School News, Australia - Term 2, 2022

Page 1

Registered by Australia Post Print Post No. 100022567

AUD $12 incl GST |

The essential industry guide

Issue 24 | Term 2, 2022

SPECIAL REPORT Teachers Blast “Crippling” Workload PRINCIPAL SPEAKS

The challenge to build a contemporary, cutting-edge curriculum Essential Reading for Principals • Department Heads • Teachers • Professionals

_V .J .ĦĞ ĦèċīãèĦʱċīĦ ÔØĞëãĄʕ ÔëââØĚØĄĦ ăċÔØýĞ ¿ĄÔ Ķ¿ĚëØĦĽ ċâ ÎċýċīĚĞ ă¿úØ _ė¿Îëċ ¿ Îè¿ëĚ ÔØĞëãĄØÔ âċĚ ýØ¿ĚĄëĄã ØĄĶëĚċĄăØĄĦĞʔ vëØķ ĦèØ ØļĦØĄĞëĶØ Ě¿ĄãØ ¿Ħʖ ĚØĞċīĚÎØâīĚĄëĦīĚØʔÎċăʔ¿ī

ĚØ¿ĦëĄã }ċīĚ _ė¿ÎØ


Streamline your processes with Civica Education Suite Civica Education Suite provides reliable solutions to address admin and finance needs of schools through: •

Cloud-based solution that will ensure your data is always accessible and secure

Simple user interface to allow you access to your data quickly and easily

Ability to integrate with third party applications to ensure data and operational functions are seamless

Get the right technological foundations to ensure your school does not compromise on operational efficiencies. Contact us today to discuss your school management needs. Julie Morton Phone: +61 2 8324 3163 Email: Website:



No Limit... While Stocks Last!


Prices starting from

s u n o b

1080P FULL HD Webcam for Streaming, Conference Calls and Recording for Windows and Mac


Massive savings



5 YE A R

5 YE A R






g n i n r a ecial

le super sp


$2,750 ex gst Logitech C925e included


BenQ 4K Interactive Panel, Wall Mount Bracket, Logitech C925e Full HD Webcam, 5 Years Warranty.






How many tipping points will turn the tide?................................................. 05


Advertising Conditions

Special Report – Teachers Blast “Crippling” Workload: Public Schools Underfunded by $6.5 billon Per Year............................. 06 Principal Speaks: The challenge to build a contemporary, cutting-edge curriculum................................................................................................ 08


Profile – Kingsgrove North High School: How STEM is changing the way students learn......................................... 10 Look to the UN Sustainable Development Goals to Rethink Service Learning.........................................................................................13

ADMINISTRATION Upgrading your school library................................................................................... 14 Case Study: Extensive Resource Centre Reno for Newly Co-ed Catholic School........................................................................... 18 Implementing a new School Management System................................ 20

TECHNOLOGY How interactive classrooms empower teaching & learning..............25 Need help choosing classroom technology?............................................... 30


TEACHER'S DESK Op-Ed: It’s time to re-think student behaviour.............................................32 Six causes of burnout at work.................................................................................. 34


SPORTS & RECREATION On the surface of school sports.............................................................................. 44 Case Study: Slam dunk for Belmore Boys Public School................... 48 Increase participation and opportunities......................................................... 50

Rubbish Responsibility....................................................................................................52


Disclaimer Any mention of a product, service or supplier in editorial is not indicative of any endorsement by the author, editor or publisher. Although the publisher, editor and authors do all they can to ensure accuracy in all editorial content, readers are advised to fact check for themselves, any opinion or statement made by a reporter, editor, columnist, contributor, interviewee, supplier or any other entity involved before making judgements or decisions based on the materials contained herein. School News, its publisher, editor and staff, is not responsible for and does not accept liability for any damages, defamation or other consequences (including but not limited to revenue and/or profit loss) claimed to have occurred as the result of anything contained within this publication, to the extent permitted by law. Advertisers and Advertising Agents warrant to the publisher that any advertising material placed is in no way an infringement of any copyright or other right and does not breach confidence, is not defamatory, libellous or unlawful, does not slander title, does not contain anything obscene or indecent and does not infringe the Consumer Guarantees Act or other laws, regulations or statutes. Moreover, advertisers or advertising agents agree to indemnify the publisher and its’ agents against any claims, demands, proceedings, damages, costs including legal costs or other costs or expenses properly incurred, penalties, judgements, occasioned to the publisher in consequence of any breach of the above warranties. © 2022 Multimedia Pty Ltd. It is an infringement of copyright to reproduce in any way all or part of this publication without the written consent of the publisher.

PO Box 1080, Noosaville BC, Queensland, Australia 4566 Phone: (07) 5440 5322 Fax: (07) 5604 1680

A night (or day) at the museum.............................................................................. 38



The publisher reserves the right to refuse to publish or to republish without any explanation for such action. The publisher, it’s employees and agents will endeavour to place and reproduce advertisements as requested but takes no responsibility for omission, delay, error in transmission, production deficiency, alteration of misplacement. The advertiser must notify the publisher of any errors as soon as they appear, otherwise the publisher accepts no responsibility for republishing such advertisements. If advertising copy does not arrive by the copy deadline the publisher reserves the right to repeat existing material.

HEALTH & SAFETY Year round solutions create usable spaces.................................................... 35


School News is distributed to primary, secondary and intermediate schools throughout Australia by Multimedia Pty Limited. The views and images expressed in School News do not necessarily reflect the views of the publisher. The information contained in School News is intended to act as a guide only, the publisher, authors and editors expressly disclaim all liability for the results of action taken or not taken on the basis of information contained herein. We recommend professional advice is sought before making important business decisions.

Pool Upgrades to Future-Proof Maintenance Costs.............................. 55 Fan-tastic classrooms keep their cool................................................................ 58



Front cover image: Kingsgrove North High School, NSW


EDITOR Rosie Clarke INDUSTRY REPORTERS Heather Barker Vermeer and Sarah Davison. PRODUCTION Richard McGill ADVERTISING Pip Casey CONTRIBUTORS Angelo Stasos, Greg Miller, Jenny Murphy, Adam Voigt, Danielle Falecki, Katrina Spiller and Jenny Murphy

KEY Commercially funded supplier profile or supplier case study Supplier information or content Suppliers share their views in one-off, topical pieces General editorial. Case studies and features may cite or quote suppliers, please be aware that we have a strict ‘no commercial content’ guideline for all magazine editorial, so this is not part of any commercially funded advertorial but may be included as relevant opinion. Happy reading!

Term 2, 2022 |

School News hit the printers following NAPLAN’s chaotic online-only rollout and during election week! Widespread reports found that 70 Adelaide schools experienced internet glitches and an NBN outage caused statewide testing issues for Queensland schools. The Queensland Teacher Union President Cresta Richardson criticised the added pressure of internet disruption on teachers and students to deliver what she described to ABC News as “a tired and yet still useless NAPLAN”. Meanwhile, in the latest election week story, Scott Morrison has taken credit for “saving” Australia during the pandemic. In a viral interview clip, A Current Affair’s Tracy Grimshaw refers to his government’s delayed undersupply of vaccines and RATs on top of limited resourcing for disaster flooding and bushfire relief, querying

children in the state developed a rare but potentially life-threatening condition associated with COVID.

Rosie Clarke,

Editor, SchoolNews

whether he “slightly over-egged the part about saving the country”, to which Morrison responds, “that's quite a long list you've been able to pull together”. Canberrans and Victorians are still on high alert as combined COVID and flu outbreaks plus staff shortages have led some schools back to remote learning, while South Australian primary schools are set to open vaccination hubs in a renewed push to boost low vaccination rates after nine

Following this election cycle, our Special Report from Sarah Davison focuses on concerns for teachers and school staff heading into a new government. She addresses the mass walkout staged by NSW teachers, reports of chronic underfunding for public schools, and repercussions of reported private school profits from the 2020-2021 JobKeeper program (page 7). Elsewhere this issue, we look at how schools are innovating their library spaces on page 14, implementing new school management systems on page 20, and changing the teaching game with interactive classrooms on page 25. On page 32, Adam Voigt tells us it’s time to re-think student behaviour by thinking more like grandmas and, on page 34, teacher wellbeing specialist Daniela Falecki offers six ways for schools to solve common causes of staff burnout.

On page 8, we hear from Kingsgrove North High School’s visionary Principal Angelo Stasos following the impressive implementation of a phenomenal STEM program. He details the three-year process, which included investing in resources, implementing an inclusive STEM program with neighbouring schools, upskilling teachers, developing community links, and constructing a stellar innovation hub. You won’t want to miss Principal Speaks this issue either (page 8), as St Luke’s Catholic College Principal Greg Miller outlines some of the groundbreaking initiatives he has implemented in a push to boost educational outcomes by using time differently, starting with late starts for secondary students and a Friday half-day for primary students. Is your school trying something new in 2022? Write in and let us know so we can feature your great work!

Improve student and teacher wellbeing in your school MultiLit’s Positive Teaching and Learning Initiative empowers teachers to introduce a highly effective, school-wide positive behaviour management approach. The intiative combines a series of self-paced eLearning workshops covering progressively more specialised topics, downloadable and consumable tools to support behaviour management initiatives, and individualised consultation packages with our behaviour specialists. Create a learning environment where everyone thrives.

Discover more at

Term 2, 2022 |




How many tipping points will turn the tide?


SPECIAL REPORT Teachers Blast “Crippling” Workload:

Public Schools Underfunded by $6.5 billon Per Year By Sarah Davison, Industry Reporter

In the run-up to the 2022 Federal Election, NSW teachers have vowed to continue their fight for better pay and conditions. They staged a mass walkout on May 4, in what marked their second strike in six months. The 24-hour teacher's strike saw educators march through Sydney's CBD in protest for a pay rise between five and 7.5 percent as well as extra planning time for lessons. NSW Teachers Federation president Angelo Gavrielato said the state government had failed students, their parents, and the teaching profession. “The simple truth is that if we don’t pay teachers what they are worth and address crippling workloads we will not retain nor attract the teachers we know we need,” Mr Gavrielato said. “Acting on uncompetitive salaries and unsustainable workloads is the only way to stop more teachers leaving and attract the people into the profession we need to fix the shortages. This is an investment in our future.


“It ends up hurting us, and most importantly the students.”

NSW teachers staged a mass walk-out on May 4, in what marked their second strike in six months “Government report after government report has stated the main reasons why teachers don’t want to stay in the profession are unsustainable workloads and uncompetitive salaries.”

“In the public school system, we are bound by the funding the school is given,” she said. “The biggest recent change has been in funding to support students with disabilities.”

Mr Gavrielato’s sentiments were echoed by South Australian primary school teacher Gemma*, who described the current workload for teachers as “crippling”.

Disability Support Funding Turmoil for Public School Teachers

Primary Teacher Burnout in Public School Sector Working as a teacher in a low socioeconomic area for the past five years, Gemma told School News she was beginning to consider other career paths and was feeling “burnt out” by the lack of support. Gemma said the gap between public and independent schools was only getting wider, and she worried about the future of her profession.

“The new changes mean that even if a child has a diagnosis, they are not necessarily given classroom support,” Gemma explained to us. “As teachers, we find this incredibly challenging as we spend huge chunks of time trying to prove that we need support in the classroom with the One Plans and IESPs. “But most of the time it is rejected because it is believed that we can manage it in class. I could possibly manage if I only had that one child, but I have 19 others, many with their own complexities, trauma, or diagnosis.


Gemma said she wanted to see more funding for special classes and said many of her students would benefit from smaller class sizes and a differentiated curriculum. “It’s difficult to support students with a high level of complexities, and these students are likely to never catch up or feel successful in the classroom,” she said.

Chronic Underfunding for Public Schools by $6.5bn It comes as a recent report by economist Adam Rorris found that Australia’s public schools were underfunded by approximately $6.5 billion per annum. The Rorris report additionally found that since 2018, the Morrision government had “diverted more than $10 billion in funding towards private schools”. It further read that “[the funding] excluded public schools which desperately need the money […]. This has been achieved through multiple special deals, discretionary funds with little to no accountability, numerous private school only funds to assist with drought, bushfires or the pandemic, and the now-notorious systemic rorting built into the design of JobKeeper.” Term 2, 2022 |

JobKeeper Repercussions for Schools The report determined that throughout 2020 and 2021, private schools received a total of $750 million through the federal government’s JobKeeper wage subsidy program. Economist Trevor Cobbold revealed that 700 private schools received JobKeeper payments during this time, including some of the richest private schools in the country. The average payment received by these was $1 million per school. Australia’s wealthiest school, Geelong Grammar, with assets of over $230 million, received $10.7 million from JobKeeper. Melbourne’s Wesley College, with assets of nearly $200 million, got $18.2 million In JobKeeper subsidies and posted a $2.2 million profit, In NSW, the King’s School received $7 million in JobKeeper and kept almost all of it as profit, recording a $6.9 million surplus, Moriah College received $6.8 million and recorded a $9.4 million surplus, In Queensland, St Hilda’s

School received $5.9 million in JobKeeper and made a profit of $7.4 million, Brisbane Grammar got $3.2 million in JobKeeper and recorded $3.8 million profit, Toowoomba Grammar received $4.2 million from the scheme and kept $3.8 million in profit. “Morrison Government’s deliberately loose criteria for access to JobKeeper functioned as yet “another opportunity for the Morrison Government to provide even more special funding for private schools,” Mr Cobbold determined. “It is icing on the cake of a huge funding boost for private schools through a highly flawed method of determining their financial need.”

Lack of Funding for Classroom Resources Australian Education Union federal president Correna Haythorpe said the report showed the federal government’s “record of neglect” for the public school system

The programme equips young people aged 11-16 with the skills and knowledge they need to set goals and plan for confident financial futures. Money Confident Kids links to the Australian curriculum and has been designed for teachers, helping you to deliver impactful financial education lessons that build young peoples’ confidence and skills, while showing how the financial choices they make Term 2, 2022 |

“If the parents can’t afford, or don’t care about supporting their child, it can take 12-18 months for someone to come assess the student,” she said.

“This government has made a series of very deliberate choices to undermine this principle.” Gemma said the Rorris report was particularly frustrating, and the lack of funding for public schools impacted everyone involved. “Private schools are able to turn away students if they have poor performance, or if they have a disability, and the students often don’t have the complexities we have,” she said.

“At my school, I often create mandated reports, and due to low funding, students that need support at home, or to be removed from their home are often not assessed for years. There remains no real support for traumatised kids in the public school system, and it negatively impacts everyone involved.”

“If a child is at a private school there is a good chance their family can afford a car, petrol, food, water, and electricity bills, etc. Many of our families cannot, meaning our students either don’t come to school at all, or come to school and are not ready to learn.

AEU federal president Ms Haythorpe said the report revealed the truth behind government claims and was an important consideration in light of the upcoming federal election. While Labor has committed to full funding for private schools at the time of print, the AEU was concerned about the party’s lack of timeframe. However, she said Labor’s commitment was preferable to the Coalition who had “offered nothing at all”.

“We also see a lot of trauma and have students in state care where private schools have far less.” Gemma also said she was unable to upgrade classroom resources to reflect best practice, and there remained a lack of access

“We must never forget, that at the end of the day, we are talking about the education of children,” Ms Haythorpe said.

Money Confident Kids Following a successful launch in the US, global investment firm T. Rowe Price has launched its free financial education programme, Money Confident Kids, here in Australia.

to speech pathologists, social workers, and psychologists.

“Every child, irrespective of their circumstances, should have a high-quality education.

today can positively impact their lives in the future.

*Not her real name.





Teach GOAL



have limited We all so money, time and ate deliber making ns—and g decisio s buys—i spendin . g impulse resistin l strategy a key financia , students section ce In this the differen will learn n necessary betwee ssary and unnece ses. purcha





N COMP LESSO nent Compo n1 Sessio Lesson

1 – Introdu



Sheet 1 – Activity Sheet 1 – Game


2 – Introdu




2 – Activity





3 – Introdu





3 – Game






15 Minutes 10 Minutes

To find out more visit to download the full suite of resources for free.


