to the Real Insurance’s Future of Education survey, 53% of Australians believe technology will decrease employment opportunities over the next 10 years.

Among the greatest concerns were the potential ‘dehumanisation’ of workplace life (named as a concern by 71% of respondents), uncertainty about the types of jobs that will be available (71%) and decreased job security (70%).

Queensland students create confidenceboosting app

As part of Australia’s Tech Girls Superhero competition, nine 11-year-old girls from St Bernard’s Primary School in Queensland created an app designed to improve young girls’ self-esteem. After discovering through a targeted survey that a number of their peers felt pressure “to look thin”, the girls drew on mental health research and the school’s own wellbeing programs and built the app using Thunkable and the MIT App inventor. Armed with strategies and activities to address low self-esteem, the app will be now entered into a global competition for 15,000 girls.

Facial recognition technology begins to infiltrate schools

Facial recognition cameras inside classrooms and school grounds are being increasingly adopted by schools all over the world. Hangzhou Number 11 High School in China recently installed facial recognition technology to monitor

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how attentive students are in class. The school’s ‘smart eye’ program monitors students’ every movement via cameras above the blackboard. Similar technology is also beginning to see use in the US and UK but remains taboo in Australia, where many believe installing biometric technology would breach the nation’s privacy laws.

New partnership brings STEM to life for students

The growing importance of STEM education has prompted schools to rethink the way they’re preparing young people for the future. To help aid the process, Dell and Marvel are joining forces to inspire greater interest in STEM education. The pair’s Marvel University focuses on computer science and computational thinking, coinciding with the newly released movie Ant-Man and the Wasp, on which the two companies collaborated. The Marvel University program engages children by explaining the science behind their favourite superheroes.

How technology affects teaching and learning

A new global study by SMART Technologies has found that schools with higher development in evidencebased capabilities also observed more favourable learning outcomes.

Respondents who reported high learning outcomes were more likely to have detailed technology plans, involve teachers and students in planning, and regularly evaluate the technology’s effectiveness. The survey also found that high-outcomes respondents were more likely to use software relating to assessment, game-based learning and student collaboration.

Is screen time really harmful to kids?

Academics continue to debate whether a reliance on screens is having an adverse effect on children’s brains A growing body of research suggests that spending more than a couple of hours in front of a screen can have a damaging impact on the brain. Last year, the American Academy of Pediatrics [AAP] recommended that for children two to five years of age, screen time should be limited to one hour of “high-quality programming” a day. For children aged six and older, the AAP advised that they spend no more than two hours a day in front of screens.

Other studies also suggest that excessive screen time can have a range of negative cognitive effects, including structural and functional changes in brain regions involving emotional processing, executive attention, decisionmaking and cognitive control.

Earlier this year, French president Emmanuel Macron banned the use of mobile phones in primary, junior and middle schools.

In February, federal education minister Simon Birmingham proposed that Australia follow suit, calling smartphones “a distraction from lessons” and “a platform for bullies”.

Others disagree. Research published last year by Oxford University suggested that screen-time guidelines for children are too restrictive. “Taken together, our findings suggest that there is little or no support for the theory that digital screen use, on its own, is bad for young children’s psychological wellbeing,” said Dr Andrew Pryzbylski of the Oxford

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Q&A

Internet Institute, the study’s lead author.

“Future research should focus on how using digital devices with parents or caregivers and turning it into a social time can affect children’s psychological wellbeing, curiosity and the bonds with the caregiver involved.”

“There is little or no support for the theory that digital screen use, on its own, is bad” However, a recent study by Jean Twenge, a psychology professor at San Diego State University, reinforces concerns about the neurological impact of screen time. According to her research, 48% of teens who spent five or more hours a day on their phones think about suicide or make plans for it, compared to 28% of teens who spend only one hour per day on their phones.

“Teens who spent more time doing sports, homework, socialising with friends in real life and going to church had a lower risk for both depression and suicide,” Twenge said. “These increases in mental health issues among teens are very alarming. Teens are telling us they are struggling, and we need to take that very seriously.”

Jim Cook Regional director MALWAREBYTES ANZ

Years in the industry 18 Fast fact Malwarebytes’ latest Cybercrime Tactics and Techniques report revealed that schools are often the first to see malware threats emerge due to student and staff behaviour

How to fight malware threats The rate of malware infections has risen rapidly in the last couple of years – what do you think is behind this?

The increasing level of technological complexity, the volume of data that’s being created and the value of that data are all key factors.

Additionally, cybercrime is evolving so quickly that it’s becoming much less risky to make money illegally online rather than in the physical world. If criminals create some ransomware, a cryptominer or a similar program, they can potentially rake in big money without really putting themselves at risk.

What are some of the risks malware presents for a school network environment?

Schools can be seen as softer targets for cybercriminals, as they don’t necessarily have dedicated cybersecurity staff and also have multiple endpoints. Since the rise of ‘bring your own device’ policies, schools have lots of devices inside the network that are not always managed by the school. This opens up considerable risk for data theft and other issues, placing schools in line for reputational and financial damage.

How does Malwarebytes stay current in the fight against the latest malware threats?

It’s definitely an arms race. We’ve got some of the best researchers in the industry working for us. They pull malware apart and write protections for it. They also spend a lot of time researching on the dark web, discovering what’s going on there and predicting the end user’s needs. We rely quite heavily on Big Data, too. With more than 500,00 downloads of our software per day, Malwarebytes blocks an estimated 605,000 threats every hour. This gives us a wealth of data, giving us great insights into what malware is going around at any given time so we can then identify the spread of new variants very quickly.

What do you see as some of the future risks for schools?

Schools must continue to educate staff and students alike on what not to do. Don’t click the link, don’t open the suspicious email, be aware of texts from numbers you don’t recognise and the like.

Human error is always going to be a big risk. Additionally, the Internet of Things [IoT] is already emerging as problematic, largely due to its open-ended nature.

How can schools better protect themselves against malware?

There are some basic principles that schools should employ – maintain password hygiene, complete regular backups and actually install new software updates. Cybercriminals are targeting Androids, Macs, PCs and iOS devices equally now, so investment in technology that covers more than just PCs is crucial. Additionally, segregating the network is important; staff, students and IoT devices can be on different networks to prevent cross-contamination from malware.

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PEOPLE

THE BIG INTERVIEW

THE IDEAL LEARNING ENVIRONMENT Sir Ken Robinson has spent his career championing a radical rethink of the way schools approach teaching and learning. Brett Henebery spoke to him about where the education system is missing the mark

SIR KEN ROBINSON has an impressive résumé. He’s been knighted by Queen Elizabeth II in recognition of his contribution to the arts, written international bestsellers, been recognised as a world-renowned thinker on creativity and received the most views of any TED speaker.

In May, Robinson reached another milestone – he became a grandfather for the first time. While this title doesn’t come with ceremonies or awards, it does provide a special kind of introspection about the world the next generation will grow up in – and ultimately help shape.

Robinson says that like all newborns, his granddaughter is a “bundle of possibilities”, and he expects her to exhibit the same high level of curiosity as all children. However, Robinson believes the reliance by many school systems on standardised testing and ‘top down’ teaching has been stifling curiosity – and with it, creativity.

Envisioning his own ideal education system, Robinson believes schools should teach “based on what it is that impels people to learn, encourages them to do it and gives them the tools and techniques so they can do it”.

“The starting point is keeping the flame of curiosity alive,” Robinson tells The Educator.

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“That means not just telling kids stuff but asking them questions and setting them on the track where they’ll want to find things out. It doesn’t mean that we leave them to discover everything themselves, but if they’re not impelled to learn, it’s a tremendous impediment to them learning anything.”

Robinson says that to help students

“Creativity, properly conceived, is a set of skills, as well as dispositions and practices. So one of the ways in which school leaders can facilitate creativity is by understanding what it is, how it works and making those conditions available.”

Robinson points out that creativity also requires a different approach to teaching.

“The starting point is keeping the flame of curiosity alive. That means not just telling kids stuff, but asking them questions and setting them on the track where they’ll want to find things out” harness creativity, school leaders must recognise that creativity is articulated with other competencies, such as collaboration, compassion, cooperation and personal composure.

“Principals must also realise that there are misconceptions around creativity,” he says. “Often, people think creativity is just about the arts – it’s not. It is the arts, but it is everything. It’s not just about letting go, kicking your shoes off and doing whatever you want.

“Teaching isn’t just instruction – it’s about creating conditions for learning,” he says. “It’s about mentoring, coaching, inspiring and all the above. We’ve accepted the importance of literacy, and we have techniques and strategies to promote that are still contended.

However, if school leaders are serious about creativity, they should get serious about it and understand how it really works, as well as the skills and resources teachers need to make it happen.”

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PROFILE Name: Sir Ken Robinson Age: 68 Occupation: Author; speaker; expert on education, creativity and innovation Years in education: 33 Latest book: You, Your Child and School: Navigate Your Way to the Best Education

www.educatoronline.com.au

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PEOPLE

THE BIG INTERVIEW

Testing times Robinson says that amid talk from policymakers about taking education ‘back to basics’, there are two important questions that deserve special attention.

“First, what do we want our children to learn and why, and second, what is it that makes them want to learn in the first place? If we get those conditions right, we’ll have ideal learning environments,” he says.

Robinson believes today’s schools often include “habits, rituals and types of behaviour which do not cultivate the capacity or the interest in learning ... We divide the day up into particular segments; we separate disci-

job to have done.”

A double-edged sword Even though Robinson refers to his own computer as “a glorified typewriter”, he does see tremendous potential for the role of technology in education.

“One of the ways in which technology can be a fantastic aid and assistance to the transformation of education is through the better organisation of time,” he says. “One of the great restrictions on innovation in schools is the tyranny of the timetable. That’s partly because we’ve gotten used to try to schedule everything once a year in blocks.”

“One of the ways in which school leaders can facilitate creativity is by understanding what it is, how it works and making those conditions available” plines out; we educate kids by age group, which is a completely unnatural thing to do, because learning often happens on a different rhythm and type of timeframe,” he says. “The current way schooling is structured has nothing to do with learning – it’s an organisational device in the interests of efficiency.”

In the 1990s, Robinson chaired a major commission for the British government on creativity and education. He says some of this report is mirrored in the Gonski panel’s review into the Australian education system. He adds that the best that the Australian education system can hope for from the review is that there is “a responsible, well informed and intelligent conversation regarding what education is about”.

