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Teachers are increasingly integrating technology into their classrooms, using tools for engaging lessons, personalised learning, and efficient administration. The ultimate aim is to enhance student outcomes and prepare them for the digital world. One event stands at the centre of education and technology: EDUtech Australia.
Last year, the curtain came down on Melbourne’s threeyear stint hosting the nation’s largest conference and exhibition for educators and edtech providers.
This year, EDUtech is returning to Sydney after the NSW Government, supported by Business Events Sydney, secured the event, which will be held from 11-12 June at the International Convention Centre Sydney.
It will feature 350+ speakers, 320 exhibitors, 50 start-ups, 150+ learning hours and is expected to attract more than 10,000 attendees.
More than just speeches and presentations, it’s a hub for dialogue and collaboration. It’s where connections are forged, and partnerships are built to drive meaningful change and elevate learning and teaching standards across Australia.
EDUtech in Sydney will also be the anchor event for the NSW EdTech Summit. Sponsored by StudyNSW, it will be held from 10-13 June, creating a week-long opportunity for teachers to complete Professional Development.
Event organiser, Terrapinn, has announced California-based Mr Sal Khan, founder and CEO of Khan Academy, is returning by popular demand to present the keynote address in a speaking engagement exclusive to EDUtech.
His session at EDUtech 2024 in Melbourne was completely sold out, with feedback from attendees prompting organisers to invite him back.
Described as a true game-changer in the field of education, Mr Khan founded Khan Academy in 2008 with a mission to provide a free, world-class education for anyone, anywhere. Today, Khan Academy is used in more than 190 countries, has more than 150 million registered users and has been translated into more than 50 languages. Last year it introduced Khanmigo, an AI tool that acts as a personalised tutor and teaching assistant, to its platform.
As EDUtech’s official media partner, Education Matters is proud to bring you this issue with a laser focus on technology. Featuring new products and services from exhibitors who will be at the event, we’re helping EDUtech empower educators to become the change-makers the education sector needs.
In our Hot Topic this issue, we delve into the technology workforce, looking at how schools can inspire students to explore the diverse, dynamic world of technology careers. Why? Because despite the nation’s technology workforce growing by 60 per cent in the last decade, Australia needs 1.3 million technology workers by the end of 2030 to meet industry demand.
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26 Innovation meets education
EDUtech is breaking new ground in 2025.
28 Powering schools into the future
Compass co-founders celebrate a milestone.
30 Explicit instruction and writing: finding a way forward
Dr Ian Hunter on how AI can radically transform outcomes.
32 Tech solution tackles reading challenges
An innovative device is helping learners overcome literacy barriers.
33 The right mix to boost student engagement
Mixed reality is set to transform how students solve problems.
34 No gimmick: VR’s endless possibilities
From walking with dinosaurs to virtual job interviews, all without leaving the classroom.
36 A smarter approach to consent and respectful relationships education
Navigating the complex landscape of consent and sexuality education.
38 Transforming teaching through quality practice
Cedars Christian College is reshaping how to approach professional development.
40 Going up
A landmark school building project in Queensland showcases modular design and construction.
42 Casting light on the importance of shade
Maximise outdoor spaces with awardwinning outdoor furniture.
46 Supporting aspiring leaders
A new conference stream will make its debut at the National Education Summit in Melbourne.
48 Save the date: Australia’s largest skills and careers show
Setting a new benchmark for exploring career pathways in vocational education.
49 Young lifesaver champions volunteer spirit
How teenage volunteers can make an impact.
50 Why should anyone be led by you?
The dance between leaders and followers is a delicate one, explains Dr Stephen Brown
52 Inclusive education in action
Physics and science teacher Mr Edward Lin joined a school for a two-week assignment – and stayed three months.
ACU’s latest survey of Australia’s principals sounds a dire warning with school leaders reporting worsening levels of anxiety and depression as they continue to face high levels of physical violence, threats, and bullying.
Yet despite the spike in violence and the toll on mental health and wellbeing, the survey found school leaders showed surprisingly high levels of job satisfaction, and their work commitment remained high.
Australian Principal Occupational Health, Safety is compiled by ACU’s Institute for Positive Psychology and Education (IPPE).
IPPE co-chief investigator and leading school wellbeing expert Professor Theresa Dicke said the latest report compared the experience of school leaders who reported high levels of job satisfaction with those experiencing low levels of job satisfaction.
Not surprisingly, those with low job satisfaction have higher levels of anxiety and depression and a much higher intention to quit (82.3 per cent). Queensland school leaders recorded the highest intention to quit while ACT had the lowest.
“Both anxiety and depression have worsened but there has been a reduction in participants reporting severe depression,” she said.
“We need all school leaders to find their work satisfying, helping those who do not is now even more urgent given they are the ones likely to leave. Violent and threatening behaviours are taking an unfair toll on the committed and dedicated leaders and reduce the ability for schools to be positive environments focused on student learning.”
World-leading educational psychologist and cochief investigator Professor Herb Marsh, who has been involved with the report since 2015, said that Australia risks losing an entire generation of school leaders without urgent reforms.
leadership vacuum, placing further strain on an already overburdened education system. It also reveals instances of physical violence increased 81.6 per cent since the survey started in 2011. Threats of violence is also at its highest since inception.
Offensive behaviours towards principals escalated in 2024, with 49.6 per cent subjected to physical violence and more than half (54.5 per cent) experiencing threats of violence. Of those reporting threats of violence, 80.4 per cent were at the hands of students.
Heavy workloads and a lack of time to focus on teaching and learning remained the top two sources of stress for principals surveyed in 2024. Student related issues, followed by mental health of staff and students round out the top five sources of stress.
ACU educational leadership expert and former school principal Associate Professor Paul Kidson said the survey showed too many school leaders were battling unsustainable workloads and conditions that would not be tolerated in other workplaces.
Associate Professor Kidson warned the success of policies like the Better and Fairer Schools Agreement relied on continued support across all jurisdictions.
“This latest report unambiguously highlights that the satisfaction principals feel in their job must be front and centre of any strategies to improve conditions for school leaders and, in turn, the teachers, education support staff, and students who rely on them,” he said.
He said Federal Education Minister Jason Clare’s commitment to a National Principal Reference Group following the release of last year’s survey results was an “outstanding success” that needed to continue.
“We
need all school leaders to find their work satisfying, helping those who do not is now even more urgent given they are the ones likely to leave.”
Professor Theresa Dick
“Workload, violence, and mental health challenges continue to escalate,” Professor Marsh said. “However, despite this adversity, school leaders have maintained high levels of resilience and commitment; their professional dedication is to be applauded.”
More than half (53.2 per cent) of principals surveyed signalled an intention to quit – the figure jumped to 82.3 per cent for those with low job satisfaction. A higher percentage of people who signalled an intent to quit and low job satisfaction reported severe anxiety.
The latest survey points to a substantial reduction in experienced school leadership which will exacerbate existing teacher shortages and create a nationwide
“Depending on what happens with the Federal election, whoever forms government will need to have a resolvable commitment to this cause as many principals feel we’ve finally started moving in the right direction, and we can’t afford to lose that momentum,” he said Recommendations in the report include:
• Calls for the government and employers to address heavy workloads as the number one source of stress by providing autonomy, resources, support and intensifying efforts to reduce administrative burdens
• Consider alternate school leadership models such as co-principalship
• Address inappropriate behaviour from parents/ caregivers towards leaders and staff to maintain a safe and conducive learning environment by implementing mechanisms such as the Victorian School Community Safety Order. EM
“This is all about building a better and fairer education system and strengthening the pipeline of key workers that regional Queensland needs.”
Mr Jason Clare, Minister for Education
The Australian Government has agreed to contribute $80 million in federal funding towards the establishment of a new Academy for Health Sciences in Rockhampton.
The academy will boost the pipeline of health workers in regional Queensland by helping to fast track high-achieving local students into careers as doctors, nurses, paramedics and allied health professionals.
The academy will cater for students from Year 10 to 12 and allow them to gain credit for university health science degrees while still at secondary school, and follow their passion for health sciences without needing to move away from their families or communities.
The Rockhampton campus will be the first regionallybased Queensland Academy, and the Queensland Government will seek to establish a direct partnership with Central Queensland University.
The Australian Government’s $80 million investment will complement the Queensland Government’s existing commitment to this key regional project.
Students will gain credit for university health science degrees while still at secondary school.
Premier Mr David Crisafulli welcomed the Commonwealth’s financial backing of the project.
“The funding boost from the Federal Government will provide more education opportunities for high achieving students in Central Queensland and fast track them into the health career of their choice,” Premier Crisafulli said.
“We are reinforcing the ranks of regional health services to ensure every Queenslander, no matter where they live, has access to quality healthcare.”
Federal Education Minister Mr Jason Clare said the Commonwealth’s investment was important to support young people in Central Queensland to pursue health careers.
“This is all about building a better and fairer education system and strengthening the pipeline of key workers that regional Queensland needs,” Minister Clare said.
Minister for Education Mr John-Paul Langbroek said the academy will help to connect students interested in a health career to professionals in health sciences and research.
“The Crisafulli Government is delivering on our key election commitment to secure a pipeline of regional health workers for the future, with this Academy in Rockhampton,” Minister Langbroek said.
“This funding contribution from the Albanese Government is incredibly significant, coupled with the planning and consultation work we’ve already done, this election commitment is well underway.
“Since the election we have put this project on the agenda with meetings with Central Queensland University, to ensure this is moving forward as a major priority for this region.
“The details of the academy’s implementation remain under consideration, but I look forward to continuing to work with Health Minister Tim Nicholls and our local MPs to fulfill our commitment to deliver this vital project for Central Queensland.”
Member for Rockhampton Ms Donna Kirkland said the funding amplified the need to support Queensland’s regional health and education systems.
“I have always pushed that those who study in the regions, stay in the regions,” Mrs Kirkland said.
“This is an incredible opportunity for high achieving students locally and across central Queensland to expedite studies that land them in medical professions sooner, feeding into our high regional workforce demands.” EM
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The Australian Government has now reached agreements with every state and territory to put all public schools in the country on a path to full and fair funding.
As part of these agreements, the Commonwealth will provide an additional five per cent of the Schooling Resource Standard (SRS) to all states and territories, with the exception of the Northern Territory. This will lift the Commonwealth’s contribution from 20 per cent to 25 per cent of the SRS by 2034.
For the Northern Territory, the Commonwealth’s contribution will lift from 20 per cent to 40 per cent of the SRS by 2029.
This will see an estimated
$16.5 billion in additional Commonwealth funding to public schools across the nation over the next 10 years. This represents the biggest new investment in public schools by the Australian Government – ever.
“Building Australia’s future means investing in the next generation,” Prime Minister Anthony Albanese said. “That’s why every dollar of this funding will go into helping children learn.”
“We know that education opens the doors of opportunity, and we want to widen them for every child in Australia. This is about investing in real reform with real funding –so Australian children get the best
possible education.”
As part of the agreements, the provision allowing jurisdictions to claim four per cent of SRS funding for indirect school costs such as capital depreciation will be replaced with funding on eligible expenses.
This funding will be tied to reforms needed to lift education standards across the country, including more individualised support for students, mandating evidenced-based teaching practices, and more mental health support in schools.
In addition, the agreements have targets, including that by 2030 the proportion of students receiving a Year 12 Certificate will
be the highest it has ever been.
Other targets include:
• Reducing the proportion of students in the NAPLAN ‘Needs Additional Support’ proficiency level for reading and numeracy by 10 per cent by 2030.
• Increasing the proportion of students in the ‘Strong’ and ‘Exceeding’ proficiency levels for reading and numeracy by 10 per cent by 2030 and trend upwards for priority equity cohorts in the ‘Strong’ and ‘Exceeding’ proficiency levels.
• Increasing the student attendance rate, nationally, to 91.4 per cent (2019 level) by 2030. EM
As a federal election approaches, the Australian Secondary Principals’ Association (ASPA) National Education Summit has provided a clear roadmap for education reform, writes President Andy Mison.
Our second annual summit brought together an unprecedented coalition of school leaders, policy makers, researchers, and industry representatives, emphasising collaboration and strategic thinking in Australian education.
Principal wellbeing emerged as our most urgent priority. The modern principalship has become increasingly unsustainable, crushed under unrealistic expectations and overwhelming administrative burdens. We’re calling for a comprehensive national strategy that includes reduced administrative workloads, dedicated mental health support, professional supervision programs, and funded sabbatical options.
Funding equity was another critical focus. We’re demanding full transparency and accelerated funding to 100 per cent of the School Resourcing Standard, far sooner than the current proposed 10-year timeline. Our vision is simple: every student, regardless of their school’s location or
demographic profile, deserves access to high-quality educational resources.
The teacher shortage crisis demands immediate, strategic intervention. We’re proposing comprehensive strategies to elevate the teaching profession, including competitive salaries, especially in remote areas, HECS-free training for career changers, and simplified pathways for migrant teachers. By removing barriers and creating attractive professional conditions, we can rebuild the teaching workforce.
Curriculum flexibility is key to meeting the diverse needs of Australian students. We’re advocating for secondary education pathways that move beyond a one-sizefits-all approach. This means expanding vocational education opportunities, reviewing tertiary admission processes, and supporting inclusive education policies for students with additional needs.
Student wellbeing cannot be an afterthought. We recognise that schools
cannot solve complex challenges like mental health issues and emerging problems like vaping in isolation. Our call is for collaborative, holistic research and jurisdictional cooperation.
Bipartisan support was a hallmark of our summit. We were honoured to host addresses from Federal Education Minister Mr Jason Clare, Shadow Education Minister Ms Sarah Henderson, and Greens’ Education Spokesperson Senator Penny Allman-Payne. Their participation underscored education’s critical role as a national priority.
Our policy agenda is more than a wishlist—it’s a roadmap for transformative change. We’re pushing for formalised policy networks in each jurisdiction, a national teacher registration board to improve mobility and data sharing, and mechanisms that ensure meaningful consultation on education reforms.
Looking ahead, we’re committed to building an education system that transcends short-term political cycles. Our focus is on creating a sustainable, equitable framework that supports both educators and students.
The 2025 ASPA National Education Summit wasn’t just a conference—it was a declaration. We’re signaling to policymakers, communities, and the nation that Australian education requires a holistic, collaborative approach. Our recommendations aren’t just about improving schools; they’re about building a stronger, more inclusive Australia. Together, we’re ensuring that every Australian student has the opportunity to access a world-class education. For more details about our summit and policy positions, visit www.aspa.asn.au. Our work continues, and we’re just getting started. EM
A declining trend in civics and citizenship education –which also mirror findings from similar assessments in other countries across the world – has not gone unnoticed.
The latest findings from the National Assessment Program – Civics and Citizenship (NAP-CC) report, published by the Australian Curriculum, Assessment and Reporting Authority (ACARA) in February 2025, offers insights into how well young Australians grasp democratic principles, political systems, and civic responsibilities. Based on the performance and feedback from a representative sample of Year 6 and Year 10 students from across Australia, the report highlights both positive aspects and significant challenges in civics education across the country.
What the results tell us
The good news is that students continue to value learning about Australian history and civic institutions. They also express high levels of trust in these institutions and demonstrate positive attitudes toward Australian diversity and Indigenous cultures. However, the report also uncovers some worrying trends – most notably, a decline in students’ overall knowledge and understanding of Australia’s democracy, political system, and civic processes.
In 2024, only 43 per cent of Year 6 students and 28 per cent of Year 10 students demonstrated proficiency in civics and citizenship – the lowest levels since we began these assessments in 2004. The report highlights ongoing educational inequalities, with students from major cities generally outperforming their regional and remote peers. The gap between Indigenous and non-Indigenous students remained substantial.
