Education Matters Primary April 2017

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Principally Speaking: Erasmus Primary School A strong case for music in the classroom Entrepreneur’s cutting-edge curriculum 7 - SEPT

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EDITOR’S NOTE

I step into the editor’s chair in my new role with Education Matters with an acute awareness of innovation and the jobs of the future. Automation and a shift towards casualised work continue to pose challenges for the workforce and education sector. It’s therefore refreshing to see schools nationwide incorporate emotional intelligence, critical and entrepreneurial thinking into their lesson plans – skills increasingly important to equipping students for adult life.

Schools across the country are constantly adapting to change, and these ideas are reflected in much of the recent news surrounding the education sector. In late January, we heard that one in five Victorian Year 10 students would be expected to have “excellent” critical and creative thinking skills by 2025 – a 25 per cent increase on the previous year. The benchmark is part of a push by the Victorian Government to teach children hi-tech skills, including robotics, manufacturing and biotechnology. We know that this is an ongoing priority for schools across the country.

Fittingly, in this latest edition of Education Matters we’ve spoken to Club Kidpreneur Founder Creel Price in our 21st Century Learning section, who explains how his entrepreneurial programs have reached numerous students who have historically slipped through the cracks of the education system.

Meditation and focused attention are the cornerstones of creative thinking, a key focus of Victorian school Erasmus Primary School – highlighted in our regular Principally Speaking feature. Principal Thierry Clarisse explains how an inquiry-based approach helps develop students’ ability to use their mind.

And in this digitally focused society, you have to ask yourself what role do laptops, iPads and smartphones play in the classroom and when does technology become overpowering? It’s a question answered by Central Queensland University Senior Lecturer Dr Michael Cowling, who argues for a balanced approach to technology in the classroom.

Since the previous edition, the Federal Government has canvassed its Quality Schools, Quality Outcomes reform agenda, which includes a light touch phonics and literacy check inspired by international examples in the United Kingdom. The plan will be considered by a panel of experts expected to report to the Government by the end of April. This brings us back to the NAPLAN testing and its effectiveness, which has been used to measure student performance against national averages since 2008. In this issue, you’ll hear from educational experts and the Australian Curriculum, Assessment and Reporting Authority on the pitfalls and advantages of the highly-polarising national assessment.

Our regular column from Dennis Yarrington, President of the Australian Primary Principals Association, brings forth to light the issue of creating data literate teachers by giving them the ability to interpret data, not just gather it. He also questions the necessary depth of student learning.

It’s an honour to join you for this edition of Education Matters – Primary. These print productions can be large undertakings and we are always looking to improve, and for that reason I’d love to hear your feedback. Please feel free to pass on any comments or questions to me directly via email toli.papadopoulos@primecreative.com.au.

Chief Operating Officer: Brad Buchanan brad.buchanan@primecreative.com.au Editor: Toli Papadopoulos toli.papadopoulos@primecreative.com.au Art Director & Production Coordinator: Michelle Weston Designers: Blake Storey, Sarah Doyle, James Finlay Group Sales Manager: Terry Wogan terry.wogan@primecreative.com.au

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Cover Image Erasmus Primary School Copyright Education Matters is owned by Prime Creative Media Pty. Ltd. and published

by John Murphy. All material in Education Matters is copyright and no part may be reproduced or copied in any form or by any means (graphic, electronic, or mechanical including information retrieval systems) without the written permission of the publisher. The Editor welcomes contributions but reserves the right to accept or reject any material. While every effort has been made to ensure the accuracy of information, Prime Creative Media will not accept responsibility for errors or omissions or for any consequenses arising from information published. The opinions of the magazine are not necessarily the opinions of, or endorsed by the publisher unless otherwise stated. All photographs of schools (including students) depicted in feature articles and advertisements throughout this magazine have been supplied to the publisher (and approved) by the contributing school. All material supplied by schools is done so with the understanding that such images will be published in Education Matters and may also appear on the our website: www.edumatters.com.au.

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4

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education matters primary

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contents PRIMARY Apr - Sept 2017

DEPARTMENTS

FEATURES

Editor’s Note 4 22 Entrepreneurial flair the key to jobs of the future Foreword

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Advertisers’ Directory

10

Primary Column

12

Senator the Hon. Simon Birmingham, Minister for Education and Training

Dennis Yarrington, President, Australian Primary Principals Association

National Education News Events Diary Principally Speaking

Thierry Clarisse Principal of Erasmus Primary School

Club Kidpreneur Founder Creel Price explains how entrepreneurial education can help students prepare for a rapidly changing workforce.

24

The pros and cons of NAPLAN

40

The importance of quality music education

48

Educational leadership in practice

56

Ditch that homework

We speak to the Australian Curriculum and Assessment Authority and various experts on the effectiveness of the NAPLAN testing.

Dr Alexander Hew Dale Crooke, of the University of Melbourne, argues why music is critical to classroom engagement.

14 17 18

Bronwyn Johnstone, Principal of Capalaba State College, highlights the essential qualities of an effective educational leader.

US-based teacher Matt Miller argues that efficient teaching can eliminate the need for homework, right up until Year 12.

76 Lesson plan: Who We Are: Brave New Clan – Cultural Expression

Cool Australia returns with a lesson plan that aims to foster a high level of knowledge and pride in Aboriginal and Torres Strait Islander histories.

8

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There’s also a generous 3 year/200,000km warranty and 24/7 roadside assist†, and 12 months/30,000km service intervals with $349 Capped Price Services^. Stop waiting, visit Renault.com.au for more information. † Three (3) year/200,000km warranty offer and 3 year/200,000km Roadside Assistance both apply to all new or demonstrator Master Bus models. Warranty and Roadside Assistance valid for 3 years or 200,000km (whichever comes first) from new. Demonstrator vehicles receive balance of new vehicle warranty and Roadside Assistance. Roadside Assistance terms and conditions apply. Call our Customer Service Team on 1800 009 008 or view the Terms and Conditions statement at www.renault.com.au/drivingpeaceofmind for details. ^First 3 scheduled maintenance services capped at $349 per service on new and demonstrator Master Bus models, based on standard scheduled servicing from new and on normal operating conditions. Scheduled maintenance services required every twelve (12) months or up to 30,000km (whichever occurs first). However, Master Bus is subject to adaptive servicing requirements, as determined by the Oil Condition Sensor, and may require Servicing prior to the standard twelve (12) months or 30,000km service interval. If vehicle is not presented within three (3) months of when the scheduled service is required, right to that capped-price service under the program is forfeited.

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education matters primary

FOREWORD

Reforming the education system SENATOR THE HON. SIMON BIRMINGHAM, MINISTER FOR EDUCATION AND TRAINING OUTLINES THE FEDERAL GOVERNMENTS APPROACH TO A PROPOSED NATIONAL PHONICS AND NUMERACY TEST. As we all know, teachers and school leaders have an enormous influence on how well our children learn at primary school.

The quality of teaching and school leadership have a profound impact on students’ achievement. It lays the foundation for their performance in secondary school and into their adult lives.

Australia has an excellent education system filled with incredible teachers, but some of the recent national and international reports that point out some stagnation and even decline, are red flags not just for families but importantly for policy-makers. These results require action now.

For primary schools our focus is not just on ensuring our record levels of funding are reaching the students that need the most support, but also that we’re supporting initiatives that evidence shows boost student outcomes.

One of the first of these reforms will be our new national Year 1 phonics and numeracy check to help identify those students that need intervention and to prevent them being left behind.

Simply, we need to identify if a child is not learning to read effectively, because then you can intervene and fix the problem. The performance of our students indicates that’s not what’s been happening everywhere and we know that once a child reaches the age of eight, there are enormous challenges to turnaround their literacy and numeracy skills and the learning gap only blows out further.

Because we value the expertise of the profession and want to build upon the many good things happening already, I have appointed a panel including teachers and principals to inform the development of the skills check and complimentary supportive resources.

That light touch phonics and literacy check is one of a dozen or so reforms the Turnbull Government outlined last year as part of our Quality Schools, Quality Outcomes reform agenda. It builds on what evidence, teachers, parents and education experts tell us will boost student outcomes – things like minimum

literacy and numeracy standards and recognition for teachers based on competency and achievement.

It’s about ensuring our significant funding for school education delivers improved outcomes for all students. It’s about putting teachers and school leaders at the heart of our education system. It’s about leading a national conversation on improving the quality of our schools.

The dozen or so reforms we outlined last year as part of Quality Schools, Quality Outcomes build on the work we’re already doing through the Teacher Education Ministerial Advisory Group and their report, Action Now: Classroom Ready Teachers. It has been our blueprint to improve initial teacher education and the quality of future graduates, particularly as we all know the challenges new teachers face coming into the system.