“I’d be surprised if the Gonski report was taken as a political blueprint for the future,” he says, “but it if does facilitate and catalyse a proper conversation including educators, parents and the business community, it will have done its job – and it’s a very important

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However, Robinson points out that technology makes it possible give every student his or her own personal timetable.

“That’s a huge liberation if we can do it,” he says. “We have tremendous capacities for research through technologies, and that’s a massive boon.”

However, he adds, “what I hope technology won’t replace are the particular qualities that human interaction brings about.

This includes the deep connections that can come from people working together in the same space, and the expertise of good teachers professionally facilitating learning between groups of people.”

Robinson adds that while society is still trying to understand the strengths, weaknesses and limitations of technology, it does represent an important development for schools.

“There’s no doubt in my mind that digital technology will certainly transform education as it has everything else,” he says.

SIR KEN ROBINSON: A LEADING VOICE

Robinson was appointed knight bachelor by Queen Elizabeth II in 2003 for services to the arts

Named one of “the world’s elite thinkers on creativity and innovation” by Fast Company and ranked in the Thinkers50 list of the world’s top business thinkers

His 2006 TED talk, “Do Schools Kill Creativity?”, has been viewed online more than 53 million times and seen by an estimated 350 million people in 160 countries

In 1999, he led a national commission on creativity, education and the economy for the UK government; its report was published to wide acclaim

www.educatoronline.com.au

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UPFRONT

OPINION

GOT AN OPINION THAT COUNTS? Email brett.henebery@keymedia.com.au

Challenging stereotypes Those who believe the independent schooling sector is only for wealthy families should take another look, writes David Robertson EVERY MORNING, a small group of students in Years 2–5 arrive early at Josiah College excited to see their friends and begin class. Every detail about Josiah College, a new school located at Carrara on Queensland’s Gold Coast, has been thoughtfully and deliberately planned around the needs of its students, all of whom have autism spectrum disorder. From the compressed school day to the design of the buildings, gardens and furniture, the purpose is to limit distractions and create the right environment for students to learn and thrive.

About 900km north, in Queensland’s Central Highlands, another small group of students, this time in Years 6–10, are also attending classes at a new special assistance school called Ontrack. Ontrack operates out of the local PCYC in Emerald. It offers students who’ve disengaged from mainstream education a second chance at learning in a small, specialised and supported environment.

These are two very different schools, serving two distinct groups of students. However, Josiah College and Ontrack share something in common: they are both Queensland independent schools. These schools challenge the picture so many people have in their minds of an archetypal independent school.

Diversity, not uniformity, is what defines Queensland’s independent schooling sector: diversity of faith, philosophy, location, size and students. From Cooktown in Queensland’s Far North to the NSW border, independent schools of all sizes span the state. Contrary to common perceptions, independent schools cater for

families across all income levels – the majority of schools fall in the low- to mid-fee range.

In fact, a greater proportion of highincome-earning Queensland families choose a free state education for their children. An analysis of 2016 census data commissioned by Independent Schools Queensland revealed that, of the Queensland families earning more than $2,346 per week, 50% sent their children to state schools, 28% chose Catholic

the data reveals the sector is in fact expanding at a more rapid pace. Over the past five years, there has been a strong trend for existing independent schools to establish new campuses instead of stand-alone schools. Based on school numbers only, Queensland’s independent sector grew by 13% between 2008 and 2018.

However, when growth in school sites/ campuses is compared over the same period, the increase is much greater (21%).

Rising community demand for more specialised and personalised learning options is fuelling this growth. A significant proportion of the sector’s recent growth can be attributed to the expansion in special assistance schools [SAS] for disengaged young people.

The number of independent school SAS sites has more than tripled between 2013 and 2018, from seven to 24. Student numbers have also increased over the same five-year period from 536 to more than 1,520. These students now represent one in every 80 students enrolled at Queensland independent schools.

SAS students have often experienced deep trauma or disadvantage during their lives,

“Contrary to common perceptions, independent schools cater for families across all income levels – the majority of schools fall in the low- to mid-fee range” schools, and 22% chose independent schools.

Many parents send their children to independent schools at significant personal sacrifice. Parents are and will remain the biggest single funders of independent schools.

However, their financial contributions are routinely forgotten in the argy-bargy of school funding debates, like the one occurring now. It is the money they invest in their children’s education that reduces the tax burden on other families and the cost impost on governments.

Parents in Queensland want education choice and more of it. Australian Bureau of Statistics data confirms that Queensland’s independent sector has experienced the largest net growth in school numbers of any sector in the past 17 years. However, delving deeper into

which has disrupted their learning. The integrated education and welfare model adopted by these schools, combined with their small class sizes and high staff ratios, is helping students build up their self-esteem, while also equipping them with the knowledge and skills they need to participate in and contribute to their communities.

So the next time you hear or read generalisations about ‘wealthy’ independent school students or independent schools, I encourage you to challenge and enlighten such views with the stories and facts I’ve shared here.

David Robertson is the executive director of Independent Schools Queensland.

www.educatoronline.com.au

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SPECIAL REPORT

INNOVATIVE SCHOOLS 2018

INNOVATIVE SCHOOLS The Educator profiles 40 Australian schools that are leading the way in their efforts to prepare students for tomorrow’s world

WELCOME TO The Educator’s fourth annual Innovative Schools report. Once again this year, a plethora of submissions poured in from schools in all corners of the country, bringing to our attention some truly inspiring work being undertaken to equip students with the tools that will help them to face a world vastly different to the one we currently know.

The volume and quality of entries received made

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selecting 40 schools to profile an arduous task and spoke to the depth of innovation currently being undertaken in Australian schools. But after a difficult assessment, The Educator has narrowed down the field to 40 schools that are worthy of special recognition. It must be emphasised, however, that the outstanding work detailed on the following pages is only a snapshot of the pioneering efforts being made in schools across the country.

www.educatoronline.com.au

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INNOVATIVE SCHOOLS 2018 INDEX PAGE

STATE

TYPE

ST MEL’S CATHOLIC PRIMARY SCHOOL

Ambarvale High School

20

NSW

Public

Campsie, NSW

Australian Industry Trade College

20

QLD

Independent

Blackwood High School

20

SA

Public

Brighton Grammar School

21

VIC

Independent

Canterbury College

22

QLD

Independent

Good News Lutheran School

27

QLD

Independent

Grace Lutheran College

22

QLD

Independent

Granville Public School

26

NSW

Public

Iona Presentation College

22

WA

Catholic

Kiama Public School

24

NSW

Public

Knox Grammar School

24

NSW

Independent

Living Faith Lutheran Primary School

24

QLD

Independent

Loreto Kirribilli

24

NSW

Catholic

Melbourne Girls Grammar School

26

VIC

Independent

Mount Brown Primary School

27

NSW

Public

Mount Eliza Secondary College

26

VIC

Public

Mount Ousley Public School

27

NSW

Public

Newling Public School

27

NSW

Public

Oakleigh State School

19

QLD

Public

Ormiston College

22

QLD

Independent

Pallara State School

28

QLD

Public

Parkmore Primary School

23

VIC

Public

Perth College Anglican School for Girls

23

WA

Independent

Pulteney Grammar School

25

SA

Independent

Ravenswood School for Girls

25

NSW

Independent

Saint Stephen’s College

27

QLD

Independent

Scotch Oakburn

26

TAS

Independent

Seymour College

26

SA

Independent

St Columban’s College

20

QLD

Catholic

St Leonard’s College

24

VIC

Independent

St Luke’s Catholic College

19

NSW

Catholic

St Margaret’s Anglican Girls School

28

QLD

Independent

St Mel’s Catholic Primary School

19

NSW

Catholic

St Paul’s School

22

QLD

Independent

St Rita’s College

28

QLD

Catholic

Sunnybank State High School

28

QLD

Public

NAME

Templestowe College

28

VIC

Public

Trinity Lutheran College (Mildura)

23

VIC

Independent

Wesley College

20

WA

Independent

Whitsunday Anglican School

28

QLD

Independent

St Mel’s Catholic Primary School has taken the concept of visible learning to an unprecedented level by embedding its school-designed competency rubric into the learning spaces of primary classrooms. The students, along with the teacher, critique individual and collective learning, as well as the evidence.

Based on Martin Broadwell’s research, the competency rubric helps learners articulate their thinking about learning and learning growth, and to build a collaborative learning culture. Through the accompanying critiquing protocol, students learn how to give and receive growth-promoting critique whilst maintaining each person’s dignity.

OAKLEIGH STATE SCHOOL Brisbane, QLD

Oakleigh State School has a vision of innovation for its students, one central facet of which is the extra-curricular Young Innovator Program, which relies on the school’s partners in industry.

Catering for 130 students each round, the program supports students to design, create and solve problems in an innovative fashion. Central to the initiation of this program was a community think-tank evening, to which the school invited the surrounding community, industry representatives and others to design strategies to answer the question of how young innovators of the future can best be supported.

ST LUKE’S CATHOLIC COLLEGE Marsden Park, NSW

Now in its second year as a next-generation learning community, St Luke’s Catholic College is designing and establishing the ‘new normal’ for preschool to post-school learning in an environment characterised by a flexible, stage-based curriculum that nurtures children to become creative contributors and innovative problem solvers for a changing world. From day one, the school has been staffed from 6am to 6pm with learning-focused activities as part of an extended school day. Looking to the future, St Luke’s aims to become a ‘global school’ and plans to complement and connect the mandated core curriculum with each student’s personalised curriculum.

www.educatoronline.com.au

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SPECIAL REPORT

INNOVATIVE SCHOOLS 2018 AMBARVALE HIGH SCHOOL

ST COLUMBAN’S COLLEGE

BLACKWOOD HIGH SCHOOL

Rosemeadow, NSW

Caboolture, QLD

Eden Hills, SA

All Year 7 students at Ambarvale High School engage in a full-year program of embedded project-based learning, focused on the explicit development of student feedback and drafting skills. From there, students move into a STEM Design Thinking program in Year 8 that builds on that innovative practice and learner skill set. In Year 9, students are immersed in an integrated curriculum project, seamlessly combining the curriculum of English, geography and history into highly engaging, hands-on, immersive learning opportunities. Finally, in Year 10, young adults co-create a program to explore the limitless possibilities their passions will offer them as they move into the adult world.