Year 6 female students outperformed male students, continuing a trend from previous assessments. However, unlike in past years, no significant gender difference was found at Year 10.
However, when it came to students’ attitudes toward civics and citizenship, they showed a high level of trust in civic institutions and a strong interest in current affairs, reporting growing concerns about national issues, including climate change, pollution, crime, and racism. They’re also consuming news about current events differently – relying more on internet and social media sources, and less on traditional media. Unfortunately, though, we’re seeing a decline in civic-related school activities such as excursions to parliaments and law courts.
Our school leaders play a pivotal role in ensuring that our young people receive quality civics and citizenship education. The Australian Curriculum provides a clear framework, with dedicated content descriptions and achievement standards from Year 3 to Year 10. It includes learning about important topics like our democratic system, the diversity of Australia, our legal system and our rights and duties as citizens.
Translating this into engaging, meaningful learning experiences requires strong support for teachers and innovative approaches in the classroom. That’s where resources such as the Civics and Citizenship Education Hub can help. It’s a platform that connects teachers with resources,
events and programs to support civics and citizenship education in schools, in line with the Australian Curriculum.
The Governor-General, the Honourable Ms Samantha Mostyn AC, has expressed strong interest in the report’s findings. She has engaged with ACARA to explore ways to improve civics education across the country. This level of attention underscores the importance of ensuring that all young Australians leave school with a strong understanding of their rights, responsibilities, and role in society.
The latest NAP-CC results are a wake-up call, but they also provide an opportunity to reinvigorate our approach. By fostering critical thinking, active participation, and media literacy, we can empower students to become informed, engaged citizens who contribute meaningfully to their communities and democracy.
Now is the time to strengthen our commitment to civics education. Our students are eager to learn about our country’s history, institutions and democratic processes, and it’s up to us to ensure they have the knowledge and skills to navigate the world as informed citizens. EM
The National Assessment Program (NAP) sample Civics and Citizenship (CC) Report 2024, can be found online at www.nap.edu.au/nap-sampleassessments/results-and-reports
By sparking curiosity through engaging experiences, schools can transform stereotypes and inspire students to explore the diverse, dynamic world of technology careers.
Professor Craig Costello’s journey from pure mathematics to cryptography – the practice of securing data using codes, ensuring that only authorised parties can gain access – proves that unexpected passions can emerge from a single moment of inspiring educational exposure.
Following a decade of leading cyber code protection at Microsoft in the US, Professor Costello has returned to Australia to motivate a new generation of tech leaders to keep up with industry demand.
It comes at an important time. The Australian Computer Society’s Digital Pulse 2024 recently reported that despite the Australian technology workforce growing by 60 per cent in the last decade, the country is still not on track to keep up with industry demand. Australia needs 1.3 million technology workers by the end of 2030 to meet industry demand. This will require 52,000 additional workers per year.
Concerned by the nation’s ability to have the right workforce to support the industry, Professor Costello has made it his mission to inspire school leavers to see the enormous potential of a career in IT, AI or cybersecurity,
plus encourage those already in the workforce to consider a career change.
He says that many overlook the IT industry due to misconceptions such as having to be a maths whiz, being stuck in a server room coding all day, or that these jobs would soon be taken over by AI.
In fact, it’s reported that over 1.1 million Australians in other industries have similar skills and tasks to tech roles, which could easily be transferred.
Bringing his wealth of knowledge back to Australian shores, Mr Costello has taken up residency as a Professor in the Queensland University of Technology (QUT) School of Computer Science to carry out his mission of educating the next generation of tech workers.
In the lead up to Australia’s largest conference and exhibition for educators and edtech providers, EDUtech Australia, Mr Costello spoke to Education Matters about the current landscape, what the transferrable skills into tech are and advice for students considering taking the leap into the field.
In the rapidly evolving world of
existing stereotypes, provide diverse experiences, and make technology exciting.
“It’s all about sparking curiosity,” he says.
“I was shocked to read in the Australian Computer Society’s digital report that only around 10 per cent of school-age students are interested in careers in tech.”
This statistic might seem discouraging, but for Professor Costello, it represents an opportunity for transformation.
single hour-long cryptography session as part of a ‘Day of Excellence’ program at his high school, which ultimately defined his entire career trajectory.
fields,” he recalls. “I was a pure mathematician originally.” During that pivotal session, he was introduced to cryptography – a field blending mathematics, computer science, and problem-solving.
saying, ‘I want to be a cryptographer’,” he recalls. “It was literally one hour of exposure that set me on my path for the next 20 years.”
through internships and postdoctoral research in the United States, ultimately spending 12 years developing his expertise.
the approach of giving students a ‘taste’ of how STEM-related subjects can be applied in the real world.
Professor Costello highlights schools like Mansfield State High School – an independent public, co-educational secondary school of approximately 3,300 students in Brisbane – which is reimagining curriculum through engaging activities like eSports, web development, and 3D printing.
too deep,” he explains. “You want to cast a wide net across different interests and skill sets.”
accessible and exciting. “Ultimately, it’s about making these things fun,”
Professor Costello argues. By breaking down stereotypes and providing diverse, hands-on experiences, educators can transform students’ perceptions of tech careers.
track for an entire career,” he says – a powerful reminder of curiosity’s transformative potential.
is pioneering a transformative approach to technology education
can provide foundational frameworks for complex tasks, from software writing to curriculum development.
Contrary to fears about job displacement, Professor Costello sees AI as a career accelerator, particularly in technology sectors.
“The IT job market’s demand will only grow with AI,” he says. “It’s potentially the only field guaranteed to be safe from technological disruption.”
Within tech itself, AI is already transforming work processes. “I’ve seen AI write computer code in milliseconds that would take programmers weeks to complete,” he notes.
However, he stresses that human expertise remains crucial in interpreting, managing, and improving these technologies.
The key is adaptability. “Anyone that can understand and use this technology will be valuable,” Costello explains. This requires a mindset of continuous learning and curiosity.
For students and professionals, the message is clear: AI is not a replacement, but a powerful collaborative tool.
“These technologies give you a skeleton to base work on,” he says. “Then you can build and improve from there.”
As AI continues to evolve, those who embrace its potential – understanding both its capabilities and limitations – will be best positioned to thrive in the future workforce.
The revolution is not about being replaced, but about learning to work alongside increasingly sophisticated technological partners.
Professor Costello’s broader mission challenges persistent tech industry stereotypes. “You don’t really have to be the tech whiz to have an awesome career in IT anymore,” he emphasises. “People skills are becoming increasingly valuable.”
Professor Costello is especially passionate about addressing gender imbalances in technology too. With cyber security currently comprising only 17 per cent female professionals, he’s committed to creating more inclusive educational pathways.
“The most successful colleagues aren’t necessarily the most technically savvy,” he explains. “They’re problem solvers who can communicate and collaborate effectively.”
As technology reshapes workforce dynamics, adaptability and curiosity become
learning. As Professor Costello predicts: “There’s only going to be more revolutions coming that change and radicalise the field.”
Exposure to real-world work experience
A record number of young people across the country are accessing an online work experience program to build skills and prepare for future careers in Australia’s growing tech jobs market.
The Virtual Work Experience program, designed by the Tech Council of Australia (TCA) and some of Australia’s leading technology employers, has achieved almost 10,000 completions since its launch in February 2024. The program aims to give young Australians, including those experiencing disadvantage or increased barriers to employment, the opportunity to experience careers in tech.
TCA said tech skills are in high demand in South Australia; a significant portion (16 per cent) of students that are completing the program are from South Australia.
South Australia’s Minister for Education, Training and Skills Mr Blair Boyer saw firsthand the benefits of the program when he attended a live demonstration with students at Salisbury East High School in Adelaide on 17 March 2025.
“It’s important as a public education system that we make sure students have access to a broad cross section of career paths and opportunities – and that we do so in an engaging way that keeps young people interested,” Mr Boyer said.
education and construction. These are all sectors in which we need highly skilled people.
“I’m really excited for Salisbury East students to experience a new way of looking at career education that will help them to focus their interests and to start planning for their future,” he said.
Salisbury East High School Principal, Ms Sue Shepherd, said the program is an invaluable opportunity for young students to get exposure to real-world work experience.
“This program is opening doors for young students who may be interested in a career in tech but not necessarily have the means to attend a physical work-experience placement outside of their hometown,” she said.
“Connecting them with industry leaders and providing them with the chance to gain foundational skills, gives students a strong start to build a career in tech, regardless of their location or any other barriers they may face.”
TCA Chief Business Officer Mr Chris O’Connell said the strong completion rates were encouraging and a good example of accessible programs that can help close Australia’s skills shortage crisis.
“It is critical we engage young Australians from all backgrounds to grow their interest in tech as we continue towards our goal of 1.3 million tech workers by the end of 2030.
“We are committed to ensuring the tech sector is attracting young people from around the country and through this program, we aim to give students the confidence to thrive in the digital economy and empower the next generation of innovators.” EM
In the past decade, Barker College Principal Mr Phillip Heath has overseen the opening of three Indigenous primary schools, a model that prioritises reaching out to communities instead of bringing in boarding students to its main campus in Hornsby.
“We close the gap before it opens,” he says.
Darkinjung Barker on the Central Coast opened in 2016 on the site of the original Yarramalong Public School. Ngarralingayil Barker in the Lower Hunter opened in 2020 on the site of the former Wollombi Public School. The third school, Dhupuma Barker, opened in 2021 in partnership with the Yothu Yindi Foundation and the Gunyangara community in northeast Arnhem Land.
Now, Barker has opened a co-educational special assistance school for children of refugees, known as Marri Mittigar, which Mr Heath describes as “a school within a school” on the College’s main campus.
“The Dharug people are the traditional owners of this place where Barker is located, in Hornsby. Marri Mittigar is a phrase that we use with permission that means ‘a place of many friends’ or in a different translation, ‘all are welcome’,” he says.
“Marri Mittigar is intended as a Kindergarten to Year 8 school for about 30 children who come from profoundly traumatised backgrounds. All the children enrolled have been either in refugee camps or had profound trauma in their families as they fled war and conflict to seek safety in Australia. Students come from Ukraine, Afghanistan, Venezuela and Gaza, to name a few countries.”
students with refugee experiences.
“There is a sprinkling of work going on, but not really coordinated, and most of it is left to government schools, or to NGOs or welfare programs from the Catholic sector, for example,” he says.
“I don’t think that’s acceptable. Schools like Barker need to stand with our government school colleagues and offer support as well.”
families, rather than leaving support entirely to government sectors or NGOs.
“We noticed that there were many children who were in refugee camps or part of a transitional resettlement arrangement, and we wanted to stand with those who serve in an attempt to seek solutions, rather than leaving the work to rest on the shoulders of others.”
talking to people who are very active in this space, who can train and work with us and help us to deepen our own awareness of the needs of children whose background is fundamentally different from most other people who come to this school,” he says.
“We wanted to stand with those who serve in an attempt to seek solutions, rather than leaving the work to rest on the shoulders of others.”
Mr
Phillip Heath
Having experienced refugee camps, war, conflict, and forced displacement, Mr Heath is acutely aware that the children didn’t choose to be in Australia but need a safe, welcoming environment to rebuild their lives.
“We want them to feel the welcome of this country and feel that they have a place that’s safe and they can enjoy their school. We wanted to create an educational model that provided more than just academic instruction – a holistic
Practically, the school utilised seven unused classrooms on the Barker College campus in Hornsby, creating a “school within a school” concept. This allowed students to access broader school experiences while maintaining a dedicated, supportive environment specifically designed for their needs.
The NSW Education Standards Authority inspected the proposed site for Marri Mittigar, granting registration during 2021. It officially opened in 2024.
Crucially, the school didn’t simply develop in isolation. Barker College actively networked with refugee organisations and engaged local refugee communities to understand and meet their educational needs.
“There is a large number of families from the Ukraine in this area [Hornsby], so they became aware of it through proximity,” Mr Heath says.
“We’ve also worked with Mahboba’s Promise, an Australian non-profit organisation
Barker’s approach to trauma-informed teaching has also been guided by its experience from a decade of developing its three Indigenous primary schools.
The Indigenous schools have helped immensely with understanding the impact on students of lost culture, language, agency and a sense of relationship with country too. It has also enlightened Barker on the ways in which trauma is passed on from family to family.
“We practice a trauma-informed approach with our First Nation students and we have staff who demonstrate an outstanding capacity as educators to teach students with neurodivergence and individual differences. I’ve been touched by how many staff want to be involved in Marri Mittigar,” Mr Heath says.
He says parents and families also volunteer to support the students, reflecting a sense of community and shared responsibility.
Although the ‘school within a school’ is still in its infancy, Barker has a long-term plan for success.
“The short answer is that we want children
who are spiritually, socially and academically ready to access the best of Australia in mainstream education,” Mr Heath says.
“That’s why we’ve targeted Kindergarten to Year 8. We think that that is critical foundational time, so that by the time students complete Year 8, they can choose electives and start having a great deal more agency about their own career choices and contribution that they want to make to their new country, should they choose to stay here.”
To date, three students have transitioned from Marri Mittigar into external mainstream schools. Others have joined the mainstream at Barker.
“Two went to non-government schools, and one to a government selective girls’ school in the local area. We helped place them, and it’s a marvellous example of partnership for all the right reasons.”
Gender inclusivity at Barker In 2025, Barker College is celebrating 50 years since the introduction of coeducation in its Senior School. Now fully coeducational from Kindergarten to Year 12, Mr Heath says he is proud of the evolution of gender inclusivity at Barker, a school that has fostered a culture where gender is not predetermined in career choices or identity.
“The 59 foundation Barker women who made the step of enrolling in Year 11 in 1975 set in motion a cultural experience in our community from which we have drawn so much strength. Increasing coeducation to include Year 10 in 2000 made perfect sense,” he says.
“Likewise, the transition to full coeducation from 2018 to the present day has completed the story that begun fifty years ago and, perhaps, had its antecedents in those foundational experiences in Kurrajong in 1890 when the Rev Henry Plume included the Bowman sisters in the roll of Barker College.”
The milestone marks a new horizon.
“We’re thrilled this year, because for 50 years we’ve been exploring and deepening our understanding of what coeducation looks like, initially in the Senior School, but now all the way through, so young men and women can grow up together,” he says.
“Families can be together and gender need not be a predeterminate in your career choice, nor even in your identity and self-expression.”
Now in his 12th year as principal at the school, Mr Heath says it has been a thrill to deal with life’s most profound questions when character is not the driver.
“It’s been a wonderful experience to walk through the transition with Barker, and that has taught us a lot about developing culture in a way that actually allows us to then reach out to other communities in the way that we have,” he says.
“There is a nexus there, and it’s allowed us also to be an old school and love and cherish our heritage and tradition but also be thinking about the future. It’s a unique combination.”
However, the process of achieving gender inclusivity has not always been easy or straightforward.
“We’ve learned a lot and made missteps along the way. We’re not claiming to be perfect, but moving to a fully coeducational model has allowed us to say that we are more than gender and we are more than our cultural heritage. Our humanity surpasses those things.”
Gender inclusivity aside, Mr Heath reflects on the significant changes in education he has witnessed over the past 12 years, including the rise of generative AI in education. Despite these changes, he believes that the core of education remains unchanged.
“The longer I serve in my role, the more I’m convinced that the core of education hasn’t changed much at all. That is, it’s about the relationship between students and teachers, the effectiveness of the classroom, and the importance of creating safe and welcoming school environments,” he says.
“I think that’s never been more important nor profound than we’re seeing now. We’re seeing variations on the theme, but the theme hasn’t really changed.”