I’ve time and in 10 weeks’ build other tion is that can competi around a robot The science programme I shopped excited! for sure! build and on first prize to design, I’ll win me advice is that? and give to start design How cool $140. wanted out my robots! cost me goals first. He him check parts will SMART money called about to have and the to talk to tell if ’s house a process a way Grandad didn’t want ses often use g there’s over to But he iate or I went I need. ble (meanin g appropr and busines the money people , Measura t (meanin raising ). said that be Specific doable), Relevan a deadline goal. He g need to with my g there’s s. Goals ble (meanin decision Achieva ecific (meanin to make ed or failed), and Time-sp you succeed current lifestyle) your fitting for


Set a Bud


ion-Mgaking n Goal Settin Decis you envisio text here helps are why you and what saving saving g you are d creatin for—an the goals is first step essential money toward confidence.

15 Minutes

ion Discuss That But I LoveSmell New Car ? Is It Covered Know What You Show

states d and ve. y define to achie is clearl going you are



5 Minutes 20 Minutes

Saved… A Dollar ng! How Interesti

10 Minutes



5 Minutes



y what

Specific urable Meas ble Achieva t Relevan ecific Time-sp exactl


15 Minutes 20 Minutes


10 Minutes





prog ress your is met.

and know









Working with grade 7 students? Why not focus on modules one and two, which cover goal setting and decision making. Or focus on modules three, four and five with older or more advanced students, to cover topics like inflation, investment and diversification.




Because every class is different, the flexible nature of the programme allows you to pick and choose which themes to focus on based on your teaching priorities and class’s needs.

ngaking tti-M ion cisSe Goal De

I’m so


5 Minutes

ion Discuss Less Get It for Want It! But I Really Party Plan Your Discuss










nt Wor kbook

e or things


set you that can really need) phone cover. § Distingu the things your financial (but don’t a new they’re have achieve needs: jeans or though like to pair of help you ry even you would that will like a cool necessa the things your goals, ce, are wants: insuran reaching es, like the back from some purchas iate and g that rating appropr credit ison shoppin one can be § Realising a good compar not exciting concept of when either maintaining the and credit— ; learning that loans § Applying charges anding § Underst ence of interest on time. n off debt consequ Duratio on paying depends



Stude and food, water

like gs to survive, and Key Learnin ising betweenyou must have goals;





ing Gu

g n-Makin Decisio and Vocabulary





ing Gui

High School


High Schoo Year 7


is also you but

c. cted

to what


you. is conne ant to import le and have you will date es a includ goal it by. ved










Help young people plan their financial futures with free and curriculum linked financial education resources.

GOAL © 2022 T. Rowe Price. All Rights Reserved. T. ROWE PRICE, INVEST WITH CONFIDENCE, and the Bighorn Sheep design are, collectively and/or apart, trademarks of T. Rowe Price Group, Inc. MONEY CONFIDENT KIDS is a trademark of T. Rowe Price Group, Inc. Distributed in Australia by T. Rowe Price Australia Limited.

EDUCATION TRP print advert 89x131_FINAL2.indd 1


13/05/2022 12:50


Images courtesy of St Luke’s Catholic College, Marden Park, NSW

The challenge to build a contemporary, cuttingedge curriculum By Greg Miller, Principal, St Luke’s Catholic College, Marden Park, NSW

and better. This includes, but is not limited to the following:

Friday Half-Day

2022 has presented a convergence of challenges for primary and secondary education.

This is an initiative that sees formal learning conclude at 12pm each Friday for students in Kindergarten to Year 6. At midday, students are either picked up by their parents or remain at school to be cared for by reduced staffing.

For me, the greatest challenge has been developing an engaging curriculum that empowers students to fulfil their potential. The key to meeting this challenge has been acknowledging that young people can learn anywhere, at any time, and not just within the hours of 08:30 and 15:00, Monday to Friday. Students are increasingly falling short of achieving their full learning potential, according to Australian research. A comprehensive review of the New South Wales Curriculum found that the overcrowded nature of many syllabuses, the undervaluing of skills in the curriculum, and constraints on teachers’ abilities to address individual learning needs, contributes to many students becoming disengaged from school.


The Australian curriculum lacks flexibility. It is anchored in one-year blocks of time. We group students by age to learn the same things with the same amount of time, regardless of each student’s learning achievement. It is not surprising that some students struggle while others disengage and withdraw. According to the OECD’s Programme for International Student Assessment (PISA), by 15 years of age, one-in-five Australian students fails to achieve a

proficient standard in the fundamental foundations of literacy and numeracy. Year-level curricula contribute much to this reality. However, despite our knowledge of this, schools persist with what Ira Socol calls a, “nonsensical calendar system in which the clock overrules the idea of doing what you do well”. At St Luke’s Marsden Park, we have combined academic research and local data accumulated prior to, and during, the COVID disruption period, to use time differently


The additional release time allows teachers to provide an explicit piece of feedback about each child’s learning, which can be accessed by their parents via an online learning platform.

Late Starts For Years 9 to 12 With this initiative, on three days per week – as part of the St Luke’s Learning Cycle – students can choose between: 1.

Arriving at school by 8:30am to consolidate their learning from a previous lesson or prepare for an upcoming lesson under the supervision of teachers. Term 2, 2022 |


Working from home to consolidate their learning from a previous lesson or prepare for an upcoming lesson and then come to school at 10:30am.


Sleeping in and transferring their learning time to another part of the week.

The Results Each of these two initiatives have resulted in benefits, such as increased time release for teachers and increased choice and agency for students and parents. Moreover, we are just scratching the surface at St Luke’s and need to press on and continue exploring how we can dismantle the rigid foundations of 20th Century education and liberate learning from its industrial straitjacket. Education the world over needs to adopt what Saul Kaplan calls a “Best Practices and Next Practices” approach. Kaplan explains that in this rapidly changing world, best practices are necessary but not sufficient. Kaplan challenges leaders to explore, identify, develop, and experiment with next practices. One such next practice needs to enable the development of an adaptive curriculum, scaffolded, and supported by immersive technologies such as machine learning, artificial intelligence, augmented and virtual realities, which acknowledges students not by age but by ability. Such respect given to students may lead us to explore models such as the one driven by Dwayne Matthews at Ontario Virtual School (OVS). Implementing the principle of ‘Time Shift Accreditation’ with integrity, sees OVS enable 10,000

Term 2, 2022 |

students to learn virtually, usually through time chunked videos of two to four minutes. These videos provide content and concepts accredited specifically to the core curriculum. If a student hits a hurdle, they seek support from their immediate network, usually other students, for assistance. If they meet another hurdle they go to an expert, usually a teacher, who assists the student to progress. Most students accelerate their way through the curriculum in less time than indicative hours, as usually provided through faceto-face teaching in mainstream schools. This approach leaves more time for self-directed learning in areas of interest and passion. Not only does this reality see increasing engagement, it empowers students to make a real difference in their world! It goes without saying that responding to the challenge

of providing all students with a contemporary, cutting-edge curriculum that empowers them as a learner, presents us with an opportunity to ‘design the next’ by exploring best use of time for student learning. New ways of learning may also result in more enriching ways of working for teachers. The two are not mutually exclusive!


Who knows, we might even equip every child to be a creative, connected and engaged learner in a rapidly changing world while cultivating an adaptive, innovative, and continuously improving education system: two priorities of the Australian Government’s “Growth Through Achievement” report.



Kingsgrove North High School

How STEM is changing the way students learn

Pictured above: Students show their teacher a product they've made using the 3D laser printer in their new innovation hub – Images courtesy of Kingsgrove North High School, NSW

By Angelo Stasos, Principal, Kingsgrove North High School, NSW

creativity and divergent thinking, to motivate and inspire young people to generate new ideas.

As the world of work changes, the skills taught and the learning that takes place must also change.

Science gives learners an in-depth understanding of the world around them, and STEM provides students the opportunity to become better at research and critical thinking. Technology prepares young people to work in an environment full of high-tech innovations and constantly evolving fields. Engineering allows students to enhance problem-solving skills and apply knowledge in new projects and Mathematics enables students to interpret and understand data better, helping them to make more informed decisions. STEM education thus links these disciplines into a cohesive structure.

The knowledge generated in the education system is widening and the skills demanded by employers are growing so, at Kingsgrove North High School (KNHS), we are embracing the limitations schools face by prioritising science, technology, engineering, and mathematics (STEM). This innovative subject is paving the way for contemporary teaching and learning and, as we at KNHS see education constantly evolving we too, need to foster


With a focus on practice and innovation, inquiry-based assessments, teamwork, and collaboration, students are free to explore and embrace flexibility and curiosity, while undertaking project-based learning activities. As ME Program Director and author of the NSW Stage 5 iSTEM Curriculum, Dr Scott Sleap explains: STEM teaches students how to problem solve in the real world. This is where project-based learning comes in as a dynamic classroom approach in which students actively engage in real-world challenges and develop deeper insight into effective strategies that solve problems. KNHS has been paving the way in the delivery of STEM, not only within our school


but also through networking in our local community. Over the past three years, we invested heavily in resources, upgraded facilities, and delivered an inclusive program with nine neighbouring primary schools.

Initial Planning and Ideas Our journey towards futurefocused learning began in 2016 when the STEM initiative proposal was first introduced as a trial with a focus group of volunteer students. The initial response was very positive, students were engaged, enthusiastic, and came away from the ten-week experience wanting even more. Term 2, 2022 |

This Raised the Question: How Do We Move Beyond the Trial Period? Our first response was to establish a dynamic team of teachers from different key learning areas, Mathematics, Science, Industrial Arts and Technology. They were given the opportunity to embark on this journey by attending the STEM seminar developed by Dr Scott Sleap, lead developer of the iSTEM course, while he was a teacher at Maitland Grossmann High School in 2015. This was crucial to ensure we put together a strong team with expertise from various faculties. Careful planning also brought to light the need for ongoing staff training, the implementation of STEM into the curriculum and of course the development of a specialist room. The initial journey was far from smooth and required numerous team meetings, collaboration, critical thinking, and problem-solving strategies to overcome roadblocks as they were presented. Roles and responsibilities were assigned, and detailed organisation was launched.

Staff and Training Once our dynamic STEM team was established, on-going training took place with an outreach program offered by Sydney University. Teachers took the initiative to upskill and ensure they had the knowledge, understanding and strategies to deliver the pedagogy successfully. Implementing STEM into the curriculum was effortlessly embraced by the school executive as we are always looking for new and innovative ways to engage our students. The coordination of programs and managing the increasing demand for STEM at KNHS gave new opportunity for a Head Teacher role to be created and Athena Varvaressos was appointed as our Head Teacher Future Focus.

Launching STEM into the School Curriculum as an Elective Following the success of the trial, STEM was officially launched as an elective in 2017 for Year 9 students. KNHS commenced with two classes initially and allocated a newly renovated STEM classroom for 30 students with exciting technology like the

Students working on their Mindstorm robots with a teacher

Mindstorm robots and a laser cutter. Student engagement, collaboration and critical thinking skills developed, blossomed almost instantly. Their excitement and keen interest to learn in this way was spread throughout the school. The new STEM elective grew in popularity there was now a waiting list of students who missed out exceeded the maximum capacity of the classroom. More resources were purchased to enhance the already positive classroom climate. KNHS was extremely fortunate to have the support of The WestConnex Community Grants Project where successful applications for funding allowed the school to invest in more STEM resources and further support the project-based learning of

Australia's Austra r lia's ra ' Leading 's Portable Portable Stages Stag a es Supplier ag Trusted by more than 1000 schools all over Australia

our students. This included new modern and flexible furniture, a state-of-the-art Laser Cutter, 3D printers, a cabinet full of laptops as well as Spheros, robotics and drones. The room was also decorated with a large wall mural and printed blinds to keep with the STEM theme.

Community and Primary School Links Since the 2017 STEM elective was launched, its popularity spread beyond the students in the school and filtered through our community. This high demand prompted the decision to organise a program for our local feeder schools. The Primary School STEM Workshops provided the primary students a taster of this innovative way of learning.

Safe and Robust

Quick Ass embly Highest Q uality Contact Us Today

1300 712 066

Term 2, 2022 |



Inside the innovation hub, students work on laptops to program drones

Students work on small, programmable drone robots

The primary program has recently received acknowledgement from the secretary of the department and has grown from initially involving three schools to now catering for a demand of nine primary schools. This opportunity meant that we could offer two workshops simultaneously, a Stem Fundamentals workshop that involves the math and science behind sound and light and the making of a take home hologram, and a Coding Workshop that incorporates block coding, java coding and the use of our Spheros, Kais Klan robots, drones and Ozobots.

The Innovation Hub The Innovation Hub is the latest addition to the school. The STEM facility supports our students in future-focused learning from Years 7 -10. The futuristic setting has a capacity to assist 50 students learn in an environment which is flexible, innovative, and challenging.

The STEM resources include 3D printers, drones, Sphero’s, virtual reality headsets, robotics as well as a hologram. Students are given the opportunity to explore, design and to take ownership of their learning. The planning through to completion of The Innovation Hub took two years from conception and design in 2020 to the very first lesson that was delivered in February 2022. Ongoing conversations between the Principal, Adam McKeown (Deputy Principal) and the STEM Team revealed that firstly, the STEM program’s popularity and demand was growing exponentially and secondly, the original STEM room had reached its capacity in terms of usage. We needed another space to cater for the increasing number of classes and community interaction. To begin with, growing student numbers at KNHS meant that

existing spaces were not an option. Further to this, when the idea was first floated, it became apparent that a much larger teaching and demonstration space was needed to take STEM to the next level. After carefully considering different spaces around the school a location was found but this required a lot of preparation and synchronised planning. It began with the removal of a pergola and outdoor seating. Approval was first sourced from our Assets people, and we were given the go ahead to design the new facility. Through research, we had heard of modular buildings that were designed and built off site, then put together in the designated space. Once we sourced some examples from a number of companies that had completed works for the Department of Education and underwent a lengthy tender process, Marathon Modular Constructions with a lot of collaboration provided architecturally designed plans where we could see our vision materialise. As with any new construction, there was a lot of constructive discussion, back and forth

Students watch and create 3D holographs on a holographic display unit. Images courtesy of Kingsgrove North High School


emails, and onsite meetings to ensure that the needs of the school and the STEM program were being met. There were delays of course and the Covid-19 situation did not help but the building was finally erected in March 2021 and then the mission to have the internal fit out completed began. Unfortunately, more hurdles delayed the process and then there was more lockdown. However, the plans for the internal design were well underway and credit goes to Athena Varvaressos, Head Teacher Future Focus who meticulously designed the room with attention to detail and functionality. The room was completed in November 2021 with all electrical, wifi, and security systems in place, as well as electronic shutters for security because of the large amount and expense STEM resources in the room including a hologram. Today we also offer one STEM class a cycle to our Years 7 and 8 students in the hope that we prepare them to become innovative, critical thinkers and problem solvers ready for all challenges that lie ahead in their learning journey.

Learning about the STEM design process in the school's new innovation hub.


Term 2, 2022 |

Look to the UN Sustainable Development Goals to Rethink Service Learning The past two years of COVID lockdowns have left us with more of an inward focus, as we’ve all been spending more time at home. We have also had a stark reminder that travel is an enormous privilege. The good news for those looking to broaden their horizons is that our borders are now open again. After all, gaining a global perspective, partly through travel opportunities, is as important as ever for young people. School touring programs are back on the agenda for many principals and executives, but it’s not back to ‘business as usual’. We are finding that many schools are looking for opportunities to reset their past programs, with the aim of doing better. There really is no time like the present to do this work! For many schools, there is a particular focus on building sustainability into the touring program, which is hardly surprising given its strong focus as a cross-curriculum priority.

Enabling a diversity of world views on ecosystems, values and social justice, to be discussed and recognised when determining individual and community actions for sustainability. Building capacities for thinking and acting in ways that are necessary to create a more sustainable future. Promoting reflective thinking processes in young people and empowering them to design action that will lead to a more sustainable future. These are important concepts that we can help to plant and germinate in students’ minds in the classroom; nurture through hands-on learning experiences in the field; then watch them come to fruition as the student leaves school and enters the workforce as an active global citizen. Of course, when it comes to schools and travel, it’s not only about making sure the program is as educationally robust and meaningful as possible. Many school leaders are also looking for guarantees that any travel undertaken will be considered in their approach to the environment and interactions with global communities. Topics such as over-tourism, tourism-related pollution, ancient building and land


School leaders are looking for new and innovative ways to support some of the key concepts that underpin the sustainability priority.