St Columban’s College’s integrative and strategic approach to combining academic and vocational education has earned it several Australian Training Awards, including a 2014 win in the School Pathways to VET category and recognition as a national finalist in 2016–17 and as the state winner in the Small Training Provider category in 2017. Embracing the tagline ‘real skills for real careers’, the college delivers training in 19 national qualifications in 11 industry areas, supports more than 80 school-based apprentices/trainees annually and employs 21 trainees. In 2017, 91% of graduating students gained a vocational qualification, and 100% completed work experience.

The forces of digital disruption and globalisation will have a major impact on work over the next 15 years, making it a necessity for today’s students to have highly developed skills and a strong knowledge base in STEM disciplines.

In an effort to address this challenge, Blackwood High School introduced a two-year scientific studies program in 2017 as one of its first initiatives in a broader whole-school STEM strategy. The program is focused on helping students develop key skills via a project-based learning approach to analyse and solve problems, which will aid their capacity to acquire new knowledge through their own investigations.

WESLEY COLLEGE South Perth, WA

AUSTRALIAN INDUSTRY TRADE COLLEGE Gold Coast, QLD

Australian Industry Trade College [AITC] has established a compelling business model that works in partnership with industry and local communities. AITC delivers a flexible blend of core and technical education for young people in the senior years of schooling to transition them to sustainable employment.

The model of education is flexible and accommodates school-based apprenticeships, part time employment and work experience with variable attendance patterns. And AITC’s results speak for themselves: in 2017, more than 93% of students graduated with full-time apprenticeships and 95% with their senior Queensland Certificate of Education, which is well above any Australian state average.

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Driven by the belief that every child should become a strong thinker, purposeful doer, positive connector and powerful self-activator, Wesley College empowers its students to lead purposeful lives. Students are encouraged to develop and nurture an understanding of self and leadership skills, developing an outward-looking focus through experiences linked to community service and a real-life context. Wesley also offers Katitjin, a unique, term-long experiential education program in Year 8, where students leave the classroom to experience a range of challenging and inspirational environments within the Perth CBD to explore self-awareness, team dynamics and community.

www.educatoronline.com.au

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BRIGHTON GRAMMAR SCHOOL Berwick, VIC

For eight years, Brighton Grammar’s Year 8 students have participated in iDesign, an initiative that involves critical and creative thinking, innovation, sustainability, and entrepreneurship. It provides students with an opportunity to demonstrate independence and originality, to plan and organise a significant project over a relatively long period, to experience working with a mentor, and to practise some of the skills they learn from that mentor. No matter what their level of academic achievement, through iDesign, students can highlight their individuality and inspiration. Finalists present their projects to a panel of judges, in the style of Shark Tank, and visitors to the iDesign exhibition vote for the People’s Choice Award.

www.educatoronline.com.au

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SPECIAL REPORT

INNOVATIVE SCHOOLS 2018 CANTERBURY COLLEGE Waterford, QLD

Canterbury College is a forward-thinking school that’s focused on ensuring students are future-ready. Canterbury was the first school in Australia to invest in an EON i-Bench for 3D stereoscopic augmented reality. The school’s Research and Next Centre [RaNC] optimises learning opportunities for students from kindergarten to Year 12. The RaNC is regularly visited by university and TechEd professionals interested in the school’s education-based applications, which are purposefully spread throughout the college.

The college was also recently awarded the Exemplary STEM Teaching Innovation Award at the International Adolescent Success Conference in recognition of its STEM curriculum from kindergarten, which progresses to coding, robotics and laser technology in junior school, through to 3D printing and virtual reality in senior school.

IONA PRESENTATION COLLEGE Mosman Park, WA

Iona Presentation College believes that each student needs to be provided with opportunities to delve further into a topic, including collaboration opportunities, extension reading, practical advanced activities and discussion with industry experts.

In line with Australia’s national focus on STEM education, the college’s staff have been engaged in creating an innovative STEM curriculum that seamlessly integrates Year 7 science, mathematics and digital technology standards. The S.M.A.R.T. [Science, Mathematics and Real-world Technology] program uses driving questions to tie the three components together and provides a direction for lesson creation. The lessons are based on the 6E lesson model: Engaging, Exploration, Explain, Elaborate, Evaluate and Extend.

GRACE LUTHERAN COLLEGE Rothwell and Caboolture, QLD

Grace Innovation & Enterprise [GI&E] is a new model being adopted by Grace Lutheran College to promote community engagement through highly innovative educational programs delivered in a flexible model by current staff, parents or third-party providers. All members of the wider community are welcome to participate within a structured leadership model developed and supported by a management committee. In the short time GI&E has been in operation, the college has seen considerable growth in community programs in technology (virtual reality and drones), equestrian, sporting programs, academic enrichment and the arts. Grace Lutheran College was also named an Innovative School

by The Educator in 2016 and made the list of The Courier Mail’s Top 10 Most Innovative Schools in 2017.

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ORMISTON COLLEGE Ormiston, QLD

In 2018, Ormiston College created a mixedreality pathway for junior and secondary school students, which focuses on how the technology is revolutionising teaching and learning by making it more adaptive, personalised and authentic. Using the college’s newly developed teaching and learning framework, teachers have been designing authentic mixed-reality learning experiences across the college. Starting as early as Year 4, students are creating their own 3D models across a variety of different programs, and students of all ages have been working across innovative projects relevant to their school year and curriculum.

ST PAUL’S SCHOOL Bald Hills, QLD

In early 2018, St Paul’s was named

by Cambridge University as one of the 100 most innovative learning organisations in the world. The school’s Realms of Thinking program is an approach to teaching and learning where staff foster students’ grasp of the basics while also growing their capacity to be innovative and to solve complex problems – to think like entrepreneurs and even create their own business opportunities. As a result, students from the age of 5 have the opportunity to discuss concepts such as change and sustainability, and to apply their creative thinking to solving difficult problems and learning how to work together to achieve their aims.

www.educatoronline.com.au

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PARKMORE PRIMARY SCHOOL Forest Hill, VIC

Parkmore Primary School is leading the way with its work in positive education and its partnership with Forest Hill College as a Visible Wellbeing Partner.

The first government primary/secondary partnership of its kind, it provides opportunities for the two sectors to share their knowledge and expertise and, most importantly, assist students with their transition between sectors. This year, two of Parkmore’s staff members presented at the Positive Education School Association’s national conference, detailing their work on student voice and agency.

Students’ suggestions and ideas are paramount to the school’s programs, but particularly its leadership model, which is now completely student-led. Students also plan and run the school’s fortnightly assemblies, canteen, fundraising and special days.

TRINITY LUTHERAN COLLEGE (MILDURA) Mildura, VIC

Six students from Trinity Lutheran College, supported by teachers Stephanie Kriewaldt and Sara Holman, have combined cutting-edge technology with the ancient Mallee landscape to create a ground-breaking collaborative project. Aimed at sharing the issues their local River Murray faces within Australia and the wider world, students engaged eight community agencies, interviewing them about river problems and how the river can be supported. The students also used a 360° camera to record footage at six locations within the Mallee and then embedded the interviews to create interactive, 3D 360° videos. Now people worldwide can learn about the Australian bush through the power of VR – a fantastic example of students taking real action and making a difference.

PERTH COLLEGE ANGLICAN SCHOOL FOR GIRLS Mount Lawley, WA

Perth College’s Imaginarium is an initiative unique to the school, catering specifically for gifted girls of very high ability. It is a place where innovation, curiosity and creativity are encouraged and where rigorous intellectual development occurs. The Imaginarium is a challenging and motivating environment that enhances the holistic development of gifted girls through after-school and holiday courses. Each course employs a holistic approach, developing the girls’ cognitive, social, emotional and vocational domains. Positive psychology underpins the course content, supporting the positive development of girls’ self-efficacy and self-concept and enhancing their overall state of wellbeing.

www.educatoronline.com.au

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SPECIAL REPORT

INNOVATIVE SCHOOLS 2018 KIAMA PUBLIC SCHOOL

KNOX GRAMMAR SCHOOL

Kiama, NSW

Wahroonga, NSW

Kiama Public School has been passionate about revolutionising and expanding innovative student learning experiences in 2018. This year, the school has rolled out new, innovative experiences for students, including introducing drones in coding lessons and integrating virtual reality into STEM lessons. Kiama has also invested in new robotics equipment to expand upon the school’s STEM program, and students who are learning to code have been successfully using a variety of robots. Additionally, two combined Stage 2/3 teams are currently training for a National Robotics Competition later in the year.

Knox Grammar School values its strong traditions and heritage, its close relationship with parents and the local and global community, and its exceptionally high educational standards. A NESA-endorsed provider since 2018, Knox provides a plethora of professional learning courses and has developed a research partnership with the University of Newcastle whereby teachers can complete a master’s or doctorate degree in philosophy.

In concert with the OECD 2030 Learning Framework, which stresses the importance of schools fostering learner agency and wellbeing, Knox’s internationally recognised Total Fitness model is focused on the wellbeing of staff, students and the community. A mentoring program for all students focuses on fostering their spiritual, academic, social and emotional fitness.

LORETO KIRRIBILLI Sydney, NSW

LIVING FAITH LUTHERAN PRIMARY SCHOOL Murrumba Downs, QLD

Living Faith is regarded as a leader in the education industry by futurists around the globe. The school’s state-of-the-art learning plazas inspire young people to learn and work in a digitally spectacular environment with design features common to 21st-century workplaces. Flexible furniture, flexible use of space and fluid groupings of students all work together to create independent learners. Students also embark on six-month projects that incorporate a range of curriculum and skill development areas. Showcase evenings held twice a year allow students to present their work to real audiences.

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ST LEONARD’S COLLEGE Brighton East, VIC

St Leonard’s College offers pedagogy and programs that are years beyond most schools. Recognising the need for progressive change in the model of teaching for Years 5 and 6, the school introduced a new framework to support student learning and agency.

Specialist teachers across Years 5 and 6 now provide a dedicated learning zone for these students. Previously, students spent the majority of their learning time in the same classroom with the same teacher.

Now the school’s Year 5 and 6 students move around the college for specialist classes, such as a science class taught by a specialist teacher in a science lab.

Loreto Kirribilli continually evaluates its approach to teaching and learning. In light of government initiatives and industry needs, the school has spent the past three years carefully redeveloping its approach to engaging young women in science, technology, engineering and mathematics from kindergarten to Year 12.

The resulting 100-hour course for Loreto Kirribilli’s Year 9 students embraces the school’s core values of justice and felicity, teaching students to look outward and engage with STEM-based projects that have changed the lives of marginalised, displaced and desperately poor people.