In his experience, students need to feel that they belong and matter, and that somebody notices them.
“In a technological world, your source of trust and confidence and safety and peace needs to be expressed in a lively way inside an institution. It needs to matter that you’re there and somebody needs to notice if you’re not,” Mr Heath says.
To help students understand that they are seen and heard, Mr Heath delivers hand-written birthday cards every morning, without fail. If a student’s birthday falls on a Saturday, he delivers their card on Friday (or Monday, if their birthday is on Sunday). He goes into their classroom, to their desk, to give them a personal greeting. With a student population of 2810, it’s a lot of birthday cards. If their birthday is in the holidays, he posts it to them. Nobody misses out.
“It is a way of celebrating that they’re alive and that life is a gift. Choose life, because you’re the only one of you that’s ever existed in all of history. That’s an astonishing thought. It’s a way of articulating and making it real.”
Reflecting on the school’s history and successes over 135 years, Mr Heath parts with a ‘clarion call’, emphasising the need for schools like Barker to use their blessings to make a positive impact on society.
“Schools need to take their responsibilities seriously. We at Barker have enjoyed so many blessings over 135 years in this school, what are we doing with that?
“Are we answering some of the nation’s biggest questions, or are we simply serving our own needs and reputation? Because that’s not enough. I think we need to – and schools like us – need to step in to work with our government school colleagues to answer some of the nation’s biggest questions.” EM
Named Teacher of the Year at the NSW Training Awards in 2024, Mr Michael Pfeffer has traded chef whites for the classroom, transforming his culinary expertise into inspiring young minds at Dapto High School.
Michael Pfeffer’s journey from professional chef to passionate educator is a story of inspiration and transformation.
“Vocational Education and Training has always been a pivotal part of my success,” he says, tracing his path back to high school where he studied his Certificate II in hospitality.
During his school years, Mr Pfeffer gained practical experience through work
in the hospitality industry.
“I was offered an apprenticeship, but I was a little unsure about what I wanted to do,” he explains. His high school hospitality teacher proved instrumental, influencing his decision to complete his Higher School Certificate (HSC) before pursuing culinary training.
His competitive spirit emerged early, representing his region at the national
“I was always interested in learning and pushing myself,” Mr Pfeffer says.
Mentors played a crucial role in his development, with one executive chef particularly encouraging his educational aspirations.
Now teaching Technological and Applied Studies (TAS), namely food technology, to students at Dapto High School, the transition from kitchen to classroom wasn’t immediate.
simultaneously nurturing a growing interest in education.
“I wanted to be able to give back and provide opportunities to students,” he says.
His experiences with work placement students revealed his teaching potential, noting how he learned to break down complex instructions into manageable steps.
Winning the NSW Training Awards Apprentice of the Year became a significant milestone.
“It was a building block for my career,” Mr Pfeffer says, “shifting my mindset and motivating me to take more of a teaching role.”
Ultimately, he completed his Bachelor of Education, transitioning from professional kitchens to classrooms, where he now inspires the next generation of hospitality professionals.
A diverse role
Mr Pfeffer’s transition into teaching was a carefully considered journey, driven by passion and personal experience.
“I still had relatively good relationships with TAFE teachers, and could have gone down the pathway of becoming a TAFE teacher,” he explains, “but I was passionate about the opportunity to teach high school students.”
His own positive high school experience significantly influenced this decision, motivating him to pursue secondary education, despite having TAFE as an optional pathway.
But the classroom presented initial challenges.
“I was quite comfortable standing in front of people, but when you’ve got all eyes on you while you’re trying to pass on knowledge, I was a little nervous,” he admits.
Drawing from his culinary background,
he quickly adapted his teaching approach, remembering how work experience students would get confused with complex instructions.
“I learned I needed to break steps down, provide simple instructions, and demonstrate,” Mr Pfeffer says.
This experience became a fundamental teaching principle, ensuring students could comprehend and engage with the material.
The diversity of his teaching role at Dapto High School also appealed to him.
“I’m a VET teacher teaching vocational education courses, but I’m also a TAS teacher teaching food technology and technology mandatory subjects for years seven and eight,” he explains, highlighting the variety that keeps his work exciting.
His early teaching experiences were marked by a commitment to practical, realworld learning, exemplified by initiatives like the school cafe, where “students can put the skills they’re learning into a real-world situation”.
Award-winning leader
This commitment extends beyond traditional classroom boundaries, most notably through the development of the school cafe at Dapto High School.
“Myself and another hospitality teacher, Krisharna Leighton had the initial concept and initiation to start it,” he explains. The cafe, operating every Tuesday, serves as a dynamic learning environment where students prepare and serve coffee, non-alcoholic beverages, sweets, and food items.
“It enables students to put the skills they’re learning into a real-world situation where they’re serving teachers and customers,” Mr Pfeffer says. This hands-on approach allows students
to integrate theoretical knowledge with practical experience, bridging the gap between classroom learning and professional practice.
He has proven to be a consummate and collaborative educator, giving students the best learning and industry experiences possible. He’s been an integral part of the development of the Rural School Café at the Sydney Royal Easter Show, the Chief Judge for the VET in Schools WorldSkills cooking competition, and the NSW state team leader in 2024.
“I enjoy the aspect of judging, but I also take it as an opportunity to visit different schools, talk to different teachers, and see how they operate with vocational training,” he says.
His motivation stems from his own competitive background. “When I won competitions as an apprentice, judges provided me with employment opportunities,” he says.
Now, he aims to create similar pathways for his students.
One notable success is Emily Speirs, who won a silver medal at the National WorldSkills Competition and now works in hospitality. “It’s awesome to see their journey,” Mr Pfeffer says, embodying his commitment to student development.
For Mr Pfeffer, teaching’s greatest reward is the growth and success of students and showing them a love for learning.
These moments reinforce his belief that educators can make a significant difference in young people’s lives.
At the national awards in Canberra last year, Mr Pfeffer, the only high school teacher among finalists, found further inspiration.
“Hearing the stories and experiences of trainees and apprentices ignited my passion even more,” he says. Although he didn’t win the top national teacher prize, the experience was transformative.
“Hearing their stories and the influence vocational education had on them actually reinforces the impact we make as educators,” Mr Pfeffer says.
He was struck by the diversity of vocations represented, from cyber security to hospitality.
The experience reaffirmed his commitment to teaching, highlighting that educators can create “impact in small moments in individuals’ lives” or contribute to longer-term personal and professional development. EM
EDUtech is breaking new ground in 2025, with five high-calibre headline speakers, plus a new Tech Buyers Program and tech user workshops expected to draw strong attendance.
Organisers behind Australia’s largest education event have announced Californiabased Mr Sal Khan, founder and CEO of Khan Academy, will once again present the keynote address in a speaking engagement exclusive to EDUtech.
EDUtech Australia will take place at the International Convention Centre in Sydney from 11-12 June. The event will feature 350+ speakers, 320 exhibitors, 50 start-ups, and attract more than 10,000 attendees.
Alongside it, the NSW EdTech Summit will be held in Sydney from 10-13 June 2025. The summit is sponsored by StudyNSW and delivered in partnership with EDUtech Australia.
Ms Natalie McClelland, spokesperson for Terrapinn, which organises EDUtech Australia, says Mr Khan is returning by popular demand following his keynote speech at EDUtech 2024 in Melbourne.
“Sal’s session was completely sold out in Melbourne last year. We received incredible feedback from attendees and we’ve managed to get him back again,” she says.
“We can’t wait to have him in Sydney, with more new content to share with the audience a year after his first visit.”
Joining Mr Khan in opening the plenary sessions are headline speakers Professor Rose Luckin, Ms Kellie Britnell, Dr Mark Williams and Mr Adam Goodes.
Known for his sporting prowess – he is a dual AFL Brownlow Medallist and
premiership player for the Sydney Swans – in 2009, Mr Goodes set up the GoodesO’Loughlin Foundation (GO Foundation) with former Sydney Swans teammate Michael O’Loughlin. The GO Foundation’s vision is to create a brighter future for Indigenous children through education.
Named Australian of the Year in 2014 in recognition of his community work and advocacy in the fight against racism, he also co-founded the Indigenous Defence and Infrastructure Consortium (iDiC) in 2016 that provides education, skill training and employment opportunities for Indigenous Australians to support large defence and infrastructure projects.
EDUtech has introduced a free expo seminar on First Nations this year, designed for educators to explore creating culturally safe classrooms, embedding Indigenous perspectives, language revitalisation, and educator cultural competency. Sessions will cover student wellbeing, community engagement, Indigenous STEM initiatives, and career pathways, highlighting the role of Elders and community leaders in enhancing education for Aboriginal and Torres Strait Islander students.
Best-selling author and professor of cognitive neuroscience Dr Mark Williams is presenting a session titled ‘How our brains construct reality in the age of modern technology’, as well as taking part in a panel discussion with Mr Joe Lynch, Deputy
Principal at Scone Grammar School, and Ms Donna Davies, Director of Wellbeing at Loreto Mandeville Hall Toorak.
Dr Williams draws on his extensive scientific background to work with organisations to develop evidence-based practices using neuroscience to improve productivity, innovation and mental health.
He regularly runs programs on the neuroscience of learning, the neuroscience of emotions, neuroscience of communication, how to hack your habits, and how our brains create our reality.
With more than 25 years’ experience conducting behavioural and brain imaging research focusing on social skills and how we learn, Dr Williams has received numerous awards for teaching and research.
Manager of Awareness and Capability for the eSafety Commissioner, Ms Kellie Britnell, is giving a presentation on building safe digital spaces and empowering educators to protect students in an evolving online world.
Ms Britnell has more than 15 years’ experience working in the online safety space and leads a talented team supporting eSafety’s awareness and capability initiatives.
Prior to joining eSafety, Ms Britnell taught in several schools both in Australia and overseas. In her time at eSafety, she has developed and delivered professional learning and resources to a wide range of audiences and sectors including principals and leadership teams, student wellbeing
officers, parents and carers, elite sporting teams, law enforcement and members of the judiciary.
She has developed key partnerships with universities, education bodies, sporting organisations and support services. A career highlight includes representing the agency on the online safety expert panel for the Royal Commission into Institutional Responses to Child Sexual Abuse.
Headline speaker Professor Luckin is an internationally respected academic and influential communicator about the future of education and technology, particularly Artificial Intelligence (AI).
As a highly sought-after speaker, she regularly delivers keynotes and public lectures across the globe on AI, ethics, and the future of education.
Founder of Educate Ventures Research at University College London, Professor Luckin is giving two presentations at EDUtech, with the first titled ‘AI: Learn fast, act more slowly’ and the second ‘AI-powered pedagogical transformation’.
Her most recent book, AI for Schoolteachers, published in 2022, is an essential and accessible guide to AI for anyone involved in education.
A new feature in the paid conference at EDUtech this year is a 30-minute leaders panel, which will take place on day one in the plenary.
Titled ‘Defending Childhood in the Digital Age: Australia’s Social Media Age Restriction Strategy’, the session will be moderated by Ms Yasmin London, CEO of The Digital Fluency Group, alongside Mr Andy Mison, President of the Australian Secondary Principals’ Association, and Ms Aleesha Rodriguez, tech-sociologist and Associate Investigator in the ARC Centre of Excellence for the Digital Child at QUT.
Pass holders can connect with top solution providers and key stakeholders in dedicated one-on-one sessions, tailored to help buyers explore products they’re interested in buying, all organised by EDUtech’s networking team.
EDUtech Australia is also launching tech user workshops at EDUtech this year, created directly from delegate feedback.
Tech Buyers Program and workshops
New to the event this year, the Tech Buyers Program is tailored for tech buyers from K-12, higher education, and vocational education institutions. It offers an opportunity to explore and evaluate the latest in educational technologies and solutions.
This pass is available to tech buyers from institutions directly involved in procuring educational technology.
Applicants should hold decision-making authority or have significant influence over tech procurement and be actively seeking to evaluate and acquire new solutions.
Valued at $950, the Tech Buyers Program pass includes full access to the two-day conference and exhibition. It also includes VIP access to network with peers and potential partners in an exclusive lounge, and priority Gala Dinner access.
“Attendees are craving deeper, hands-on engagement with trusted brands, and this is their chance to be the go-to solution in the room,” the event organiser said.
For 60 focused minutes, six select brands will lead a session for 70-80 decision-makers, with all other event content paused.
“It’s a powerful opportunity to connect, inspire, and build trust with an audience ready for real solutions,” it said.
Each of the six workshops is tailored to an EDUtech conference track, bringing select brands directly in front of their ideal audience, including school leaders, teachers, ICT and Vocational Education and Training (VET) leaders. EM
EDUtech Australia will take place from 11-12 June at the International Convention Centre, Sydney. Register at www.terrapinn.com/ exhibition/edutech-australia/index.stm
Fifteen years ago, school management software Compass was born from a simple yet powerful idea: there must be a better way.
In 2010, as schools grappled with mounting challenges—from policy reforms demanding greater transparency in reporting student achievement and school performance, to shifting societal expectations, rising administrative burdens, and the onset of the digital age—John de la Motte and Lucas Filer saw an opportunity to do things differently. They envisioned a smarter, more efficient way to support schools through innovative technology.
That vision became Compass 1.0, developed to address two pressing
needs: improving parent engagement and streamlining school administration.
Fifteen years later, Compass has evolved into a comprehensive, fully integrated school management system, trusted by over 3,000 schools and more than three million educators, students, and parents worldwide.
From the beginning, co-founders Mr de la Motte and Mr Filer built Compass in collaboration with schools that shared their vision.
“Our foundational schools played an essential role in shaping the platform,
ensuring that every feature we introduced met the real needs of educators and administrators,” Mr de la Motte says.
“Their trust, feedback, and partnership helped transform Compass from an ambitious project into a robust ecosystem supporting schools at every level.”
As schools’ needs have evolved, Mr Filer says, so has Compass.
“With every new challenge, we expanded the platform to include new solutions for student administration, school operations, community engagement, student finance,
and more,” Mr Filer says.
“One of the things we do well as a business is we not only understand the functionality that schools need in the software, we also invest the time to understand why they need it. Having this deeper understanding brings a corresponding increase in quality and ensures what we’re building is fit-for-purpose.”
Compass has quickly become an essential part of many school communities, helping to streamline processes and foster deeper connections between schools and families.
Today, it is more than a software provider – it is a trusted partner to more than 3,000 schools and three million users.
The co-founders reflect on one of the first schools they onboarded, and the challenges they had to overcome.
“It had one of the most complex timetables we’ve come across, where different bell times operated for different year levels, which made tracking attendance challenging,” Mr de la Motte recalls.
At the time, similar products in the market took a rigid, period-oriented view of timetabling. The two entrepreneurs shared a different vision: they proposed implementing a more flexible, time-based scheduling framework.
“The school placed an immense trust in us. There was this understanding that we will stop at nothing to make sure this works.”
The challenge the school’s timetable presented proved fortunate in hindsight.
“As hard as it was in that first instance, we managed to build a platform that could accommodate complex, multi-layered timetables – and this functionality could then flow across to other schools,” Mr de la Motte says.
He describes timetabling and tracking attendance as a key part of the platform’s structure. “If you can get the schedule right, if you can know where a kid is, at what time, the rest can be bolted on.”
Mr Filer agrees: “We got the architecture right. We understood early on that there were different layers of activities that were interconnected. We were lucky enough to observe some schools that gave us those complicated examples up front.
But when we initially did it, schools would say ‘we run on period times, not hours and minutes’. We would of course highlight that there are other activities, like excursions and events and meetings and sickbay visits that sit around their normal period structure that teachers are going to want to schedule in as well. We’re glad that we made the decision early on to take that more flexible, layered approach. Now schools can schedule any event with any people in any place, at any time, over any group of people they choose.”