These include:


By Jenny Murphy, Founder, Latitude Group Travel

Term 2, 2022 |

destruction, inequitable tourism dollar dispersal and unethical voluntourism practices are some of the major challenges the world is facing today. Particularly relevant to schools, is the issue of traditional ‘Service Learning’ tours. These have emerged as an ethical grey area in recent years. Evidence is mounting that these programs often cause more harm than good and do not really contribute to building sustainable communities – that is, communities that are inclusive, safe, resilient, and self-sufficient. Examples of traditional Service Learning tours include visits to orphanages, homeless shelters, and other forms of community service. If you are interested in reading more on this topic, we highly recommend looking up Australian Leigh Mathews, founder of both ALTO Global Consulting and ReThink Orphanages Network. Leigh is working towards best practice specifically for these types of tours, as a thought leader and advocate in the movement, in order to radically shift the way that people engage with overseas aid and development. We are encouraging the school leaders we work with to start thinking differently about Service Learning. One way to do this is to ensure any service-based touring program undertaken by the school community is always linked to one or more of the United Nations (UN)


Sustainable Developments Goals - a collection of 17 interlinked global goals that define agreed priorities and aspirations to combat the economic, social, and environmental challenges faced globally. Taking this approach provides critical structure to ethical student engagement with domestic and international communities and allows schools and students to delve into some of the world’s greatest challenges. Students can also engage in new ways with the key concepts around sustainability from the Australian Curriculum, as outlined above, if they are allowed to co-author the Service Learning experience through goal and destination selection. This encourages young learners to take responsibility for their own learning, builds leadership qualities and facilitates collaboration with others to share control of shaping a new learning direction and experience. In short: the overall aim of these programs should never be about ‘doing good’ just for the sake of it. Instead, they should be packed with experiential learning opportunities and provide opportunities for your school to develop long-term links to a community. Not only will you be engaging more positively to make sustainable change; it can also help lay the foundations for students and the wider school community to build a long-term, outcomes focused and sustainable mindset!


Upgrading your school library By Heather Barker Vermeer Industry Reporter

School librarians are juggling more roles and skills than ever and their domain, the school library, houses all manner of information, resources, and technology for learners as well as pedagogy-informed learning spaces to enrich every teacher’s lesson plan. Of course, providing an adaptable, accommodating environment is the cornerstone of any good school library. So… where’s a good place to start if yours isn’t up to scratch?

Analyse your space, be flexible Take stock of your library’s layout: It needs to be a welcoming environment for research, a place for students to sit comfortably and read, and a site for project collaboration and sharing. If your furnishings consist of standard fixed-leg, bulky rectangular library tables, they’ll remain rooted to the ground or need to be moved, with difficulty, to alter the configuration of the space. By opting for stackable or modular furniture, you can create a variety of configurations. Nesting and

Image supplied by Autex, RMIT University. Architect and Photography by Hayball.

mobile flip tables make smart use of space, and reconfigurable seating helps to accommodate diverse set-ups, i.e., for debates, roundtable discussions, or small group projects.

Aesthetic improvement An injection of colour is one way to make the library more appealing through furniture items, soft furnishings, wall colour or an oft-forgotten element, artwork! Old photographs can inspire a sense of connected heritage or hang some book cover poster art. Cull the clutter; weed out duplicate titles, tatty publications, and out-of-date collections to create space for new.


Include thoughtful zones within the overall floorplan. I.e., many school libraries repurpose storage space previously used for AV equipment or books to make a green-screen room for use as a project-based learning space.

trap and contain sharp sound waves, reducing background noise and minimising echoes. Shelving can also be used to help block noise from more collaborative zones that might disturb a quiet study area. Position your cosy, quiet reading area away from the entrance and fiction collections, for example, where groups may loudly gather to choose books.

Activity zones and quiet zones help structure your space and aid different work styles.

Expert tips for transforming library spaces

A sound environment

Michael Merlino is the Creative Manager at Resource Furniture and shared some dos and don’ts for schools planning a stellar library refurbishment.

Liaise with your subject teachers to design usable library spaces within your facility.

Libraries have acoustic demands often not considered in the design and construction process. These issues can include noise intrusion from exterior and interior sources such as aircraft and building mechanical systems, excess reverberation in public spaces, speech communication, and intrusion from potentially adjoining spaces, such as meeting rooms.

Image supplied by Resource Furniture


Wall-mounted acoustic panels let people in libraries have their peace and quiet by dampening, softening, and redistributing sounds. Unlike hard, reflective surfaces, acoustic panels can ADMINISTRATION

Among his list of don’ts, Michael said: “When incorporating teaching spaces, try to avoid central open areas, thoroughfares, or high ceiling spots, as sound will travel throughout the space. Also, don’t buy ad hoc! Manage budget constraints for new shelving and furniture with a space plan that allows you to stage fit-outs over time with a clear end-goal and with the confidence that everything will complement each other.” Term 2, 2022 |

Among his comprehensive list of dos, Michael advised schools to source a library shelving system that incorporates as much versatility as possible: “One shelf type should offer the flexibility to create a flat shelf or display shelf and have the capacity to house several different face-out collections, such as picture books. “A mobile castor base is a must for double-sided shelving units as it provides the opportunity to reconfigure displays as the needs for the space change. "Also, I recommend schools utilise walls as much as possible to house collection in single sided shelving as it provides greater opportunity to open the floor space for potential breakout areas; if the collection size allows, try to include lower height double-sided shelving units as it provides a great line of sight and a nice open feel to the space. "Of course, take advantage of any distinguishing features. If there are any windows with natural light or views to consider, use these as breakout or teaching spaces and try to avoid placing shelving units in ways that obstruct the view.”

Image supplied by Intraspace

Rob Jones is Autex Acoustic’s Technical and Development Manager, and let us know the key acoustic recommendations for school library upgrades… “Libraries are no longer just a place to find a book but increasingly function as multipurpose spaces. Group gatherings occur regularly and can include audio-visual events, and often occur alongside individuals studying and researching, making library acoustics more noticeable than ever.

to minimising noise disturbance. Zoning should consider how to maximise distance between areas where group or collaborative activities will take place. Lowering the ceiling heights with highly absorptive ceilings helps create a more intimate area, so that individuals within a group can hear each other without needing to raise their voices. These systems often can be suspended from the existing structures meaning little site works and minimal disruptions. Furniture can also create barriers to reduce direct noise flow throughout the area.

“As library use continues to diversify, their acoustic requirements will continue to complexify. For this reason, the placement and use of noise absorbing surfaces, ceiling structures, and absorptive furniture are important as they all work to help lower noise levels and attenuate noise flow via reflections. Soft floor coverings help reduce noise-flow too.

“For retrofit applications and the loss of dense bookshelves, wall surfaces can be treated with noise absorbing linings that doubleup as pinboards. Even old brick walls that reflect most of the sound can be transformed into features with little building work.”

“Most importantly, however, acoustic planning and zoning is a key tool to help schools overcome acoustic challenges in relation

“Using learning zones as a main strategy helps establish relationships between learners and their access to information.

Jeffrey Morren is the Managing Director of Intraspace and spoke with us about creating effective learning zones…

Designing Innovative Learning Spaces Transforming your library in 2022? IntraSpace works with education providers across Australia to design, supply, and install furnishing solutions that maximise the best use of library space. We can refresh floor layouts via flexible shelving solutions. With a wide range of products and services on offer, IntraSpace works with you to design and build effective learning spaces. IntraSpace offers complimentary consultation as an opportunity to workshop ideas with you on-site and generate plans for an innovative library space to suit your needs.

Get in touch today!

Call 1800 800 573 or visit 16


Term 2, 2022 |

The key is to understand user needs and how they best interact with information when it is presented in different ways. An innovative library must create zones for collaboration, breakout, presentation, makerspace, and quiet.

another great collaborative option, especially tables on castors so students and teachers can easily allow for groups of four to 10. The high tables can also be used with stools or as a standing table. Desktops finished in writeable or whiteboard material is another simple collaborative option.”

“The collaboration zone accommodates group work and projects-based learning. Ideally, larger tables and multiple seating can be easily moved around to reconfigure the space as necessary. Access to power points should be handy for charging student devices. “The breakout zone should encourage interaction in a more relaxed atmosphere. This space is more casual and cosier with a lounge room feel to it. Soft seating and modular furniture are recommended. “The presentation zone is a space for presentations and celebration. Also serves as a venue for guest talks and storytelling. The space needs to allow for lightweight seating to be moved around or for students sitting on the floor. “The makerspace zone hosts designing, play, and

Image supplied by Sebel Furniture

experimentation. Crafts, artwork, and shared assignments are done on larger tables, multiple seat capacity furniture and accessible shelving for materials. “The quiet zone should have privacy elements for students to work on their own. Although not completely enclosed, the concept should allow for individual study or just personal time. This is best served with individual seating, smaller tables, and privacy screens.”

Stephanie Cox is a representative from Sebel and spoke with us about how to facilitate different learning styles in a library space… “Soft seating, rather than standard chairs and tables, allows students to gravitate towards a more comfortable seating option. Booth seating can accommodate four to six students in a compact footprint. This is a productive use of floor space that provides privacy and high backrests help to improve acoustics. High tables are

Fun and Functional.

Most importantly: “Have an idea of what you want to take place in each area so that the furniture will allow for those activities… Incorporating shelving into the furniture setting also gives both a visual and practical solution to the area. Using different shelving heights combined with clever design can easily zone areas into different activity spaces.” Additionally, she advised that “Soft seating combinations is a popular trend. Options include booth areas for board games and collaborative work and quiet reading areas with individual soft seating. Floor options in primary school libraries such as pillows or cushions are very popular. Flexible learning areas that can function as a classroom but can also adapt for special events or exhibitions is also a current trend.”

Brighten up your school’s library with clever designed furniture that is made to last. Sebel’s innovative Smart Softies™ are not only ecofriendly, durable and super comfy, but they are KLZPNULK ^P[O ÅL_PIPSP[` PU TPUK THRPUN [OLT the perfect solution for your library.


We’d love to talk. Call us on 1300 664 132 Email us at Check out our full range at


Term 2, 2022 |




Extensive Resource Centre Reno for Newly Co-ed Catholic School

Images courtesy of Resource Furniture and St Paul’s College, Gilles Plains, SA

By Rosie Clarke, Editor

Established in 1959 as a Catholic School for boys, St Paul’s College, Gilles Plains, SA transitioned to a co-educational college in 2022 and has thus experienced a significant increase in demand for enrolments.

The number of students at the school has bloomed to 950, from Reception to Year 12, and a new resource centre fit-out was required to meet this new demand. St Paul’s College Principal Paul Belton told School News: “The previous Resource Centre, built in the 1970s, was dark, dated, and enclosed. The aim was to transform the college’s Resource Centre to a contemporary space,

creating a bright, light-filled open-plan learning hub. To fulfil this aim, the college’s library staff met with Resource Furniture to discuss the requirements of the space and develop a design. This collaboration between college library staff and Resource Furniture’s expert team allowed for careful design that would meet the needs of students and the space. As Principal Belton

noted: “Consider the number of books and resources, seating, and table requirements; it was important to carefully consider all the requirements and the multi-purpose nature of the space, creating different zones within the space. As a Reception to Year 12 college, the Resource Centre needed to meet the needs of a variety of age groups.” In addition: “The college’s vision for this important multipurpose space was to become a hub of student learning and incorporate the co-location of student support services, including pathways and careers counselling, learning enrichment and ICT services. For Resource Furniture’s Creative Manager Michael Merlino, the project was “a fantastic opportunity for the school to reevaluate and design a new library that catered to more students” including “a diverse age group and new teaching spaces”. “With careful consideration of collection and breakout areas, we began with a space plan and developed key areas to suit the larger space. During the design phase, the library and leadership team visited our showroom to view and test the proposed



Term 2, 2022 |

Images courtesy of Resource Furniture

products, which provided them with the confidence that the design intent was met, and all the products would work together. “We introduced lower height Sliimform shelving units to create a welcoming space that took advantage of the views from the windows and deck and incorporated a range of breakout furniture that offers students the opportunity to collaborate with others or focus on individual work.”.

Recalling the renovation process, Principal Belton said that it was extensive, spanning 2020 and 2021: “Working with St Paul’s College old scholar Paul Campbell as Architect, the college updated the Master Plan, which identified and prioritised future development building works and necessary upgrades required particularly with the transition to coeducation and to accommodate increased student numbers.

This modern new facility has a focus on innovative learning and provide ample areas for collaboration that can extend into outdoor learning spaces. Large glass doors open to a decking area overlooking the expansive ovals and out to the Adelaide Hills to the East and allowing students to work inside or outside. “The entire college community has access to this

facility, especially families, cocurricular teams, and the old scholars network.” Most significantly, the renovation has struck a chord with its end-users: “Feedback from the community has been amazing: students and staff enjoy using the space, and this project – along with other recent development works – has seen students display pride in the college.”

ĚØ¿ĦëĄã }ċīĚ _ė¿ÎØ ĚØ Ľċī ĦèëĄúëĄã ċâ ĦĚ¿ĄĞâċĚăëĄã ĽċīĚ ĞÎèċċý ýëÌĚ¿ĚĽʛ =ëÌĚ¿ĚëØĞ è¿ĶØ Ħċ ÌØ ĶØĚĞ¿ĦëýØ ¿ĄÔ âýØļëÌýØʔ _ė¿ÎØ ėý¿ĄĄëĄã ėý¿ĽĞ ¿Ą ëăėċĚĦ¿ĄĦ ĚċýØ ëĄ ÎĚØ¿ĦëĄã ¿Ą ØĄã¿ãëĄã Ğė¿ÎØ âċĚ ĞĦīÔØĄĦĞ Ħċ ýØ¿ĚĄʕ ÔëĞÎċĶØĚ ¿ĄÔ ĚØâýØÎĦʔ %ëĄÔ ċīĦ èċķʔ

Ø ÔØĞëãĄ˺ĚØĞċīĚÎØâīĚĄëĦīĚØʔÎċăʔ¿ī ė ȊȌȉȉ ȎȐȐ ȋȏȐ ̃ ĚØĞċīĚÎØâīĚĄëĦīĚØʔÎċăʔ¿ī

Term 2, 2022 |



Implementing a new School Management System

By Heather Barker Vermeer Industry Reporter

Nothing frustrates staff, students, and parents quite like a school management system (SMS) that is designed to make life easier but actually makes it harder. For this reason, making a sound purchasing decision is absolutely essential when it comes to upgrading an SMS. After all, this software tool will impact every facet of your school community, informing the day-to-day operations of your staff, students, and families. We spoke to leading SMS companies this issue to find out about the latest functionalities and key purchasing considerations for schools.


What is an SMS? Centrally, an SMS is a management tool schools use to coordinate schedules and communication between faculties regarding students. However, as our industry experts later explain, SMS do much more and have evolved greatly over the last decade. A few SMS functions include simplifying information tracking for parents and administrative staff, managing timetables, subject information, important dates, and grades, centralising student data accurately and securely, streamlining assessment and other internal school procedures. At the classroom level, an efficient SMS allows teaching staff to track students’ progress and performance easily, create summary records for individuals and whole classes to compare tracking data with previous year groups,

for example. Different systems offer different functionalities and interpretive tools; some offer school administration packages that include teacher planning, assessment, live reports, notifications, mobile apps, and more. Having an easy-to-use mobile app is often favoured by many students and parents for the immediacy of receiving text updates, removing the log-in to a ‘portal’, where the modern-day issue of password amnesia can be both an irritation and a barrier to use. An e-portfolio may also allow students to record their work, goals, and achievements, reflect on and share their learning, and receive feedback. These enable students to present information in different formats and, depending on the software, take the information with them between schools. E-portfolios can be a great


way to record non-traditional assessment, cultural learning experiences, and project-based learning too. The creation and management of an e-portfolio also provides students with opportunities to build digital fluency, using technologies to create, select, organise, edit, and evaluate their work. Being an e-record, technology enables the use of a range of media – video, audio, and images – as well as text, to show both the learning process and final products. Don’t forget to factor in training with your SMS upgrade so that all staff are on the same page. Canvas your community to find out what additional features will best suit your school’s needs – what aspects of your current system are causing the most issues? Allow these to guide your decision-making process for a solution-focused upgrade. Term 2, 2022 |

Innovation. It’s in our DNA. Sentral. Empowering schools and communities through innovative technology.