Students used these examples to understand how simple technologies like chlorine lights, terracotta air conditioning units, simple electrical projects and biometric sensors can improve living conditions and help people deal with personal loss or hardship.

www.educatoronline.com.au

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RAVENSWOOD SCHOOL FOR GIRLS Gordon, NSW

PULTENEY GRAMMAR SCHOOL Adelaide, SA

Ravenswood School for Girls is a lighthouse for applying the principles of positive psychology to the school context. The school is the first in NSW to be selected to partner with Dr Lea Waters, professor and founding director of the Positive Psychology Centre at the University of Melbourne, as a foundation school for her Visible Wellbeing Instructional Model. The junior school has also begun an evidence-based mindfulness program in consultation with Professor Jean Watson, a mindfulness instructor from Oxford University. The pilot program, which involves careful measurement and data collection, is being rolled out from kindergarten to Year 6.

In Term 3 of 2018, Pulteney Grammar School will open the doors of its new purpose-built middle school, which will aid the school in challenging tightly held beliefs about what learning and learning environments should look like. The furniture and AV equipment are flexible, able to be relocated or stored away to suit whatever activity is being undertaken. Staff workspaces are collaborative, fostering connections across learning areas. A middle school conference is planned for the October term break to not only highlight the innovative facility design of the new middle school, but also to provide an opportunity for professional sharing and acknowledgement of the excellent work of the school’s staff.

www.educatoronline.com.au

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SPECIAL REPORT

INNOVATIVE SCHOOLS 2018

MELBOURNE GIRLS GRAMMAR SCHOOL

SCOTCH OAKBURN COLLEGE

South Yarra, VIC

Newstead, TAS

To address today’s world of accelerating technological integration with human activities, drone technology has been introduced into the STEM learning at Melbourne Girls Grammar School. Students in Years 3 and 4 undertake a drone program called The Queen Bee Flying Program.

By participating in the program, students are exposed to problem-based learning across a range of different disciplines. Students are required to predict, plan, analyse and evaluate their way through a short course, which concludes with their own drone licence.

Drones are also used to teach electronics and computer programming whilst developing skills such as computational thinking and curiosity.

In 2018, Scotch Oakburn College implemented SOC2City #Y7, an innovative, interdisciplinary learning program for its Year 7 curriculum. SOC2City #Y7 is a practical, real-life learning experience that also addresses compulsory aspects of the Year 7 curriculum. Fifteen sites were identified around the Launceston CBD for redevelopment, and each group of students was allocated one site for renewal. Students had to decide how they could influence and improve the livability of their particular site and thus shape the perception of Launceston as a city of the future. A central idea was that their designated urban renewal site should provide rate-payers with the services and facilities needed to support and enhance their lives.

Glen Osmond, SA

In 2017, Seymour College decided to completely rethink the traditional school structure, starting at the middle school level. Today, the core curriculum is centred around two integrated ‘super subjects’: STEM and GEM. GEM (global studies, English and media) incorporates the Australian Curriculum subjects of English, drama, and humanities and social sciences, with elements of media arts included. Wherever possible, learning in GEM centres around large, integrated projects with real-world application or relevance, using what has been called the ‘3 PBL approach’ (project-, problem- and phenomenon-based learning) to develop skills in collaboration, communication, critical thinking, problemsolving and creativity.

MOUNT ELIZA SECONDARY COLLEGE

GRANVILLE PUBLIC SCHOOL

Mount Eliza, VIC

Granville, NSW

Students in Mount Eliza Secondary College’s IDEEA Lab – a classroom designed to allow students to Imagine, Discover, Engage, Empower and Act – devote an entire school day once a week to undertaking real-world projects that are solely developed to engage them and prepare them for life after school.

Students are marked not on the regular Australian Curriculum, but only on the capabilities, which creates learning opportunities for students of all levels. Students learn how to work collaboratively and manage individual projects from day one. They also undertake a community placement in Year 8 where they attend a local not-for-profit organisation for several days to experience workplace culture.

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SEYMOUR COLLEGE

Over the past 10 years, Granville Public School has had a plethora of students enrolling in kindergarten whose birthdays fall in May, June and July.

After researching how best to cater for these younger students and ensure their learning progression is not impeded, the school decided to introduce a two-year kindergarten programme. The programme will enrol a maximum of 20 students and also incorporate an early education teacher and a school learning support officer.

www.educatoronline.com.au

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NEWLING PUBLIC SCHOOL

GOOD NEWS LUTHERAN SCHOOL

Armidale, NSW

Middle Park, QLD

Newling Public School’s innovative team of teachers helps to ensure that every student is given all possible opportunities to succeed.

The school’s collaborative teaching structure has created a new culture of learning and teaching innovation. Having two teachers in every classroom has increased the focus on each child’s needs, as identified through achievement data analysis between teachers and the instructional leader. Team teachers share the workload, providing more time to develop higher-quality learning experiences. In addition, the students receive more feedback on achievements, affirmation and recognition of successes.

Good News has always been forward-thinking in its approach to education, but it recently adopted agile learning spaces and projectbased learning to cater for different learning styles and needs. A variety of desk arrangements, including standing desks, ‘coffee table’ work spaces and outdoor learning areas, allows students to choose where they sit for different learning opportunities. The more active students have found great benefit from standing to work, leading to higher engagement and deeper learning. The spaces also provide greater opportunity for students to develop collaborative skills such as communication and tolerance.

SAINT STEPHEN’S COLLEGE Upper Coomera, QLD

Saint Stephen’s College [SSC] is leading the way in developing a personalised learning environment. A typical day at SSC involves technology-enhanced learning of an innovative curriculum, delivered through multiple pedagogies, with personalised support from dedicated learning instructors in contemporary learning spaces. SSC’s physical environment caters for multi-modal learning, where technology works seamlessly with human interaction. While many schools have one amazing learning space, SSC has many refurbished and new settings. SSC is also one of only 13 Microsoft Showcase Schools in Australia, a recognition that allows students access to education leaders from across the world.

MOUNT BROWN PRIMARY SCHOOL Dapto, NSW

Connecting to, engaging in and committing to school is at the core of Mount Brown Primary School’s drive to improve social, emotional and academic outcomes for all Aboriginal students and their families. The school’s dynamic new Aboriginal Education team has forged great enthusiasm and made significant inroads to better connect Aboriginal and Torres Strait Island families to all aspects of school life.

School learning support officers [SLSOs] aid both students and teachers by working on student personal development pathways.

The team has also introduced innovative new ‘YARNING’ sessions to promote more in-school contact for Aboriginal parents and children. An Indigenous SLSO also engages with students during playtimes, boosting students’ social capabilities.

MOUNT OUSLEY PUBLIC SCHOOL Fairy Meadow, NSW

Mount Ousley Public School [MOPS] is widely regarded as a school of excellence and innovation.

Creative and imaginative thinking are promoted both inside and outside the classroom.

MOPS’ outdoor learning area is an authentic classroom, with purpose-built device storage, a range of flexible seating and strong WiFi infrastructure. MOPS’ butterfly garden, a project-based learning initiative, is a quiet area for students as well as a space for observations of the natural world. Another dedicated part of MOPS’ playground is the ‘stick area’, where students are encouraged to build cubby houses and imaginary settings with sticks and fallen branches.

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SPECIAL REPORT

INNOVATIVE SCHOOLS 2018 WHITSUNDAY ANGLICAN SCHOOL Mackay, QLD

SUNNYBANK STATE HIGH SCHOOL Sunnybank, QLD

Sunnybank SHS is a dynamic, futurefocused learning community, committed to empowering its students to succeed. In its STEM classes, run by the technologies faculty, all Year 7 and 8 students experience a programme that has been tailored to develop the 21st-century soft skills they will need. Almost half of the school’s Year 9 and 10 students continue to undertake STEM classes, and their enthusiasm has been contagious throughout the surrounding community. Students have improved not only their STEM-related skills and knowledge, but also numerous soft skills through their involvement with the Griffith STEM Ambassadors Program.

PALLARA STATE SCHOOL Pallara, QLD

Based on a belief in education evolution, rather than revolution, Pallara State School became the first state school in Queensland to offer a ‘bring your own device’ laptop program across Years 1 through 6. Computers are such a major part of the world and of student’s lives that it became obvious to staff that it was necessary to bring learning and computer use together. The students’ laptops are used to accelerate learning in all areas of the curriculum. Accordingly, this technology has tapped into student interests, and both teachers and parents are seeing improvements.

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Whitsunday Anglican School promotes a culture of excellence in the STEM field, aiming to provide students with cutting-edge and industry-ready skills. In 2018, the school established a STEM elective and developed some exciting educational experiences. Currently, the STEM elective is being taught from Years 5 to 8; it will be expanded to Year 9 in 2019 and Year 10 in 2020. As part of the elective, students participate in the CoDrone Educational Program, which was built in-house. Students plan and code a search-and-resuce mission using the CoDrone unmanned aerial vehicle. The CoDrone Rescue Challenge has been featured on 7 News Mackay.

ST RITA’S COLLEGE Clayfield, QLD

In 2017, St Rita’s College formed a collaborative partnership with Mt Alvernia College and Riverbend Books to launch Read Like a Girl. The program is an Australian first, featuring a calendar of regular readingbased events aimed at reinvigorating a love of reading and literature among students and girls in the wider community. Students and adults attending a Read Like a Girl event can meet authors and other girls who love reading and have discussions about stories, ideas, books and literature. This allows them to develop their own networks of peers who share their love of reading.

ST MARGARET’S ANGLICAN GIRLS SCHOOL Ascot, QLD

Twice a week at St Margaret’s Anglican Girls School, students participate in academic advising sessions, a 2018 innovation that replaces the traditional classroom structure.

Advisors assist students to set goals based on their results and teacher feedback, guiding them to self-manage their learning.

Through continuous reporting, data is gathered to identify steps to improvement, set meaningful goals and evaluate students’ progress. This process allows students take responsibility and ownership of their learning.

TEMPLESTOWE COLLEGE Templestowe, VIC

Templestowe College has a vision to “co-create high quality learning experiences within an inclusive and supportive community”. This ambition drives every aspect of what the school does and has led to a growth in enrolment from just 286 students to more than 1,150 in nine years.

With input from parents, each student develops an individualised learning plan with a five-year time planning horizon. Students are supported in modifying and adapting this plan as their interests change. Additionally, TC has no year levels, so students are free to study subjects at a level that suits them – and only in areas that they see as relevant and important.