We are working to maintain and improve the quality of the profession. There is now more rigorous entry criteria for those applying for teacher education programs and we require all primary teacher graduates to have a subject specialisation and initial teacher education students to satisfy a national literacy and numeracy test. We’re also strengthening the requirements on initial teacher education courses so they deliver knowledge and professional development that better sets them up for life in a classroom.

It’s discussion of reforms like those that have been lost in the spin and politicking in recent years that has focused almost exclusively just on funding. It’s clear that while a strong level of funding matters, and we have that, what matters more is what we do with that funding.

In the coming year, it’s likely you will see frequent mentions of school funding in the media.

We will continue to grow federal funding each and every year from a record $16.1 billion last year to $20.1 billion in 2020, all to be allocated based on need and tied to the implementation of reforms like those outlined in Quality Schools, Quality Outcomes.

We will always work to make sure that effort and funding is directed to areas of teaching practice and

education matters primary

Simon Birmingham has served as a Liberal Party Senator for South Australia since May 2007 and in September 2015 was appointed to position of Minister for Education and Training.

Simon grew up near Gawler in Adelaide’s north on his family’s small horse agistment property. Simon was educated at government schools before going on to study at the University of Adelaide where he completed a Masters of Business Administration.

Prior to entering the Senate, Simon worked for a number of industry bodies, establishing particular experience in the wine, tourism and hospitality sectors – industries that are critical to South Australia’s prosperity.

After less than three years in the Senate, Simon was appointed to the Shadow Ministry, serving as Shadow Parliamentary Secretary for the Murray-Darling Basin and the Environment until the 2013 election.

Following the change of government in 2013 Simon served as Parliamentary Secretary to the Minister for the Environment, with responsibility for water policy, including the Murray-Darling Basin, National Parks and the Bureau of Meteorology. In 2014 Simon was appointed to serve as the Assistant Minister for Education and Training, with specific responsibility for vocational education, apprenticeships, training and skills. He is now Minister for Education and Training.

He is married to Courtney and has two young daughters, Matilda and Amelia. Simon is an active supporter of the Parliamentary Association for UNICEF and a proud, but sometimes frustrated, Adelaide Crows fan.

school leadership that have been proven to make a difference.

Our goal is a national reform program to shape a high quality education system.

There can be no real improvement in the quality of our education system – regardless of funding levels – unless we concentrate our efforts on what the evidence tells us, both here and abroad, makes a real and enduring difference in classrooms.

I look forward to working with you and I wish you all the best for 2017.

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APPA Column

Reframing the debate on teaching and learning DENNIS YARRINGTON, PRESIDENT OF THE AUSTRALIAN PRIMARY PRINCIPALS ASSOCIATION, OUTLINES THE KEY TO CREATING DATA LITERATE TEACHERS. HE QUESTIONS WHAT IS DRIVING TEACHING AND LEARNING, INCLUDING ASSESSMENT VERSUS KNOWLEDGE AND ITS DEMONSTRATION. IS IT ABOUT FINDING OUT WHAT KIDS KNOW, OR FINDING OUT WHAT THEY CAN DO WITH WHAT THEY KNOW?

When I talk with principals, this question is gaining much attention in the assessment and testing debate. The first is about recalling knowledge, applying a process or demonstrating a skill. The second is more open ended, in that it requires the student to be creative, innovative and use higher order thinking skills to solve problems or develop solutions.

A definition of assessment under the first question would talk about providing evidence of what a student knows, plotting them on a continuum and identifying the next step in their learning. Therefore, assessment allows teachers to continually monitor the learning of individual students and the effectiveness of their teaching.

I would use a similar definition for the second question, but add the evidence demonstrates what they can do with what they know.

We also have debate about the difference between assessment (collecting data) and evaluation or interpretation of the data (information). So, we have two main forms of collecting data: Quantitative information, which is expressed numerically and describes quantities (how much or how many); and qualitative information, which describes qualities or characteristics.

The first question will generally focus on collecting quantitative data and the second on qualitative data. The first approach is easier to mark with a pass mark, set score or percentage to indicate success level. We can compare students

12

on who got it right and who didn’t. We talk about an A-E scale, ranking (1st), pass/fail, percentage right or a mark out 10. The second question is more standards focused and utilises more qualitative assessment strategies. It requires the assessor to use personal judgement based on their interpretation and understanding of the standard, but also the level of competency or performance displayed or presented. Teachers who use this approach will use a validated matrix or rubric to assist with the judgement. The feedback will

education matters primary

vary from student to student depending how they completed the assessment task and what criteria was addressed. Each criterion will contribute to their final assessment result. In some places this can be an accumulative process over time or over the course of the unit. Students work towards criteria-focused assessment rather than a right or wrong answer. Much of these assessments are based on the achievement standards from the Australian Curriculum and set by teachers as a component of units of learning.

The challenge is when both forms of assessment are used in teaching and learning. We seem to be overdoing both approaches, and this dilemma is creating conflict between an approach that satisfies classroom needs, and an assessment requirement for school, system and national level needs. The parent community of a school is also providing different expectations of what they believe indicates success and achievement.

Meeting all these competing needs can be stressful, entail additional workload and, it could be in some cases, not providing any benefit at all to the learning of students.

We have an Australian Curriculum, which has clear achievement standards for learning. It is interesting that many schools have developed report cards that provide information on the student’s achievement against the standard, as well as a report on achievement based on an A-E grade.

I believe we need to open up the debate on what is driving teaching and learning and in turn, school improvement. Is it assessment, or what do students need to know and how to demonstrate their learning?

We seem to have a huge focus on testing, reporting, formative and summative assessment, comparisons of averages and measuring growth and impact. I hear from many principals about the time given to collecting data to identify learning goals or intentions and then data to evaluate the learning. Time is then given to analysis the data and then complete data reports. It seems, the components of the learning cycle on why and how, have lost emphasis as we have reduced the time to plan the learning, or “…develop deliberate interventions aimed at enhancing teaching and learning…and that the teaching and learning are visible.” (Hattie, 2012 p20) A key to interpreting the information or data is that we have ‘data literate teachers’. This requires our teachers to be competent in teaching the learning continuum, skilled in diagnosing errors or incorrect learning and the confidence to act ‘on the spot’ in class and provide instant quality feedback, but also corrective instructions and suggestions on how to improve, so we do not get the same errors. The Western Australian Primary Principals Association

(WAPPA) in their paper: Informative Assessment: A position Paper expresses the concern that, “… the over-reliance on NAPLAN and other standardised testing data impedes the provision of timely, specific, descriptive feedback to students”. (WAPPA, 2016, p.8) They also point out that effective feedback is immediate, based on a teacher’s own observation about the student’s learning and is used to improve the effectiveness of their teaching. A challenge for school principals is how to build the capacity of every teacher to have these skills. We also hear of the ‘data-driven’ actions, however it is perhaps more appropriate that decisions about learning or improvement are ‘informed’ by (amongst other things) assessment data. Unfortunately, we could be heading down a track where our education system has created a culture in which the collection of assessment data has become the dominant performance criterion for some schools and teachers. (WAPPA 2016) The Melbourne Declaration on Educational Goals for Young Australians, (Melbourne Declaration, 2008), identifies the importance of developing successful learners, confident and creative individuals, and active and informed citizens. We now have the requirement for schools to teach students contemporary skills, the ‘21st century skills’. In the Australian Curriculum, they are called general capabilities. Most of these skills are taught or developed through integrated learning tasks and experiences. These skills will require a different approach for different students, as not all students learn at the same pace or rate. So, what does this approach look like and how we will assess and report on these skills? Designing a learning program today is very different to last century. Yes, we still need explicit teaching of skills and knowledge, but we need to move the emphasis somewhat from assessment and data collection to the how and why of teaching and learning.

Maybe it’s time to revisit the Melbourne Declaration and ensure it reflects the contemporary nature of our education system for students of today and tomorrow, not for last century.

Dennis Yarrington President Australian Primary Principals Association

References Hattie, J. (2012), Visible Learning for Teachers maximizing impact on learning. Routledge, Oxon.

National Declaration on the Educational Goals for young Australians. (2008) http://www.curriculum.edu.au/verve/_resources/ National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Western Australian Primary Principals Association (WAPPA) (2016), Informative assessment: A position paper, WAPPA, West Leederville, WA

education matters primary

DENNIS YARRINGTON PRESIDENT, AUSTRALIAN PRIMARY PRINCIPALS ASSOCIATION (APPA) Dennis Yarrington has been the Principal of Harrison School, a new and expanding Preschool to Year 10 School in Canberra, Australia. The school caters for 1500 students. Dennis has a Masters in Educational Leadership, Masters in Special Education and a Bachelor of Education. He has been involved in education for over 30 years, including the positions of teacher, executive Teacher, consultant and Principal of a small country school, a large regional school, Special School and establishing a large metropolitan P-10 school.