Sentral is #1 in the Australian School Management System market and trusted by over 3,000 schools nationwide. With our innovative web-based suite of modules, Sentral provides a single comprehensive interface for the management, tracking and reporting of data for school administration, online learning and student management. Our cost-effective, end-to-end solution will simplify and streamline day-to-day administration tasks and give back extra time to teaching staff to do what they do best - educating our future generations. Visit to discover how we can support your school with our innovative School Management System.

Sentral. Empowering schools and communities through innovative technology.

Industry Experts Share Specialist Insights for Schools Antony Mawer, Co-Founder and Head of Strategy at Sentral, spoke with us about how school management systems have evolved to meet new needs in an ever-changing educational landscape.

He explained: “The traditional student admin system landscape historically was focused on the back office. Back in the 90s, the back-office admin staff were the only ones that used a School Management System. The game change was when they became focused on teachers; thinking about how teachers would fill out forms and then hand them to the admin staff to enter manually. Now, teachers can enter information digitally and have that information flow efficiently. So, that was the first paradigm shift in how a school management system was used.


He pointed out one key change has been “the journey from multiple on-premises products to fully integrated cloud-based solutions”.

“The next shift is happening right now, which is the inclusion of parents. Originally a school management system was inward focused but now it’s really about that eco-system around the school, the parent, the community, and realising the operational complexities and overheads and managing that is really hard for a school. That’s the next horizon for how we can streamline the overall
















y 606 (PDLO DQG 3XVK










school community. Features like instant messaging, push notifications, homework management, and frictionless payments are all part of this.” Dr Kiki Tanousis is the CEO of Xuno School Management System, specialising in student mapping and reporting software. He stressed to us that “a good SMS must be flexible; whether tailoring end-user screens for parents; customising report designs or allowing schools to create different types of tests to record outcomes.” “Teachers are consistently required to test students and record outcomes but unless those outcomes are used to inform the teaching direction for individual students, the collection of assessment data is not being utilised to its full potential. “Effective data mapping tools should allow schools to centralise, organise and analyse all assessment data collected, either external assessments like PAT or NAPLAN, or classroombased assessments. It is critical that they can bring together assessment data, attendance data, incident data etc., into one view, giving staff a single place to enter and analyse this data. When using student maps, teachers can easily identify students falling behind or moving past their expected achievement levels, and can track student progress and growth over time. "With reporting, a picture really does paint a thousand words. Graphic functions provide next-level sophistication in the


visual representation of student outcomes. Savvy schools realise that student reports are the most enduring form of communication that they will have with their community and spend a good deal of effort building their brand. So, it’s important that their reports are as professional looking and informative as they can be.” Civica Senior Product Manager, Education, Hayden Gyles spoke with us about the benefits of cloud-hosted storage. She said: “Legacy on-premise, application-based solutions are out and cloud-hosted web-based solutions are in!” More specifically, she explained: “A good SMS will have the flexibility to allow schools to configure records and fields to suit their particular needs. Every school uses different languages and runs different programs, so the flexibility to be able to make changes to the system to suit the school’s needs is imperative. “Communication is key to the running of a school. For instance, the ability to send communications through the SMS removes the strain from email and paper. Using built in communication capabilities opens new channels to engage with the school community via a mobile app push notification or the SMS. In terms of training: “Schools have varying needs when it comes to support. A train the trainer model is often employed to train key staff members to allow them flexibility on when training is delivered to all staff. Term 2, 2022 |


Streamline your processes with Civica Education Suite Civica Education Suite provides reliable solutions to address admin and finance needs of schools through: •

Cloud-based solution that will ensure your data is always accessible and secure

Simple user interface to allow you access to your data quickly and easily

Ability to integrate with third party applications to ensure data and operational functions are seamless

Get the right technological foundations to ensure your school does not compromise on operational efficiencies. Contact us today to discuss your school management needs. Julie Morton Phone: +61 2 8324 3163 Email: Website:


It also helps to have some knowledgeable people on staff! Digital adoption platforms can also be a key tool in delivering training and support. These allow a user to be guided through the platform at their own pace in real time. Further, a comprehensive online help knowledge base is essential to assist users with understanding more complex parts of the solution.” For Robert Radley, Executive General Manager at Nelnet International, establishing a chain of contact protocol is one of the most important capabilities of a SMS. “For example, who does a student with separated parents live with? Who is the primary contact for general day-to-day communication, emergencies, school fees, attendance/absences, behaviour issues, parentteacher interview invites, etc.? These different options need to be clear so that a classroom teacher sending a reminder to caregivers about an upcoming excursion or the attendance


officer chasing unexplained absences knows who to contact. Providing different communication methods also makes sure all options are covered, whether the preference is for an email, text message, or a push notification, it’s important to ensure that there are robust tools that allow communication data to flow through secure integration channels. “However, the SMS isn’t just a place for data to be entered! The real key is the ability to provide information on this data in a meaningful way. From analytics on student attendance to being able to track poor attendance rates, to longitudinal analytics on students’ academic and personal progress during the life of their enrolment; the collation and presentation of this data is vital. Reviewing trends in behaviour, coordinating counselling referrals, and collating extracurricular achievements are also important function. An SMS should be able to provide this information seamlessly so that schools can seek more advanced solutions in a particular area.”


Elevating and Empowering Schools |



Term 2, 2022 |


Images courtesy of BenQ

How interactive classrooms empower teaching & learning By Rosie Clarke, Editor

Teachers know that interactive devices and systems can foster improved student participation and teamwork in the classroom… But technology also evolves at such a rapid pace that it’s hard for schools to stay future-focused and within budget. So, how can schools make smarter purchasing decisions to equip teachers with everything they need to facilitate interactive classrooms? This issue, School News sat down with classroom tech specialist, BenQ’s Head of Product and Sales ANZ, Sanjay Handa, to talk through the swathe of new technologies available to schools and what the key considerations should be for classroom tech product purchasing in 2022. Sanjay explained some of the major trends over the last couple of years, and how these impact school decision-making: from the expansive growth of gamified learning platforms to the advancement of remote and mobile learning over COVID. Finally, he outlined a core handful of “healthy learning” features that he believes schools should look for when purchasing new tech for teaching and learning environments. Term 2, 2022 |

Q: What classroom technologies can schools use to take interactive teaching to the next level? A: Augmented reality isn’t something new but it's starting to make its way into how the curriculum is being delivered. Using the additional visual aspects to enhance the education potential of existing materials has given teachers the opportunity to not only reuse or continue to use the existing course materials but also to create new ones to fit better with a sensorily expanded scope of opportunity. Not to mention, extra physical equipment can often be expensive and sometimes dangerous to use, hence the draw towards the augmented approach. I’ve seen AR help dramatically in a remote learning environment by helping students visualise the experiences that other

students may have in the physical classroom. This could also be paving the way for the future of more virtual teaching methods that may set stage in the Metaverse for instance. Gamification is a phenomenon that I’ve also seen increase in popularity immensely over the last few years. With platforms like Kahoot!, learning has transformed from the sometimes boring “chalk and talk” to more fun, engagement and most importantly interactivity. Let’s be frank: A students’ life is filled with gamified marketing in 2022. We need to continue embracing that approach for positive learning outcomes. What’s great is that there are several platforms making their way to the forefront of this and developing amazing curriculum aligned content such as Literacy Planet. Mobile and remote learning is


still a hot topic on the agenda, even though schools are predominantly back to face to face in the wake of COVID. We’ve been shown how fragile the education system can be over the last couple of years when the opportunity for in-person learning has been limited, whether due to pandemic, flood, bushfire, general remote living, etc. Following this, we’re seeing constant improvement in the infrastructure of cloud connectivity and video conferencing. The ‘digital cloud whiteboard’ has been the backbone of support when it comes to the continuation of curriculum delivery in these situations. Because students may not always have access to a fancy interactive whiteboard, mobile device compatibility is a key consideration when implementing a remote learning platform.

Q: How can schools overcome their biggest tech challenges? A: One of the biggest challenges we see in the classroom when implementing new technology, in particular, is the sometimes steep (and cumbersome) learning curve. With technology developing at a rapid pace, many teachers are simply being left behind, often resorting to less progressive traditional methods of teaching like dusting off the trusty old HDMI cable.


Whether these are added features or the core product, the technology can work harmoniously to ensure the students and teachers are spending their time in a healthy environment. Some great examples are interactive panels with integrated CO2 sensors, and even ionising air purifiers.

Images courtesy of BenQ

Here, ease-of-use is something that needs to be seriously considered when implementing new technology, whether that involves switching to a new standard or upgrading to the next best thing. Moreover, ease of connectivity still seems to be the Achilles heel for many teachers in the classroom. Now with more and more devices being connected to the network, sometimes being a mixed brand and platform, the quicker students and teachers can connect, the quicker the learning can start. There are several different ways that devices may be connected to a display device, including proprietary systems that use specific apps or one’s that take advantage of existing technology like AirPlay. Either way, it’s important to consider what works best for the device fleet, including the support necessary to keep day to day device management easy. With schools spending increased amounts year after year on personal device rollouts for students, having collaborative

technology in the classroom that plays ball is very important. Not only for the teacher but the IT managers implementing and troubleshooting it daily. Here, considering device agnostic technology is key to keep things running smoothly.

Q: Do you have any dos and don'ts you suggest schools consider ahead of purchasing new technology tools for classroom use? A: When it comes to purchasing classroom technology, consideration is buying technology with software that be updated while retaining the same hardware. Future-proof technology is great in that it is often a more economical and sustainable option for both the school and the Earth. Not to mention fitting better into the ever-shrinking budget allocations. Another trend I love seeing, and believe should be the new standard post-pandemic, is classroom technology that promotes healthy learning.

The last key consideration is technology that is multiple device compatible. In an era of BYOD, equipping technology that only caters to a small range of OS or device types can be detrimental to the classroom experience and quality of learning. Therefore, investing in technology that can connect easily with an entire spectrum of devices can make the classroom more efficient and fun for all!

Q: Classroom technology includes touchscreens, multitouch panels, interactive whiteboards, projectors, and more. Are there different pros and cons, and what is cost expectation for schools? A: A sometimes-difficult budget decision is whether to go big or go for multiple devices. We’re seeing many schools opt for bigger sizes because cloud whiteboarding tools are ever expanding their feature sets. Even smaller panels, such as 55-inch, can be connected together to simulate a comparable experience, and this is just not possible with older display technologies like projectors and non-interactive screens where there are little to no expansion capabilities out of the box.

Another great new feature making its way to digital and cloud whiteboarding software is called, ‘infinite whiteboard’, which enables you to scroll and move your workspace for an added extra value benefit to a smaller size screen. Collaboration is king here, and touchscreens are probably one of the best tools when it comes to encouraging hands-on learning. With technology developing rapidly in this growing device segment, features like the multitouch capabilities keep improving, and more points of touch means more in-person collaboration. This hands on interaction just can’t be done with the older projection display technology. In the wake of COVID-19, hands-on learning may have lost some momentum but with positive healthy feature trends, like germ resistant screens and accessories, this seems to be getting well back on track.

Q: For staff training, do you recommend one-off or ongoing training for teachers, librarians, and other school staff? A: While technology advances at a faster rate than it can be adapted and utilised to its full potential in the classroom, educators and librarians who’ve been in the industry for a while often find new technology quite daunting if adequate training is not provided and maintained. For this reason, aim for a more ongoing training/ development scheme. If school staff are provided with supportive ongoing training, they are encouraged not only to use the tech to its full capability, but to empower learners with a classroom experience that is fun and efficient rather than daunting and tiresome. With school library training sessions, I recommend dedicated group training sessions with either a qualified school IT staff member or, better yet, a tech cognoscenti from the purchased brand, providing in depth knowledge on how to effectively utilise the technology. With so little time and so many features, getting firsthand and dedicated training sessions saves the hassle of staff organising or learning in their own spare time, which is often quite limited.



Term 2, 2022 |

future proof your classroom


Durable and commercial-grade ULTRA HD 4K EZWrite

SOFTWARE floating

toolbar VIVI

(Subscription Fees Applies)



5 YE A R






5 YE A R

(Subscription Fees Applies)

Logitech C925e included


Two-way Mirroring and Touch Back BenQ interactive panel Features

4K Ultra HD resolution InstaShare screen sharing technology EZWrite Software Technology Two-way Mirroring Smart Eye-Care Flicker-Free Technology whiteboarding function screen video recording floating annotation tool

Share content and provide instant feedback from laptops, smartphones and tablets to the Interactive Flat Panel.

integrate av offers


Integrate AV offers comprehensive training and professional development, which we can tailor specifically for your school. We have extensive courses already developed focussing on a wide range of education technology topics. For enquiries or more information, please email


Need help choosing classroom technology?

By Katrina Spiller, National Business Manager, Integrate AV

Interactive flat panels (IFPs) are one of the core technologies of the modern classroom and it is fair to say this revolutionary technology manages to replace the old smartboard and projector technologies from today’s classrooms.


All new schools have an IFP for learning spaces and existing schools are also not too far behind, adopting IFPs at an extremely fast rate. Many education departments across Australia are heavily involved in classroom digital transformations. They are making significant investments into school technology budgets to fast track the technology gap between new and existing schools. The NSW Department of Education is currently making efforts to close the technology gap between metro and rural,

regional, and remote schools by providing a digital uplift to more than 1000 schools across the state. Given the importance of IFPs in the future classroom, it is important to understand what an IFP is and how you would go about deciding on an IFP solution for your classroom. IFP is an acronym for interactive flat panels, which are touch technologies. The IFP is an LED or LCD panel that allows users to touch, interact, collaborate, cast, brainstorm and annotate the content displayed from one or multiple sources. In short, it


operates like a giant android or windows tablet and can be used as your imagination sees fit. There are many brands of IFPs in the market today and it is quite easy to get confused as to the best solution. Some brands fit the budget but do not meet the specifications required. Others have the technical specifications but do not have local support. When deciding to purchase an IFP, you need to pay attention to the total package being offered. You will quite often find when comparing brands, you are not comparing apples with apples. Term 2, 2022 |

There are a limited number of physical panel manufacturers in the world, so the underlying display technologies for many of the manufacturers is actually the same.

What operating systems do they support? Your IFP solution should support MAC, Windows, iOS, Google, and Chrome.

What software is being offered? Software offerings vary dramatically. At a minimum, you should get annotation software but you should look for more than this. What education content is available and do they have any free resources to download?

Are there any ongoing software costs? This is an important one to understand as you will need to pay year after year to continue to use the software.

Do they support BYOD/ classroom collaboration? Bring Your Own Device initiatives encourage people to bring their own tablet or laptop to interact with the IFP.

Is the IFP a commercial grade LCD? It needs to be.

What is the warranty? You should be looking at onsite servicing for a minimum of three years (regardless of the location). Most manufacturers are providing a five-year onsite warranty currently, with some even offering seven years onsite. Is there training/ professional development available? Once an IFP is installed, you want teachers to make use of the technology. Having training and professional development available after the purchase is paramount to a successful deployment of IFPs. Price. The budget will be biggest driving factor when purchasing an IFP. When you compare the above, you will get a good idea of the overall value of the package.