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FEATURE / BROKER EDUCATION FEATURES

SCHOOL SPOTLIGHT

The rebirth of a school Departing from traditional teaching has given Templestowe College a new lease on life. Brett Henebery talked to principal Peter Ellis to find out more

TEMPLESTOWE COLLEGE was founded in 1994, but it took on a whole new direction in October 2009, following a massive drop in student population. The college council and a group of committed staff members and students decided to break from the mould of traditional pedagogy, embracing the school’s smaller size and becoming an authority in personalised learning. TC, as the school is now known, was born.

After a strategic review in 2013, TC moved full swing into individualised learning, and by 2015, the Victorian state school dropped all references to year levels, as recommended by the Gonski 2.0 report.

With parents’ help, each TC student develops an individualised learning plan [ILP] with a five-year planning horizon.

Once the student’s literacy and numeracy skill have been established, they can freely choose a course load from more than 150 electives, and they have a say in their support staff. Students can design their own elective via a personalised learning project [PLP] if what they want to learn is not offered.

With no year levels, students get to study subjects they personally consider relevant and important at a level that suits them. The structure benefits both gifted students and

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those who progress more slowly.

Today, the school enrols more than 1,000 students and lives out its new vision “to co-create high-quality learning experiences within an inclusive and supportive community”. Inspired by this vision, students successfully led a campaign last year to remove the compulsory uniform.

affect someone. However, TC also promotes a lot of no’s – no bells, no uniforms, no detention, no bullying and no homework before the VCE level.

Students are valued members of the college council and help run the school.

Together with key decision-making bodies, more than a hundred employed students

“We identified that we no longer wanted to spend time discussing what individualised learning was defined as, but instead to carry on with our own school journey and label it what we wanted to label it” Peter Ellis, Templestowe College TC advocates ‘yes is the default’, a policy recognised by the Finnish organisation HundrEd as one of the most innovative educational concepts in the world. The policy grants an automatic ‘yes’ answer to any student, parent or staff member who makes a suggestion, unless the suggestion demands too much time and money or can negatively

perform many basic roles in the school as part of the student employability skills development program. Everyone in the school refers to each other by their first name.

Students have the principal’s mobile number and are even encouraged to bring their smartphones and netbooks to class.

Principal Peter Ellis, who has held a lead-

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ership position within TC since 2010 – including the role of co-principal for 2016–2017 – has been instrumental in the transformations the school has undergone.

Ellis has become widely known for his pioneering approach to individualised learning, including the introduction of ILPs for all students, the removal of year levels, the creation of a student curriculum committee and the introduction of a flipped classroom model throughout the school.

Ellis also helped create the TC Consultancy, which spreads the message that students should take control of their learning well beyond school. With the help of paid student consultants, he delivers day-long professional development programs to school leadership teams, and has helped principals and system leaders from every state and

territory in Australia, as well as New Zealand.

Ellis has served as the school’s principal since January 2018. He sat down with The Educator to talk about the impetus behind his revolutionary reforms, how they’re working so far and what lies ahead for TC.

TE: In your view, what were the most significant drivers of the revolutionary changes that were brought in following the college’s strategic review in 2013?

Peter Ellis: The strategic review that took place in 2013 as part of the Department of Education Peer Review process was another step in the evolution of TC. We were very fortunate to have on our panel Professor Yong Zhao and Professor Stephen Lamb. Through this review, we identified that we no longer

ENHANCING LEARNERS’ WELLBEING Since Templestowe College has allowed its students to select their courses based on their passions and strengths, the school has seen an increasing level of student engagement in class.

“Originally, as a school, we wanted to give students total freedom when working through projects,” says TC principal Peter Ellis, “but as we evolved, we found that a more supportive model where we co-construct and co-create learning has led to more successful and authentic outcomes.”

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SCHOOL SPOTLIGHT

wanted to spend time discussing what individualised learning was defined as, but instead to carry on with our own school journey and label it what we wanted to label it.

This is where the Take Control model was decided upon. As a school, we were already undertaking a journey in which we had removed the boundaries set out by age-based learning across most of the school. The strategic review gave the opportunity to move completely to a model in which students could take control of their learning, through 100% of our students having an individualised learning plan in which they selected 100% of their courses.

There can be many drivers attributed to these changes, but the main one for us as a community is that students deserve better than the traditional model of education gives.

The traditional model of education had a very good fit for purpose in the industrial age, but the world has moved on, and our community was of the view that it was the right time for education to move on. Through this understanding, and through listening to

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students and families, TC evolved.

We had always had the mindset that we did not just want to make current practice more efficient, but instead have an open mind to what education could look like.

Through this, we were able to break the assumptions around what education should look like to have a mindset about what education could look like.

TE: TC’s students certainly have a much greater say in how their school is run than most others do. Can you provide some insights into how this has progressed over the years in terms of enhancing student wellbeing and other outcomes?

PE: In terms of improving student wellbeing, we have seen the greatest improvements when students have been able to select their courses based around their passions and strengths. Through doing this for all students, we have seen increasing levels of student engagement when in classes. Students have moved from being placed in a class to

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becoming a volunteer. This has led to an improvement in the student-teacher relationship within the classroom when compared with a more traditional setting.

When students have more control over their learning, it is amazing what can be achieved, especially when we as leaders get out of the way of students and their ideas.

TE: Can you tell us about how the ‘yes is the default’ and ILP initiatives work at TC and how they have helped to shape the school’s culture?

PE: Our ‘yes is the default’ rule is one of our most fundamental philosophies here at TC. This is the policy that has allowed our community to develop into the one that it is today. The ‘yes is the default’ rule is that the answer to any request from a student, staff or a parent has to be yes, unless it takes too much time, costs too much money or negatively impacts on others.

Through the ‘one person’ policy, we have found that students have truly been able to take control of their education and have true

empowerment around their learning. Many schools build around student voice, but through the ‘yes is the default’ rule, students have true empowerment around their learning in that if they make a suggestion, this rule is applied to ensure that this is enacted. This ‘yes is the default’ rule not only applies to students and their learning, but also to the way in which the school runs. This helps to build a culture where people know that they can make a difference.

TE: What’s next for TC? Are there any new and innovative changes planned in the foreseeable future that will add to the great work the college has been doing?

PE: Currently we are in the first year of our new school strategic plan. This plan focuses on three areas: increasing the amount of opportunities for collaboration, preparing students for their next stage of learning and creating opportunities for connectedness at a range of levels within school and in the outside community. These three goals are

TEMPLESTOWE COLLEGE AT A GLANCE

Founded in 1994 as a co-educational state school

By 2009, enrolments had fallen from 1,000 to 286

The school launched its strategic review in 2013 and implemented an individualised learning plan for each student to give them greater control

At the end of 2017, the compulsory school uniform was removed as a result of a student-led campaign

As of 2018, TC has 1,100 enrolled students shaping a lot of the work that we are currently carrying out here at TC. There is a longer-term aim, though, for a five-year project of looking at how can we eradicate the need for a timetable for a proportion of our students. There are so many possibilities for authentic learning to take place when the constrictions of a timetable are removed, and we are looking at how this could be implemented into a school to really allow students to experience deeper, uninterrupted learning.

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FEATURES

MASTER OF EDUCATION GUIDE 2018

SHAPING THE TEACHING LANDSCAPE The Educator looks into some of the best master of education courses in the country to discover how they can help you make the next move in your career

RECENT YEARS have seen an increased emphasis on upskilling for teachers, both to improve their job prospects and to remain up-to-date with broader teaching trends.

Accordingly, post-graduate educational options have evolved to keep pace with this increased desire for study, and numerous universities now offer courses that better accommodate working professionals.

Frequently, this is undertaken in the form of a master of education degree.

The push for further post-grad study is also pertinent to the wider discussion around the future of education in Australia. In 2017, the Australian Education Union controver-

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sially announced that all aspiring teachers should pursue an undergraduate degree and two-year masters course before setting foot in the classroom. These comments came on the back of a submission from the Gonski review, which called for raising overall standards of teaching in Australia and levelled criticism at fast-track programs such as Teach For Australia.

It remains to be seen whether attaining a master of education degree will become the new standard for teachers in Australia; there are understandably concerns about whether this would deter potential future teachers.

Yet for existing teachers, there’s no doubt that

post-grad study can serve a valuable purpose.

Australians have the advantage of being able to pick from a broad variety of high-quality masters programs.

A master of education program allows early-career professionals to maintain invaluable momentum in the initial stages of their teaching careers. For mid- and latecareer professionals, it’s an opportunity to re-energise their teaching and focus on specific areas of interest.

There are also broader applications than just classroom teaching. A master of education can be useful for those who are looking to enhance their leadership skills, as well as

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TEACHING DEGREES AND ATAR Debate is currently circling around whether new minimum ATAR requirements should be instituted around studying teaching. Understandably, public concern around whether teachers are appropriately qualified has attracted greater scrutiny to the issue. Currently, minimum ATAR requirements are largely at the discretion of individual universities, with some setting internal standards – but with a number of Australian unis admitting students with ATARs below 20 in 2018, the debate is likely to attract even greater attention in the near future.

“Many students will choose to continue in those institutions in which they undertook their first degree. However, if that option is not available, they’ll look for the one that most meets their needs” Robyn Gillies, University of Queensland

for those who are considering moving out of teaching directly but taking on other roles within specialist organisations. Depending on the specialisations chosen, it might also be relevant for careers that seem relatively unrelated, such as nursing, grief counselling or social work.

Why now?

The choice to return to study after time away isn’t always an easy one, and the prospect might initially seem intimidating. Despite the popular misconception that teachers have a plethora of holidays throughout the year, teachers are all too aware of the

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MASTER OF EDUCATION GUIDE 2018

“The truth is that a masters course is substantially more in-depth [than professional development], which can come as a shock if the student has been out of university for a few years” Mirella Wyra, Flinders University demands on their time. However, undertaking a master of education will provide the opportunity to engage with fellow students working across all areas of education.

“Our courses are ideal for people who are already working in education, who are seeking to extend their knowledge in ways that will advance their careers and familiarise them with cutting-edge research and its implications for the field, while also building

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their own skills as practitioner researchers,” says Susanne Gannon, an associate professor at Western Sydney University.

With this in mind, it’s still necessary to choose carefully where to study. There are many factors that will drive the decision, ranging from the curriculum through to pedagogical approaches, flexibility, access and cost. Dr Annie Gowing, coordinator of the student wellbeing specialisation at

Melbourne Graduate School of Education [MGSE], has a few words of advice for prospective post-grad students.