As Compass celebrates its achievements over the past 15 years, the co-founders say they will continue to innovate, expand, and support schools with cutting-edge solutions that anticipate the needs of tomorrow.
But what are those needs?
For Mr de la Motte, community expectations are driving the conversation.
“Schools are often at the centre of the community; obligations around compliance and privacy are massive,” he says. “And then couple that with security.”
“How do we make sure we’re investing in platform stability, security, scalability and accessibility? I think that’s key in terms of what are the things that we’re going to see over the next few years stand out.”
While the team at Compass have never had an issue coming up with fresh ideas – Mr de la Motte cites their multi-year roadmap of new functionality – security nonetheless remains “front and centre”.
compromising compliance or security? Artificial intelligence is another challenge. The reality is roles are going to change. There’s going to be a much greater ability to embrace and modify some of these legacy tasks. So I think we’ll have a really interesting role to play. We’ve got the ability to access this data to make it more accessible to schools. How do we help them to go on their AI journey?” he asks.
Mr Filer agrees, noting that a key challenge faced by companies incorporating AI into their products, is that of expectations management.
“When we work one-on-one with a person, we have an expectation of reasonable care and quality, but not one of absolute perfection. We’re happy for some degree of human error. When we talk about computers being in the mix, our tolerance is basically zero. We expect the computer to produce a perfect outcome every time,” he says.
“I think part of the challenge will be managing people’s expectations and adapting to a world where we’re comfortable having computers make what are likely to be, in many cases, much better decisions than humans in similar situations.”
As cloud-based technology continues to transform education management, Compass remains at the forefront—empowering schools with greater efficiency and leading the way in innovation. EM
“I remember going to schools and showing them our schedule, which is presented like Google calendar – something people take for granted these days as the logical way to plan. Want more information?
“How do we continue to innovate without
Explicit instruction is a hot topic in education. But what does it mean for schools? Dr Ian Hunter examines the bigger context of explicit instruction and offers practical advice for school leadership and teachers.
Explicit instruction, the science of writing: these concepts are trending as buzzwords in education. And in one sense, it is right and proper that we think these concepts through.
Starting with the right questions
Dr Ian Hunter holds two fundamental beliefs: that every student can be taught to write well – grasping the life possibilities they deserve – and that the teacher is the dynamic force for change in the classroom. Concerned with a decline in writing skills among his university students in the late 1990s, Dr Hunter began what has now been a 25-year action research project into writing improvement that led to his founding of EdTech company Writer’s Toolbox in 2012. Combining educational philosophy and patented Educational AI, Writer’s Toolbox is proven to radically transform school writing results.
In the area of writing, many school leaders are concerned with the numbers of high school students for whom the writing gap is widening and the likelihood of passing school is now in doubt. The question is: how do you employ a structured or explicit approach to writing that brings these students forward? What do you actually do?
Explicit instruction and a scientific approach to teaching in education is not a new idea. Indeed, one of the first people to apply it to education was French mathematician Charles-Ange Laisant. In a methodical way, Laisant taught from first principles: visualise numbers first, then teach notation, processes, rules, concepts. Finally, you introduce the student to abstraction. Laisant’s influence is still felt today in mathematics classrooms. The question is: can you do the same for writing and help schools?
As a writer, historian, educator, and academic, I have wrestled with these questions for nearly thirty years. And, after working with hundreds of schools and thousands of students—globally—I believe there are definitive answers to these questions. But like answers to most things in life, the journey begins by first having the right questions.
Building a systemised approach to teaching writing—an approach that has the characteristics of good science: rigour, analysis, definition, repeatability—begins with four simple scientific questions:
• What writing skills should we teach?
• When should we teach these skills?
• How should we teach them?
• And, in what order?
It’s important to answer these questions fully. Because writing is more than just an ‘academic skill’ waiting to be mastered. Writing touches core values at the heart of a person’s character: resilience, selfawareness, self-belief, even self-worth are connected to the act and development of writing. Students who cannot write well—or who are emotionally or psychologically ‘switched off’ writing—are more likely to perform poorly at school and have lower grades (Graham, 2006). The same holds true for life-long learning: students who cannot write well are less likely to access university education. While in the workplace, written communication skills are a factor in promotion and task and career effectiveness.
The full explanation of a comprehensive writing system or a deep dive on how to tackle the writing gap are beyond the scope of this article. But let me leave you with five steps any school or district could take. Practical steps you can take to begin making explicit writing instruction a reality:
called the Composition Skills Index (CSI) for nearly ten years. We have deep data on the writing capabilities of students from the first year of primary to the last year of high school, and know accurately the baseline expectations for those students in fluency,
objective. What’s more, we provide schools with informed advice on how to fix their writing challenge. Then, you can focus educational energies (and precious time) on fixing root causes, not merely treating symptoms.
in your school or district. And the skills you intend them to possess.
3. Have a complete writing scope and sequence.
At Toolbox, we have one: every year level, every writing skill that should be taught, and in what order. You need this because teachers deserve to know the writing skills they should be teaching—and to be taught
member, writing is not grammar. Grammar is merely a subskill in the writer’s toolkit. Your students need to master the broader rules of composition if they are
Finally, your writing system must accommodate all subject areas in school. Writing instruction is not just the responsibility of the English department— writing is everyone’s responsibility. So what does this all mean? Two key things. Know exactly what your writing problem is before you fix it. That’s important. We often find a 30 per cent lift in grade quality in 12 months following an accurate diagnostic writing test and targeted intervention. Secondly, a game plan. Every school should possess a wholeschool writing strategy and programme. One that is progressive, with explicit skills. Tackle those two key things head on, and you’ll see: teacher confidence, student confidence, and improved outcomes follow. EM
An innovative device using text-to-speech technology is supporting students with reading challenges, helping learners overcome literacy barriers and boosting their self-confidence.
It’s estimated that one in five students struggle with reading, facing challenges that can lead to reduced confidence, academic frustration, and potential long-term educational and emotional setbacks.
Scanning Pens offers an innovative solution that transforms learning experiences for students experiencing reading difficulties.
“Reading challenges encompass a wide range of conditions, including dyslexia, autism, ADHD, and issues with working memory, as well as students learning English as a second language,” explains Mr David Campbell from Scanning Pens.
“It puts a tremendous strain on schools, teachers and teacher aids when you’ve got students who are struggling with reading.”
The company’s flagship product, the C-Pen, is a handheld text-to-speech device designed to provide immediate reading support. Used in thousands of primary and secondary schools across Australia, it scans words or sentences and reads them aloud.
“If a student is working their way through a text and gets to a problematic word or sentence, that’s when the pen comes into its own,” Mr Campbell notes.
What sets the C-Pen apart is its sophisticated technology and user-friendly design. The device offers multiple ways to
support learners, including three listening options: earphones for discrete classroom use, a built-in speaker, or an external speaker for group settings. Users can also customise settings including reading speed, accent, and even hand orientation, depending on whether the user is left or right-handed. It includes multiple dictionaries – from the Oxford Primary Dictionary for younger students to more comprehensive versions for advanced learners.
Critically, the device has received widespread educational endorsement. It has been approved by every state exam board in Australia and was named Australia’s Best Assistive Technology Product of the Year.
Schools interested in exploring this technology can request a free trial through the Scanning Pens website. The company provides not only the device, but comprehensive training videos and ongoing support to ensure effective implementation.
The impact extends beyond individual student support.
“The pen reduces reading stress and reading anxiety, making a huge difference to students,” Mr Campbell says. “It also takes a significant load off teachers and teacher aides who are helping students with reading challenges.”
With literacy concerns increasingly prominent in educational discussions, the C-Pen represents a targeted technological intervention. The device offers additional innovative features, including a practice module where problematic words are automatically saved for further study. For multilingual support, newer models like the Lingo can translate scanned text into over 40 languages.
An exam-specific version of the pen has also been developed, approved for use in state examinations on a case-bycase basis. This ensures students with reading difficulties can demonstrate their true academic potential without technological barriers.
“Once schools have the pens in their hands, they can see the difference,” Mr Campbell says. “What starts as a trial often becomes a significant investment in supporting student learning.”
Scanning Pens demonstrates how targeted assistive technology can transform learning, giving every student the opportunity to unlock their full potential. EM
Mixed reality – which includes augmented reality, virtual reality and extended reality – is set to transform how today’s students solve problems once they enter the workforce. And they need to be ready.
Mixed reality in education is gaining momentum similar to the way AI did a few years ago – but with a key difference, says Mr Ajith Ratnarajah, founder of ApsisVR Escape Rooms in Melbourne.
“This technology will have a significant impact on how human beings will do their jobs in the future. The tech industry has made a significant innovation, using vision to transform how we respond and interact with our environment for jobs and entertainment,” he says.
“For example, using mixed reality, an architect can design a building with the building’s owner in an interactive manner, positioning rooms, and selecting building materials and colours to fulfill a design that is close to reality.
“Similarly, a car mechanic can look at a car that has an engine failure with a VR headset or VR glasses and provide a diagnosis of the problem and how to repair it.”
These examples, Mr Ratnarajah says, like so many others, will require the next generation of students to utilise mixed reality to redefine their jobs and careers.
“However, schools need to be careful not to spend on expensive technology without understanding how they can engage students for learning,” he says.
He notes that VR escape rooms and games have become increasing popular with children, helping to develop their problem solving, communication and teamwork skills.
“Now we are seeing a significant amount of curriculum content being developed by educational VR vendors, especially for the International Baccalaureate program,” Mr Ratnarajah says.
However, he says, in addition to VR content, schools need to develop a whole-ofschool VR program that is not technologydriven but engagement-driven.
“VR escape room venues have mastered the art of keeping children engaged during school excursions and incursions. These practices and principles can be adopted for students to learn using VR, and not just play with it,” he says.
ApsisVR has introduced several VR educational programs to engage schools at different stages and levels, including discussing career pathways during excursions and incursions, and setting up VR labs using educational content with a program plan to ensure students achieve their learning outcome.
Before setting up VR labs, Mr Ratnarajah recommends schools first trial VR with vendors who manage VR escape rooms and
VR game arcades to set up OnDemand VR for a day or week.
“Schools can use this opportunity to learn and observe student engagement plus enable teachers to understand how best to incorporate technology into the curriculum,” he says.
Taking students on excursions to VR venues or bringing VR vendors to school incursions would be the logical next step.
“Initially this could be done with senior secondary students for them to gain an understanding of the career pathways available for them using VR. ApsisVR does this as part of its VR education program,” Mr Ratnarajah says.
Once a school has developed a strong VR educational program by incrementally introducing the technology, then a VR lab can be established in the school itself.
“This approach enables schools to incrementally try, test, learn and adopt before investing in technology upfront –doing so would be like a solution looking for a problem.” EM
JB Hi-Fi Education partners with leading brands to educate schools on where virtual reality (VR) can take their students – from walking with dinosaurs to virtual job interviews, all without leaving the classroom.
VR is no longer just a futuristic concept seen only in science fiction movies; it has rapidly developed and is now used in many different areas and sectors of the domestic and global economy, including education. VR offers numerous advantages in providing educators with fun and interactive experiences aimed at increasing student engagement. It opens a world of possibilities with immersive career exploration, training solutions, and new learning pathways, providing schools and educators with extended educational opportunities.
Mr Sandy Young, JB Hi-Fi Education’s Commercial Product General Manager, said VR provides multiple applications in the classroom.
“From simulating medical procedures to running engineering projects and supporting student and teacher wellbeing – the use cases are wide and varied,” he said.
“Students can use VR to practice real world skills and training in a safe environment or create 3D prototypes in a risk-free environment.”
To support schools in integrating VR, JB Hi-Fi Education collaborates with Meta to provide Meta Quest 3 and Meta Quest 3S.
“With exceptional performance, comfort, and access to immersive educational content, these devices deliver a seamless experience that transforms learning,” Mr Young said.
“JB Hi-Fi Education is proud to be a Premier Meta Work Partner, this partnership helps us to offer resources and material for schools to enhance learning outcomes.
As an example, we have Meta headsets available for demonstration for our education customers allowing them to explore the capabilities firsthand,” he said.
JB Hi-Fi Education also collaborates with key Independent Software Vendors (ISV), Mindflight7 and Liminal VR which create dedicated educational resources and
to empower educators and students with tailored programs and ongoing support for seamless integration of virtual reality into education and training,” Mr Young said.
Liminal creates mixed and virtual reality experiences to help students manage stress, improve concentration, and foster a sense of relaxation, ultimately supporting
JB Hi-Fi Education recently organised an event dedicated to demonstrating the power of VR for education, which was held at Meta’s Sydney offices.
This event, ‘Journey outside the classroom’, brought together various educational leaders and department heads from schools
School, attended the event.
“There’s a future in VR and there are a lot of opportunities that VR can afford students with immersion and creativity,” he said.
His colleague, Mr Alex Hellyer, English teacher and ICT Integrator added: “Originally where case studies were limited to a text book or YouTube video, they can now be immersive experiences”.
During the event, Meta gave a comprehensive presentation of their dedicated VR solution, showcasing real life examples and case studies. The team also introduced participants to Meta Horizon Managed Solutions for Education, a program designed to help IT teams efficiently deploy and manage users’ apps, and headsets, simplifying device administration.
Participants were enthusiastic about the numerous possibilities introduced by Meta.
“The Meta presentation gave the better overview of the possibilities of VR and how it can be run within a school,” Mr Hellyer said.
“I was unaware that a Mobile Device Management (MDM) solution existed for Meta Quest headsets, which was an insightful takeaway,” Mr Gierhart added.
Mindflight7 and Liminal VR were also able to showcase the breadth of applications available for students.
Participants were invited to engage in hands-on product demonstrations and experience Mindflight7’s popular Ecovoyage and Space Explorer incursions. Ecovoyage explores environmental science and human impact on the planet, while Space Explorer takes participants on a journey through the solar system. Both incursions can be tailored for students ranging from Years 7 to 12.
energy, pain relief, awe, sleep, and focus.
“I found the Mindflight7 and Liminal VR demos particularly valuable,” Mr Gierhart said. His colleague Mr Hellyer added, “Liminal offered a use for VR in the pastoral care domain, which our school puts a large emphasis on, which was something unexpected.”
Mr Gierhart noted: “The event demonstrated that there is already a significant amount of VR content designed for education, and there are effective tools available to manage VR devices within a school environment.”
All attendees agreed the event provided valuable insights into new possibilities offered by VR, including unexpected applications and gave them a clearer understanding of how Virtual Reality could be integrated into their school’s curriculum.
Mr Hellyer said: “I believe VR has applications across various school subjects, providing students with immersive learning experiences. Additionally, I am particularly intrigued by the potential of VR to assist students in selfregulation when they are feeling dysregulated.”
He continued: “One of my key takeaways from the event is the opportunities that VR can offer; they aren’t as limited or gimmicky as I had originally assumed.” EM
JB Hi-Fi Education has been at the forefront of delivering innovative technology products to education institutions for over 20 years and is dedicated to supporting schools evolve in the digital world. For more information on JB Hi-Fi Education’s VR solutions, contact 1300 746 752 or education@jbhifi.com.au
Navigating the complex landscape of consent, respectful relationships and sexuality education, Respect Collective offers schools a comprehensive, teacher-friendly platform
relationships education is no longer optional, but for many schools, it remains a significant challenge. Teachers often lack the time, training, or confidence to deliver these lessons effectively, and traditional resources can feel outdated or disconnected from students’ realworld experiences.
in. Co-founded by Dr Tessa Opie and Ms Kerrin Bradfield, Respect Collective is an innovative, ready-to-use comprehensive relationships and sexuality education (RSE) platform designed to support teachers with structured lessons, professional development, and a trusted program mapped to the Australian Health & Physical
“Teachers recognise the importance of these topics but often feel unprepared to deliver them,” says Dr Opie. “We’ve created a platform that removes the stress and guesswork, so they can focus on teaching.”