Term 2, 2022 |


To help you in your purchasing decision, here is a checklist for comparing IFP solutions:

Image courtesy of BenQ

Choosing the size of an IFP depends on a variety of factors but when talking about IFPs, bigger is definitely better. Replacing an older smartboard or projector/screen with an IFP usually means the size will be smaller; sacrificing size while gaining more information on the screen. Most of the projectors used with the older smartboards or screens were 1024 x 768 resolution, whereas the majority of IFPs are 4K so you are getting four times the resolution and four times the number of pixels than your older device. The IFP will also look brighter and have a much higher contrast ratio than a projector, which means it is easier to see a smaller IFP from the back of the room. The most common size being installed in learning spaces today is 75”. One of the leading and established brands in the market is BenQ. BenQ has heavily invested resources in classroom technology and offers apps

including wireless casting, cloud whiteboarding, ability to log into personal cloud drives. These apps are available straight out of the box. There are no hidden or ongoing costs after purchase. Being a global brand, BenQ offers different models and sizes of IFPs which fit into everyone’s budget. They offer onsite warranties no matter where you are in Australia. They also have locally based technical teams to assist with any support required. BenQ has partnered with many third-party software and integration companies to provide a complete education solution, so teachers have flexibility to use whatever they want and however they want to. Some of these companies include Extron, Crestron, ViVi, Kahoot, Seesaw, NutiQ Snowflake, Clickview, Team Viewer, and Google for Education. All BenQ Interactive screens


are equipped with a germ resistant/anti-microbial coating, antiglare layers, flicker free screen technology and low blue light sensors. All screens are 4K with 20 points of touch. BenQ screens are made to handshake with all the major operating systems including MAC, iOS, Google, Windows and Chrome so integration with your BYOD is at your fingertips with no calibration required. Integrate AV has partnered with BenQ for close to 10 years and has a dedicated education team who can assist you with an IFP solution for your school. Integrate AV is a supplier on contract under the NSW Department of Education Multimedia Solutions State Contract, QLD Department of Education Standing Offer Arrangement QEDSOA-71789 and the Tasmanian Information and Communication Hardware C150 contract.




It’s time to re-think student behaviour

Do you remember going to Grandma’s house as a kid?

We need to start thinking more like a grandma and less like a departmental bureaucrat

It was always a thrill, for me anyway. I do concede that there was the odd scary Grandma out there with a bar of soap handy to wash the mouth out of any child who muttered a naughty word or two. But, as a rule, Grandmas are more inclined to exaggerated kindness, or even spoiling their grandkids, than they are to cruelty, control, formality, and punishment. And we all mostly did the right thing at Grandma’s house. If we want to address the current student behaviour crisis enveloping our nation’s schools, we’re going to need to start thinking more like a grandma and less like some departmental bureaucrat for once.


Adam Voigt Founder, Real Schools

It’s time. The pain is now strong enough. Post-remote learning, Australian teachers are reporting unprecedented levels of student violence, aggression, disruption, relational fracture, and the breakdown of an already thin remnant of social cohesion. The traditional models, under the duress of staff absences, exhaustion, and distraction,

have been exposed as not only outdated, but fraudulent. Our teachers are sick to the back teeth of implementing programs, investing countless hours and huge budget chunks, for so little return. Never have our teachers and school leaders taught so many mini lessons, completed so many online professional learning


modules, tacked up so many posters about respect, built so many meaningless behaviour matrices and developed so many policies, for virtually no return. Even when looking at the most concerning of student behaviour for parents, such as bullying, we get it wrong with embarrassing monotony. The global count on anti-bullying programs is now out beyond 9,000. Term 2, 2022 |

The global count on anti-bullying programs is now out beyond 9,000

Bullying, you see, isn’t simply a behaviour that can be deprogrammed from students. It’s a cultural phenomenon. Put simply, the culture of a school tells you whether bullying is easy or normalised, or not. And for this very reason, parents of both bullying victims and perpetrators are inclined to change schools when their attempts to stop it fail. It’s culture that drives the prevalence and severity of bullying. It most certainly isn’t the coveted ‘awareness’ we seem so keen to establish whenever a broken teenager takes her life due to bullying overwhelm and another awareness raising foundation is born. As understandable and wellintended as this may be, we’re way beyond awareness now. We’re all fully aware of school bullying and its perils these days. Now what? The University of London looked into this in 2012, when they explored 1378 schools who were already performing admirably to counter bullying. They found the most common feature among them was a restorative culture and ethos. And while we already have access to these restorative practices in Australia, it’s making them culturally normalised and habitualised that remains our challenge. Restorative practices are not a program, they are a way of working and being that enacts fairness, kindness, empathy, and personal responsibility. I’ve personally worked now with dozens of schools across Term 2, 2022 |

Australia on implementing a newer version of restorative practices – one that’s respectful of the business and the busyness of today’s schools. The impact is both measurable and undeniable, for all of students, teachers, and parents. Implementing restorative practices as the underpinning methodology of your school’s culture is, effectively, just taking the grandma method to scale. And even when it comes to student learning outcomes, grandmas have been showing us a better way forward for years. The famed educational scholar, Professor Sugata Mitra, ran an experiment where he enlisted hundreds of retired Grandmas in the UK to encourage kids online in the slums of India to read. And it worked. They used little more than the habits of encouragement and praise that are trademark Grandma, and starving, non-English speaking kids in India recorded remarkably positive results. This leaves those of us interested in education policy at a fork in the road. When isolated schools providing educational opportunities where they’re most needed hit the headlines due to fights recorded on mobile phones going viral, can we resist the urge to spark a crackdown or throw another program at these dedicated, yet utterly exhausted, professionals to implement? Can we instead, support them through a cultural shift that makes desirable behaviour easier for students and disturbing behaviour more difficult – and then wait long enough for it to take effect? Can we resource them to do work that increases the teaching time for teachers and reduces their stress levels? And can we play a longer game than the implementation of


That’s 9,000 times that a clever person in an edu-enterprise, an education department or a think tank has had the brainwave of a new intervention that will once and for all end bullying. And 9,000 times, they’ve been wrong.

one more pointless behaviour management program? If we can attend to the cultures of our schools by thinking more about how we speak, how we create engaging classrooms, how we inclusively respond to conflict and how we can position teachers as authoritative, rather than authoritarian figures, in schools, it’s all more than possible.

If we can worry a little less about the behaviour of the day and more about why it’s really happening, we can help our schools at the very moment they are crying for help. And if we can take inspiration from our grandmas, rather than from bureaucrats and tough talking politicians, we might just steer a lot of kids from the wrong path in life.





NG GFUL PRACTICAL WELLRBEMEINIDERS Workshops, Online Courses & Consulting


Conversation starters PD Activities to boost morale

Reflective moments Solution-focussed planning



Two years on and teachers are still working hard to support others but at the expense of their own wellbeing. In my conversations with principals, people are struggling. We don't need new initiatives or more strategy, we need a break and reduced workloads. We are not machines that can keep functioning under high stress and pressure. We are human beings working in a system designed for an industrial age that is out-dated.

teach, how they teach and who they teach with everincreasing compliance driven by a crowded curriculum. Solution: Give people choice and options where you can. Don’t assume you know what people need.

Daniela Falecki Educator, Speaker, Coach,

The World Health Organisation (WHO) defines work-related stress as an imbalance between the demands of the job and the resources available.

In her book, The Burnout Epidemic: The Rise of Chronic Stress and How We Can Fix It, Jennifer Moss identifies six main reasons people tend to burn out at work. Beneath each one, I have added one way we could begin addressing each of these.

Burnout is characterised by energy depletion, increased mental distance from one's job, cynicism, and reduced professional efficacy and was included by the WHO in its 2019 International Classification of Diseases.

1. Workload. Overwork is the main cause of burnout. There is simply too much to do and no time to do it. Reports, assessment, data collection and accountability measures leave little time for planning and the fun stuff.

Put simply, it's feeling tired, cynical, and hopeless.

Solution: Cancel unnecessary meetings and stop sending global emails to people who don't need them. Look at what you can de-implement. If we are going add more to the to-do list, we have to take something away.

What we do know is we need to move beyond fruit bowls and yoga as wellbeing initiatives, and review work design as a means for reducing psychological harm. Employers need to stop blaming employees for not being resilient enough and, instead, change the policies and workplaces cultures that breed burnout in the first place.


2. Perceived lack of control. Studies show that autonomy at work is important for wellbeing, and being micromanaged is particularly de-motivating to employees. Teachers have very little say over what they

3. Lack of reward or recognition. Paying someone what they are worth is an important way to reward them for their work. But so is communicating to people that their efforts matter. Teachers want validation but generally shy away from recognition. Some even suffer from 'martyrdom'. We need to shift this social norm by learning to receive praise when it happens. Solution: Celebrate the positive impact your time and effort has on others. Sharing positive feedback is free, time-efficient, and powerful. 4. Poor relationships. Having a sense of belonging is necessary for mental health and wellbeing. This is true at work as much as it is in life. Teaching is about relationships. Unfortunately, some relationships can lift you up or pull you down. Learning social and emotional competence would go a long way to improving communication skills. Solution: Treat others how you would like to be treated and keep in mind your way is not the only way. We all care about the students we teach. 5. Lack of fairness. When people are being treated unjustly, they are likely to burn out and need more sick




Six causes of burnout at work time. In education, fairness can sometimes be blinded by compliance and mandates leaving teachers shaking their heads and asking why. Solution: Explain why things are happening the way they are. Sometimes people need to see the big picture to build understanding. 6. Values mismatch. Organizations that communicate values clearly and strive to fulfil their mission will more likely have satisfied employees. All schools proudly showcase their values on a wall somewhere, but do they really live these values in the staffroom and classroom? Positive workplace culture does not grow from a poster on the wall but from the everyday conversations between its people. Solution: Reflect on how you live the schools' values. What opportunities exist for staff to showcase these values each day? In a nutshell, Moss is talking about organisations supporting the psychological health and safety of their workers. Just as we have strict policies and processes to prevent physical harm at work with laminated 'hot water' signs, and yellow lines in front of stairs, we must have better practices to prevent psychological harm which causes stress and burnout. While employees are ultimately responsible for their own happiness, it is employers' responsibility to provide the conditions that support, and not detract, from their happiness. Term 2, 2022 |

Images courtesy of Rhino Shades

Year round solutions create usable spaces By Heather Barker Vermeer Industry Reporter

Melanoma cases are projected to skyrocket by 50 percent over the next 18 years, according to a 2022 study by JAMA Dermatology. This is dangerous news for Australia, which the study pointed out has the highest incidence rates in the world, and more than 95 percent Australian cases in 2020 have been attributed to UV exposure. It's also important to remember that hours spend outside in the sun take their toll not only on the skin, but on focus, stamina,

and longer-term wellbeing; for instance, students can become lethargic and restless in the heat, and glare can also impair vision for students and teachers returning to the classroom after play or lunch time. For children, shade protection at school is a critical tool for skin cancer prevention. And so, for schools, the UV risks of outdoor play and learning should be on the forefront of decision-making right now. As schools are well aware, hats and sunscreen are already a non-negotiable so although beefing up your school hat policy helps address part of the problem, a more robust option is providing more durable shade across your site.

Rhinos Shades have been at the forefront of supplying and installing various shade solutions throughout NSW for the last 18 years. Some of our products include:

• Covered Outdoor Learning Areas (COLA) • Shade Sails & Canopies • Walkways

• Bus Pickup Zones • Sandpit Covers • Bumper Pads

We can help you plan, budget, install as well as provide ongoing cleaning and maintenance services if required. For more information, please feel free to call us

1800 179361


Term 2, 2022 |



Another increasingly popular choice: COLAs offer a more permanent option. Classically made from steel, they can be designed, manufactured, and installed using a wide range of materials to suit different needs, spaces, and budgets. And they can be beneficial for not only the big, obvious purposes, such as covering a school playground area, but for high foot traffic areas between buildings or classrooms, to create permanently sun-protected pathways across your school site.

Image courtesy of MakMax Australia

The additional benefits to outdoor learning became evident during the pandemic, when outdoor learning spaces were one way for schools to minimise viral spread, or at least ease COVID anxiety. Notably, the benefits to effective outdoor learning spaces are many, but weather dependent so factor in your local weather conditions and engage a local specialist supplier for tailored advice. Additionally, shade and screen specialists often offer maintenance scheduling to

ensure the structures remain compliant and last longer, so this is worth enquiring about.

their tips and key considerations for schools aiming to invest in on-site shade structures.

Shade structure options for your school

Tensile membranes are a popular option as they can come in a variety of colours and designs, made from architectural fabrics such as woven-polymer or glass-fibre fabrics and coated with a synthetic protection layer. Membrane fabrics are tensioned over a steel frame to produce roofing, free-standing canopy structures or architectural umbrellas. The fabric quality must offer high UV protection, be strength tested, fire tested, and certified by structural engineers.

School News surveyed key options by talking to key shade suppliers to schools around the country. They identified the central option proving popular with educators at the moment: Covered Outdoor Learning Areas (COLAs), and tensile shade structures. Talking to us more in-depth later on, representatives from Rhino Shades and Makmax respectively outlined some of

Australian COLA designs can adapt to a wide range of weather conditions yearround—particularly useful for outdoor learning. Considering the record-breaking floods NSW and Queensland just experienced, it’s clear that Australia’s harsh climate requires careful design, strong materials, and experienced suppliers. Hardy, all-weather materials like heavy polycarbonate sheeting can provide a permanent COLA or to create temporary outdoor covered space. MakMax Australia representative Alastair Morris took us through the advantages of tensile shade structures in schools. He said: “When considering shade solutions for your school, there are many different types of shade materials and shade structures, and one of the newest trends in school shade design is incorporating architecturally designed tensile membrane shade structures. Tensile membrane shade structures create sun-safe, weather-protected areas suitable for a wide range of applications specific to schools, including school COLAS and weather-proof sports court or pool canopies.” “Tensile membranes are modern, high-tech, premium architectural fabrics, made from woven-polymer or glass-fibre fabrics coated with a synthetic protection layer. Membrane fabrics are tensioned over a steel frame to produce roofing, free-standing canopy structures or architectural umbrellas. “When designed, engineered, and installed correctly, tensile shade structures are highly durable, long lasting, and robust, with key advantages over metal roofing and conventional shade-mesh sails. Premium architectural-grade fabrics will



Term 2, 2022 |

Images courtesy of Rhino Shades

Rhino Shades representative Louise Blackshaw spoke to us about how shade for schools enhances safety and extends the classroom. She explained: “Schools are now looking for

tructures S e ad

Term 2, 2022 |

ways to expand the classroom and other activities, and that has become even more important since the COVID-19 pandemic. Social distancing, outdoor learning spaces, healthy sporting activities offer the opportunity to get fresh air, enjoy learning as well as keeping children in a safe and heathy environment. Louise has worked with schools for many years, supplying and installing various shade solutions

rning Are r Lea as o o td


Sports Co u

Modul ar Sh

“Adding a unique tensile membrane shade structure

to your school campus demonstrates your commitment to student welfare by creating sun-safe and healthy outdoor learning environments that will stimulate young bodies and minds.

Cover ed Ou

have a 25-year+ lifespan and despite being lightweight, are incredibly strong, making them a safe building material for use in playground areas. Compared to metal roof COLAs, these light-coloured, reflective shade materials will reduce the amount of heat absorbed by the roof, keeping the area underneath cool and comfortable.

throughout NSW. She said that “schools should have peace of mind that their problem has been solved, and they can achieve that by working with a specialist supplier to help them plan and budget, as well as deliver, install, and provide maintenance and cleaning services for those shade installations, which can vary widely! COLAs can include shade canopies, shade sails, walkways, bus pickup zones, sandpit covers, and bumper pads”.

ies nop a C rt


A night (or day) at the museum By Heather Barker Vermeer Industry Reporter

Schools want to develop global citizens with critical thinking skills, effective communication, problem solving, subject immersion and a love of learning. A trip to a museum should be high on the list, then. With modern museums offering much more than a ticket in, teachers are no longer tasked with producing printouts, name badges, and no longer need to transform into an expert on any given subject matter at the drop of a hat. Museums are a boon for learning experiences, and the museum trip itself is a joy for LEOTC-weary teachers. Whatever the theme, location, or history of a museum, experiencing learning in an informationrich, unfamiliar environment submerges students and staff in something new – together. It provides a perspective that cannot be taught from the familiar comfort of the classroom. Being in a stimulating new environment can fuel the imagination, trigger new ideas and sometimes break habits in thinking or behaviour. By taking learning experiences out of the classroom and into the museum, you are able to allow your students to become immersed in the subject matter to enhance what they have learned,

Image courtesy of Australian National Maritime Museum

or will go on to learn, at school. Not only are your students able to better visualise and experience the learning topics, but they can also hear from experts to deepen their understanding and hear different perspectives. World views and general knowledge are also expanded along with subject knowledge. Getting to know your students better and allowing them to get to know you can be one of the most valuable offshoots of such trips. As well as the travel there and back, being in a museum environment allows interaction to take place directly on the subject matter, as well as more broadly. Students see their teachers engaged in learning and the growth mindset is being modelled. Developing personal connections will create building blocks for future learning, creating better motivation for both student and teacher. Relationships among students and between students and staff are strengthened and new bonds formed. Having experts on hand to guide your group will likely be a

godsend, and not just as a chance for passing on the paperwork for a change. Letting museum staff lead the learning will provide an opportunity for all to listen to a new knowledgeable voice and experience an alternative teaching style and fresh perspective in a fresh environment. You’ll all learn. Your teaching practice will likely also benefit from needing to cater to individual students differently, in a different environment. From the practical, hands-on learners that thrive outside the classroom to the academically confident kids welcoming the chance to shine, and the less extroverted ones being exposed to new challenges and opportunities for growth, each student can find their place at the museum. Presenting stimuli, often with attractive, tech-focused ways to encourage interaction is what museums do. Information will often be presented in ways that even the greatest of teachers will find hard to compete with for their learners’ attention and won’t want to try! It follows that students are likely to retain more

Image courtesy of Australian National Maritime Museum


information from an interactive, hi-tech exhibit, for example, than an in-class projector presentation. The informal learning environment of the museum also allows for impromptu learning moments and self-guided experimentation, perfect for those who prefer learning by doing. Whether schools are looking for ways to better integrate arts, history, science, technology or sports, museums can provide a deep dive into a subject area like nothing else can. Tailored education programmes for school groups are pedagogyinformed and encourage inquiry and student-led learning in ways that tie into the curriculum, all the while making life easier for school staff and the inevitable parent helpers. And museums’ help extends way beyond the actual subject matter learning – they are wellversed in helping with the other considerations such as staff-tostudent ratios, catering, transport, and health and safety. They know what goes into planning a school visit to the museum and can take the headache out of it for you—they also know the curriculum well and can offer advice and suggestions for future planning around travelling exhibits and upcoming collections. You may find yourself resourcerich both pre- and post-trip, with museum-curated education programmes now consisting of tools and treasures that stretch beyond the basic photocopied worksheets of old and include digital resources, activities and access to online catalogues. Museum staff are also excellent researchers, who can encourage students to develop their own research skills by exploring online collections as well as the physical exhibits.