“If all these factors were equal, the one that should be prioritised above all else would be the currency and scope of the curriculum,” she says. “Post-graduate study is incredibly valuable, but it’s also essential to make sure that it’s being offered at a standard that meets your needs.”

MGSE’s program, for example, invites students to critically engage with the broad evidence base in education and then more specifically in a diverse range of specialisations, ranging from student wellbeing to leadership. Each specialisation is led by experts in the field, informed by their own research endeavours and their understanding of teaching and learning practices.

Ultimately, master of education graduates should be developing high-level critical and evaluative skills and gaining an under-

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MASTER OF EDUCATION GUIDE 2018

LITERACY AND NUMERACY IN AUSTRALIA National literacy and numeracy competency remains a concern in Australia; measures are currently being assessed through initiatives such as the Gonski review to improve the situation for future students.

43.7% of Australians aged 15 to 74 are below proficiency level in literacy 53.5% of Australians aged 15 to 74 are below proficiency in numeracy Source: OECD’s Programme for the International Assessment of Adult Competencies (PIAAC), 2013

standing of contemporary education issues and discourses, which they will be able to translate and apply into practice. Given the shifting face of Australian education, this is more crucial than ever before.

More flexible options Traditionally, the idea of studying while also working has been daunting, and a masters course is a significant undertaking. But learning providers are increasingly cognisant of the pressures of modern working life and are responding by offering more options to prospective students.

“Many students will choose to continue in those institutions in which they undertook their first degree,” says Professor Robyn Gillies, researcher at the University of Queensland. “However, if that option is not available, they’ll look for the one that most meets their needs – for example, if they’re seeking to study online, they will obviously opt for a university that offers such a course.”

At the University of Queensland, the master of educational studies degree is delivered both in face-to-face settings (lectures,

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workshops) and online, and many of the courses offer synchronous and asynchronous opportunities for students to participate in discussions with the whole class, even when off-campus. Additionally, many course coordinators have incorporated a range of multimedia resources (video clips, audio pods, discussion group activities) to enable students to be exposed to the latest developments in research and shift the focus away from purely book-based learning.

“The master of educational studies aims to provide the knowledge, skills and dispositions that enable students to become transformative educators,” Gillies says. “To ensure the highest standard of material, groups such as DET personnel and leaders of professional associations are regularly consulted about the content of different courses. We want

systematically investigate an identified educational problem over time, using the best available theories and methods of enquiry. Students are supported to become active research practitioners who can reshape their workplaces and redesign learning for improved educational outcomes.

Depending on the university chosen, there may also be alternative paths to entry; for example, Flinders University’s general master of education and almost all of its specialisations have a companion graduate certificate in education that matriculates into the master of education qualifications. This provides students the opportunity for postgrad study even if they’re not sure if they can commit to a longer program.

Dr Mirella Wyra, senior lecturer in language education at Flinders Unviersity,

“Students are encouraged to mix and match electives across the courses to ensure a bespoke and personalised course” Susanne Gannon, Western Sydney University them to provide insights into developments in the field that may need to be incorporated into the program.”

Flexibility is also offered at universities via other means; as a general rule, a master of education course will allow for greater tailoring of the qualification, according to the student’s individual career needs and personal interests.

“Student choice and flexibility is a crucial factor,” Gannon says. “As well as identified core units in each course, students are encouraged to mix and match electives across the courses to ensure a bespoke and personalised course.”

At Western Sydney University, the capstone research sequence in the masters of education program enables students to

advises prospective students to consider several factors when choosing a master of education program.

“Firstly, look for an institution with a reputation for academic excellence, but also for providing care and support and flexibility for on-campus and online modes,” she says.

“You also need to look at the relevance of the topics being offered for your current or future professional context. Last but not least, you need flexibility for changing study plans to suit changes in personal and professional needs or circumstances.”

Addressing common misconceptions Perhaps understandably, many prospective students have concerns that their study will be too esoteric and too distanced from prac-

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FEATURES

MASTER OF EDUCATION GUIDE 2018

tical applications in the classroom, MGSE’s Dr Gowing says these concerns are rooted in fundamental misunderstandings about the structure of master of education courses.

“This is a profound misreading of the pitch of most masters-level studies,” she says. “In education, we aim to bring the student into close and reflective engagement with their personal practice, as well as providing context as to how their practice sits within national and international educational frameworks.”

Dr Mary Leahy, course coordinator of the master of education program at MGSE, agrees. “A high-quality program will introduce students to conceptual frameworks that help us tackle current and emerging challenges in education,” she says. “It’s crucial to provide students with knowledge that has practical application in their working environment.”

Students sometimes assume that masterslevel topics will require similar time and cognitive effort as professional development courses. This isn’t the case, and wrestling with that reality has derailed plenty of masters courses for teachers who are unprepared for the intensity of material and amount of time required.

“The truth is that a masters course is substantially more in-depth, which can come as a shock if the student has been out of university for a few years,” Dr Wyra says. “Still, we work to support students’ needs by working with them to adjust their study plans.”

Depending on those individual study plans – and, of course, the chosen university – this might involve decreasing the number of topics taken in a semester to enable a student to better allocate the time and effort needed to successfully complete topic requirements. Having these options can be reassuring to busy teachers and other professionals whose work and personal circumstances might influence their study plans.

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Looking to the future At this point, much about the future of education in Australia remains uncertain. Earlier in 2018, the Gonski review released its final report, identifying three priorities and outlining 23 recommendations, and it’s already apparent that the Australian government is treating the report seriously. An additional $243.5 billion has been invested in recurrent school funding over the next 10 years, and education ministers will be

discussing a future national school plan.

Against this backdrop, more upskilling for teachers appears to be the most sensible option, rather than an optional extra. It’s clear that a master of education degree will retain its value for the foreseeable future, offering improved employment prospects and greater future-proofing. Perhaps most importantly, it will impart a better sense of what is necessary to effectively teach the next generation of students.

“It’s crucial to provide students with knowledge that has practical application in their working environment” Mary Leahy, Melbourne Graduate School of Education

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FEATURES

MASTER OF EDUCATION GUIDE 2018 MASTER OF EDUCATION COURSE GUIDE 2018 Flinders University School of Education Location: Parkville, Melbourne Location: Adelaide Website: study.unimelb.edu.au Website: flinders.edu.au Program name: Master of Education Program name: Master of Education and named specialisations

Part-time or full-time? Both

Part-time or full-time? Both; on-campus or distance mode

Duration: Two years full-time; four years part-time

Duration: • Two years (full-time equivalent) • One and a half years (advanced entry) • With credit for relevant work experience, most teachers can complete in one year full-time equivalent

With advanced standing of 100 points: one year full-time, two years part-time

Intake date(s): Two intakes: Semester 1 and Semester 2 Strengths and emphasis: Tailored options for both education and non-education professionals with 70+ topics offering research pathways Admission criteria: Approved degree or equivalent qualification; credit may be granted for study completed and/or relevant work experience Current number of students: 929 Cost: Domestic (full fee paying): • Graduate certificate: $14,400 • Master of education: $28,800 International: • Master of education: $28,800 Weekly time commitment: 9 hours per topic

Intake date(s): Semester 1 and Semester 2 Strengths and emphasis: Flexible structure that allows students to study the course the way it suits them to best prepare them for the next stage of their career. More than 50 electives and nine specialisations are available, including: • Arts Education • Assessment and Pedagogy • Equity, Diversity and Social Change • Leadership and Management • Student Wellbeing • Policy in a Global Context • Literacy Education • Mathematics Education • Science Education Admission criteria: Three-year undergraduate degree (or equivalent), and all students must meet English language requirements. To qualify for advanced standing of up to 100 credit points of the 200-point degree, applicants must have either a four-year education degree (or equivalent), or an undergraduate degree in any discipline and at least 50 credit points (or equivalent) of graduate study in education.

Accreditation: None

Cost: Commonwealth Supported Places available for all eligible applicants. Australian fee-paying and international fee places available.

Skills mastered: Continuing professional education, specialisation, lifelong learning and research opportunities

Weekly time commitment: Depends on which subjects the student is completing and whether they’re studying part-time or full-time

Pass rate: 92%

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Skills mastered: Students will develop expertise in a specialist area, become a leader in education, enhance classroom practice and branch out into a new area of education

Location: Brisbane Website: education.uq.edu.au Program name: Master of Educational Studies Part-time or full-time? Both Duration: One to two years (depending on program and previous educational background) Intake date(s): • Semester 1 (25 February 2019) • Semester 2 (22 July 2019)

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degree in the same discipline with a GPA of 4 and five years full-time relevant work experience Current number of students: 194 Cost: $21,800 (domestic, full-time one year) Weekly time commitment: 9 hours per topic Accreditation: The Master of Educational Studies (Guidance, Counselling and Careers) is accredited by the Australian Counselling Association. Master of Educational Studies (Career Development) programs are endorsed by the Career Industry Council of Australia until June 2019.

Strengths and emphasis: Provides advanced professionally oriented studies for practising educators, focusing on the professional development needs and in-service requirements of teachers and administrators. Some pathways offer specific qualifications, while others offer significant professional advantage to educators interested in career advancement or broadening their career options.

Admission criteria: • Master of Educational Studies (32 units): Approved degree in any discipline with a GPA of 4 • Master of Educational Studies (24 units): Approved degree in the same discipline with a GPA of 4, graduate certificate or graduate diploma in the same discipline with a GPA of 4 (can only be used if the student already has an existing approved degree in the same discipline), or approved degree in any discipline with a GPA of 4 and three years full-time relevant work experience • Master of Educational Studies (16 units): Approved bachelor honours degree in the same discipline with a GPA of 4 or approved

Skills mastered: Students will be prepared for a variety of employment opportunities, including learning support teacher, guidance counsellor, secondary mathematics teacher, middle years teacher, science teacher and educational administrator. The program also allows students to gain significant professional advantages in advancing their career and broadening their career options.

Duration: • Master of Education can be completed in two years part-time (or one year full-time) by students who have been awarded advanced standing for professional experience in the field • Graduate Certificate can be completed in six months full-time or one year part-time Intake date(s): January 2019 and July 2019 Strengths and emphasis: Flexibility ensures that students can design their study around their own workplaces and educational interests. Units are delivered in intensive mode in January and July school holidays or online. Emphasis is on the implications of cutting-edge research for diverse fields of education and on developing teachers’ capacities to design, conduct, and evaluate research and learning aims. Students become specialists in their selected area of focus – e.g.

STEM, leadership, inclusive education.