With more than 70 interactive lessons spanning Years 7 to 12, Respect Collective covers topics such as consent, healthy
“For teachers to make judgment calls on resources and presenters without training in the area can be incredibly difficult and time-consuming.”
relationships, sexuality, bystander intervention, and digital safety. The platform’s interactive elements – including quizzes, games, and multimedia resources – have transformed traditionally challenging subject matter into engaging learning experiences.
“It’s become a trusted source,” Ms Bradfield adds, “helping educators navigate complex topics they weren’t trained to address.”
Students are responding positively to this approach, engaging in conversations that feel relevant to their lived experiences. By using real-life scenarios, interactive activities, and media analysis, the program creates space for young people to explore complex issues in a way that is meaningful and empowering.
“It actually makes sense now. We talk about things that happen in young people’s lives, not just random examples that don’t apply to us,” a Year 11 student says.
The platform’s trauma-informed approach is particularly crucial when addressing topics like consent, respect, and harm prevention. It ensures that all students, regardless of their background or experiences, feel safe to participate in discussions and seek support when needed.
“We’ve put in thousands of hours reviewing resources, activities, lesson plans and conversation starters and distilled it for educators. It saves time, and reduces the stress that teachers were experiencing around delivering RSE,” Dr Opie says.
Unlike traditional one-size-fits-all programs, schools have the flexibility to subscribe to the full curriculum or specific year levels that align with their needs. Lessons can also be adapted to reflect a school’s values and ethos or learner ability, ensuring they fit within the broader educational framework.
In addition to structured lesson content, teachers have access to a virtual staffroom, expert-led webinars, and real-world case studies, creating a professional learning community that enhances their confidence and ability to deliver effective RSE.
Schools across Australia are already integrating these lessons into a range of subjects outside of HPE.
“We’ve seen schools use our lessons in Legal Studies, Civics, and even English classes,” says Dr Opie. “It’s a truly crossdisciplinary tool.”
Unlike costly incursions or one-off external presenters, Respect Collective provides ongoing, sustainable access to high-quality RSE at a fraction of the price.
Schools no longer need to rely on expensive external facilitators for a limited number of sessions—teachers are equipped with everything they need to deliver impactful,
ongoing education in-house. There is also complete transparency in the lessons, so school leadership knows what is being delivered by staff they already know and trust. This is especially beneficial when it comes to addressing parent concerns over lessons in this space.
One of the most significant barriers to effective RSE is teacher confidence. Many educators receive little to no training in delivering sexuality education, leaving them to navigate complex topics with limited support.
“Respect Collective takes the pressure off me to be the expert in everything. The content is clear, engaging, and well-structured, so I can focus on facilitating meaningful discussions. I’ve seen students open up in ways they never have before,” a Year 9 teacher says.
Respect Collective addresses this gap by providing step-by-step guided lessons that require no additional preparation. Teachers can also access on-demand professional development, covering critical areas such as trauma-informed teaching, inclusive language, and best practices for facilitating sensitive conversations.
“For teachers to make judgment calls on resources and presenters without training in the area can be incredibly difficult and timeconsuming” Ms Bradfield says. “We’ve done the hard work of reviewing and refining the content so teachers don’t have to.”
As government mandates around consent and respectful relationships education continue to expand, schools need scalable, sustainable solutions that support both educators and students. Respect Collective is already being adopted by governing bodies, such as the Association of Independent Schools of the ACT, which subscribes on behalf of its member schools.
“Schools are looking for an approach that is flexible, evidence-based, and easy to implement,” Dr Opie says. “Respect Collective meets those needs.” EM
Schools interested in learning more can book a walkthrough demonstration to see the platform in action and explore how it can be tailored to their needs. More information is available at: respectcollective.com.au
At Cedars Christian College, educational innovation is taking shape with support from the Quality Teaching (QT) Academy, in a way that’s transforming how teachers approach professional development and classroom practice.
Over the course of his career, Cedars Christian College Principal Mr Steve Walton has tried numerous methods to improve teaching standards, including lesson observations, walk throughs, coaching, and goal setting with varying measures of success. But nothing has been as successful as QT Academy’s Quality Teaching Rounds.
“The teachers regularly remind me that this is the best program they have been involved in regarding teacher development, and they are so grateful for the investment in them and their career,” he says.
“The fact that we have a waiting list of teachers who are volunteering to participate speaks for itself. We also have return participants who are now leading rounds themselves.”
Established by the University of Newcastle, the QT Academy provides training and support for a collaborative, evidence-backed approach to professional development where educators analyse, reflect on, and improve teaching practice across different subjects and grade levels.
Cedars Christian College, near Wollongong in New South Wales, started engaging with the QT Academy five years ago and now has more than 70 teachers involved in the QT program.
It has developed a strategic implementation plan and rolled-out Quality Teaching Rounds across the K-12 school. Over the past few years, it has broadened its focus to embed the Quality Teaching Model into its assessment and programming practice, making it a key feature of the
school’s pedagogical approach.
Cedars Christian College is also
retention of early career teachers, as well as teaching and learning outcomes by having beginning teachers participate in Quality Teaching Rounds alongside more experienced colleagues.
The college’s Principal Mr Walton says the training he has participated in with the QT Academy “has been second to none”.
“When it comes to the science and art of teaching, the Quality Teaching Model clearly articulates the components of teaching and highlights the difference between good teaching and great teaching,”
He believes the process of Quality Teaching Rounds is what makes the program so successful.
“The de-personalised approach allows teachers to code the elements of a lesson and reflect together on what constitutes quality practice, without comment on the teacher themselves,” he says.
At Cedars Christian College, the greatest promoter of Quality Teaching Rounds has been the staff who participate.
“Word of mouth in the staff rooms and the encouragement of others to ‘have a go’ has been organic and not something that has needed to be driven from myself as Principal or the college’s executive staff,”
“To get any program up initially in a school it needs a champion and Mrs Kellyanne Guest, our Director of Secondary, has certainly been that champion at Cedars. She has led the way with training and participation, and has supported staff through the process.”
“The fact that we have a waiting list of teachers who are volunteering to participate speaks for itself.”
Mr Steve Walton
The school is now seeing the fruits of her labour.
“We really needed something to anchor to,” Mrs Guest says, describing the school’s motivation for adopting the QT Model.
Unlike traditional professional development, this approach provides a comprehensive lens for analysing the quality of teaching that transcends subject boundaries and experience levels.
The Quality Teaching Rounds process operates like medical teaching rounds, creating a unique professional learning environment.
“It’s not about the person, it’s about the
practice,” she says.
Teachers spend full days observing lessons, meticulously coding the different elements of the Model, and engaging in collaborative discussions that focus on improving educational outcomes.
“When staff are teaching, marking and preparing for classes, they’re not getting a lot of time to be reflective,” Mrs Guest says.
Quality Teaching Rounds creates dedicated time for teachers to step back and critically examine their teaching practices. Participation is voluntary, yet demand is high.
And the benefits extend beyond individual classrooms: by normalising peer observations, teachers build stronger relationships and improve overall school culture, Mrs Guest says.
Cedars Christian College has also attracted interest from other educational institutions, with a delegation from Christian Schools Australia visiting to understand its approach.
Recently recognised as an inaugural partner school of the QT Academy, the college continues to demonstrate how structured, reflective teaching practices can transform educational experiences. Its commitment goes beyond mere professional development – it’s about creating a culture of continuous improvement and collaborative learning.
“It’s also about sharpening those tools and refining their practice,” Mrs Guest says, capturing the essence of their innovative approach to education.
Mrs Guest has previously presented at QT Academy’s annual Quality Teaching in Practice conferences. This year’s conference, QTiP25: The Power of Pedagogy, will take place at the University of Newcastle from 8 – 9 July. EM
Spend a week in China probing the widely varying educational practices across three different cities: Hong Kong, Shenzhen, and Guilin. With other education leaders, participate in three themed tours gaining a nuanced understanding of how teachers, principals, and policy-makers grapple with leadership, managerial, instructional, and
Inclusive education, leader and teacher development
A landmark school building project in Queensland constructed in a short timeframe showcases Fleetwood Australia’s expertise in modular design and construction.
A new double-storey modular building designed to withstand its bushfire-prone environment is providing students at Woodridge State High School in Logan, Queensland with a contemporary learning environment.
Built by Fleetwood Australia, which provides modular building solutions for schools, the prefabricated structure enabled most of the construction works to be completed off-site, significantly reducing on-site disruption.
“Modular construction was chosen for this project to meet the strict timeline and quality requirements set by the Department of Education,” Mr Danny Howlett, Fleetwood Australia’s General Manager, Queensland said.
“The off-site construction process reduced on-site disturbances and allowed for
rapid installation, essential for an educational facility with a specific occupancy deadline.”
The modular approach also offered flexibility in adapting to unexpected design changes, allowing off-site construction to continue while council approval delays occurred with the site.
“Due to council-imposed location changes to avoid an existing sewer main, the design was adapted efficiently within a condensed schedule. Additionally, the building’s materials were chosen for energy efficiency and resilience, particularly the fibre cement sheet cladding and perforated aluminium screens which help in regulating internal temperatures,” Mr Howlett said.
The rapidly built project, designed in collaboration with Florian Heise of Heise Architecture, showcases innovative design elements. The design incorporates vertically
aligned aluminium battens with a subtle colour gradient. This gives the building a modern and professional aesthetic while also drawing attention to the unique style of the lift tower.
The building’s position, combined with the definitive yet permeable batten elements, defines an edge. The verticality of the design creates an opportunity for landscape architect Fred St to introduce new greenspace, which spills out from the surrounding buildings, providing new opportunities for learning, play, and socialising.
“One of the challenging and rewarding aspects of designing educational projects is finding opportunities to create bonus extra spaces where children can play, learn, and socialise. Working together with a great team, we managed to deliver a beautiful
new school build, along with bonus spaces that’ll be remembered for a lifetime,” Mr Heise said.
Woodridge State High School is a coeducational, state secondary school which opened in 1972 and currently has an enrolment of 1,200 students.
The new building project features 20 modules, arranged in two 10-module, doublestory configurations.
“These buildings serve as versatile, high school learning spaces with customised kitchenet and teaching walls suited to educational needs,” Mr Howlett said.
Constructed with structural steel, corrugated iron roofing, and fibre cement sheet cladding, the building’s materials were selected specifically for fire resistance and durability.
One of the project’s standout architectural feature is the lift shaft, clad in Stratco’s NINELINE Box profile.
It marks the first instance of the NINELINE range being used in Queensland, making it a landmark project for both Stratco and Fleetwood, said Mr Eric Lien, National Architectural and Specifications Manager for Stratco Architectural Solutions.
“The NINELINE Box profile, developed by Stratco Australia in conjunction with Studio Nine Architects, an Adelaide based architectural studio has been well received by architects and specifiers. Due to its geometric shape, Box profile provides excellent water proofing drainage, channelling water down its surface.
“The inspiration for the NINELINE series came from the desire for an alternative to the standard corrugated shape, creating profiles that provide visual interest both up close and en masse,” Mr Lien said.
NINELINE Box cladding fit the brief by offering a cost-effective, locally manufactured product made from Australian made COLORBOND materials which would enhance the overall aesthetics of Woodridge State High School.
The cladding can be cut to size, overlapped, and extends up to six meters vertically, allowing for a seamless, continuous aesthetic.
“This innovative choice of cladding, combined with aluminium perforated screens and vertical fins, provides both functional protection and visual interest, aligning with the architect’s vision of a high-impact, modern
educational building that harmonises with its surroundings,” Mr Howlett said.
The Woodridge project’s modular approach also provided significant cost savings by reducing time and labour on-site.
“Modular construction was chosen for this project to meet the strict timeline and quality requirements set by the Department of Education.”
Mr Danny Howlett
“Traditional construction would have required extensive coordination and travel, but the off-site manufacturing allowed us to produce the modules efficiently and minimise on-site setup time,” he said.
“Screw-pile foundations were employed to avoid the logistical challenges and costs associated with concrete delivery, while modifications to kitchen and teaching walls were completed with precision off-site, reducing the need for extensive on-site alterations.”
The modular construction approach also allowed Fleetwood to execute the project within a condensed timeline, meeting the Department of Education’s goal to have the building ready in only three months.
“This scheduling efficiency reduced labour costs, while the durable materials chosen, such as epoxy flooring and vinyl, ensure lower longterm maintenance costs,” Mr Howlett said.
“The design and execution were optimised for cost-effectiveness, meeting high standards for both durability and function, while also allowing for potential future to relocate the structures.”
From private schools competing in ‘infrastructure arms races’ to state governments committing substantial funds to rapidly construct new schools, the education construction sector is booming.
But, as Fleetwood Australia points out, labour shortages, costly materials, and bureaucratic hurdles all hinder progress.
“The challenges of building new classrooms and school buildings mean many schools turn
to prefabricated solutions to meet swelling class numbers,” Mr Howlett said.
“But for schools who dedicate so much to building pride in their students, whole terms in inadequate classrooms can erode that feeling very quickly. In short, schools are forced to build buildings they’ll later regret.”
Whether for Government, Catholic or Independent schools, Fleetwood Australia said its modern modular school buildings are the smart way to build classrooms that last.
“We use cutting-edge methods that mean school leaders can look beyond traditional solutions in order to build new spaces for students to grow with less wastage, more energy efficiency, faster and economical, with modern materials that stand up to our harshest conditions, installed anywhere in the country,” he said.
With the ability to build off-site, and complete an entire installation over the school holidays, working with Fleetwood Australia offer numerous benefits, including cost-effective customisable designs that minimise disruption.
Whether for early learning centres, primary or secondary schools, Fleetwood Australia can assist school boards and leadership with any capital works projects.
“From the school leadership including principals and head of schools, to business and operational leaders such as school board members and directors, Modern Modular can meet their students’ needs as well as the business needs of the school,” Mr Howlett said.
Fleetwood Australia understands that pride in a school starts with the buildings themselves.
“For many school leaders, their motivation and drive is to create a school that not only achieves academically, but is one that they and their community can be proud of,” he said.
“While the staff and students create the culture of a school, the quality and strength of the buildings themselves reflect the value in arriving every day to teach and learn.
“Whether they are career educators or alumni serving voluntarily on the school board or council, they genuinely care about improving the school and leaving it better than they found it.” EM
To find out about how Fleetwood Australia can build a modern modular building for your school, visit: fleetwood.com.au
Shaded areas in schools and sports grounds have many benefits, from maximising outdoor spaces to protecting against harmful UV rays.
Shade isn’t a luxury – it’s a necessity.
The need to avoid excessive sun exposure is well-known in Australia. We know prolonged exposure can cause sunburn, heatstroke, and dehydration. We know sun protection is crucial, with UV radiation causing skin damage, eye damage, and increasing the risk of skin cancer, especially during childhood and adolescence.
In schools, this is particularly important with kids spending time outdoors for play, sports, and other activities. Shaded spaces provide a safe refuge where kids can cool off, rehydrate, and avoid the harsh effects of the UV. Similarly, when spending time outdoors for weekend sports, shade brings welcome relief.
For award-winning outdoor furniture designer and manufacturer, Felton Industries, effective shade also enhances social spaces.