Dennis has been involved with concept designs for new schools in the ACT. He has presented at State, National and International conferences on leadership, school culture and implementing learning communities. Dennis was Vice-President of the Australian Government Primary Principals Association and is currently the President of the Australian Primary Principals Association. He has experience in developing leading schools in the integration of technology, 21st Century learning tools and structures and an inclusive school community. This includes teaching and learning communities and a coaching culture to improve teacher performance.

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NATIONAL EDUCATION NEWS

Study finds classroom discipline impacts academic performance Better behaved students learn more and perform among

course not. But it indicates the importance of school

Sydney have found.

discipline.”

The researchers analysed results from the

where the teacher enters the classroom, the students

OECD’s Program for International Student Assessment,

stand up and greet the teacher. What’s the cost? Zero. But

concluding that classroom discipline could hold the key to

you get everyone’s attention.’’

“This study suggests that education investment alone

found the performance of Australia’s 15-year-olds in maths, science and reading was in “absolute decline’’ and

as global competitiveness,’’ the research found.

the nation was being outpaced by New Zealand, Estonia

colleague Hana Krskova analysed PISA data to ascertain

and Slovenia.

The Australian reported government spending on

the impact of school discipline – students listening well

school education increased by $10 billion in real terms

in class, the noise level, teacher waiting time, class start

in the decade to 2013-14, with an extra $2 billion in

times, and students working well – against the impact of

2014-15.

increased education spending.

“When we contrasted school discipline and education

Education Minister Simon Birmingham is in the process of negotiating a new funding deal with the states

investment on the effect of performance, it was roughly

and education sectors, with a view that the debate has

88 per cent in comparison to 12 per cent for education

focused too heavily on the amount of funding being

investment,’’ Dr Baumann said.

delivered as opposed to maximising funds provided.

Melbourne schools lay out smart schools vision Melbourne schools are working to become “smart”, as a

told The Weekly Review smart schools are responding to

number of institutions innovate with the use of forward-

rapid changes in science and technology occurring globally.

looking subjects.

“Our students are graduating into a world with very

The Weekly Review reported that daily virtual reality

different demands compared to the past, as a result of

experiences, deep space travel and artificial intelligence

globalisation, technological development and the changing

are just a few concepts that could become a reality over

nature of work,” Ms Carmody said.

the next few decades – a future Melbourne’s independent schools are preparing for.

Referred to as “smart schools”, the concept encompasses those that not only educate, but innovate through the use of technology, preparing students for the

14

The results of the latest round of PISA data for 2015

is not sufficient to boost educational performance as well Researchers Chris Baumann and his Macquarie

Debbie Dunwoody, Principal of Camberwell Girls Grammar School

“If you look at the East Asian model of education

international measurement of student achievements, the

improving academic performance.

“The program really connects our students to all elements of STEAM and focuses them on design thinking. The girls work collaboratively to bring ideas to life. From concept to design and development, marketing to distribution and sales.”

“That’s not to say investment is not important; of

the world’s best, researchers from Macquarie University in

future workforce.

“Across the school, our programs are focused on developing key 21st-century skill-sets in our students, such as entrepreneurship, problem-solving, collaboration and innovation.

“Our students’ learning experiences build on the principles of STEAM (Science, Technology, Engineering, Arts

Helen Carmody, Korowa Anglican Girls’ School principal

education matters primary

and Mathematics) and the Maker Movement (the creating,

tinkering and sharing of ideas).”

Ms Carmody said Korowa this year introduced new electives in mobile phone app development and computer game design.

At Camberwell Girls Grammar School, a similar

think creatively and innovatively, with coding as a strong focus.

“The program really connects our students to all elements of STEAM and focuses them on design thinking. The girls work collaboratively to bring ideas

approach has been implemented, with students

to life. From concept to design and development,

participating in the Girls Invent program, which

marketing to distribution and sales – Girls Invent is a

encourages students to be entrepreneurial while

program so relevant to their futures,” Ms Dunwoody

studying science, technology, engineering, art and

said.

maths.

Debbie Dunwoody, Principal of Camberwell Girls

“Our partnerships with Xero and Telstra have seen Code Clubs formed at both the junior and senior school,

Grammar School, told The Weekly Review Girls Invent

with experts from each organisation running weekly

connects students to these subjects and allows them to

coding workshops.”

NCCD data shows funding gap for students with disability Students with a disability face a funding gap in Australian

support to pay for adjustments to assist in their

schools, according to new figures from the Productivity

education.

Commission and Education Council.

ABC News compared last year’s Education Council data from the Nationally Consistent Collection of Data (NCCD) for school students with disability, with the Productivity Commission figures.

The comparison showed more than 268,000 students with disability are in school without funding support to assist in their education.

NCCD figures for 2015 showed 12.5 per cent of all

The Federal Government told ABC News the NCCD statistics were flawed.

“It really is very disappointing,” Education Minister Simon Birmingham said.

“This data … hasn’t come to a credible landing point just yet.”

The NCCD statistics are delivered through a survey filled out by school principals and teachers.

Mr Birmingham said the numbers produced wide

Australian schools – 468,265 students – received some

variations between states and territories that made the

form of support due to disability that needed additional

results unreliable.

funding.

Known as “educational adjustment”, the funding includes more money provided to make schools handrail and ramp accessible, as well as helping to pay for learning support officers to assist students with a disability in the classroom.

The Productivity Commission’s report on government services released earlier this month found the total funded students with disability in 2015 by all Australian governments was 200,168.

According to their numbers, more than 268,000 students with disability were in school without funding

“There’s much more work to be done by the states and territories to ensure that (the NCCD data) truly is nationally consistent,” he said.

“We’re using it as part of a mix of information.

“There’s really not enough resource allocated to school communities to really address the needs of these young people,” said Terry Bennett, principal of Melba College, in Melbourne’s outer east.

Mr Bennett told ABC News he supported the NCCD process, and that it was especially useful for principals

According to the Productivity Commission’s report on government services numbers, more than 268,000 students with disability were in school without funding support to pay for adjustments to assist in their education.

and teachers in identifying students with disability in school without allocated funding.

education matters primary

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NATIONAL EDUCATION NEWS

Victorian Government sets new maths and science student targets One in five Victorian Year 10 students will be expected to have “excellent” critical and creative thinking skills by 2025.

metacognition through analysing hypothetical situations.

The Herald Sun reported twenty five per cent more Year 9 students will be expected to achieve “the highest

The Herald Sun reported the benchmark is a 25 per cent increase on last year, and is part of a push to

level of achievement” in maths.

In science, the number of 15-year-olds reaching top

teach children hi-tech skills, including robotics, precision

marks will need to move from 10.4 per cent to 14.6 per

manufacturing and biotechnology.

cent.

Education Minister James Merlino told the

Wheelers Hill Secondary College principal Aaron

publication in January that students needed to cope in a

Smith told the Herald Sun schools needed to be “real and

“changing, global economy”.

relevant” to teach 21st century skills.

“Many of the jobs our kids will have in the future do not even exist right now,” he said.

“Setting these ambitious targets in areas like science, maths, literacy, critical and creative thinking will give our kids the skills they need for the jobs of the future.”

The school offers coding classes, which the Victorian Government announced this week would be pushed under its new Digital Technologies curriculum.

“You can never get away from teaching the important skills of literacy and numeracy,” Mr Smith said.

“But we’ve got to get the balance.

An online test will be launched in all high schools this year to test Year 10 students on reasoning and

“We need to ready our students for the future to get them ready for employment opportunities.”

Kids News breaks down complex issues A new educational resource headed by Melbourne journalists at the Herald Sun is bringing simplified news

production guide offered free to schools on how to get the

stories to Victorian classrooms.

most out of the site with workshopping around literacy,

Kids News will be pilot trialled in 2017, as the website allows teachers to explain two stories from the daily news cycle each school day.

“We developed Kids News and in 2017 we will publish two stories a day every school day with photos, video, voice recording and three teacher-written classroom activities.”

Kids News editor Karina Grift told Education Matters the site came about due to a reported need among primary teachers for a sale online resource that explained the news in an age-appropriate way.

She said an example of this was the recent Melbourne mall deaths, which would have been covered on the site had it occurred during the school term.

“What happened in Melbourne, we wouldn’t be able to ignore it,” Ms Grift said.

“It’s looking at what positive things have come out

Kids News Editor, Karina Grift

of it, people helping victims…taking the sensationalist element out of it.”

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She said the organisation was developing a

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media, enquiry and numeracy activities.

“We developed Kids News and in 2017 we will publish two stories a day every school day with photos, video, voice recording and three teacher-written classroom activities,” she said.

“The response has been fantastic and as of mid December last year, we had about 1400 teachers subscribed for the 2017 school year.”

Ms Grift estimated up to 30,000 students had accessed the site, after it launched its free trial mid last year.