Image courtesy of the Old Treasury Building


Term 2, 2022 |

Classroom Games The Australian National Maritime Museum in Darling Harbour Sydney is Australia’s Museum of the Sea and we’re committed to creating memorable experiences that connect people to the past, present and future of the waters that surrounds us. Our programs support the learning of every Australian and are accessible to those able to visit our museum, as well as those who aren’t. To achieve this we ally with technology and build resources that can be accessed from anywhere in the country or the world. This is particularly true of our ground-breaking online games that cover as diverse topics as transportation, First Nations culture, Cook’s voyages in the Pacific and maritime archaeology. We understand that our country has a story that traverses millions

of years. We know also that Australia is home to the oldest living culture on the planet and are committed to working with Australia’s First People to share their knowledge so we can all better understand the continent in which we live.

We know that Australians learn in different ways. Our programs are created by education professionals and give learners the opportunity to use all their senses in exploring our stories and objects. In 2021 the museum launched Wreck Seeker, a ground-breaking free online game that facilitates students learning, refining and mastering the skill of historical source analysis through the medium of searching for some of Australia’s best known shipwrecks. 2022 sees some exciting new developments for our museum. The launch of our two ocean science programs that investigate the role of plankton in keeping our oceans healthy, and the

challenges that plastics and other pollution bring for their future. Our Shaped By The Sea permanent exhibition opening mid-year 2022 explores dual narratives in exploring the Deep-Time history of Australia. With the launch of the new curriculum ahead, we are particularly excited about the value this gallery can bring to this exciting new topic.

The Australian National Maritime Museum creates educational experiences that investigate, uncover and share our national story. By giving every Australian the opportunity to participate we aim to build understanding, empathy and connection. It is together that we will best be able to meet the challenges and take advantage of the opportunities that lie in our shared future.

At home, in the classroom or at our museum. Award-winning learning experiences covering History, Geography and Science 40


Term 2, 2022 |

Melbourne’s finest building The Old Treasury Building is a unique resource for students and teachers. Programs aligned to the Victorian Curriculum discuss various topics including democracy, the gold rush and early Melbourne. Our excursions, delivered by professional guides, take students from the original gold vaults, designed to hold the precious metal from the 19th century Victorian gold fields, to the Executive Council Chamber, where Victorian bills become law. Along the way they’ll discuss how Melbourne evolved from early settlement to Marvellous Melbourne, and expose the underbelly of how colonisation impacted the local First Nations peoples. They’ll consider everyday struggles for democratic rights, including women’s rights and the fight for First Nations recognition. Students discuss the Ballarat Reform League and influence of the Eureka Stockade on Victorian governance. For those studying the 20th century, we examine the conscription debates of WWI, described by some historians as the most bitter, divisive and violent ever to consume the

nation. Propaganda posters available online and in the building illustrate this clearly. Equality was tested during WWII when women entered the workforce, some for the first time, and were required to do, so called, ‘men’s work’ at a lower wage. ‘Women Work for Victory in WWII’ discusses this intriguing time and the roles women played towards the war effort and on the home front. Temporary exhibitions help to flesh out these stories. Currently, ‘Lost Jobs: The Changing World of Work’ delves into the ways technology, economic shifts and changing social norms have impacted the workforce. ‘Protest Melbourne’ allows students to explore a social issue in a public forum. Issues range from the change the date campaign to climate change. In addition to the Old Treasury Building’s one-hour paid programs, extensively researched articles covering a multitude of topics are available for free online. The minimum number of students in a session is 10, the maximum is 40. Fees apply. Please see our website for details. We hope to welcome you and your students to experience one of Australia’s most beautiful and historic buildings. Visit

Immerse Students in History at the Old Treasury Building Excursions for History, Civics and Citizenship, Democracy. Level 2 - Level 10 & VCE (National Curriculum)

School tours by appointment only Visit Costs apply or call us on (03) 9651 2233 Term 2, 2022 |



Four impacts that outdoor education has in the class Outdoor learning experiences, commonly referred to in school environments as Outdoor Education, are becoming of greater focus within the educational curriculum.

Experience Your World with


What was once considered a novel form of entertainment in the outdoors to break up the seriousness of the school year has quickly become an important factor within educational success. These days quality Outdoor Educators are expected to be able to create custom outdoor experience that follow yearly curriculum structures, with positive outcomes that provide long-term benefits to students and faculty alike. Positive impacts Outdoor Education has on the classroom are wide ranging.

South Australia’s leading Outdoor Education provider for 30 years. School Camps | School Holidays | Day Programs | Equipment Hire 08 8165 2022

Four of the most well documented ones include – 1.

Increased capability for self-evaluation, self

confidence and ability to tackle real world scenarios. 2.

Development of interpersonal relationships, leadership capabilities and abilities to work together to accomplish goals.


Positive influence on interactions within the classroom.


Diminishes the perception of underachievement perceived in the classroom.

Wilderness Escape has been running Outdoor Education programs for 30 years and is one of SA's largest and most respected outdoor companies. Our highly qualified Outdoor Educators are happy to talk to you about how we can formulate the best outdoor camp or day program to achieve the above positive results. For more information or to book your program with Wilderness Escape Outdoor Adventures today. Call 08 8165 2022 or see

Triceratops: Fate of the Dinosaurs Triceratops: Fate of the Dinosaurs takes visitors on a 67-million-year journey back to the world where Triceratops lived and examines the impact it continues to have today.

The Triceratops fossil comprises 266 bones weighing over 1000 kgs, including a fully complete 261 kg skull featuring the iconic trio of horns, making Horridus; the Triceratops an 85% complete specimen and the most complete fossil specimen in any Australasian Museum.

acts that immerses students in the world where Triceratops lived and the events that led to their extinction. Students will come face to face with the Triceratops fossil and see up close the impressive frills, jaw and tail, while viewing platforms provide an unparalleled view of the historic fossil.

The exhibition is split across two levels and is comprised of three

The three acts are packed with digital projections and 3D displays that are friendly for all age groups and create a sensory experience between light, sound and touch, providing a deep learning experience that will be remembered for years to come. Melbourne Museum’s commitment to provide unmissable experiences for all audiences is further solidified in a range of educational programs that deliver education content within the museum and beyond its walls. Unique

programs developed for various year levels and age groups provide further insights into Triceratops. These programs offer a range of staff-led and self-guided learning experiences connected to the Victorian curriculum. Staff-led programs allow students to learn about palaeontology and the awe-inspiring science behind how Horridus, the Triceratops remained so finely preserved for millions of years. Students will have the opportunity to ask our museum experts about how dinosaurs lived and what impact they continue to have on the world today. Self-led tours allow students and educators to experience Triceratops at their own pace while educational booklets give students a range of activities designed to encourage in development of scientific skills.

Triceratops: Fate of the Dinosaurs is an event that can’t be missed. Book in your school group today using the QR code and come face to face with one of the most historic specimens ever displayed in an Australasian Museum.



Term 2, 2022 |

Escape To Cockatoo Island / Wareamah Attention Teachers: Want your class to experience authentic primary sources and deepen their historical learning? Escape the classroom for an engaging, Outcomes-based learning experience at Cockatoo Island / Wareamah, Sydney Harbour! Formerly a convict prison and dockyard, Cockatoo Island is a great place for your students to extend their understanding of Australia’s layered historical narrative. As they explore historical spaces with one of our knowledgeable guides, they will learn about the people who once lived and worked here and develop their historical learning skills. Critically, our education programs for Stages 1 to 6 meet both NSW Syllabus and Australian Curriculum Outcomes. • Cost: $14 per student (min. 10 per group), teachers/supervisors are FREE • Available: Monday to Friday by appointment



• Three programs available: Making History (Stage 1), Convict • Two programs available: History Site Study (Stages 4 Times (Stage 2) and Then, Now and Tomorrow (Stage 3). & 5) and Social and Maritime Case Study (Stage 6). • Programs bookended by pre- and post-visit lesson plans, forming an entire lesson sequence.

• Programs use storytelling and on-site resources to extend and consolidate historical learning.

• Pre- and post-visit lesson plans, resources and activities provide teachers with excursion-specific orientation and consolidate student knowledge.

• Students will consider what it was like to be a convict and a dockyard worker, and reflect on community-led actions to protect the island from developers.

Looking to enrich your school excursion? Arrange for your class to stay overnight in our waterfront campground, situated alongside the island’s historic Industrial, Docks and Convict Precincts.

To book an education program or school camping trip, scan the QR Code.


On the surface of school sports Image courtesy of Grassports Australia

By Heather Barker Vermeer Industry Reporter

Stellar sports grounds need quality playing surfaces. Professional sports surfaces boost the calibre of athletes you can attract as well as staff morale, student participation, community engagement, plus visual appeal for your school branding. Reputation aside, however, there are health and safety benefits to properly maintaining and upgrading school sports surfaces. Maintenance should be planned as part of the project and being pro-active in this can save money and time lost due to surface degradation, particularly when it comes to

drainage. When a new synthetic surface is installed, moss and algae are not an issue. Over time, however, surfaces become affected by natural debris, such as leaves, soil, and litter, as well as weather events like the recent floods. All this can enable algae and moss to grow. Scheduled maintenance will keep your surface at the standard it should be aesthetically, and for optimum safety and playability. Stellar sports surfaces can also diversify the types of activities students can play on the ground. Whether your current priority is a ballin’ basketball court, a pristine cricket wicket, an international standard hockey turf, state-of-the-art squash court or an all-weather athletics track, there is a tried and tested process to achieving the results

you want for your school and ensure you don’t slip up. Options include, but are not limited to, all-weather artificial turf, synthetic multi-sports courts, sand-based fields with hybrid turf reinforcement, or hardwearing acrylic court surfaces. The major trend in Australia recently has become synthetic multi-sport courts, which remove the weather-dependency of what can be wet, muddy winter sports fields and enable a variety of sports to be played year-round. Increasingly, these are brightly coloured and marked for many sports, with bold design in primary colours intended to act as a magnet to young minds. Many primary and secondary schools choose not only to add netball, basketball, hockey,

and tennis markings, but incorporate additional features such as hopscotch, four square and handball, along with many other ball game variations for maximum usability of your multi-use sports surface. Your cost analysis will determine how bold you can be, so consider construction, maintenance, renewal, decommissioning, and cost per hour of use. It can be wise to go on site visits to sports fields in your area yourself, prior to engaging a consultant, and ask questions of those responsible not only for the decision-making but the upkeep of facilities: benefit from the learnings of others and ascertain what you personally, and as a school, believe to be good practice in this field.

Images courtesy of Aussie Outdoor Design



Term 2, 2022 |

Industry Insights: Top School Surfacing Tips Nikki Bradford from Grassports Australia advised: “Schools looking to upgrade their sports surfaces should consider the longevity of the product they are putting in, they should also consider the use of Australiamade products built for our harsh climate that won’t wear easily, and they should also consider whether the surface will be used by external clubs and/or the public. She said: “Schools will also need to consider what the area will be used for as there are different pile heights and regulations for each surface and sport. If you are trying to create a multisport area it would be advised to use a surface that caters to more than one sport.”

What to look out for: Nikki suggested: “Maintaining your surface frequently is vital to ensure optimal playing characteristics are preserved and the longevity of the surface is assured, but towards the end of the surface life span it’s wise to start planning for it to be upgraded. “Look out for splitting seams, wearing down in high traffic areas, slipperiness, moss, and algae build up. It’s important to be aware of these signs to avoid safety concerns. No two sports facilities are the same, so a tailored maintenance plan helps ensure a safe and premium quality facility is always in optimal condition. It is important to maintain and monitor the surface quality with full reports detailing the facility condition and works that have been carried out. Schools should also monitor Government grant applications to be sure they have an opportunity

Term 2, 2022 |

Aussie Outdoor Design Director, Jason Day recommended that schools “involve community” while planning as the needs and considerations for each area “can be quite different”. He said:

Images courtesy of Sportzone Group

to apply. When internally funding, it’s wise to be aware that the cheaper option may not always be the best, you pay for quality and workmanship guarantee.” Craig Bowron from Sportzone Group specialises in tennis court construction and the design and resurfacing of artificial grass and synthetic sports fields and playgrounds. He told us that the main factors to consider here are drainage, purpose, and timing: “In most schools, the drainage system in sports areas has been neglected, and it is crucial for keeping courts or fields hasslefree for years to come. The purpose of the court or field is central too, including its usage as well as student ability levels. Finally, schools should be aware that the installation of acrylic surfaces needs to be carried out in the warmer months--plan for this. “The main consideration here though is usage. For example, for a sprint track - will the students be wearing spikes? This will often dictate what type of system or

surface we recommend. Another thing would be the condition of the existing surface as this can influence whether resurfacing is recommended, which can save money and utilise existing assets, or is a new build required? The best way to go about this is by employing a reputable company, checking their past references, and doing your due diligence.

What to look out for: Craig advised: “If the court or field is synthetic grass, you will start to be able to see the seams or joins, and also the ribs in the grass due to being worn down. Both acrylic hard surfaces and synthetic grass surfaces are susceptible to tree root and water problems when installed on asphalt, which can be noticed by rises in the surface and these are dangerous. My other tip is to use a company that has experience installing school sports surfaces— it is very specialised—and do use Australia-made surfaces because they will last.”

“When planning and designing the sports and play areas, consider that not one size fits all; schools are all different in size, and layout and future planning for population fluctuations should be considered as well as access in and around multisport courts. Fit for purpose installations take into consideration what age groups are planning to use the area and what activities the school needs to exclude or include. With these thoughts in mind, schools may also want to consider by age group whether they want high or low impact sports and activities, as well as how noise may carry, or how things like ball games might impact smaller children around the school.” “In terms of funding solutions and options, sporting clubs nearby may generally assist with these applications. Usually, a ready design with a budget will assist too, and consider that local sporting clubs can hire your asset, so may be more willing to contribute to an allweather sporting facility; this may just require greater budget consideration and planning.”

What to look out for: “There should be a yearly maintenance plan with basic cost considerations,” Jason told us. “Synthetic surfaces can impact on other areas, including excess water and debris runoff, so drain clearing and border weed control can also be considered when using low maintenance synthetic surfaces.”