Head of Marketing Mr Drew Mackinnon says shaded areas let students take breaks during recess and chat with friends in comfort.
“These areas become social hubs where kids can build friendships and a sense of community. In the hustle of the school playground, shaded areas become mini community hubs, providing kids with a safe spot to connect, chat, and unwind, all while avoiding sunburn,” he says.
Felton Industries offers a range of options to provide shade in schools.
It has recently launched an octagonal outdoor umbrella, available in various sizes, colours, and branding options. Built to withstand Australian conditions, it provides year-round sun protection and weather
“Schools can easily add shelter over new or existing outdoor furniture with its durable aluminium frame and a 7.6-degree skillion roof design for water runoff,” Mr Mackinnon says.
“The architectural louvre screen gives an extra layer of practical aesthetics.”
For more shade and comfort, Felton’s Deluxe Broad Roof Sheltered Park Setting is the ultimate solution, he says.
“With its Colorbond roof and a design that offers over two square meters of shelter, it’s shade-ready and seats up to eight people,” Mr Mackinnon says.
“Whether you’re a teacher on playground duty watching kids in the playground or a kid looking for a cool spot for recess, the sleek, powder-coated frames look modern, while bolt-down lugs make the shelter safe and reliable.”
Felton’s outdoor shelters are engineered to handle the harsh Australian climate. Materials such as Colorbond roofing and powder-coated aluminium frames are designed for durability and resistance to
in New South Wales and Queensland,” Mr Mackinnon says.
“In schools and parks, durability and safety are top priorities.”
Installing high-quality, durable aluminium shade structures is an investment in the comfort and wellbeing of those who use the space.
Creating usable spaces all year round, regardless of the weather, is a win-win Mr Mackinnon says.
“Using infinitely recyclable, locally sourced aluminium ensures it never ends up in landfill, and the solvent-free powdercoating is an eco-friendly solution.
“Whether you need a more comfortable learning environment at school or a relaxing social space in a park, the right shade makes all the difference.” EM
Want more information?
To discuss the best shade for your school, call 1800 834 016, email sales@felton.net.au or visit felton.net.au
It’s business as usual at Live Wire Park following an upgrade to its tree-top Canopy Circuit and plans to renew its Spring Circuit to improve visitor safety and experience.
Nestled across a sprawling 10-acre landscape in bushland in Lorne, Victoria, Live Wire Park is embarking on a significant transformation of its popular Canopy and Spring Circuits, prioritising safety, accessibility, and visitor experience.
Seven years after its initial opening, the park’s Canopy Circuit has undergone a major upgrade, raising safety barriers from a standard 900mm handrail height to two meters.
“We wanted to make sure the circuit was more accessible for toddlers and young kids and parents carrying children,” explains Mr Luke Nisbet, the park’s director.
Established in 2018, Live Wire Park is the first completely off-grid elevated adventure park in Australia. Each year, hundreds of school students walk through its gates to experience the Shockwave ZipCoaster (Australia’s most extreme zipline), high ropes courses and treetop canopy walk.
Previously, parents were not permitted to carry children on the Canopy Circuit, which stretches 120 meters.
Elevated 10 metres above the ground amongst the native Blue Gums, the upgrade to the wheelchair-accessible suspended pathway wasn’t only about safety; it was also about creating a holistic experience.
“The new safety barriers are made out of wire and netting, so you can see through,” Mr Nisbet says, highlighting the engineering that preserves panoramic views while ensuring visitor’s safety.
The upgrade process was carefully orchestrated with the park’s preferred installer, Mr Nisbet says, undertaking the
project in March to avoid the park’s peak Summer season.
“We have a great working relationship with the installer, and we had been in talks with them for a few months about it and were just waiting to get through our busy period to start it.”
Despite the four-week closure of the Canopy Circuit, the park remained operational, minimising disruption for visitors.
“We still welcomed many school groups during this period and gave them advance notice that the Canopy Circuit was going to be closed,” Mr Nisbet says.
But the innovation doesn’t stop with the Canopy Circuit. The Spring Circuit is set for an equally impressive makeover in May, with plans to replace the existing circuit with a larger netted area, ball pit and larger jumping zones in a new configuration, Mr Nisbet explains.
Understanding the potential challenges for school groups, Live Wire Park is offering schools visiting in May a 35 per cent discount on their next visit.
During the Spring Circuit’s upgrade, schools will instead receive educational talks about park sustainability, local flora, and fauna – transforming a potential inconvenience into a learning opportunity.
Expected to take seven to eight weeks, the Spring Circuit upgrade represents another leap forward. This redesign isn’t merely cosmetic; it’s a strategic move to improve visitor flow and accommodate more participants.
“The old circuit just wasn’t working for us from a flow point of view,” Mr Nisbet
says. “We wanted to make it larger to accommodate more people and improve the flow of people coming in and out.”
The new design promises to address previous limitations, creating a more intuitive and enjoyable experience for visitors.
These upgrades reflect more than just physical improvements. They represent Live Wire Park’s philosophy of continuous evolution and commitment to visitor safety.
“We’re also considering further improvements later in the year,” Mr Nisbet hints, suggesting that innovation is an ongoing process at the park.
For schools and adventure enthusiasts, these changes mean more than enhanced safety. They represent a reimagining of what an adventure park can be – a space that prioritises protection without compromising excitement, that educates while entertaining, and that continually adapts to visitor needs. EM
Students struggling to enter university due to academic barriers can find hope through a pathway offering personalised support and flexible learning.
For many students, the path to higher education is fraught with challenges, from rigid entry requirements to limited support systems, leaving their university aspirations hanging in uncertain balance.
But one education provider is bridging the gap between high school and university by preparing students for tertiary education through personalised, supportive learning.
Recently celebrating 25 years, Sydney Institute of Business and Technology (SIBT) offers students a pathway to various undergraduate programs at Western Sydney University (WSU). SIBT forms part of global education provider, Navitas, which pioneered the pathway model of education in Australia more than 30 years ago.
Located at WSU’s Sydney city campus,
SIBT offers both foundation and diploma programs as a pathway to undergraduate study. On successful completion of a SIBT diploma, students progress to a bachelor’s degree at WSU as a second-year student. More than 20,000 SIBT graduates have successfully graduated since 1997.
Director of Student and Academic Services, Ms Peta Bollen, drives SIBT’s mission to support and empower students seeking tertiary education opportunities.
“Our strength is our ability to provide additional support to students to really prepare them for further tertiary studies,” she says.
The institute offers diplomas in business, IT, engineering, communication, and creative industries, and maintains small
class sizes, typically capping classes at 24 students to ensure personalised attention.
“Our teachers know students by name – this approach allows for targeted support and early intervention,” Ms Bollen says.
SIBT’s model extends beyond traditional classroom learning. It also offers disciplinespecific skills and support, such as its math support program in engineering.
“We’ve got counsellors available, welfare support, academic study skills workshops, and one-on-one student learning advisors,” she says, demonstrating SIBT’s holistic approach to student development.
The institute also offers flexibility through its innovative diploma structure.
“We run trimesters with a rolling intake, so students can start at different times
of the year – not only in February, which is traditionally when university begins,” Ms Bollen explains.
The institute offers two diploma options: an eight-month accelerated program and a 12-month traditional pathway, both comprising eight units of study.
Students can choose to complete four units per session or spread their studies across three teaching sessions.
This approach allows students to align their studies with personal circumstances, whether transitioning directly to university or balancing work and education.
Industry relevance is another key focus at Sydney Institute of Business and Technology.
“We’ve brought in industry advisory committees to understand what employers want,” Ms Bollen says. This approach has led to innovative additions like Cisco-accredited networking units and a cyber security unit, ensuring graduates are workplace-ready.
For communication and creative industries students, the college embeds practical business skills.
“We know that a lot of students will be going out on their own, wanting to run their own small business in design or journalism,” Ms Bollen says.
As a result, SIBT has integrated
Classes are typically capped to ensure personalised attention.
entry to the workforce.
Partnering with Western Sydney University offers many benefits to students.
“The fact that we have a partner university
that we share a campus with – and share an academic teaching team – means teachers can identify students who need additional support,” she says.
“For example, if we identify that students might be struggling with programming language when they transition to Western Sydney University, we can embed further support and skills into our SIBT Diploma of IT to address any skill or knowledge gaps.”
While students who graduate from SIBT are guaranteed credit if they go onto Western Sydney University, it’s not their only option.
“We consider all options available to students once they graduate from SIBT, which informs how we design our units of study. We want to maximise the opportunities for students and set them up for success in the pathway they choose once they graduate from SIBT.”
While traditionally focused on delivering pathway education to international students, SIBT is now expanding its offerings to domestic students.
“We’re looking at ways to increase flexibility of our course offerings, which we know is really important to domestic students who are trying to juggle study, work and personal commitments,” Ms Bollen says.
Future plans include strengthening the existing flexible delivery modes, including offering more on-demand lectures and asynchronous learning materials, to give students more opportunity to study in a way that best suits their needs.
SIBT is positioning itself as a responsive, forward-thinking educational pathway provider.
“We’re proud of our model and we truly believe that we do set students up for success when they move into tertiary studies,” Ms Bollen says.
The institute’s performance is validated by data from WSU, showing students who complete SIBT’s pathway programs perform exceptionally well in subsequent university studies.
For students who haven’t met traditional university entry requirements, Sydney Institute of Business and Technology offers a proven alternative pathway.
“We’re giving them an alternative entry point and enabling students to develop foundational skills that help them succeed at university.” EM
A day-long sequence of workshops introduced at National Education Summit in Melbourne will unpack research-informed practices and approaches to school improvement and what this implies about effective leadership.
Teachers interested in how to take the next step in their career – not necessarily in pursuit of principalship, but rather, leadership – are the focus of a new conference stream introduced this year to the National Education Summit.
‘Research to Reality for Aspiring Leaders’ will make its debut at the event in Melbourne in August that delivers up-to-date and innovative content for teachers and schools.
Facilitated by ACER Senior Research Fellows Dr Christine Payard and Julie Murkins, the new stream is designed to expose aspiring leaders to current research and practice in relation to school improvement and leadership.
Ms Margo Metcalf, Creative Director of the International Expo Group, organisers of the National Education Summit, confirms the new stream will be run by supporting partner Australian Council for Educational Research (ACER).
“The whole concept around this oneday stream is to help teachers answer the question, What’s my career pathway? How do I get from where I am to where I want to be?” Ms Metcalf says.
“Julie Murkins and Dr Chris Payard will talk about the research that ACER conducts around leadership for school improvement and conduct the day-long conference to help teachers position themselves for career progression. They expect it to be a very well-attended event.”
and international jurisdictions. They are looking forward to the opportunity of working with aspiring leaders, and to provide them with some of the capabilities they see as being critical to leadership development.”
Ms Metcalf continues: “Julie and Chris work with education system leaders who work to support school principals and leadership teams. They also work with
Participants in the one-day stream will explore the implications of research in their own context and make connections with other teacher leaders, she says.
that are happy to be classroom teachers for their whole career. There are others that aspire to be a leader. Now that doesn’t necessarily mean the principal, but it might be the head of department, or it might be on the executive team at their current school,” Ms Metcalf says.
“This stream is a support mechanism for them to map how to get there. For
example, do they need to go back to university to complete further study? ACER also offers professional development for teachers and this event provides a snapshot of an aspiring leaders pathway.”
A series of modules
As a precursor to the Research to Reality program’s five modules, participants in the stream will be asked to identify (and subsequently ‘track’) a school-based challenge from their own setting, reflecting on current practices and approaches, applying new knowledge and skills to that challenge as the modules are unpacked.
The first module exposes participants to current evidence-based theories and constructs, which seek to describe the emergent challenges facing school leaders.
“Using a social constructivist approach, the module will orientate participants to evidence-
of connections to their own contexts,” the facilitators say.
“We will share perspectives and reflect, consolidate and plan for action in the light of new knowledge and understanding.”
The second module explores current research describing conditions conducive to ‘collective efficacy’. Participants will draw upon their own experiences of leaders and leadership and consider their own capabilities when fostering professional growth in others.
Using ACER’s School Improvement Tool (SIT) and the Principal Performance Improvement Tool (PPIT), in the third module participants will explore the practices of effective leadership and how leaders grow the effectiveness of their teachers.
“Exploring the domains of highly effective school leadership, this session will give consideration to how to create schoolwide evidence-informed approaches to improved
the facilitators say.
The fourth module focuses on what constitutes effective implementation of improvement strategies.
“In assessing various approaches, and by reflecting on lived experiences of implementing strategies in schools, participants will be asked to consider dosage, fidelity, quality and acceptability as measures of effectiveness.”
In the fifth, and last, module, participants will return to the challenge they identified at the beginning of the stream and further unpack leadership for improvement. EM
‘Research to Reality for Aspiring Leaders’ will take place on Thursday 28 August at Melbourne Convention & Exhibition Centre. Early bird rates end 31 May 2025. Register at:
A three-day event in Queensland this year is offering students a chance to try their hand at a skill and speak to industry experts – and schools can attend for free.
Whether students’ interest is in cybersecurity or plumbing, baking or automotive mechanics, one event this year is setting a new benchmark for exploring career pathways in vocational education.
Taking place at the Brisbane Convention & Exhibition Centre from 12-14 June 2025, the WorldSkills Australia 2025 National Championships and Skills Show promises a rare opportunity for students to explore, learn and try a range of skilled professions.
Co-located with the Brisbane Careers and Employment Expo, the event is a mustvisit for students where they will be able to interact with over 160 educators and employers, participate in demonstrations, and witness the nation’s most talented apprentices and trainees compete in over 60 skills and trades.
Proudly supported by TAFE Queensland and the Queensland Government, the 2025 National Championships and Skills Show is giving students the chance to try their hand at new skills in activation hubs called Try’aSkill.
From carpentry to hairdressing, the Try’aSkill activations provides students with a free, practical way to explore career options they may not have previously considered.
Beyond the thrill of competition, the 2025 National Championships and Skills Show serves as a stepping stone to the
world stage. The top performers in eligible skills may earn a coveted spot in Team Australia (The Skillaroos), set to compete at the 48th WorldSkills International Competition in Shanghai, 2026.
Mr Trevor Schwenke, WorldSkills Australia CEO, says the event will showcase all the excitement and opportunities that vocational education and training can unlock.
“Our goal is to promote skills across traditional and non-traditional sectors, challenging perceptions about vocational training in an accessible and engaging way,” he says.
“With the Expo being home to the largest National Championships in our 44-year history, visitors will witness an incredible skills showdown, cheer on competitors, test their own abilities at interactive exhibits, and meet some of the Skillaroos – Australia’s elite team who competed at Lyon in 2024.”
Ms Charlotte Leschke, who will be representing Queensland in Cookery, says taking part in the WorldSkills Australia program has been an incredibly rewarding journey – and one that is far from over.
“The entire experience has been amazing and helped to boost my confidence. From meeting and sharing ideas with other competitors, to working closely with my mentor, it’s really opened my eyes to
how far I can go with this,” she says.
“Now I’m just honing my skills and looking forward to the excitement of the competition.”
Whether students are seeking career advice, exploring vocational education, or simply curious about potential career pathways, the show provides a hands-on approach to learning about different industries.
Free school registration
Schools can register for free, giving students full access to both the Brisbane Careers and Employment Expo and the WorldSkills Australia National Championships. This oneof-a-kind event is a must-attend for students looking to explore their future.
For those who are unable to attend, make sure to tune in to Channel WSA to watch the event from anywhere. The streams can be watched via:
• Youtube: https://hubs.ly/Q039mxbf0
• Facebook: https://hubs.ly/Q039mhc50 Make sure to follow and subscribe. EM
For more information and to secure your schools place, visit: regonsite. eventsair.com/worldskills-2025/ schools/Site/Register
Year 12 Cranbrook student and surf lifesaver Noah Teitler demonstrates how teenage volunteers can make an impact, balancing academic excellence with meaningful community service and personal growth.