She said the project remains free of charge in 2017, with an analysis of its success to follow and potential to expand.

The website can be found at kidsnews.com.au

EVENTS DIARY

Upcoming events in education A RANGE OF EVENTS ARE COMING UP ACROSS AUSTRALIA FOR PRINCIPALS AND TEACHERS – FROM PROFESSIONAL PRACTICE CONFERENCES TO TECHNOLOGY EXPOS – CHECK OUT THE LIST BELOW. Teachers New to Boys’ Schools Conference

12-13 April, The Scots College, Sydney NSW

An Australasia Boys School Coalition conference for teachers new to boys’ schools’ www.theibsc.org/conferences-events

Negotiation for Change and Leadership

20-21 April, The Hotel Grand Chancellor, Brisbane QLD

Change Leadership Negotiation and Conversation www.qassp.org.au/events

Early Career Teachers Conference

27-28 April, Rydges Melbourne, Melbourne VIC

Designed for all teachers, especially teachers in their first five years of teaching www.criticalagendas.com.au

Using Data and Evidence for Effective Leadership

1 May, AISNSW, Sydney NSW

Re-conceptualise the meaning of data www.aisnsw.edu.au

AIS ICT Management and Leadership Conference 2017

3-5 May, National Convention Centre, Canberra ACT

A specialised technology learning experience www.aisnsw.edu.au

Positive Schools 2017 Mental Health and Wellbeing Conference

1-2 June, Melbourne Convention Centre, Melbourne, VIC

Monitor regularly for further updates www.positiveschools.com.au

Engaging in Social Emotional Learning and Development

2-3 June, Gold Coast, Surfers Paradise QLD

Social and emotional learning and development of children www.sanguineconsulting.com

2017 ATEA Conference

5-7 July, Australian Catholic University, Brisbane QLD

The complex dialogue between the enterprise of teacher education sia.acu.edu.au/atea/

CONASTA Conferences [ASTA]

9-12 July, Wrest Point and the University of Tasmania, Hobart TAS

The art of science asta.edu.au/conasta

APRIL

MAY

JUNE

JULY

AUGUST

SEPTEMBER

Knowledge Management Australia 2017 1-3 August, Parkroyal Darling Harbour, Sydney NSW

Successful strategies, case studies and initiatives www.arkgroupaustralia.com.au/events/kmaustralia2017/

K-6 Physical Activity and Health Conference

9 August, Dubbo RSL, Dubbo NSW

Supporting NSW primary teachers to confidently implement physical activity into their daily program www.achper.org.au

AIS Mathematics Conference 2017

1 September, Ascham School, Edgecliff NSW

Ideas, strategies and activities to facilitate implementation in 2018 www.aisnsw.edu.au

The Education Show 2017

1-2 September, Melbourne Convention and Exhibition Centre, Melbourne VIC

Showcasing school resources, products, services and technology for classrooms, schools and careers www.theeducationshow.com.au

TO HAVE YOUR ORGANISATION’S EVENT LISTED IN THE NEXT EDITION OF EDUCATION MATTERS MAGAZINE PLEASE EMAIL THE DETAILS TO TOLI.PAPADOPOULOS@PRIMECREATIVE.COM.AU education matters primary

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PRINCIPALLY SPEAKING

Let your light shine ERASMUS PRIMARY SCHOOL IS LOCATED IN THE EASTERN SUBURBS OF MELBOURNE, VICTORIA. THE SCHOOL WAS ESTABLISHED IN 1996 BY THE SCHOOL OF PHILOSOPHY MELBOURNE, ONE OF A WORLD WIDE GROUP OF SCHOOLS WHICH OFFER COURSES IN PHILOSOPHY AND SELF-DEVELOPMENT TO ADULTS. EDUCATION MATTERS SPOKE WITH PRINCIPAL THIERRY CLARISSE ABOUT HIS APPROACH TO LEADERSHIP AND ENCOURAGING STUDENTS TO FOCUS ON THE PRESENT AND BE CONTENT.

HOW DOES THE SCHOOL’S PHILOSOPHY AND ETHOS GUIDE IT TODAY? Our school motto is ‘Let your light shine’. This forms the reference point from the board right down to the staff and children. We place a lot of emphasis on stillness exercises, meditation and focused attention – these all have the effect of allowing that natural light that could really be regarded as the spirit of every human being. Our children are taught to question and to wonder, to never be afraid to say “I don’t understand.”

We believe that every child is full of light, and we want to be sure, as much as is humanly possible, not to cover that light with artificial ideas, attitudes and emotions that have to be unlearned in later life.

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HOW DOES ERASMUS DIFFER FROM OTHER SCHOOLS? It starts with eye contact. We value that conscious connection. It starts with an individual greeting from the teacher every morning and involves a handshake and eye contact. Other key points of difference are classical languages (Sanskrit and Latin), a spirit of service, strong performing arts and healthy organic, vegetarian morning tea and lunch provided daily.

IN WHAT WAYS HAS THE SCHOOL EVOLVED IN THE PAST 10-20 YEARS? We started 21 years ago with only 20 students.

We have steadily grown since then. We are resolved to

Listen, encourage, provide opportunity – these would be my key reference points.

I am also very mindful of what I do and how I behave – people notice.

HOW DO YOU PROVIDE SUPPORT AND LEADERSHIP TO YOUR PRIMARY SCHOOL STAFF? I smile a lot. This is something I encourage everyone to do at the school and it starts with a healthy underlying attitude of contentment and positivity. I guess you could call it ‘leadership through being positive’. I also listen a lot, without speaking, ensuring that staff, parents and children get a chance to say what is on their mind, and leave with a real sense of having been heard and that the issue will be followed up. I try to give people an opportunity to take responsibility for their own ideas and initiatives, and to take the lead where they have something to offer.

Listen, encourage, provide opportunity – these would be my key reference points. I am also very mindful of what I do and how I behave – people notice.

I place much importance on the team and take a team building approach.

WHAT ROLE DO YOU PLAY IN THE DAY-TO-DAY ACTIVITIES OF THE PRIMARY STUDENTS? I greet the students every day. I like to provide them with a message or a practice for the day, or for the week, and I remind them of that practice regularly.

And I ask them to speak about what they have found as a result of the practice. remain a single stream primary school, maintaining that close connection with every student. The academic, philosophic, well-being and physical components of the school’s offering are all well established and strong. We have adopted a number of educational pedagogies to help us achieve our objectives – key are a ‘Grown Mindset’ approach, an ‘Inquiry Based Approach’, and the Feuerstein Method which helps to develop the students’ ability to use the mind. Our approach to the wellbeing and mental

health of our students is continuing to evolve to ensure we are truly there for the whole child – body, mind, heart and spirit. All school staff, both teaching and administrative, participate in weekly philosophy sessions and the fruits of those sessions are evident in practice. Our enrolments for coming years are strong. Our aim is to continue to evolve our curriculum, keeping it relevant to today and the National Curriculum, without compromising the underlying philosophy.

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WHAT ARE SOME OF THE MORE CRITICAL ISSUES FACED BY EDUCATORS IN THE PRIMARY SECTOR TODAY, IN YOUR OPINION? Lack of time to really teach and connect. With all the demands in the classroom that are coming from regulatory, administrative and curriculum imperatives, we take every opportunity to try to alleviate these pressures. We do our best to provide space, the key method is to introduce a mindfulness practice (which

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PRINCIPALLY SPEAKING

we call the ‘pause’) as a buffer in between every activity. This increases efficiency for all involved and opens up those little spaces that can make such a difference. It can alleviate mental and physical weariness, take the edge off an emotional state that is growing in tension, and enables a clear focus for the next activity – be it academic, artistic, meditative or sporting.

WHAT HAS BEEN YOUR MOST MEMORABLE MOMENT, EITHER AS A TEACHER OR SPECIFICALLY IN THE ROLE OF PRINCIPAL? Two things spring to mind. When our Chairman of the Board announced that I would take on the role, I was overwhelmed by the response of the staff – the room erupted in a cheer that was both spontaneous and genuine. I did not expect that.

Another outstanding moment was when one of the students said that he considered that the chaplain is the

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mum of the school and myself as the dad of the school.

WHAT TRAITS MAKE FOR AN EFFECTIVE AND SUCCESSFUL LEADER IN EDUCATION TODAY? Being present. Detached. Not emotionally involved.

It’s not about being distant, but being able to deal with what’s in front of you without preconceived ideas and emotional baggage. Being steady in mind and heart, this allows for reason to operate. Being able to listen is crucial. People want and need to be heard. Following up is also vital. Don’t send out a survey, speak with people face to face and listen. But you still have to take the next step. Action and follow up are crucial.