State-of-the-art school sports facility catering for all abilities For the cricket-obsessed region of Illawarra in NSW, a “world-class” sports facility at Holy Spirit College in Bellambi, Wollongong, won rave reviews by students and players alike. Completed by the Sportszone Group towards the end of 2020, the $160,000 project included four retractable cricket nets allowing for multiple sport use, particularly for students with dexterity challenges or physical disabilities. The cricket nets were also developed for the Greater Illawarra representative side to train for events such as the Country Championships. Whilst Holy Spirit was impressed by a similar facility recently completed by Sportszone at Randwick Public School, they had high expectations of what they wanted their facility to deliver. Like many schools, the funds for the project were fully donated and funded by the college's Parents & Friends (P&F) Association. It was important that the facility delivered superior quality and longlasting surfacing, inclusivity of all abilities and within budget. Sportszone installed Australian made Supergrasse Centurion


for the wickets and SYNLawn Coolplay for the surrounds, both manufactured by APT. Sections of coloured turf, which was a patented system created by Grassports Australia, were cleverly incorporated into the design to assist students with areas to target when performing different types of shots. Like many construction projects Sportszone encountered several challenges including getting access to the site while students were using surrounding areas, inclement weather and the facility requiring anticorrosive materials due to the site’s proximity to the ocean. However, all these challenges were overcome resulting in a highly-praised state-of-the-art facility, which caters to all the community. The quality of the facility was in fact so appealing that that it drew former Illawarra cricketer and Holy Spirit College PDHPE teacher Dean Merola, out of retirement to coach the Greater Illawarra cricket side. Sportszone has long been an installation partner of Melbourne-based APT - the only fully integrated manufacturer of Australian made synthetic sport and recreational surfaces, having installed their ISOcertified products at many schools over the years.

For more information please contact APT Asia Pacific on 1800 652 548, email or visit


Term 2, 2022 |

From the US Open to School Sports, We’re Best on Ground The true innovators of artificial sports and recreational surfaces From the US Open and Olympics

for over 25 years and are the only

sports flooring and playgrounds.

yards, APT is the world’s leading

yarn in Australia. Across our leading

already enjoying the ISO-certified

to community sport and school manufacturer and supplier of

premium quality synthetic and

acrylic sport surfaces. We have been proudly manufacturing in Melbourne

manufacturer to produce its own

brands we have the widest range of

surfaces including over 100 types of synthetic turf, athletic tracks, acrylic tennis and netball courts, indoor

With so many schools in Australia quality and superior performance of our surfaces, we truly are Best

on Ground when it comes to artificial sport and recreational surfaces.

To discuss your next school project contact APT Asia Pacific

1800 652 548 I I


Slam dunk for Belmore Boys Public School Images courtesy of Aussie Outdoor Design and Belmore Boys Public School, NSW

Students at Belmore Boys Public School, NSW have every reason to jump for joy with the successful construction of a bright new basketball court. Completed in April 2020 by sport court and recreation space specialist, Aussie Outdoor Design, Belmore’s stunning new court was constructed in a redundant sloped area on site.

Original site before Aussie Outdoor Design began the construction

The project has allowed the school to add to its rapidly growing population and cater to the pressing student need for more outdoor sporting activities.

multisport construction team took into consideration boundary and drainage needs for the area and a raised multisport court base was constructed in preparation for the high wearing synthetic surface.

Aussie Outdoor Design Project Manager Matt Penrose described the design and build process: “A collaboration of our specialist

“Drainage considerations included sub surface drainage with new surface drainage, needed for integrity and longevity

of the playing surfaces. This great drainage with the new synthetic grass surface allows for more game day activities even directly after rain events, which natural paying surfaces do not offer.” The stunning 1120m2 space consists of netball and basketball courts, equipped with brandnew posts for each, as well as synthetic grass surfacing,

Construction begins

sandstone retaining walls, and additional drainage throughout. With the popularity of basketball soaring among Aussie school students, Belmore has tapped into an exciting era of school sport. The impressive result of this collaboration with the expert school sport court designers at Aussie Outdoor Design will delight Belmore’s school community for years to come.

Stunning surface result for Belmore Public School after construction



Term 2, 2022 |

Increase participation and opportunities By Heather Barker Vermeer Industry Reporter

to information/instructions because of low literacy skills and/or inability to hear”, as well as “seclusion or reduced participation/interest in sports due to lack of communication, access and awareness,” which they explained, “leads to risks of poor mental health and wellbeing and isolation”.

Digital games provide dopamine hit with instant rewards, so perhaps increasing rewards can boost engagement in sports too? With young people so used to the dopamine hit that comes from activity on their devices, the issue of reward and recognition can prove more of a challenge. If, as some studies suggest, devices are steering kids away from sport, how can school sports look to emulate digital experiences? Think bigger than participation trophies! In junior sports, major fast-food chains are known to jump in with burger and drinks vouchers incorporated into ‘player of the day’ type certificates. So why not think local and link up with food, service, or entertainment providers in your neighbourhood to collaborate with on rewards, prizes, and incentives? It can be a win-win-win for school, students, and local businesses. Choosing exceptional coaches can have a major impact on your school sport department’s credibility and help bring new players on board in different sporting areas, depending on sporting expertise.

Post-COVID participation hit Now that the prospect of regional and international sports trips has returned; these are a great way to generate excitement around sport participation for students and staff. Still, compliance with social distancing and strict return-to-play protocols has, perhaps, forever changed the way that children and young people engage in organised sport, according to a 2021 BMC Public Health research paper. Researchers



Reward and recognition

conceptualised the ‘4 Rs’ in their bid to increase understanding about the pandemic’s impact on youth sport: •

Recognising struggle


Re-engaging after restrictions

Reimagining sport

and self-efficacy.” When reimagining sport, the pandemic was seen as an opportunity to refocus and re-evaluate their purpose, responsibility, and involvement in sport.

Develop inclusive sports pathways for students

A broad geographical sample of youth athletes across a range of sports including soccer, netball, swimming, tennis, BMX bike racing, athletics and basketball were part of the project, as were sports administrators, coaches, executives, and teachers, with online and inperson interviews and focus groups used to collect data. In recognising struggle, findings showed, “a shared experience brought on by the pandemic was emotional struggle”, which “provoked a sense of disappointment and ‘mourning’.” “Vitally important” reconnection was established and maintained throughout lockdown between youth participants and coaches via social media platforms, note researchers. Meanwhile, some athletes expressed “a hunger” to re-engage in sport: “However, the struggle to maintain fitness and skill reported by other junior participants appears to have led to a decrease in confidence

School News spoke with Deaf Sport Australia General Manager Phil Harper, and Communications Liaison Officer Lauren Townsend, about how schools can make their sports more accessible for deaf and hard of hearing students and families. One “handy tip for those working at schools with students is to physically demonstrate how an activity should be done--this makes the demonstration much more visually comprehensive for the deaf and hard of hearing students, regardless of their hearing level,” they advised. Some of the issues students and their families may face in schools include a “lack of general awareness in school and sport settings on the needs of deaf and hard of hearing students, in particular communication needs and skills”, and “not knowing what information, opportunities, and resources are readily available for public access”. Another issue that Phil and Lauren have noticed come up for students and families is a “lack of access


“There are two sports participation pathways that deaf and hard of hearing students can consider: the Deaf pathway and the mainstream pathway. The mainstream pathway varies from sport to sport but involves working with the child personally/ collectively within their chosen club or team to achieve goals. “The Deaf pathway encompasses many sporting opportunities as well as individual ones that include competing locally with other deaf athletes, going to National Deaf Championships, the Australian Deaf Games, Deaflympics and World Deaf Championships. Deaf Sport Australia’s (DSA) achievement recognition pathway works with schools through their ADK program under the Government’s Sporting Schools Program, and youth are also given the opportunity to represent their states/territories in a sport they’re eligible to play in. DSA and its state counterparts have rewards that vary from state to state.” “When the SSP funding round opens near the end of each school term, schools have the opportunity apply for funding and select what sport/organisation they’d like for their students to learn in/from, in the following term. DSA is on the directory alongside other National Sporting Organisations (NSO). If DSA is selected in the booking process, staff/coaches appointed under DSA – sometimes including support from NSO staff – will visit schools. The visits ensures that the deaf and hard of hearing students are getting the most out of their learning, especially from those with lived experiences.” Term 2, 2022 |

The quiet epidemic in school sports for the deaf students Many deaf and hard of hearing students across the country are found to be lacking access to information in sports compared to their hearing peers. Deaf Sports Australia has a solution to combat these issues nationwide.

hard of hearing students’ needs in sports, there are three useful tools for PDHPE staff to use:

Not being able to hear and comprehend information is a common occurrence found in deaf and hard of hearing students learning about and participating in sports in mainstream education. Failure to fulfill students’ needs can either delay or leave a detrimental effect on their health, sport and social skills. The Hearing Health Sector Committee’s Roadmap for Hearing Health says “For children who are deaf or hard of hearing, there is a poor understanding

Each sport should have easy-toread or visual resources available for young people to access.

in the community, among families and in schools and other institutions, and particularly in remote, rural and regional areas, of their communication needs. Indeed, they may not be able to express their needs.” There are over 26,000 students with hearing loss (Hearing Australia, 2020) in Australia. Most of them are in mainstream schools with one or two students with a hearing loss, so potential

to be marginalised is significant. Students who use assistive technology may not always be guaranteed full access to communication. Moreover, students with varying degrees of language acquisition skills may have been a result of certain influences in their lives such as lack of access to Auslan. Fortunately, with Deaf Sports Australia’s extensive experience and understanding of deaf and

Identify student’s preferred communication access method

Give physical demonstration of the sport activity

And ensure good eye contact

Active Deaf Kids, an initiative under Deaf Sports Australia, is funded through Sporting Schools Program and designed for school students to learn the health and social benefits of participating in sports. Schools that used the program have reported positive results – students have developed good friendships, confidence in themselves and improved health, both physically and mentally.

More information

Active Deaf Kids is a deaf-friendly sports and development program that increases awareness of the health and social benefits of participating in sport to deaf and hard of hearing students across Australia. The program can include athletics, basketball, lawn bowls, AFL, cricket, golf, table tennis, touch football and other sports.

“Having Deaf Sports Australia facilitate their program in our school has been an outstanding success. I have seen first-hand the value that deaf sport bring to our students; we have seen an increase in participation in sport across all of our students and we now have students who actively seek career paths in promoting sports to deaf community (young and old).” – Ashley Weir, Hearing Teacher

Term 2, 2022 |



Rubbish Responsibility

Image courtesy of Felton

By Heather Barker Vermeer Industry Reporter

Boards have a responsibility to ensure schools eliminate their waste with as little negative impact on the environment as possible. Separating waste is the first practical step in managing your school’s rubbish. This is obviously made much easier if the varieties of waste are separated from the moment of disposal. Having a colourful collection of clearly labelled bins is a must, with rubbish receptacles for glass, paper, plastic, cans and organic waste or food waste provided to cater for the size of your school. Placing these in strategic locations of high food use and at main entrances will provide a strong start in making life easier for all involved in your school’s reduce-reuse-recycle mission. Food waste is a relative newcomer to the green table, compared with cans and paper, and can offer many learning opportunities in theory and practice, especially for younger students.



How responsible is your school when it comes to waste and recycling?

Installing a worm farm is a fun path embraced by many schools for multiple learning, with the practical benefits of being able to dispose of food waste as well as feed your school’s garden with homegrown nutrients after the worms have done their thing. You can also save on the costs of fertilisers and remove chemicals from your gardens as a result. Or, increasingly popular in the mission to minimise waste are other creatures - hens. You could consider introducing a flock to your school to feed on the organic waste and pay you back with fresh eggs! The compost bin market has ballooned in recent years and there are options for sizes, shapes, colours, and materials to match your space. Running sessions on how to use them could not only prove popular with pupils but with parents too.

Schools can also approach specialist providers for educational resources and marketing materials to promote recycling awareness around your school. For example, posters to remind students which bin is for which materials can go a long way towards streamlining your school’s waste management. How to carry out a waste audit is also something your local council can likely advise on, or there are many organisations out there offering to lead the way, for ease and expertise at your fingertips. One key target area for schools is waste reduction. Many schools now encourage students to bring less packaging into school, with an onus on reducing the amount of non-recyclable wrapping that makes it through the gates. Reward schemes can be effective in keeping real rubbish out. Written reports


on school waste audit findings and subsequent action plans can be shared with the school community to encourage buy-in and maximise impact at minimising waste. Time your initiative to maximise community impact: National Recycling Week launched in 1996 and takes place November 7-11, 2022.

Initiative Guidance For Schools From Recycling Scheme Pros Felton National Sales Manager Gus White recommended colourful bin enclosures and effective branding for schools looking to improve waste management. “Having bin enclosures in different colours or with different coloured decals aids the success of recycling schemes and offers a simple yet effective way to improve waste collection in schools. Using colours to highlight where items go is beneficial as kids quickly learn to associate colours with rubbish and recycling options, helping them to place recycling or rubbish in the correct bin enclosures. “The common colour for waste is red, yellow for cans and bottle recycling, green for organic matter, and blue for paper and cardboard. Term 2, 2022 |


Dual chute access from both sides for high traffic areas

Superior ventilation to eliminate odours

Anti tamper lockable door

Advanced chute design - directs rubbish to the centre of bin

Changeable advertising panels available

Secure bolt down base

We understand the importance of recycling at schools and keeping schools litter-free. To assist schools, we have designed Educational Bin Enclosures built specifically for school environments. Their standout features include access from both sides for high traffic areas, advanced chute design directing rubbish into the bin, superior ventilation to eliminate odours, fully enclosed hood to keep out vermin and birds, secure bolt down base for total stability and rounded edges for added safety. Plus Educational Bin Enclosures offer changeable advertising panels on each side for schools to promote events, awards schemes, sponsors and more. Educational Bin Enclosures are available in 7 stunning colours to suit your school and its recycling programs.

To sort out your schools waste and recycling, contact the Felton Team today 1800 834 016

Available in 7 stunning colours

Tel: 1800 834 016

“Various bin technologies can also assist with keeping rubbish and recycling in the bin! This includes opting for fully enclosed bin enclosures to ensure vermin cannot access the contents of the bin. Choosing bin enclosures with a chute design that directs waste into the bin so it does not end up becoming litter. For high-usage congested areas, choose bin enclosures with dual access so students can add waste and recycling easily into the bin from both sides of the bin. “Ensuring bin enclosures are designed with good ventilation helps eliminate odours. Composting food waste is another way schools can reduce emissions from food waste as it prevents methane being created when organic matter is broken down. Compost can also enrich soil on school grounds, so bin enclosures designated for food waste in suitable locations around the school is a great solution to consider.” Planet Ark Environmental Foundation’s Senior Recycling Campaigns Manager Alejandra Laclette informed us that different schools have different barrier to improving waste management. “For example, remote schools may not have access to recycling bins,

whereas a school in the city could have general waste, comingled recycling, paper. and organics bins. If you only have a general waste bin, it might be worth setting up an on-site composting system. Organic waste has a huge impact on climate change and the more we can divert form landfill the better. This can be part of a term-long course or project where kids can get involved in the whole process. At the end they can even take some of the compost home for their garden or plant pots. If food waste was a country, it would be the third largest emitter of greenhouse gases right after China and the USA. So, it’s a good one to focus on. “It is important to put the right thing in the right bin. For recycling, a good way to think about this is that the recycling bin is only meant for packaging and paper items. So, things like stationary, toys, food, and soft plastics should never go in there as they can contaminate your other recyclables. But just because you cannot recycle it in the ‘normal’ recycling bin, doesn’t mean it cannot be recycled. There are many free programs with separate collection or drop off locations for printer cartridges, soft plastics, and e-waste. You can download guides online.”

Image courtesy of Planet Ark Environmental Foundation

Confused about packaging recyclability? Check out our free curriculum aligned lesson plans. From Foundation to Year 10, there is something for everyone!

Join the more than 100,000 students who are involved in one of these lessons every year!

The Australasian Recycling Label makes it easy to know which bin your packaging goes in!