Cost: Fees vary according to units selected; please see Student Contribution calculator on the website Weekly time commitment: 10 hours per unit Accreditation: All courses can be submitted to relevant accreditation bodies (e.g. NESA, NSW) as evidence of professional learning. Master of Inclusive Education is recognised as a post-initial teaching qualification in inclusive/special education by the NSW Department of Education and Communities.

Location: Penrith, Sydney Website: westernsydney.edu.au/education Program name: • Master of Education (Leadership) • Master of Education (Leadership & Management) • Master of Education (STEM) [online] • Master of Education (Social Ecology) • Master of Inclusive Education • Graduate Certificate in Inclusive Education • Graduate Certificate in Primary Mathematics Education [online] • Graduate Certificate in Primary Science Education [online] Part-time or full-time? Both options are available across most degrees

FEBRUARY 2015 | 43 www.educatoronline.com.au

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Principals, department heads and teachers came together to celebrate best of what K-12 education has to offer at the inaugural Australian Education Awards in Sydney FRIDAY, 17 AUGUST marked a special day for Australian K-12 education. Nearly 500 principals, department heads and teachers gathered at the inaugural Australian Education Awards at Dockside Sydney to celebrate the profound difference that schools are making to the lives of young people across Australia. Awards were presented in 24 categories, recognising the work of the schools and individuals making their mark in the sector.

After much anticipation, Diane Robertson, principal of Clarke Road School, was revealed as the Australian School Principal of the Year, while Haileybury was named Australian School of the Year.

But it was Queensland’s St Paul’s School that perhaps made the biggest impression, picking up four trophies on the night. Headmaster Dr Paul Browning won School Principal of the Year – Non-Government, while his school picked up trophies for Best School Strategic Plan and Best Professional Learning Program, as well as the Atomi Award for Innovation in Curriculum Design. Finally, in a hotly contested category, Lian Davies of Whittlesea Secondary College

took home the Thrass Education Award for Rising Star of the Year, demonstrating that the future is indeed bright for the education sector.

Given the sweeping policy changes, scandals and burgeoning workloads facing the K-12 education sector in 2018, bringing the industry together to celebrate achievements is more important than ever.

Many of those who attended the awards gala commented on how inspiring it was to see all sectors and school types represented under the one roof. For The Educator, witnessing hard-working principals, department heads and teachers putting aside the pressures and demands of their roles to celebrate with one another was indeed special, and we appreciate your help in making the night a success.

Congratulations to all the winners, those highly commended and all the finalists – with hundreds of applications for the awards, simply making it to Dockside was a significant achievement. We’d also like to thank all our judges, presenters and award sponsors. Got your eye on a trophy? The countdown to the 2019 Australian Education Awards begins now.

THE AUSTRALIAN EDUCATION AWARDS BY THE NUMBERS

480 guests

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232

nominations

153

finalists

24

trophies

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AUSTRALIAN EDUCATION AWARDS WINNERS 2018

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BEST CO-CURRICULUM PROGRAM

BEST STEM PROGRAM

BRIAR ROAD PUBLIC SCHOOL

WARWICK SENIOR HIGH SCHOOL

Tammy Anderson, principal of Briar Road Public School (pictured above at left), attributes the success of her school’s programs to its unique staff and student population.

“I have people representing Aboriginal communities from all over NSW at our school,” Anderson says.

“Thirty per cent of our staff are Aboriginal and Torres Strait Islander, servicing the 30% Aboriginal and Torres Strait Islander population at our school. The authenticity and the quality of the cultural education programs at our school are what make it really unique.”

When talking about Warwick Senior High School’s innovative STEM program, principal Lesley Wintle points to its pedal prix cars – which the school recently bought, worked on and engaged with local primary schools on – as a highlight.

“As a former science teacher,” Wintle says, “I find that science pervades most things we do in terms of learning, experimenting, gaining knowledge, testing your knowledge and under­ standing the world around you.”

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22/08/2018 10:58:23 AM

THE CANVAS AWARD FOR BEST USE OF TECHNOLOGY

THE ATOMI AWARD FOR INNOVATION IN CURRICULUM DESIGN

ORMISTON COLLEGE

ST PAUL’S SCHOOL

As a Microsoft Showcase School, Ormiston College has been able to use the tech giant’s Hololens technology to create a mixed-reality curriculum that allows students to put virtual objects into the real world.

“Mixed reality certainly is a technology that is starting to make its way into education,” says Tamara Sullivan, dean of innovation and learning at Ormiston College. “It’s expected to completely revolutionise the way we live and work, so to be at the forefront of that in a school setting is exciting for us. We have spent many years building our technology program, so this is a really proud moment for the college.”

As technology like robotics and artificial intelligence continues to advance, St Paul’s School is acutely aware of the need to prepare students for a vastly different job market.

“We’ve been doing a lot of work in the space of what the world will look like in the not-too-distant future,” says St Paul’s headmaster Dr Paul Browning (pictured above at left). “All of the new work that will emerge needs high levels of creativity, the ability to think like an innovator, and the ability to be an entrepreneur and open their own business. It’s really important that we instil in kids the ability to be creative, help them flourish and nurture their creative thinking skills, so our Realms of Thinking are very much about the dispositions of a creative thinker.”

AWARD SPONSOR

AWARD SPONSOR

INNOVATION IN LEARNING ENVIRONMENT DESIGN

KURRI KURRI HIGH SCHOOL

Kurri Kurri High School has completely reimagined the traditional learning environment with ProjectNest, which segments its Year 7 and 8 students into progressively smaller groups, from Hubs (consisting of 60 students) to Pods (20 students) to Huddles (three to six students), for project-based learning.

“If you could reimagine school as a place where students design and deliver their own learning, that’s what we’re doing at Kurri Kurri High School,” says principal Tracey Breese. “We’ve now got a system where we have a 100% submission rate for assessments in Year 7. We really appreciate that the Australian Education Awards recognise the really hard work that is done every day in every school across our state to make learning wonderful for children.”

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AUSTRALIAN EDUCATION AWARDS WINNERS 2018

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PRIMARY SCHOOL OF THE YEAR – GOVERNMENT

PRIMARY SCHOOL OF THE YEAR – NON-GOVERNMENT

TAMBORINE MOUNTAIN STATE SCHOOL

HAILEYBURY

Jason Smith, principal of Tamborine Mountain State School, credits his school’s win as Primary School of the Year – Government to the dedication of its staff, students and community.

“Our program is made so successful by the staff, the community and every student who involves themselves in extra-curricular activities,” Smith says.

“We really treasure our arts and STEM programs at our school.

“These awards recognise and acknowledge the excellence being done in every school across Australia,” he adds, “and put [schools in] a really positive light, rather than the negative one we see in the media so often.”

Haileybury’s Australia-leading NAPLAN results were a major contributor to its win as Primary School of the Year – Non-government, but they were far from the only factor.

“Haileybury is renowned for our explicit instruction model,” says Craig Glass, principal at Haileybury’s Darwin campus. “These awards recognise the efforts of a lot of people over a lot of campuses and a lot of teachers. I think it’s important that great educators are recognised.”

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22/08/2018 10:58:33 AM

SECONDARY SCHOOL OF THE YEAR – GOVERNMENT

THE SCHOOL NOTICES OZ AWARD FOR SECONDARY SCHOOL OF THE YEAR – NON-GOVERNMENT

ENDEAVOUR SPORTS HIGH SCHOOL

KOROWA ANGLICAN GIRLS’ SCHOOL At Korowa Anglican Girls’ School, a culture of feedback is key to success, says principal Helen Carmody (pictured at centre with Kate Arnott, left, and Georgie Campbell, right, of School Notices Oz).

“Feedback is what helps you to improve, and we use it in every way that we possibly can to get better and better at what we do,” Carmody says. “These awards are a wonderful way to celebrate our profession and outstanding practice.”

AWARD SPONSOR

While Endeavour Sports High School strives for excellence in sport, it doesn’t do so at the expense of academic achievement, and principal James Kozlowski believes that led to the school’s win as Secondary School of the Year – Government.

“This is such a fantastic reward for my staff, the students and parents of our school’s community – they thoroughly deserve it,” Kozlowski says.

“I think we achieved this by having a strong commitment to academic success, quality teaching and learning and lifting expectations for our students and staff – and they deserve all the credit for this.”

BOARDING SCHOOL OF THE YEAR

SNOWY MOUNTAINS GRAMMAR SCHOOL

At Snowy Mountains Grammar School, what happens outside the classroom is just as important as what goes on in it.

“It’s really important in boarding schools to have something outside of the realm,” says SMGS’ head of boarding, Julie Wright. “Our school offers so much, and in our rural region, our programs are extensive, allowing our students to be out there amongst nature, enjoying our unique environment.

“It’s a great thing to be a part of this,” Wright adds, “because these awards recognise all the wonderful things that schools are doing.”

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AUSTRALIAN EDUCATION AWARDS WINNERS 2018 SPECIAL EDUCATION SCHOOL OF THE YEAR

GIANT STEPS SYDNEY

With only 100 students, Giant Steps Sydney may be small in size, but the dedication displayed by its staff is immense.

“We work really hard with our families, who come from all over Sydney to attend our school,” says Jenny Loughnan (pictured at right), Giant Steps’ head of early learning. “We have individual programs for our children, and we’re really proud of what we’ve been able to do. This is such a great reward for the work that everyone at Giant Steps does. In fact, all of the special schools that were nominated deserve congratulations, but we’re very proud of this.”

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REGIONAL SCHOOL OF THE YEAR

KANGAROO ISLAND COMMUNITY EDUCATION

Despite its remote location on Kangaroo Island, Kangaroo Island Community Education has thrived – its win as Regional School of the Year is one of many awards the school has received, including recognition from ACARA earlier this year as a school that has demonstrated above-average gain.

“I’m so proud of my school, our amazing staff, students and parents,” says principal Maxine McSherry.

“These awards are incredibly important to us because it shows that just because you’re born in an isolated location, it doesn’t mean that you’re limited – you can still have a fantastic education with fantastic outcomes.”

www.educatoronline.com.au

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BEST SCHOOL STRATEGIC PLAN

BEST STUDENT WELLBEING PROGRAM

ST PAUL’S SCHOOL

CAREY BAPTIST GRAMMAR SCHOOL

In developing its wellbeing program, Carey Baptist Grammar School abides by a philosophy “that we walk beside our students and don’t stand in front of them,” says Carey Baptist head of student development Shane Kamsner (pictured at centre).