CAN YOU DESCRIBE ANY SPECIFIC WAYS IN WHICH THE DIGITAL ERA IS BEGINNING TO DISRUPT THE EDUCATION FIELD? We believe we give an appropriate measure of attention to the use of technology. In this day and

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age it’s foolish to ignore the digital era. However, our ethos and curriculum promotes the use of the mind as a magnificent and efficient tool. We take every opportunity to put pen to paper, to use mental arithmetic and to use the mind. In the classroom, it’s that connection between teacher and student. We certainly engage in the digital era and avail ourselves of its benefits, but use it wisely and where required. We don’t promote digital as a priority but certainly conform with the requirements of the Australian Curriculum.

WHAT ARE YOUR FEELINGS ABOUT NAPLAN AND ITS EFFECTIVENESS? NAPLAN has its place. It’s effectiveness is a question for the government. From our perspective, it’s just one indicator of many as to how our children are progressing. We are fortunate that our NAPLAN results are strong, and consistent with our other testing indicators.

EDUCATION INSIGHT

Entrepreneurial flair the key to jobs of the future CLUB KIDPRENEUR FOUNDER CREEL PRICE EXPLAINS HOW ENTREPRENEURIAL EDUCATION CAN HELP STUDENTS PREPARE FOR A RAPIDLY CHANGING WORKFORCE, AS WELL AS CAPTURING THOSE DISENGAGED FROM THE CLASSROOM.

TELL US A BIT ABOUT YOUR BACKGROUND AND HOW YOU GREW AND SOLD YOUR BUSINESS? I’ve always had entrepreneurial genes; I think I was eleven when I first started my first strawberry business in 1982. We lived in Cowra, about 42 kilometres from western New South Wales. My dad was a farmer but he was pretty entrepreneurial in his thinking and encouraging. I got involved in a couple of things he was involved in, and my strawberry business took off pretty well. It was an all-encompassing family affair. I then experimented with some other businesses – I used to sell honey. I studied business at Australian National University, but I probably spent more time on my businesses than going to lecturers.

Things in 1996 took off with my business Blue Print Management Group; I travelled around the world for 12 months and came up with some ideas. I went into business with a colleague I used to work in finance with,

we wanted to be the next Virgin.

We ended up developing a pretty significantly sized marketing group in Sydney’s CBD, we did a lot of outsourcing. We set up a financial advice business; we had a data analytics group – there were about eight different businesses over a decade within that. But by the time we sold Blue Print Management in 2008, there was about 1000 staff and we sold it the week before the GFC. All of the big banks went into freeze mode so we were very fortunate we sold at that point in time.

HOW HAS THIS INFORMED YOUR VIEW OF 21ST CENTURY LEARNING AND THE IMPORTANCE OF ENTREPRENEURIAL SKILLS? It’s very important kids have commercial skills, so that they understand the value of money and what goes into building a product. There’s initiative with a lot of entrepreneurship, you can give people a framework but you can’t force them to set up their own business. Communication skills are important and understanding it’s not about you, it’s about the customer and those sort of soft skills that come out from a kids point of view.

There’s so many people running their own business now, so having an awareness of how to conduct business is important.

I think these days entrepreneurship is such the norm that every kid dreams of starting their own business, there was not such the environment when I was growing up. We encourage kids to get involved in our program regardless of whether they’re going to run their own business or not.

EXPLAIN A BIT ABOUT THE PROGRAM THAT’S BEING TAUGHT IN THE CURRICULUM? HOW MANY SCHOOLS ACROSS THE COUNTRY ARE USING IT? There have been 600 schools that have participated in the program in the last four to five years. The program commences over the course of the term, and can be run in term two or three.

Kids go from the thinking stage, to coming up with the business idea, and making sure they are clear on what their goal is. Do they want to raise money to buy a new phone, or do they want give it to charity? Then they go through a process to create a prototype of a product, they go and get that validated for potential customers, find out what customers want and what they might pay for it.

They go back to the drawing board and create a production line.

Students have to ask themselves how they will build enough of the product

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to make enough cash? And then they go through the process of the financial side of things. This involves finding out how do they source their raw materials at the right price? How do they price it so they can make profit?

Then they go through the whole merchandising process – packaging, labels, signage, until finally they’re ready for a suburban market where they set up their stall to sell their product. We deliberately use physical products because we work with kids between the ages of 8-12.

HOW DO TEACHERS ACCESS THE ONLINE CURRICULUM? We’ve got an online portal, with teaching resources including lesson plans, videos and supplementary materials that cover each of the modules. Then we’ve also got what we call a business in a backpack, where students receive tangible items to help them build their business and reinforce the learning of each stage, ie business cards, marketing posters and business registration certificate. We run a series of webinars during the course of the term to make sure teachers feel confident and ready. We give the teachers flexibility. Because it’s primary school, some of them will incorporate literacy or elements of the program into other subjects, such as mathematics. We have aligned the program to the National Curriculum in years 4, 5 and 6 in multiple subjects to enable teachers to embed our program into their timetable as easy as possible.

CAN YOU GIVE US AN EXAMPLE OF ENTREPRENEURIAL FLAIR OBSERVED IN A STUDENT OR SET OF STUDENTS? Our most recent competition was pretty cool, part of the Kidpreneur Challenge. At the end of term three kids can submit a video pitch reflecting on their business building experience and the product they sold. These videos are then judged by real entrepreneurs to select 10 winning business teams.

It is a national competition and last year we had winners from Queensland, NSW and South Australia.

The winning prize is incredible – the kids travel to Melbourne to spend a day doing a business internship with the product designers and executives of Moose Toys, Australia’s fourth largest toy company. The schools also win significant computer packages.

From the winning team last year there were a couple of kids from up near Taree from Coopernook Public School. The three kids loved fishing but were sick of their rubber lures always breaking, so they came up with this concept of using bottle caps to create sustainable fishing lures. They called their business CapLures and they started selling them at various locations such as Bunnings and the local markets. They were able to use a recycled product so it didn’t cost them much in their raw materials.

In the school itself it was about 20 students that participated.

WHAT ARE THE BENEFITS OF ENTREPRENEURIAL SKILLS IN THE CLASSROOM AS WELL AS PREPARING WORK-READY STUDENTS? If you have entrepreneurial flair, generally school is not that well set up for you. Your mind is always wondering, you can be pushing the boundaries.

The feedback we get from the teachers is that it is those types of kids that thrive in our program. That’s the first time we see them fully engaged and really excelling and giving them quite a bit of confidence that reflects into the rest of their strategy. Maybe students aren’t academically gifted, or athletically gifted, or artistically gifted, which tends to be the modalities we reward in schools, so entrepreneurship is another thing entirely.

One of our little girls did the program a few years ago – Poppy Olson. She’s now a world class skateboarder, but she did the program when she was eight. She’s a pretty gifted kid, but that current business she set up six years ago is still in operation now. She raises $10,000 a year selling greeting cards

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to fund her skateboarding trip to the US. The program gives kids a perspective of business and its role in society. Often we don’t really open kids’ eyes to the fact it is a potential career path, and it’s better to know that when you’re 12 than when you’re 22.

As far as job readiness, it gives them communication skills, it gives them financial literacy skills, it gives them an understanding of where business fits in society and it gives them amazing teamwork and leadership skills.

WHAT ARE THE MOST IMPORTANT SKILLS NEEDED FOR STUDENTS OF THE FUTURE, ARE SCHOOLS ADEQUATELY PREPARING THEIR PUPILS? I don’t think anyone can predict with certainty what the jobs of the future will look like. I think we should be preparing them on the soft skills a lot more than what we do. I will be speaking at National Future Schools in Melbourne about the 21st century skills we need to incorporate into the classroom. At the end of the day, the biggest skills the kids get out of our program is the soft skills of initiative, resilience, imagination, creativity and drive. Regardless of what the jobs of the future are, they’re going to be ready for it. But it’s my belief that schools are not preparing kids for what the world is going to be like in the future. We can’t spoon feed kids any more; they are going to have to be self-starters.

WHAT ARE THE GAPS THAT NEED FILLING THAT YOU CAN SEE IN THE EDUCATION SYSTEM, WHAT COULD EDUCATORS DO BETTER? I think being able to be better prepared to deal with chaos, being able to be able to better deal with failure. Everyone doesn’t have to be successful, because life isn’t like that. More than anything it is giving kids at an early age a taste of what real life is like. The feedback from the US is you have to capture the entrepreneurial skills before the age of 12 otherwise the horse has bolted.

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EDUCATION INSIGHT

The pros and cons of NAPLAN NAPLAN HAS BEEN USED AS A BENCHMARK FOR STUDENT PERFORMANCE AGAINST NATIONAL AVERAGES SINCE 2008, BUT JUST HOW EFFECTIVE IS THE TEST? AND WHAT ARE THE REPERCUSSIONS FOR STUDENTS AND TEACHERS?

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As the Federal Government moves to introduce mandatory phonics testing, questions have been raised as to whether another test is need to lift Australia’s international ranking.