Noah Teitler’s journey with volunteering began at South Maroubra Surf Life Saving Club, a decision that would shape his entire perspective on personal development and community engagement.
A pivotal moment came during his early years in Nippers when Noah experienced a panic attack during a swim. Instead of discouraging him, the lifesavers supporting him became a source of inspiration.
“One of the lifesavers came to calm me down and for the next three weeks always did the swim with me to ensure that I felt safe,” he recalls.
This experience transformed Noah’s understanding of community service.
“When I was reflecting on it, I was like, this is a great way to give back to my community. What’s helped me for the past nine years when I go down to the beach and I feel safe, I can give back to other people.”
At just 17-years-old, Noah turns every wave into an opportunity to serve his community.
He has now logged over 400 patrol hours, performed 12 rescues, and leads youth programs while excelling in leadership and rescue training.
“There’s no one right way to do it,” he says, reflecting on the diverse opportunities volunteering presents.
As a Year 12 student at Cranbrook School, Noah balances his rigorous International Baccalaureate studies with his commitment to surf lifesaving.
He views volunteering not as an additional burden, but as a crucial element of personal development.
“You’re not going to be most productive if you have your head in a book all day,” he says. “You need to find your balance.”
The skills Noah has gained through volunteering extend far beyond beach safety.
“From lifesaving, I learned how to become a leader. I’ve learned how to problem solve. I can take those lessons into the future.”
His involvement in the federal government’s Hanging out to help out awareness campaign has further amplified his message about the importance of youth volunteering.
Launched in October 2024, the campaign shines a light on the benefits of volunteering by challenging assumptions and highlighting the positive personal impacts for younger Australians.
Formal volunteering in Australia has been declining since 2010 and dropped sharply in 2020 at the beginning of the COVID-19 pandemic, with 83 per cent of volunteer-involving organisations saying they need more volunteers.
Research shows there is currently limited awareness among 15- to 18-yearolds of the need for young volunteers, and limited understanding of the flexible and
variable aspects of volunteering.
The campaign aims to raise awareness among this age group and showcases the diverse range of volunteering options, that it can be fun, done with friends and the personal development that results.
Noah is also encouraging others to find volunteer opportunities that align with their interests and availability.
“There are so many different ways to volunteer; it’s diverse and flexible,” he says. “For me, I found the beach. I found lifesaving. But for someone else, it could be at a soup kitchen because they enjoy cooking.”
Looking forward, Noah hopes to channel his passion for helping others into a career in medicine, specifically aspiring to become a rheumatologist. His motivation stems from a personal connection to autoimmune conditions, demonstrating how volunteering can be a pathway to broader life goals.
For educators and students alike, Noah’s story offers a powerful testament to the value of community service. It’s not about making grand gestures, but about finding meaningful ways to contribute and grow.
As the conversation around youth engagement continues, Noah represents a new generation of volunteers who see community service not as an obligation, but as an opportunity for personal growth, skill development, and meaningful connection.
The Australian Government is investing over $83 million through its Volunteering and Community Connectedness programs through 30 June 2026 to support volunteering. EM
The dance between leaders and followers is a delicate one, explains Dr Stephen Brown.
The demands of leadership are complex, but the foundation of a good leader is rooted in meeting the needs of those who follow them (Gallup, 2025). Leadership by its very nature is about working with and through others. Peters and Haslam (2018) assert that to be a good leader, a leader needs to be a good follower. What do followers, employees, direct reports and stakeholders want from leaders?. Goffee and Jones (2000) in their seminal article posed the provocative question, Why should anyone be led by you?
Survey data (Gallup) indicates that only 15 per cent of staff in workplaces are engaged with the single biggest factor driving such discontent being inadequate leadership (O’Keeffe, 2023). The Global Leadership Report: What Followers Want for the World Governments Summit 2025 in collaboration with Gallup examined this very question in groundbreaking research. To date, there has been no research that has examined the needs of followers (p. 13). The study (Gallup, 2025) identified four needs of followers:
Service, altruism, mentorship and support were seen as expressions of leadership compassion.
4. Stability: The need for psychological safety and secure foundations during times of uncertainty. Critical indicators for followers of this need were the provision of stability, structure, accountability and the acceptance of responsibility. According to Rath and Conchie (2008) coauthors of the text Strengths Based Leadership: Great Leaders, Teams, and Why People Follow it’s easy for leaders to misunderstand what followers need. They note that leaders typically are required to do such things as articulate a vision, enable strategy, steward resources and make things happen. Rath and Conchie affirm these fourcore follower needs and suggest that the foundation is professional trust.
Dr Stephen Brown is the Managing Director of The Brown Collective, focused on the formation of educational leaders and partnering with schools, networks and system to enable sustainable impact. The organisation reflects both his collective experience over 40 years in policy, strategy and leadership development – and that of the remarkable global network he has developed during this career.
1. Hope: The need to feel positive about the future and for leaders to provide a clear direction. Hope? Followers wanted their leaders to provide inspiration, have a vision and display personal integrity. Such leaders created conditions that allowed for personal growth, learning and achievement. They felt supported, were adequately remunerated and had agency but were connected to the aspirations of the organisation.
2. Trust: The need for honesty, respect and integrity. The attributes identified were communication, approachability and trust. These were conveyed through collaborative practices, teamwork and compromise.
3. Compassion: The need to feel cared about and listened to. Such dispositions are noted as emotional intelligence, compassion and wellness.
Servant leadership is a leadership philosophy where the leader’s primary goal is to serve others. This approach focuses on the growth, wellbeing, and empowerment of the people being led, rather than on the leader’s own power or control.
Key characteristics of servant leadership include:
• Empathy: Understanding and sharing the feelings of others.
• Listening: Actively listening to others’ needs and concerns.
• Stewardship: Taking responsibility for the wellbeing of the organisation and its members.
• Commitment to the growth of people: Encouraging personal and professional development.
• Building community: Fostering a sense of belonging and teamwork.
This leadership style was popularised by Robert K. Greenleaf in his 1970 essay, ‘The Servant as Leader’. It emphasises that leaders should prioritise serving their team members,
which in turn can lead to higher engagement, trust, and overall effectiveness.
Ronald Heifetz emphasises that effective leadership is deeply intertwined with followership. He believes that followers play a crucial role in the adaptive leadership process. Here are some key points Heifetz makes about followership:
1. Active participation: Heifetz argues that followers should not be passive recipients of leadership. Instead, they should actively engage in the adaptive work required to address complex challenges.
2. Shared responsibility: Heifetz highlights that leadership is a shared responsibility. Followers must take ownership of the changes needed and contribute to the problem-solving process.
3. Adaptive work: Followers are essential in identifying and addressing adaptive challenges. They need to be willing to question their own assumptions and adapt their behaviours and mindsets to navigate change effectively.
4. Support and challenge: Effective followers support their leaders but also challenge them when necessary. This dynamic helps ensure that the organisation remains responsive and adaptive to new challenges.
5. Empowerment: Heifetz believes that leaders should empower their followers by giving them the responsibility and authority to solve problems. This empowerment fosters a sense of ownership and accountability among followers. Heifetz’s perspective on followership underscores the importance of collaboration and mutual support between leaders and followers in achieving successful adaptive change.
School leadership requires many of the hungers required by followers and a servant approach to these various roles – acting with moral purpose in the interest of others, showing and enacting care for others, the stimulation of inspiration, reassurance and safety amid a maelstrom of change.
The ask of school leaders continues to
grow against a blurring of the lines in relation to responsibilities of schools and educators and those beyond the school gate.
The expectations of followers of such leaders as school Principals need to be tempered against this context. Moral injury and compassion fatigue are symptoms being felt by our school leaders as they grapple with the needs of others and endeavour to thrive both personally and professionally.
You can’t undertake the act of leadership without interacting and working with others. School leaders provide inspiration and aspiration in their communities daily. Helping and supporting others are at the heart of the motivation for school leaders but sometimes this comes with overcommitment, burnout and neglect of self-care (Align, 2024).
I would encourage all leaders to regularly reflect on the question, ‘Why should anyone be led by me?’.
This quote is on The Brown Collective’s Thank You Card: ‘A Leader is a dealer in hope’ (Napolean Bonaparte, 1769-1821). EM
After thirteen years working at an inner-city high school in southeast Queensland, Edward Lin joined a school on the north coast for a brief two-week assignment, which turned into a three-month adventure.
In Term 3, 2024, I joined the North Queensland Flying Squad, a Queensland Department of Education program which addresses critical short-term teacher vacancies in regional and remote schools. It opened my eyes to the challenges faced by schools in regional areas, as well as the incredible commitment of the staff. I was deeply moved by the resilience and dedication I witnessed, inspiring me to return for the entirety of Term 4 with the Teacher Rapid Response Team (RRT). My goal was to gain a deeper understanding of the school and to offer my support during my time there.
Throughout this article, for privacy and confidentiality, I will refer to three key staff members by unisex aliases: Alex, Jordan, and Taylor. Alex serves in an executive role, Jordan holds a middle management position, and Taylor is a classroom teacher.
I also met with other teaching and nonteaching staff, gaining valuable perspectives on their roles. My experience was further enriched through intensive discussions with other RRT members, as well as my own observations in the classroom, providing a comprehensive view of the school’s environment and the resilience of its staff.
an inclusion model that integrates students with Individualised Curriculum Plans (ICPs) directly into general classes. Alex shared that this inclusion model has required teachers to develop diverse teaching strategies for students who may range from those with extensive learning needs to high-achieving students, all within a single 70-minute class. On the other hand, Jordan pointed out that the current model requires teachers to integrate academic accessibility and maintain rigor within a shared classroom environment. Jordan emphasised that while this model encourages creativity, it also demands more time than is typically available within regular class periods. Arguably, Jordan believes that likeability classes and vertical timetabling would better support students across different levels of learning abilities.
Edward Lin, a senior teacher in Queensland, specialises in high school physics and science education. His research includes digital pedagogy and computerised physics simulations, with his current PhD at QUT focusing on emergency online teaching. In 2024, he joined the Rapid Response Team (RRT) and was assigned to support a regional school.
One of the first things I noticed at this North Queensland high school was the remarkable diversity of its student population. Many students face a range of challenges, including socio-economic disadvantage, disabilities, out-of-home care, behavioural and emotional concerns, and cognitive difficulties, reflecting the demographics of the regional Queensland. In 2024, the school adopted
In response to the diverse needs within the school, several programs and support spaces have been established to provide students with targeted assistance. One such space, The Hive, serves as a regulation area where students can take a break, manage emotions, and reset before returning to class. Originally designed as a flexible learning space, The Hive has evolved into a crucial resource for students needing brief respites during the day.
Alex explained that a quiet room offers a low-stimulation setting for students who find the school environment overwhelming, allowing them to re-engage with classes more effectively. The school has also established extracurricular groups, such as a Rainbow Club and a Yarning Circle, creating safe, inclusive
spaces where students can feel connected and valued. These initiatives foster emotional support and a sense of belonging, strengthening the school’s commitment to a positive, inclusive environment.
Balancing support for talented students
While significant attention is given to students with behavioural and learning challenges, talented students are not overlooked. Jordan mentioned that the school employs strategies like strategic grouping within the classroom, where high-achieving students engage with challenging material and offer peer support. This approach encourages both academic growth and a collaborative classroom culture. In addition, the school provides specialised programs like the STEAM (Science, Technology, Engineering, Arts, and Mathematics) lab and extracurriculars such as chess club, debating, and a Reef Guardians environmental program. These programs give high-performing students the chance to delve into areas of interest, build leadership skills, and gain recognition.
in collaboration with TAFE Queensland North Region and JCU, offers Aboriginal and Torres Strait Islander Year 10 students specialised training. These initiatives are just a few examples of the school’s commitment to community engagement, reflecting its dedication to preparing students as responsible and informed citizens.
The role of teacher aides
Teacher aides (TAs) are essential in maintaining a functional learning environment at the school. The school has an increased number of TAs, enabling the deployment of multiple TAs in classes that include students with high support needs. These TAs support areas such as behaviour management, curriculum access, and social-emotional regulation, creating a more manageable environment for teachers and students. This is particularly important in schools that rely on many relief teachers, who often have limited understanding of students with individual needs. Alex described TAs as invaluable to the classroom’s smooth operation allowing teachers to focus on lesson delivery, and the collaborative environment between teachers and TAs has become a foundation of the school’s inclusive approach.
Teaching outside expertise
Jordan noted that teachers stepping into new subject areas receive guidance and resources from experienced colleagues, who share materials and best practices to ensure quality instruction. However, this situation becomes even more challenging for senior subjects,
where external support is essential. Taylor, a highly dedicated teacher, explored numerous resources, reaching out through various available channels, adapting materials from related areas, and even purchasing additional resources, yet few proved to be truly effective. Based on their experience, Taylor shared that three key sources made a real difference: 1) a professional email network for teachers, 2) an online weekly discussion group led by an experienced university-based educator, and 3) support from an RRT member with specialised expertise and relevant experience.
Embracing innovative programs
The school has developed strong community partnerships and innovative programs that provide students with valuable learning experiences. Through collaborations with local organisations, students gain exposure to real-world applications of their studies, from environmental projects to engineering initiatives. These partnerships reinforce the importance of community involvement and hands-on learning.
Programs like Reef Guardians and local STEAM collaborations connect students with environmental and scientific studies, demonstrating how their learning applies to global challenges. The school’s partnerships with James Cook University (JCU), Central Queensland University, and Queensland University of Technology provide senior students with valuable pathways to higher education, while Excellence Programs offer academically advanced students in Years 7 to 10 enriched learning opportunities. Additionally, the Remote Area Teacher Education Program,
Despite the school’s innovative solutions and the staff’s dedication, Alex and Jordan shared hopes for increased government support in several key areas. Alex highlighted the need for more full-time support professionals, such as psychologists, social workers, and youth coordinators, to address students’ complex social and emotional needs. With additional government funding for these roles, the school could build a holistic support system that would allow teachers to focus on instruction while ensuring that students receive specialised assistance.
Jordan emphasised the importance of expanding permanent teaching staff, especially for specialist roles, which could reduce the need for teachers to cover subjects outside their areas of expertise. This long-term solution could bring greater stability and enhance educational quality for both students and teachers. Both Alex and Jordan expressed a recurring need for professional development tailored to regional schools. Given the school’s location, accessing specialised training poses logistical and financial challenges. Government-funded, location-accessible professional development, particularly in inclusive teaching and behavioural management, could equip staff to better address students’ diverse needs and contribute to a sustainable learning environment.
The challenges faced by this North Queensland school are not unique and may resonate with many other schools across Queensland and beyond. Yet, the dedication, resilience, and unwavering commitment of the staff here shine through every aspect of their work. The teachers, TAs, and support staff work tirelessly to change lives, even in the face of significant obstacles.
This article is a tribute to my colleagues in challenging environments, giving their best day after day. I am inspired by their dedication and the strength they find in each other. EM
HP Education Ambassador Brett Salakas poses the question: What if the next great innovation in accessible transport didn’t come from a university lab or global design firm—but from a group of teenage girls in a regional public school?
That’s exactly what happened at Dapto High School, where five young students transformed a bold idea into a 3D-printed prototype that could change how people with disabilities experience mobility. Born from a spark of empathy, fuelled by the power of design thinking, and backed by access to real-world technology, their journey is proof that young minds—when given the right support—can drive real change.