“I’m so proud of what we’ve achieved and what we’re trying to achieve, so this is recognition for what is a whole-school approach, and recognition for the resources that have gone towards providing for our students,” Kamsner says. “We try to facilitate wellbeing and change for our students, and we also have an integrated, multidisciplinary approach to student learning and wellbeing.”

When undertaking its latest strategic plan, St Paul’s School took a different approach to the traditional three- to five-year projection.

“We did a scenario planning project in 2014 when we looked at four possible futures for the world of 2028, when our youngest students would be in Year 12,” explains headmaster Dr Paul Browning. “Part of that process was interviewing experts in a whole range of fields, such as politics, economics, religion, technology and education.

They helped us identify emerging trends and critical influences. We then created four stories of the future and then we looked at how we’d need to position our school to meet those futures. This was a completely different way of looking at strategic planning.”

BEST PROFESSIONAL LEARNING PROGRAM

ST PAUL’S SCHOOL

To maximise professional development growth for its teachers, St Paul’s School focuses on a three-year cycle.

“We’d like to see the best in all of our teachers come out, because that’s where the children benefit, and we think the three-year cycle is where they have a lot of growth,” says St Paul’s Junior School director Marianne Connolly (pictured at right).

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AUSTRALIAN EDUCATION AWARDS WINNERS 2018 PRIMARY SCHOOL PRINCIPAL OF THE YEAR – GOVERNMENT

PRIMARY SCHOOL PRINCIPAL OF THE YEAR - NON-GOVERNMENT

LORETTA PIAZZA

BRAD GAYNOR

MEADOWGLEN PRIMARY SCHOOL

Meadowglen Primary School principal Loretta Piazza was surprised to be called up to the podium as Primary School Principal of the Year – Government, and she described her win as humbling.

“As principals, we go to school every day and give our very best to our kids, parents and communities,” Piazza says.

“I’m very touched to be honoured with this award. We have strong connection with staff, students and parents, and that’s about getting to know people, building relationships and looking for the good in people.”

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HOLY SPIRIT CATHOLIC PRIMARY SCHOOL

When accepting his award for Primary School Principal of the Year – Nongovernment, Holy Spirit Catholic Primary School’s Brad Gaynor gave credit to his staff.

“You can’t do the job on your own these days, and I think that having a really good team behind you can help you achieve more,” Gaynor says.

“It’s important to recognise good leadership because the media isn’t always education’s best friend. I think these awards are very important to promote education around the country.

It’s great for principals of any sector to be recognised.”

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SCHOOL PRINCIPAL OF THE YEAR – GOVERNMENT

DIANE ROBERTSON

THE THRASS AWARD FOR RISING STAR OF THE YEAR

LIAN DAVIES

CLARKE ROAD SCHOOL

WHITTLESEA SECONDARY COLLEGE For Diane Robertson of Clarke Road School, being a great principal means forging connections with students.

“Leaders need to know their students,” Robertson says. “They need to know, value and care for every single student in their school, and that starts with principals being visible within their school environ­ ment. This allows them to lead the way, get to know their staff and under­stand what is happening in their school.”

SCHOOL PRINCIPAL OF THE YEAR – NON-GOVERNMENT

DEPARTMENT HEAD OF THE YEAR

DR PAUL BROWNING

TRAVIS GOULTER

ST PAUL’S SCHOOL

ORMISTON COLLEGE

These days, Dr Paul Browning’s work as headmaster at St Paul’s School is focused largely on preparing students for the future – and arming teachers with the skills they need to get them there.

“We’re exploring the whole notion of vertical learning and how we can restructure our school around competency rather than age,” he says.

“Educators really are taking care of our next generation. The future of our nation really depends on the quality of the teachers in our classroom, and it’s really important that our nation values and respects teachers.”

Travis Goulter, head of the junior school at Ormiston College, is another future-focused education leader who understands the importance of preparing students for tomorrow’s job market.

“The necessity is for future schools,” Goulter says. “It isn’t just about educating kids for now – it’s about educating kids for the future and providing them with a platform to succeed.”

Rising Star of the Year Lian Davies has made great strides in developing personalised learning at Whittlesea Secondary College.

“It’s really important we acknowledge that all of our students have individual needs that require personalised learning, and it’s important that we cater to all of them,” Davies says. “For us, to offer something that is easily accessible, easy for them to understand, easy for teachers to follow and easy for their families to access, that’s really important for us.”

“It’s important on any learning journey … for people to give you credit for where you’re going, for your hard work and your learning,” says Denyse Ritchie, co-developer at award sponsor THRASS and one of the judges for this award. “You don’t just start and end a journey – it’s all the learning you do along the way, and that’s why it was so fantastic to be a judge for the Rising Star of the Year.”

AWARD SPONSOR

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AUSTRALIAN EDUCATION AWARDS WINNERS 2018 THE PEARSON AWARD FOR TEACHER OF THE YEAR

JANE DOYLE

AUSTRALIAN SCHOOL OF THE YEAR

HAILEYBURY

DOMINIC COLLEGE

Jane Doyle, a K-2 teaching and learning coordinator and literacy support teacher at Tasmania’s Dominic College, attributed her win as Teacher of the Year to the strength of her team.

“I’m only here because I have an awesome team that supports me and a principal who has always seen my strengths and challenged me,” Doyle says. “I run a team of 10 educators who give their all to be the best they can be for their children every day.

This award is as much for them as it is for me.”

AUSTRALIAN SCHOOL PRINCIPAL OF THE YEAR

DIANE ROBERTSON CLARKE ROAD SCHOOL

For Haileybury principal and CEO Derek Scott, one of the school’s greatest achievements has been to build Melbourne’s first vertical school to serve the city’s changing demographics.

“It was a fascinating project, and it has been hugely successful,” he says.

“The staff love it, the students enjoy, it and it’s been a leading project to create a different school for a very modern society. To take out the School of the Year is a great honour and a great reflection on all of the teamwork that goes into making any school a great school.”

According to Clarke Road School principal Diane Robertson, the school’s success is mostly down to “[doing] our daily grind, day in and day out”.

“We have a very clear vision of what we need to do, particularly on building strong teams to drive our planning forward,” Robertson says. “It means the world to us to have this recognition, and it’s an incredible opportunity to have the recognition of complex learners that we deal with up on the national stage.”

AWARD SPONSOR

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PEOPLE

CAREER PATH

LEADING BRAVELY

Melbourne Girls Grammar principal Catherine Misson embraces her diverse academic roles – and the challenges they bring

1989

After graduating from UNSW, Misson was offered a one-year contract at North Sydney Boys High School. She arrived at class at 6:30am every day to ensure she was well prepared for her voraciously academic senior students

LANDS HER FIRST JOB

1994

STEPS UP AS MASTER TEACHER Promoted to master teacher at St. Catherine’s, Misson (now a mother of two) worked with a colleague to set up a staff crèche and also collaborated with Australian Independent Schools NSW and the Board of Studies on several curriculum projects

“Juggling multiple roles has been the hallmark of my career. I love the diverse experience and the stretch” 1998

HEADS AN ENGLISH DEPARTMENT Several weeks in as head of English at Ravenswood School for Girls, Misson received news that the school would be inspected by the relatively new registration regime and came forward with a template for curriculum documentation that was eventually adapted by all faculties “What a year it was at Ravenswood! Replacing the school’s outgoing head of English after 33 years of service, I was presented with a shelf of red A4 notebooks with ‘this is the faculty’s curriculum register’ handwritten on all of them”

2008

TAKES ON AN EXECUTIVE ROLE Appointed principal at Melbourne Girls Grammar School, Misson led the school to carry out three major building projects to support contemporary curriculum design “I feel all my career opportunities enabled me to lead my community to bravely and strategically imagine new design solutions to empower students to develop the skills and agency to thrive in the Fourth Industrial Revolution world”

1990 FINDS A NEW MENTOR Misson’s mentor at North Sydney Boys pointed her in the direction of Jo Karaolis, the innovative headmistress of St. Catherine’s School in Waverly. Misson became the first gifted education coordinator at St. Catherine’s and learned from Karaolis about how to lead strategically “Working for Jo Karaolis was a challenge and a perfect fit for me”

1997

INFLUENCES TEACHER TRAINING Misson’s passion for teacher development led her to take up the parallel opportunity of working within the faculty of education at the University of NSW. As an English method coordinator, she contributed to the development of UNSW’s course materials and delivery, as well as assessment design “It gave me great insight into the scope of disposition and skills that these post-graduates were equipped with, and influenced my belief that action research should be core to teacher development programs”

2001

RETURNS TO ST. CATHERINE’S Approaching retirement, Jo Karaolis offered Misson the chance to return to St. Catherine’s. Misson accepted the deputy principal role, which allowed her to collaborate with the staff on initiatives such as reform assessment, curriculum-wide strategy, innovation around key student transitions and exploration of online curriculum. The job also helped set the foundation for her future leadership role in Melbourne Girls Grammar School’s facility development “I had the exceptional experience of working on the design and complete refurb of the main academic wing”

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FEATURE / BROKER EDUCATION PEOPLE

OTHER LIFE

TELL US ABOUT YOUR OTHER LIFE Email brett.henebery@keymedia.com.au

Horizons was Grossek’s

5

first book of quota ble quotes. One of his favourites: “Procrastination is the dark twin of choice”

Number of rhyming children’s stories Grossek has published

1,500

Kindergarten children Grossek’s stories have been distributed to

100

Copies of Grossek’s 2012 e-book that have been sold online

ON THE WRITE TRACK

Creative writing enables Henry Grossek to give joy to others EVERYONE NEEDS time to relax and recharge – and for Berwick Lodge Primary School principal Henry Grossek, creative writing is his “refreshing and nourishing outlet” from the daily grind.

During his early years in teaching, Grossek was so captivated by Dr. Seuss’ children stories that he can still remember the joy in his students’ faces when he

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read to them. “I’ve always loved writing, especially imaginative writing – poetry, stories and more recently quotable quotes,” he says.

He discovered his talent in writing long ago when he sat down after a demanding week at work and scribbled a few rhyming lines. Grossek got lost in the moment, and before he knew it, his first literary char-

acter, Bertie Bushfly, was born. He read his creation to his class the very next week.

“To my forever relief, the kids loved the story,” Grossek says. “I’m so glad they did, because it gave me the confidence to continue with my creative writing. Whilst being very much a ‘me’ activity, writing has provided me with a golden opportunity to give back to others. For me, that’s priceless.”

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