Education Minister Simon Birmingham has called on an expert panel to develop mandatory phonics, maths and literacy testing.

In January, Mr Birmingham said the short assessments of year one students’ literacy and numeracy would provide early identification of students who are behind, allowing them to be targeted with interventions before the achievement gap grows.

“This panel will also consider existing examples from Australia and overseas, such as the Year 1 phonics check used in England that involves children verbally identifying letters and sounds in both real words and made up words to

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show a child’s understanding of how language works.

“Similar numeracy checks see children undertake tasks such as simple counting, recognising numbers, naming shapes and demonstrating basic measurement knowledge.”

However, the plan has been criticised by the Labor Party and Australian Education Union, who argue Gonski funding commitments are the best way to improve educational outcomes.

“Schools don’t need another national test to work out which children need help … they need the resources to cater for those children,” Australian Education Union president Coreena Haythorpe told ABC News in January.

But how have other national tests helped inform decision making in schools?

NAPLAN IN A NUTSHELL One of the most well known tests in the education space is the National Assessment Program – Literacy and Numeracy (NAPLAN) test.

Introduced in 2008, NAPLAN was designed to measure whether Australian students are meeting educational outcomes.

NAPLAN is an annual assessment for all students in Years 3, 5, 7 and 9. (NAPLAN, 2016).

The tests cover reading, writing, spelling, grammar and punctuation, and numeracy. The assessments are undertaken every year in the second week of May. The benchmark is used to inform policy development, resource allocation, curriculum planning and intervention by governments, as well as being measured by education authorities, schools and the community.

(Harrington, 2013) notes that NAPLAN testing and the My School website, which include results, have led to concerns that the tests could have a negative effect on students and schools.

Research by (Thompson, 2013) concluded that a majority of teachers felt pressured to perform and be ranked highly, effecting their style of pedagogy, learning opportunities and curriculum choice.

His research, which looked at a survey of teachers in Western Australia and South Australia

“NAPLAN is a point-in-time test of a just a few, albeit important – subjects which can be compared to the same data collected at other times and around Australia, to help work out, among other things and alongside other data, the effects of different education programs and policies, and the places where additional resources could make the greatest impact.”

Dr Bronwyn Hinz, Policy Fellow at the Mitchell Institute

in 2012, concluded the effects of NAPLAN could work against the benefits of accountability and transparency in improving outcomes in the Australian education system.

Senate committee inquiries into NAPLAN in 2010 highlighted that the My School website allowed the government to identify disadvantage by discovering 110 struggling schools and addressing funding shortages.

During the hearings, Professor Geoff Masters, CEO of the Australian Council for Educational Research, emphasised that NAPLAN is firmly grounded in 20 years experience through state literacy and numeracy testing programs.

A qualitative study of 70 students, 29 teachers and 26 parents by (Wyn, Turnbull, Grimshaw, 2014)

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found 70 per cent of parents surveyed believed information provided by NAPLAN to be useful.

It showed more than 50 per cent of parents were in favour of NAPLAN. School principals also found NAPLAN data to be useful in various ways, including providing information that would enable teachers to develop more individualised approaches to teaching and identifying students with slow progress.

UNINTENDED CONSEQUENCES A 2013 senate committee looked at a range of adverse consequences emerging from the NAPLAN, including narrowing the curriculum, and the development of a NAPLAN preparation industry – creating the perception NAPLAN is a ‘high stakes’ test.

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EDUCATION INSIGHT

The committee concluded that educational authorities need to be aware of this issue when providing support to schools.

The Australian Primary Principals Association found in a survey that two thirds of respondents believed NAPLAN had a negative impact on student wellbeing.

With that in mind, the committee recommended that the Australian Curriculum, Assessment and Reporting Authority (ACARA) monitor NAPLAN results to ensure they deliver targeted funding to schools and students who require support.

Dr Bronwyn Hinz, Policy Fellow at the Mitchell Institute, Victoria University, told Education Matters that some schools and parents have overemphasised the importance of the NAPLAN tests, which she says is not a high-stakes test.

“NAPLAN is a point-in-time test of a just a few, albeit important – subjects which can be compared to the same data collected at other times and around Australia, to help work out, among other things and alongside other data, the effects of different education programs and policies, and the places where additional resources could make the greatest impact.

“NAPLAN does not replace the much deeper, more sophisticated and more frequent formative or summative assessments of student learning done by school teachers, nor does it provide judgement on how “good” a student, teacher or school might be,” Dr Hinz says.

“However, some schools and families add their own high stakes to it, and overemphasise or misunderstand it.”

She says overinflating NAPLAN’s importance had the potential to lead to over preparation at the expense of deeper learning of key subject matter and a rich, broad and engaging curriculum.

Dr Hinz says that while standardised testing has existed in Australia for some time, NAPLAN is the first test where the results of schools in different states could be easily compared and were also available to parents and the public.

In the Education and References Committee’s final report in 2014, ACARA argued perceived unintended consequences were a misconception of what NAPLAN was trying to achieve.

“By way of example, the teacher survey undertaken by Murdoch University in 2012 invited

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participants to respond to statements such as: ‘NAPLAN promotes a socially supportive and positive classroom environment’ and ‘NAPLAN has meant that students have control over the pace, directions and outcomes of lessons in my class’.

“Both of these aspects of classroom environment and curriculum planning are clearly the responsibilities of teachers,” ACARA said.

RESULTS Dr Suzanne Rice, Senior Lecturer in Education Policy and Leadership at the University of Melbourne found in her analysis of the national 2016 report that overall Australian achievement had stagnated.

In a state by state breakdown, ACT topped reading results in each of the assessment groups, which include Years 3, 5, 7 and 9.

The highest achievers in narrative writing were from Victoria, with the state also taking out the top result in all grades in numeracy, except Year 9.

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Dr Rice told Education Matters that the NAPLAN report can’t identify what is happening at a school level, or the reasons behind the general lack of improvement in achievement.

She notes that supporting teacher professional learning, a funding system more tightly targeted to high needs schools, and policies requiring all schools to take a percentage of disadvantaged students would be a good place improve the system.

“I’m not against standardised testing, it’s a question of how you use it,” Dr Rice says.

She says that NAPLAN should be used to identify areas for improvement at a school or system level in areas such as mathematics and spelling, and not as a tool for measuring teacher performance.

“It is a useful tool for policy makers, but its limitations need to be acknowledged by politicians.

This includes using it to identify who is or isn’t a good teacher – at times – performance pay keeps cycling back into educational discussions, and the tests are

“NAPLAN data and the My School website enables schools to compare the results of students at their school against national results for the overall population and for schools with students from the same socio educational backgrounds. This enables schools to determine whether they should be satisfied with the results and/or whether they can do better.”

Robert Randall, ACARA CEO

not designed to evaluate teacher performance,” she says.

Dr Rice expresses frustration at a tendency for educators, the media and governments to compare the results by state.

“It’s frustrating at times, because we know ACT will tend to come out on top, because it has the highest proportion of middle class students. NT tends to come down the bottom – this is unsurprising given much higher levels of student disadvantage… we need to be cautious about attributing results to particular policies, it’s easy for states to say we improved because of a certain policy when there is a range of factors influencing why results have come up or down.”

Dr Rice says that in an age of vast information the mainstream media has a temptation to succumb to simplistic headlines drawing attention to fluctuating results.

“I think the difficulty for the media, is that there

is always this temptation to slide across something that’s simplistic.

“It’s about trying to maintain fidelity to the complexity of what we’re looking at.”

In terms of improving student achievement, she points to the work of education researcher Professor John Hattie, who notes the importance of teachers becoming self-evaluating.

“It’s not just about looking at how a student learns, but how much of an impact you have had as a teacher on your learners.

“Using it to improve planning and practice – what have students learned?...And switching focus to what’s been learned, over what’s been taught and the impact of this.”

Dr Rice calls for a funding system that’s skewed more towards high needs students and schools.

In an article in The Conversation, Dr Rice highlighted research by Rumberger and Palardy, 2005) that found individual student background and diversity of students had an impact on achievement.

(Watson, Louise and Ryan, Chris 2010) also found a higher proportion of public school students came from low socio-economic status backgrounds.

“The other question around funding and the cost of NAPLAN, is whether it is the best use of the money.

Would we be better off to do less standardised testing and put more money into education funding?”

Commenting on the idea of compulsory phonics testing, Dr Hinz says phonics testing is already occurring across the country.

“Teachers are already doing these things. I’m not convinced a 7 or 15 minute quiz of phonics in the second year of school is the best use of limited resources, given that schools already have this information from their own assessments. What we

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need is to put resources into schools to enable them to better support those children that are struggling.”

A NAPLAN ASSESSMENT However, ACARA CEO Robert Randall told Education Matters many schools are very well placed to interpret assessment data – whether it is NAPLAN or school-based assessment data.