Term 2, 2022 |


Pool Upgrades to Future-Proof Maintenance Costs By Heather Barker Vermeer Industry Reporter

A pool where children can safely explore the water and learn to swim competently is a life-saving facility, so school pools are critical in contributing to the goals of the Australian Water Safety Strategy (AWSS) 2030, which was launched last year. The AWSS seeks to raise awareness about non-fatal drowning incidents, encourage communities to create local water safety plans and promote access to swimming and water safety skills for all Australians. It aims to see drownings reduced by 50 percent by 2030. Water safety is everyone’s responsibility, says the AWSS, and the new strategy outlines what water safety organisations, councils, schools, and communities can do to help. Having a school pool can be lifesaving, yes. But this is a big job that starts with the safety of the pool itself. Safety is not just to be measured in terms of supervision to prevent drowning risks, but in terms of water quality, infrastructure, and temperature too. If your pool is looking less-than-loved following lockdowns and disruptions over the past couple of years, maybe it’s time to give it a health check. Term 2, 2022 |


Each year more than 280 people die due to drowning across Australia, and hundreds more are admitted to hospital following non-fatal drowning incidents. Monitor, Audit, Upgrade To ensure your school’s filtration system is functioning effectively, regular servicing is a necessity. Monthly microbiological pool water monitoring is one of the many aspects of pool maintenance. This may require water samples be sent to a specialist water treatment lab to check for chemical makeup and ensure optimum water quality. Maintaining a healthy water temperature requires more than simply letting the sun shine on your pool. In Australia, solar heating is one of the most efficient ways to heat water year-round. Solar systems that have both not been installed correctly or cannot adequately handle the harsh Aussie weather can break down, damaging roof areas, so make sure you engage with professionals for design, installation, and maintenance. Pool heat pumps can be an efficient form of water heating and can prove to be up to five times cheaper to operate than electric resistance heating and up to half the operating cost of natural gas. A well-engineered fixed speed heat pump can be a

good option given a pool’s large thermal mass, as it can hold the temperature, allowing the system to shut down and save money when optimum temperature is reached. Capacity and performance changes depending on air and water conditions, so comparison can be difficult, however, without a tailor-made solution from the pros. Keeping your pool covered is an essential for safety as well as water quality maintenance. Quality covers also prevent evaporation and can contribute to heat retention, so it’s important to factor this into your budget. The risk of budgets expanding due to costly repairs and maintenance over the long term can be mitigated by using a reputable company with a long, successful history of working with school pools from the outset.

Professional Pool Heating: Supplier Recommendations School News spoke with Anthony Denahy from Supreme Heating, who has been working with schools to design systems that maximise their large available


roof spaces. “The environmental impacts of a pool—with the energy required to maintain it at a usable and safe level—are high, and the costs associated are only getting higher. The greatest cost in maintaining a pool is often the heating requirements, which can be managed by having a strategy to reduce this cost and still maintain the desired temperatures. Traditionally, gas heating was the mainstay of pool heating but with the increasingly high price and negative environmental qualities, electric heat pumps have become a more common heating source. “Coupled with a suitably designed solar thermal system, costs are reduced significantly, temperatures achieved, and maintenance costs reduced.” Elaborating on this, he said: “The great thing with a thermal system is the lack of moving parts. A small inexpensive solar pump is really all that drives the system, and with improvements in manufacturing and compounds, a long product life is available. Still, as with anything that is constantly exposed to the elements, a yearly service is recommended to ensure the operating output is kept at a high level. “A well-designed solar heating system can be the heavy hitter in heating any pool and should be the primary consideration. Supplementary heating, such as electric heat pumps or gas heating can then be coupled into the system to provide the shortfall for times when the system needs additional input.”


Solar upgrade for Rainbow Pool

Supreme Heating recently completed the heating renewal system at the Rainbow Community Swimming Pool for the Hindmarsh Shire Council.

low maintenance as well as environmentally friendly which fit with councils' mission to “Provide infrastructure essential to support the community; and to protect and enhance our natural environment.”

The Shire was looking for a robust system to replace the existing damaged solar pool heating system which was nonfunctioning due to the age and damage caused by birds.

Supreme Heating designed a system to incorporate the robust Heatseeker Suntuf range which is designed for environments where bird damage is prevalent as well as the innovative DualSun PVT system.

The community wanted a pool that was warm during the swimming season, very

The DualSun system was selected due to the ability of its

dual purposes, that is generating electricity to offset the operating costs as well as the additional solar hot water generation. The DualSun system incorporates 24 PVT solar panels with a combined output of 9kW. The energy generated provides free electricity for the facility offsetting the operational costs when operating and when the pool is closed during the winter months, this energy will be delivered back into the electricity network providing additional revenues for the Shire. The water from the pool is pumped through the heat exchange system embedded within the DualSun panels as well as through the Suntuf panel system to provide warm



water for the pool without the need for additional heat pumps or gas heating. This water also has a cooling effect on the PV generation which increases electricity performance by up to 20%. As there are no moving parts in the system apart from a water pump and the embedded heat exchange system is not exposed to the elements, the system has 25 year performance warranty ensuring high electrical energy output as well as high thermal output. We will continue to work with Hindmarsh Shire and the Rainbow community to monitor the systems energy output and the thermal inputs into the pool. Term 2, 2022 |






Images courtesy of Mammoth Fans

Fan-tastic classrooms keep their cool By Heather Barker Vermeer Industry Reporter

Air quality and temperature in schools has been closely linked with academic performance, in particular impacting on concentration in the classroom. Poor indoor air quality (IAQ) has been demonstrated to have a negative effect on attention span, with high CO2 levels or temperatures having shown a noticeable drop in concentration among students. Longer-term impacts on health such as headaches, coughs, and irritation of the eyes, nose, throat, and skin are also known side effects of inadequate IAQ. Constant airflow is a year-round health and safety requirement on top of summer cooling needs, but cost, energy efficiency, and reliability all factor when considering commercial fan purchases for your school. Finding the answer to achieving optimum temperatures of 18-25 degrees in the classroom isn’t


as easy as popping down to the supermarket with some petty cash: off-the-shelf options can only tackle top temps to some degree. Still, choosing between commercial options, from injected moulded plastic to aluminium fan housing with plastic spigots, galvanised steel with a polyester epoxy finish, hot-dipped galvanised mild steel, reinforced moulded polypropylene plastic, epoxy coated steel, UV-stabilised fibreglass and more, can make decision-making feel like a minefield.

Off-the-shelf options can only tackle top temps to some degree…

For this reason, handing over your heating and cooling conundrums to an expert can help reduce stress levels, cost, and noise, as well as those top temperatures. Manufactured specifically for high use within educational environments, commercial fans are often supplied by companies knowledgeable about a school’s particular needs and standard requirements, so it’s worth doing some homework and talking to those with experience in your sector. PROPERTY

Term 2, 2022 |


for immediate delivery


With energy efficiency, design and ultimate 7.3 METRE diameter

performance in mind, Mammoth Fans have developed the latest in High Volume, Low Speed ceiling fans perfect for all large spaces including

5.5 METRE diameter

gymnasiums, halls, libraries, cafeterias, and classrooms. With fans ranging from 2.5 to 7.3 metres, Mammoth Fans has the perfect solution for your next school project.

4.2 METRE diameter

3 METRE diameter

Get in touch with our specialist team: • 2.5 METRE diameter




Image courtesy of Universal Fans

Popular in the USA, and increasingly so across Australia, High Volume Low Speed (HVLS) fans move air towards the floor in a column that rolls in all directions until it reaches a wall, or another airflow from another fan. This movement causes the hot air to go up and back towards the blades and causes the cold air to sink. During winter, HVLS fans redistribute warm air trapped at the ceiling down to floor level to create an effective, balanced distribution of warmth. Most HVLS fans are more than two metres in diameter. Fans can be used to supplement ventilation, particularly important in our pandemic-impacted world. Ceiling fans can be used with windows and doors open, with caution that they do not interfere with the natural flow of air in and out of the space. Without engaging an expert though, schools are at risk of installing fixed fans without specific consideration for how they interact with the natural air flow. For example, some fixed fans should not be used when windows and doors are closed as this can simply circulate unhealthy air even further than it would usually be spread. Installation should always improve existing natural ventilation.

and doors closed unless a tailor-made design solution has been found to achieve effective results in conjunction with natural ventilation. Commercial fans allow for a greater level of control, with automated operation and timers able to be set to suit the season, size and height of a space, under expert guidance, and compliance issues are taken care of. They also invite aesthetic flexibility: custom colours are often doable when schools engage with professionals in this sphere, just expect some additional costs and/or longer lead times.

Industry Viewpoints Mammoth Fans representative, Shannon Bowden explained that “cost-effectiveness and energy-efficiency should be the top considerations for any school looking to purchase commercial fans”. He advised: “Ceiling fans in general are not only energyefficient but also great for reducing electricity bills. Schools can benefit from saving about 15 percent on their heating and

Find fans manufactured for high use in educational environments

cooling costs when they use commercial fans in conjunction with their current HVAC systems. In summer, good high volume, low speed (HVLS) fans cool large spaces by moving large volumes of air and in winter, they can be run in reverse mode (programmed via controller settings) to redirect warm air from the ceiling. So, whatever the season, students will be comfortable while learning. When “fans are fitted with permanent magnet synchronous motors (PMSM), they offer better dynamic performance compared to traditional brush and induction motors, as well as higher efficiency, longer life, and less noise. These also don’t ©

Popular fans for school buildings

On the other hand, standing portable fans present downsides for schools such as noise, running costs, and health and safety hazard potential. The standard portable fans widely available to the consumer may not produce sufficient air movement to offer significant improvement to your classroom environment. Moreover, ducted systems are usually designed to be operated with windows



have a cumbersome gear box, so no ongoing oil lubrication or maintenance required!” Stuart Meaney, Marketing Manager at Universal Fans, informed us that one key factor for schools to consider when choosing a ceiling fan is “the size of the area where is going to be installed”. “For instance, a high-volume low-speed fan (HVLS) is more suitable for larger and more open areas, as it moves a large amount of air at a slower rate; having said that, standard ceiling fans (non-HVLS) in sizes of 80” or 90” can also work well in those areas. On the other hand, smaller rooms would benefit from regular ceiling fans, which are available in different sizes and airflows. “In terms of energy efficiency, even an alternative current (AC) motor ceiling fan on the highest speed will typically consume just 60 watts. This is about the same as a standard light globe, meanwhile a direct current (DC) motor fan generates around 30 watts on high speed, and 2-3 watts on low speed. In addition, for many years, the latter were only available by remote control, but now there are some models that can be operated by fully hard-wired wall control. SMART technology is also popular and enables multiple fans in a space to be controlled individually or as a group.” Term 2, 2022 |

Top Class Cooling. With over 25 years of experience we are the air movement & ventilation experts. NEW HVLS Fan

Ceiling Fans

Exhaust Fans & Ventilation

Cooling Fans

With over 1000 models our range is unrivalled & our experts can find the perfect solution for your school.

Products & solutions designed to ventilate & improve air quality. From ventilating bathrooms to Heat recovery systems.

Quality cooling fans built with continuous use in mind - powered by energy efficient DC motors.

Scan this QR code to send an enquiry - let’s find the right solution for your school.

Class leading energy efficiency Low running costs Improve indoor air quality Keep students & teachers cool!

1300 205 523

INTRODUCING THE NEW SMART SOFTIES™ RANGE! Our brand-new range raises the bar on every level. Smart Softies™ have been designed from the inside out to be eco-friendly, seriously durable, super comfy and so flexible you can reinvent spaces as often as you like. Easy to move, fun to fit together and friendlier on the planet, they’re a perfect match with our integrated bookcases. Give your learning spaces some extra love with Smart Softies™. Have fun transforming your spaces and creating your ideal break out zones. C Sebel Furniture P 1300 664 732 E W

MAXIMISE YOUR SHADE Maximise the sun-safe outdoor environment at your school with a MakMax Australia Shade Structure. With a wide range of bright colours and designs, the MakMax Australia range of Modular Shade Structures and Architectural Umbrellas are an easy way of adding shade to your school campus. Made in Australia from the highest-quality materials, and engineered by our expert team to be safe, strong, and long-lasting, you can really make a statement at your school with MakMax.


HEATSEEKER DUALSUN Supreme Heating’s Heatseeker DualSun Hybrid Thermal/PV panel is one such technology. With its ability to provide sustainable & renewable solar energy, in the form of electricity and thermally heated water in one panel, this innovative technology helps to drive down the operational expenduature of Aquatic Centre’s, allowing budget to be placed back into community programs, extending the centre’s value. DualSun panels optimise roof space by producing heated water and electricity to heat and maintain the temperature of the pool using a plate heat and preheat the hot water system using a second plate heat exchanger. The electricity generated can be used directly in the building during the day, and any surplus electricity can be returned to the grid.

C MakMax Australia P 1300 625 629

C Supreme Heating P 1300 787 978



Term 2, 2022 |

FANCO ECO SILENT DELUXE For over 10 years Fanco Australia has been an industry leader in fans, ventilation and air movement products. We are committed to innovation and sustainability with a firm focus on the future and new technologies. Our Ceiling Fan range is highly regarded, as an industry specialist with an emphasis on quality, energy efficiency (DC fans) and durability; we are also proud to currently have eight models recommended by Choice Magazine like the Eco Silent Deluxe, supplied with a new innovative hardwired DC wall controller. C Universal Fans P 1300 205 523 W

WOODVILLE ANGLES BENCHES Astra Street Furniture’s range of Woodville Angled Benches has just expanded with a greater variety available! The Woodville base plate angled benches are now available in anodised aluminium (plain silver aluminium or powder coated to a colour of your choice!), and wood grain aluminium slat options! Our favourite benefit of aluminium slats is that they require very minimal maintenance to keep them looking brand new in your facility! The wood grain aluminium slats also offer a premium timber look without any of the ongoing maintenance that timber requires! Angled benches promote a positive environment for inclusive group work and collaboration tasks within any facility. When incorporating Orbit tables, it helps aid outdoor writing/working tasks that were traditionally limited to indoor facilities. The Woodville Angled Benches are in stock for fast delivery Australia wide – enquire with Astra Street Furniture today! C Astra Street Furniture P 1300 889 821 E W

INTRASPACE CONVERTIBLE SHELVING The IntraSpace Convertible Shelving is a modular library shelving system designed for intensive use and maximum flexibility. The units can be configured as traditional shelving with an option to add lockable castors to make them mobile. They can be used in either single or double bay configurations, each with various shelf heights available. They are available in a variety of surface colours with matching edging colours. Now available as an option are bottom hinged plinths to conceal the wheels. IntraSpace's mobile units allow librarians to reconfigure their library layout whenever necessary, making use of learning spaces effectively. C IntraSpace P 1800 800 573 E W

Term 2, 2022 |



ĚØ¿ĦëĄã }ċīĚ _ė¿ÎØ %ċĚ ăċĚØ Ħè¿Ą âċĚĦĽ ĽØ¿ĚĞ ķØ è¿ĶØ ÌØØĄ ėĚċĶëÔëĄã ĞėØÎë¿ýëĞØÔ ØÔīοĦëċĄ âīĚĄëĦīĚØ ĞċýīĦëċĄĞ Ħè¿Ħ ¿ýýċķ Ğė¿ÎØĞ Ħċ ÌØ ÌØĦĦØĚʔ JīĚ ¿ÌëýëĦĽ Ħċ ÔØýëĶØĚ ĦèØ ÌØĞĦ ċīĦÎċăØ ëĞ ă¿ĦÎèØÔ ÌĽ ċīĚ ÎċăăëĦăØĄĦ Ħċ ċĶØĚÎċăØ ¿ĄĽ Îè¿ýýØĄãØʔ V¿ĞĞëċĄ¿ĦØ ¿ÌċīĦ ĦèØ ØĄÔ ĚØĞīýĦʕ âċÎīĞØÔ ċĄ ĦèØ ØĄÔʱīĞØĚ ¿ĄÔ ăċĦëĶ¿ĦØÔ ÌĽ ĞØØëĄã Ğė¿ÎØĞ ÎċăØ Ħċ ýëâØʔ ĚØĞċīĚÎØâīĚĄëĦīĚØʔÎċăʔ¿ī ė ȊȌȉȉ ȎȐȐ ȋȏȐ Ø ÔØĞëãĄ˺ĚØĞċīĚÎØâīĚĄëĦīĚØʔÎċăʔ¿ī

CċÔÌīĚĽ +ëãè _Îèċċý