Their inspiration came during the Game Changer Challenge, the NSW Department of Education’s flagship design thinking competition. The challenge empowers students to tackle “wicked problems” that don’t have simple answers. The brief was open-ended: improve life for everyone. What followed was nothing short of remarkable.
The Horsley Heroes—a self-named team of five Year 8 girls—chose to focus on inclusion. Motivated by personal connections to people with disability, they designed a customisable car that allows wheelchair users to enter, exit, and travel— either as drivers or passengers—without ever needing to leave their chairs.
Their vision included an integrated lifting mechanism, adaptable seating layouts, and smart tracking systems that guide wheelchair users seamlessly into the vehicle. It was a solution built not just on innovation, but deep empathy. Although the team didn’t win a top prize, their idea caught the attention of HP—who saw more than just potential. They saw purpose.
HP designers worked directly with the students to refine their concept, offering hands-on training in 3D modelling and industrial design. The refined digital blueprints were sent to Singapore, where HP’s advanced Multi Jet Fusion 3D
printers—typically used by companies like BMW and Boeing—produced a scaled prototype of the car chassis.
The final unveiling of the prototype brought together students, teachers, families, and representatives from both the Department of Education and HP. But the true centrepiece wasn’t the product—it was the pride on the girls’ faces as they stood beside something they’d imagined and built from the ground up.
For Mr Joel Burnett, Principal of Dapto High School, the project was a milestone in what authentic learning should look like. He said the experience has been transformational.
“The girls have been treated as genuine innovators. They’ve developed technical skills, confidence, and an understanding of how their ideas can have real-world impact. When we connect students with industry in a meaningful way, it changes lives.”
The Game Changer Challenge has long stood as a model of future-focused education. By combining classroom learning with the rigour of real-world design processes, the challenge builds students’ creativity, critical thinking, and collaboration skills—all anchored in purpose. For HP, supporting the challenge isn’t about branding—it’s about belief and showing young people that their ideas matter, and that innovation starts with empathy.
The students at Dapto gained more than a prototype. They gained a glimpse of their future—one where they’re not just consumers of technology, but creators of it. They learned to pitch ideas, adapt designs, solve problems, and communicate with professionals across multiple countries. Most importantly, they saw themselves as
STEM, and automotive design. Yet gender never became a barrier to their ambition. These young women weren’t trying to defy stereotypes—they were too busy building something that mattered. And in doing so, they’ve opened the door wider for others to follow. In many ways, the Dapto project represents what education at its best can be: empowering, inclusive, and deeply human. It’s a reminder that schools are not just places to absorb knowledge, but spaces where ideas are born, tested, and celebrated.
At a time when Australia is calling for more young women in STEM, more industry partnerships in schools, and more meaningful engagement for students— this story ticks all the boxes. But more than that, it proves something even more powerful: when we treat student ideas with seriousness, when we give them access to high-end tools and world-class mentors, they rise to the occasion.
From a classroom on the South Coast to a 3D printer across the world, five teenage girls took a problem that matters and turned it into a prototype with purpose. That’s not just a good news story. That’s the future of education. EM
Alec
It is no secret that teaching, as a requisite of the job, requires a diverse range of skills. Some of these skills, like effective communication, seem to connect with most aspects of the role, whether it be with colleagues or students. But other important skills such as adaptability, collaboration, creativity, patience, time management and organisation are harder to explicitly observe, these competencies interweave in the classroom. Just as a good dancer makes a series of distinct movements appear seamless, a good teacher also combines a range of strategies in a flowlike manner. But the ease of a dancer’s dance or a teacher’s instruction, for that matter, is often a result not of talent, but of time.
Teaching comprises elements in a vast and sometimes contrasting manner, which bonds together competencies in an overarching system of knowledge. We can think of these as ‘systems of thinking’. Some examples include creating routines, building positive rapport with students or adapting to real time changes in the classroom. These processes slowly become engrained, a teacher develops a sense of autonomous processing, in which actions no longer become conscious decisions, but instinctual choices based on experience.
Teaching stands apart from other professions because of the potential it has for significant positive individual impact. Those who work in education have the potential to change people’s lives, for good or for bad; it only takes one teacher to change a student’s view on education. For a teacher that cannot contribute to a student’s development actually degrades their understanding. Just like how a logger
may gain wealth from cutting down a forest at the cost of its environmental impact, a teacher’s potential to neglect a student’s individual learning has a similar effect. In the long term, a depleted forest affects the ecological systems around it, likewise a teacher’s actions may not have consequences until years to come.
Just as poor education can have significant consequences, positive formative experiences don’t readily leave individuals. Good teachers plant seeds; growths of knowledge and understanding. It takes courage to care about another person’s education, this investment in student knowledge is what many teachers do everyday. Such an investment brings a form of wealth unable to be measured in funds, it is only seen through the intellectual enrichment a teacher can provide for a student.
Over time teachers develop a professional vision, a way in which classroom management becomes naturally ingrained. With increased mastery, professional knowledge and understanding, they find strategies that make their classrooms run effectively. Just as an artist adapts to the different textures of a canvas or the type of brush, the teacher adjusts to the needs of their students, the school environment and the evolving requirements of the role. Where an artist is the inventor of their work, teachers are inventors of learning.
Education is an evolving and changing landscape. It is shaped by students as much as it is by teachers. Generational change, change in educational theory and national curriculum all contribute. This requires teachers to adapt and refrain from relying too heavily on only one style
of instruction. A teacher who does not engage in the acquisition of knowledge is an extinguished flame, unable to light a fire for which learning must burn. But a teacher willing to be shaped by the process of inquiry burns feverously, like a bright candle sparking in the night.
Teaching is a complex, integrated practice which is developed through various systems of thinking. Together these competencies combine to make teaching less about conscious decision making and more about reflexive, experience-based action. Teachers have a unique influence on a student’s attitude toward learning, wielding the capacity to have significant positive long-term impact. A teacher’s professional vision is developed through not only experience, but continual learning and growth. Like all arts, no amount of experience fully allows for a sense of complete mastery. It is not a ‘completion’, but a journey of progressive experimentation and growth.
Teachers do great things not for themselves but for their students. Their impact outlives their classroom experiences, it can even outlive their working lives, living on in the memory of their students or of their colleagues. A skillset that has that capacity for change is not a mere vocation, but an art that perpetuates from generation to generation. EM
Three-quarters
of school children surveyed as part of Camp Quality’s Cancer Education Program believe cancer is contagious, and that’s a problem, writes Camp Quality CEO Deborah Thomas.
Can you catch cancer? For some school students, the answer is a resounding yes. That’s why we are travelling the country, visiting schools and early learning centres to correct this misconception and empower young people with age-appropriate knowledge about cancer affecting their family, their friends and their community.
Camp Quality’s engaging and interactive educational puppet show, and associated teacher resources are designed to support children impacted by cancer, be it their own diagnosis or that of a sibling, parent, grandparent, relative or friend.
Sadly, the incidence of childhood cancer is on the rise, increasing by 30 per cent between 2000 and 2017, according to the Australian Childhood Cancer Registry. In 2024 alone, an estimated 760 children, aged 0-14 years, were newly diagnosed with cancer1. Beyond these numbers, which do not include relapses, over 16,000 kids in this age group are directly impacted by the cancer diagnosis and treatment of a parent or primary carer.
Over the past 18 months, Camp Quality has seen a 30 per cent increase in registrations for our programs. In 2024 over 12,300 children impacted by cancer were supported by the Camp Quality team, including our amazing volunteers. The latest projections indicate that by 2027, approximately 25,000 children and their families will be registered for our free, national support services.
While survival rates for children with cancer are continually improving, thanks to our extraordinary doctors, health professionals and researchers, the trauma associated with a cancer diagnosis and
long periods of treatment can have a profound and lifelong detrimental effect on their mental health and wellbeing.
Dealing with cancer is traumatic enough, but research indicates that children with cancer also face a heightened risk of bullying compared to their healthy peers. This is often due to visible symptoms of the disease and treatment, such as loss of hair or a limb, visible medical apparatus, as well as misconceptions like the belief that cancer is contagious.
Bullying can have severe consequences for children dealing with cancer, who are already more likely to experience anxiety and social withdrawal. Studies show that 19 per cent of childhood cancer survivors reported having no close friends, compared to just 8 per cent of their healthy counterparts2. These social challenges can further hinder a child’s emotional recovery and overall quality of life.
in fostering supportive school environments, dispelling myths, and providing vital emotional support. By taking a proactive approach, we can empower educators and communities, alleviate the strain on healthcare services, and improve the overall wellbeing of children impacted by cancer.
Beyond the psychological and social challenges faced by children impacted by cancer, the burden on the healthcare and social care sectors continues to grow. A proactive approach to dispelling cancer myths and supporting the mental health and wellbeing of affected children, their families and communities, is crucial. Age-appropriate, cancer education for young people in primary schools can build resilience and understanding and contribute to better long-term outcomes for individuals and their families.
Research conducted by KPMG shows Camp Quality’s Cancer Education Program reduces instances of bullying and absenteeism among children with cancer. This, in turn, lightens the burden on
Camp Quality provides this service for free to all schools and early learning centres across Australia. We have developed a series of teacher resources in line with the national curriculum to support educators in their discussions with young children with cancer about how best to be a supportive friend or family member.
For more information about having the Camp Quality puppets at your school to perform their entertaining and ageappropriate Cancer Education Program, contact www.campquality.org.au. EM
1. cancer.org.au/cancer-information/types-of-cancer/ childhood-cancers/childhood-cancer-statistics-in-australia 2. acsjournals.onlinelibrary.wiley.com/doi/10.1002/ cncr.21390
To list an event in our calendar, email rhiannon.bowman@primecreative.com.au
VCE and Careers Expo 2025, Melbourne 1–3 May vceandcareers.com.au
Highly Accomplished and Lead Teachers (HALT) Summit 8–9 May aitsl.edu.au
National Road Safety Week 11–18 May roadsafetyweek.com.au
National Careers Week 12–18 May careersweek.com.au
Careers Expo, Perth 15–18 May careers-expo.com.au
National Walk Safely to School Day 16 May nationaltoday.com/walk-safelyto-school-day
Australian Teacher Education Association Conference, Perth 2–4 July atea.edu.au
Schools Tree Day 25 July treeday.planetark.org
National Education Summit, Brisbane 31 July – 1 August nationaleducationsummit.com.au
National Science Week 9–17 August scienceweek.net.au
Bullying No Way: National Week of Action 11–15 August bullyingnoway.gov.au
Book Week 16–23 August cbca.org.au/cbca-book-week
EDUtech will take place in Sydney from 11-12 June.
National Reconciliation Week 27 May – 3 June reconciliation.org.au
World Environment Day 5 June worldenvironmentday.global
EDUtech Australia, Sydney 11–12 June terrapinn.com/exhibition/ edutech-australia
WorldSkills Australia National Championships and Skills Show 12–14 June worldskills.org.au
National Skills Week 25–31 August nationalskillsweek.com.au
2025 APPA National Conference, Brisbane 26–29 August appa.asn.au
National Education Summit, Melbourne 28–29 August nationaleducationsummit.com.au
Literacy and Numeracy Week 29 August – 4 September nationaltoday.com/literacynumeracy-week
Indigenous Literacy Day 7 September nationaltoday.com/ indigenous-literacy-day
R U OK? Day 11 September ruok.org.au
Earth Science Week 12–18 October ga.gov.au/about/earthscience-week
Australian International Education Conference (AIEC), Canberra 14–17 October aiec.idp.com
Media Literacy Week 24–31 October medialiteracy.org.au
World Teacher’s Day, Australia 31 October worldteachersday.edu.au
National Recycling Week 10–16 November recyclingnearyou.com.au/ nationalrecyclingweek
International Volunteer Day 5 December volunteeringaustralia.org
Welcome to People on the Move, Education Matters’ bulletin to keep the Australian education sector updated on new appointments and personnel changes.
The board of education charity Teach For Australia has appointed Ms Edwina Dohle as its new Chief Executive Officer, effective 1 May. As an experienced leader of systemic education reform and a Teach For Australia Alum, Ms Dohle brings unparalleled expertise in addressing educational disadvantage. Her career with Teach For Australia began as a participant in the inaugural cohort of the Leadership Development Program in 2010.
Queensland appoints Director-General Ms Sharon Schimming has been appointed Director-General for the Department of Education (DOE), Queensland. Ms Schimming is a highly regarded senior executive with more than 30 years’ experience. Prior to this role, as the Associate Director-General and Regional Director for DOE, she has led major education system reforms, including the implementation of free four-year-old kindergarten.
Expert appointed to lead VCAA review Dr Yehudi Blacher has been appointed to lead the root-and-branch review of the Victorian Curriculum and Assessment Authority (VCAA) in the wake of the 2024 VCE exams errors. Dr Blacher was awarded the Public Service Medal in 2012, was made a National Fellow of the Institute of Public Administration Australia in 2014 and was awarded an honorary Doctor of Laws degree by Monash University in 2022.
Image: Queensland Department of Education
Image: Monash University
New head of Distance Education at ACC
leading and empowering all those around her. Ms Hauff has significant leadership experience in roles in boys, girls and coeducational settings including a range of positions at St Joseph’s Nudgee College and Clayfield College.
Image: St Patrick’s College
appointed to independently monitor the VCAA. She will oversee all aspects of exam preparation, management and production. Her work will include consideration of recommendations from previous reviews, including the Bennett Review, and any early recommendations from the root-and-branch review. Ms Crawford has served as Auditor-General for NSW for the past eight years.
Image: IPAA NSW
With a career in education spanning 30-plus years, Ms Felicity Carrett has taken on a new role as Head of Distance Education at Australian Christian College in Launceston. Launched in 2022, it is the first (and still only) non-government provider of Distance Education in Tasmania. Ms Carrett was previously Primary Student Services Coordinator at Australian Christian College (ACC).
Image: Australian Christian College
15-year-old Abbie Jane as its inaugural Youth Ambassador. Ms Jane founded the Rainbow Shoelace Project in support of the LGBTQIA+ community. She has represented the Rainbow Shoelace Project at major events, including Sydney World Pride 2023 and the Pride in Practice conference in 2023 and 2024.
Image: Qtopia Sydney
NSWPPA new President
Mr Michael Burgess has been elected to the role of President of the NSW Primary Principals Association. Mr Burgess has over 40 year’s experience in teaching and leading in public primary schools. He has also held a range of roles within the executive of the NSWPPA over the past six years. As President, he will lead a new executive team to ensure the NSWPPA is at the table in influencing education policy and practice.
Image: NSWPPA
If you’d like to tell the sector about a new person in your school, company, institute or not-for-profit, please send the person’s name, position, image and a short description about their role to editor Rhiannon Bowman for consideration at rhiannon.bowman@primecreative.com.au.
Queensland and Victoria’s premier K-12 curriculum focused education event.
Explore the latest in educational resources, tools and solutions.
Gain insights from leading education experts and innovators.
Dive deeper into key topics with expert-led sessions.
Earn up to 14 PD Hours mapped to APST. CONFERENCE
PAID CONFERENCES
31 July - 1 August 2025
28 - 29 August 2025
After October 14th, devices still running on Windows 10 will no longer receive security and feature updates. This has the potential to affect schools’ daily operations and increased vulnerabilities across devices.
Now is the time to start transitioning to the future of learning, with Microsoft Surface.
Designed for every learner Surface has a wide range of laptops, 2-in-1 devices, and accessories to support education.
Enhanced security with built-in chip-to-cloud protection.
Seamless integration into schools’ systems with zero-touch deployment and modern device.
Protection for all - Dedicated device protection plans are available for schools and students.