He says NAPLAN provides an external, national reference point to assist teachers to make judgements about student achievement and where they can do better.

“In addition, valuable data are used for forward planning, allocating support and resources and tracking the progress and achievements of individual students, as well as an entire group of students, over the course of their educational journey. All NAPLAN reports come with detailed interpretation guides for school leaders, teachers and parents. Individual Test Administration Authorities supplement this information with additional reports.”

He says Governments and school authorities have an important role in supporting school leaders and teachers to develop their skills in analysing data.

“NAPLAN tests are constructed to give students an opportunity to demonstrate skills they have learned over time through the school curriculum, and NAPLAN test days should be treated as just another routine event on the school calendar,” he says.

On the topic of state by state comparisons causing complications, Mr Randall says by comparing national and school averages against agreed national standards, parents and caregivers could better understand if their child is ‘on track’.

“NAPLAN data and the My School website enables schools to compare the results of students at their school against national results for the overall

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population and for schools with students from the same socio educational backgrounds. This enables schools to determine whether they should be satisfied with the results and/or whether they can do better,” Mr Randall says.

“Comparisons can help drive improvement and help ensure all Australian students are achieving important national goals. ACARA encourages stakeholders and policy makers to interpret data beyond simplistic league tables.

“Schools should be compared based on the student population they serve. The Index of Community Socio-Educational Advantage provides a means of allowing fair comparisons. In addition, schools that achieve high levels of gain are identified and should be studied to learn how they achieve their success.”

When asked about targeting disadvantage and funding schools accordingly, Mr Randall says it’s clear that schools are using NAPLAN data to drive improvement.

“At the system level, the National Assessment Program provides school leaders with information about the success of their programs.

“NAPLAN also provides data that can be used to monitor the success of policies aimed at improving the achievement of different student groups, such as Indigenous students or girls and boys. Policy makers are encouraged to look at multiple achievement measures in making decisions. For NAPLAN that means looking at both current year achievement along with growth within and across cohorts.

“The outcomes of the NAPLAN assessments are used to inform future policy development, resource allocation, curriculum planning and, where necessary, intervention programs.”

He says from 2017, federal, state and territory education ministers have agreed that NAPLAN would move online over a three-year period, from the current paper-based tests to computer-based assessments.

“NAPLAN online will provide better assessment, more precise results and faster turnaround of information.

“NAPLAN online will use ‘tailored testing’, which gives students questions better suited to their achievement level, resulting in better assessment and more precise results. The precision and improved timing of the results will help teachers tailor their teaching more specifically to student needs,” Mr Randall says.

“Once all schools are online, ministers can expect ACARA and state and territory authorities to seek further improvement. Such improvement might include broadening the nature of the questions and

the scope of the assessments, resulting in even more authentic assessment of student curriculum knowledge and skills.”

But Mr Birmingham says a mandatory phonics would complement other resources such as NAPLAN to allow for early intervention.

“Well early on is indeed when you expect a number of the very basic foundational skills to be established.

“So in terms of phonics, the learning of the sounds in the alphabet, the 26 different sounds of the alphabet but then the 42 different phonetic letter sounds that are essential to be able to construct words or deconstruct words, for children to work out how to read them as one of the many skills in relation to developing good, sound literacy skills, well they are important things to be developing in that first year or two of a child at school.

“Left until a child is in year three and getting on to being eight or nine, if there are problems that haven’t been identified until then, intervention becomes so much harder and the likelihood is that child is so much further behind.

“That’s why so many dyslexia advocates in particular have been calling for this type of skills check to be put in place at an early level for many, many years because they know that you can get much, much earlier identification, intervention, and therefore assistance to help ensure that the early years of a child’s education are successful which then enables them to be successful for the rest of their schooling.”

Mr Birmingham says the expert panel, which is due to report at the end of April, consists of dyslexia experts, a speech pathologist, a teacher and a principal who’s already applied phonics in his own Victorian government school.

References Copyright (2016) Why NAP. Available at: https://www.nap.edu.au/about/why-nap Copyright, N. (2016) About. Available at: https://www.nap.edu.au/about The Australian Primary Principals Association (2013) Primary Principals: Perspectives on NAPLAN & Assessment. Available at: https://www.appa.asn.au/wp-content/uploads/2015/08/PrimaryPrincipals-Perspectives-NAPLAN.pdf CHAPTER 3 – parliament of Australia (2015) Available at: http://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Education_and_Employment/Naplan13/Report/c03?print=1 (Accessed: 23 February 2017).

Australia, C. of A. (2013) Improving school performance – parliament of Australia. Available at: http://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/ BriefingBook44p/SchoolPerformance Australia, C. of (2013) Improving school performance – parliament of Australia. Available at: http://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/ BriefingBook44p/SchoolPerformance Thompson, G. and Murdoch (2014) ‘NAPLAN, MySchool and accountability: Teacher perceptions of the effects of testing’, International Education Journal: Comparative Perspectives, 12(2).

Government senators’ additional and dissenting comments – parliament of Australia (2015) Available at: http://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Education_Employment_ and_Workplace_Relations/Completed%20inquiries/2010-13/naplan/report/d01#anc1 CHAPTER 3 – parliament of Australia (2015) Available at: http://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Education_and_Employment/Naplan13/Report/c03 Rumberger, R. and J Pallardy, G. (2005) ‘Does Segregation Still Matter? The Impact of Student Composition on Academic Achievement in High School’, Teachers College Record, 107(9).

Wyn, J., Turnbull, M. and Grimshaw, L. (2014) ‘The Experience of Education: The impacts of high stakes testing on school students and their families A Qualitative Study’, Whitlam Institute, .

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TECHNOLOGY // Interactive Learning

Interactive technology in the classroom keeps students engaged INTERACTIVE LEARNING APPLICATIONS HELP TO KEEP STUDENTS INTERESTED IN THE CLASSROOM AND INCREASE TEACHING TIME FOR EDUCATORS, STUDIES SHOW.

Statistics show 57 per cent of children under the age of eight are already using education applications, according to Nielsen’s 2014 Digital Consumer Report.

Education applications include any computer software that allows for teaching or self-learning and can often be facilitated by interactive whiteboards (IWBs) and projectors.

Interactive learning can be a valuable resource for engaging students with their studies.

When used effectively, the devices can incorporate a range of multimedia elements into the classroom, such as text, animations, videos, maps, sound and spreadsheets.

The University of Sydney’s Faculty of Education and Social Work notes interactive whiteboards and projectors have been used in a number of schools as replacements for traditional whiteboards, flip charts and video/media systems.

Introduced in 1991, the interactive whiteboard is a large interactive display that connects to a computer and a projector. The whiteboard emulates the computer mouse and keyboard and is operated by using a special pen, or finger touch, depending on the model.

Interactive whiteboards and projectors can be used for a range of functions, including translating hand-writing into text, carrying out polls and quizzes and using software to capture notes written on a whiteboard.

But what has past research discovered about the devices?

Research published in the British Journal of Educational Technology in 2008 examined past studies looking at focus groups with student teachers and various students.

A number of teachers and students highlighted the fact that good visual resources supported the ‘visual learners’ within the class, and images displayed on such devices were often of better quality than the physical worksheet.

It concluded presentation technologies such as interactive whiteboards and projectors could be used to support teaching for creativity.

The data suggested that the provision of speed, capacity and range enhanced the delivery and pace of the classroom session, while the skill and professional knowledge helped to facilitate the development of pupils’ responses at the interface of the technology.

An analysis by Becta ICT Research in the UK found that interactive whiteboards enable teachers to integrate ICT into their lessons, encourage spontaneity and flexibility and enable teachers to save and print what is on the board, including notes made during the lessons, reducing duplications.

Meanwhile, students resort to less note taking and are able to understand

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complex concepts as a result of a clearer, more dynamic presentation.

According to DIB Australia, EPSON interactive projectors allow for greater engagement through a ‘hands-on’ lesson. These devices allow students to interact with content in real time, with students having the capacity to move digital resources on the board. Teachers are able to annotate materials as they endeavour to respond to questions or clarify aspects of the lessons.

In an editorial, technology giant Hitachi identified five ways that teachers could take advantage of an interactive projector, including more efficient notetaking, interactive presentations to keep children engaged, teaching with a range of mediums and making better use of time in the classroom.

In terms of more efficient note-taking, Hitachi highlighted that showing presentations and information through an interactive projector provided the ability to share the notes digitally at the end of the lesson, reducing the issue of students taking down irrelevant or incorrect notes.

At the same, they noted the interactive projector keeps children engaged by allowing them to explore cities on Google Earth and having the ability to research information online as a group.

Students can learn to a range of mediums by switching between simple tasks on a browser, and make better use of classroom time by sharing presentations and exercises with teachers in advance, reducing the administrative burden on educators.

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TECHNOLOGY // Interactive Learning

Epson enhances learning for Victorian school FROM MULTI-USER INTERACTIVITY TO STUDENT COLLABORATION, EPSON’S LATEST MODELS OF ULTRA-SHORT THROW PROJECTORS HAVE IMPROVED TEACHING FOR VICTORIA’S CHAIRO CHRISTIAN SCHOOL, THE INSTITUTION’S ICT MANAGER SAYS.

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Victoria’s West Gippsland region is home to Chairo Christian School, a co-ed school offering Pre-Kinder through to Year 4.

The school’s Drouin East Junior Campus recently received three EB-595Wi projectors, and the institution’s ICT Manager, Daryl Tate, believes the upgrades have made a significant improvement to the teaching of Prep and Year 1 classes.

Daryl says Epson’s high quality brand of projectors has seen the school recently install 30 projectors at its Packenham, Drouin East and Leongatha campuses.

The models include the EB-585W, EB-585Wi, EB-595Wi, which were installed by Save Time Visuals Senior Integration Consultant, Jakob Malinovsky.

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With more than 10 years’ experience installing audio visual equipment, Jakob says ultra-short throw projectors reduce costs for schools and are ideal for interactive presentations.

He explains that the EB-585W displays images only, while the EB-585Wi offers pen interactivity and the EB-595Wi offers finger and pen interactive capabilities.

“Either the student is working interactively with a pen, or with the other model they can use their pen and finger,” Jakob says.

“Epson’s three projectors provide an attractive option due to the size of the screen, so it projects to a normal whiteboard, but you don’t have to have additional infrastructure.”

“They are eager to be involved and engaged with the lessons, and being able to display multiple sets of information keeps the learning happening without long delays of deleting old information.”

Chairo Christian School ICT Manager, Daryl Tate.

Daryl says upgrading to a finger touch model enables all children to participate in activities on the board easily.

“The Epson EB-595Wi projectors have a clear and bright image that is readable across the whole room in normal daylight conditions,” Daryl says.

“They are eager to be involved and engaged with the lessons, and being able to display multiple sets of information keeps the learning happening without long delays of deleting old information,” he says.

Daryl explains the projectors are used on a dayto-day basis in calendar exercises at the beginning of the day, which leads to a clock activity allowing students to develop a sense of time, past, present and future.

“Birthdays are a lot of fun as we can look forward as a group to share the momentous occasion with a song.

“Students will read the numeral and number word versions of a number, counting, sequence and measurement activities. Alphabet recognition, phonics and high frequency words exercises are also routine uses.”

It complements the use of iPads in group work, where the output of the application can be shared wirelessly to the projector, Daryl says, which further enables classroom sharing and discussions.

“We use the Teacher Notebook to display interactive activities, music, picture searches and internet use while using the interactive projector as the ‘mouse’.”

He says all staff members are enthusiastic about Epson’s interactive projection systems.

“They are sharing tips and resources to improve classroom engagement and reach the wide spectrum of learning types within each classroom.

“Overall we are very impressed with the continued improvements in the technology which gives significant benefits to the modern classroom.”

Jakob explains that Epson’s unique product also means no additional software is required, as the technology can be installed simply by plugging it into a laptop or desktop computer.

“The lamps are also very low cost. Schools are

running long hours, and most of the time if they’re changing lamps, it’s a very big consideration.”

According to Epson, the company’s low-cost lamps offer up to 6,000 hours lamp life in ECO mode, which is defined as low power mode, a mode used to reduce energy consumption.

Jakob says compared to older projectors Epson’s current models use ultra-short throw projection, which means the projectors are installed in closer proximity to whiteboards, improving the quality of the display.

Ultra-short throw projectors use special lenses so they can be mounted only inches from the presentation, Jakob says, which means they are ideal for interactive presentations as there is no risk of projector light shining in the eyes of teacher or student.

Jakob says another main feature of the projector is widescreen functionality, which increases the width of the display.

He says the devices feature multi-user interactivity, meaning teachers and students can annotate at the same time, offered in both the EB585Wi and EB-595Wi models.

Another advantage of the device on the EB-585W is brighter images, Jakob says, with up to 3,300 lumens white brightness and colour brightness.

Images this bright mean they are highly visible in high ambient light conditions, such as those in the middle of a sunny day with blinds and curtains open.

Epson’s three models of ultra-short projectors also feature 16W built-speakers, which have built in

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audio with the capacity to fill the room.

Modelled as bring your own device technology, the projectors cater to 21st century learning practice of teachers using their own personally owned devices in the classroom, including laptops, tablets and smartphones.

All models offer advanced networking capability, allowing the devices to be monitored, controlled and presented from a remote location.

Each device also allows for up to 50 devices to connect to the projector, combined with a moderator function which can be used to manage and control images displayed on the screen.

All models incorporate a classroom friendly design, as ultra-short projectors are designed to blend in with office or classroom surroundings, even when wall mounted. The setting plate and cable cover keep cables out of sight.

Both the EB-585Wi and EB-595Wi feature SMART NotebookTM software, which provides an enhancement to classroom learning by facilitating student collaboration and game-based learning software.

Jakob says feedback from teachers in information sessions showed the interactive features of the projector technologies freed up teacher’s lesson times by up to 35 per cent.

“They don’t have to jump between laptop to whiteboards. You do everything from the projector; you don’t have to use your laptop in a lesson.

“One of the advantages of Epson is you’re doing everything with your mouse or laptop touchpad.

You’re whiteboard becomes interactive, so you don’t have to purchase a separate device.

“What Epson did is they combined everything into one, so you only need a basic whiteboard to go interactive.”

Product information site: www.epson.com.au/products/projector/EB-595Wi.asp

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TECHNOLOGY

Technology in the classroom: a balancing act LAPTOPS, IPADS AND SMART PHONES ARE UBIQUITOUS IN SOCIETY, BUT WHAT ROLE DO THEY PLAY IN THE CLASSROOM? CENTRAL QUEENSLAND UNIVERSITY SENIOR LECTURER DR MICHAEL COWLING ARGUES A BALANCED APPROACH IS NEEDED TO TRAIN STUDENTS FOR THE FUTURE.

Remember the halcyon days of the 70s and the 80s? It was a simpler time, kids could play outside without fear until twilight, dinner was always a meat and three veg, and packing lunch meant finding whatever was in the fridge and sticking it in a paper bag!

Technology was simpler back then. We had some interesting devices, but every device had a single purpose, and the purpose was clear. The phone was tethered to the wall with one of those twisted cords and was clearly for phone calls, and the Nintendo (or Atari!) was under the TV, only for video games, at least until dad got home and took over the TV to watch the evening news!

Not so these days, where every technology has multiple purposes. The Nintendo under the TV now accesses the internet and watches YouTube videos, the phone is in your pocket and is used

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more for Facebook and Instagram than phone calls, and dad gets his news from his tablet, which also doubles as a video player/newspaper for his daily commute.

This is true for school too, where technology has become ever more complicated. No more TV wheeled into the classroom for a quick Friday afternoon movie, today every kid (especially in a one-to-one school) has an iPad stashed in their tidy tray, and access to a wealth of videos, apps and information at their fingerprints. Research in the UK (Webmaster, 2013) actually identified that this sense of personal ownership was one of the key components of iPad adoption in school, with students and teachers indicating that having their own iPad was important to allow them to continue tasks at home and learn to learn independently.

So, in this world of technology ubiquity, how do we handle technology in our primary schools?

Whilst perhaps some of us would love to leave the iPads in the tidy trays and lock them up, the reality is that technology is a part of our everyday lives when we enter the workforce, so we need to train our students on how to use it. Kids don’t have iPads in class because they prefer them (although many probably do!), it’s because we need to train them on these devices, just like we train them on a pen or to read an encyclopaedia.

The key therefore becomes striking a balance for students on how they use technology.

Students should understand when technology can enhance their learning, and what the technology can do for them. Just like they learn when to go and look something up in a book, students should understand how to appropriately use the

Products such as the Google Cardboard Virtual Reality headset, and apps such as the Augmented Reality National Museum app, make it possible for students to enter other worlds, and to seamlessly bring digital objects into our world, providing classroom experiences that would have been unheard of 30 years ago.

technology put in front of them. In this way, we are setting them up to be good digital members of society.

Indeed, a study conducted by the Victorian State Government Department of Education & Training in 2011 identified that iPads in schools had a greater effect for primary schools and special education schools than secondary schools. They also identified that the iPad as a device has functionality and features that enhance its use as a learning tool, but that ultimately it’s just a device, just another resource, and that quality teaching is the factor that enables the iPad to be used effectively.

This means that we also need to make sure we train the teachers about technology. Unlike the 80s, there shouldn’t be “computer time” in the classroom, the technology should be built into everything students do, just like it is when they become adults. This means we need to put pedagogy before technology, and think about how our classroom lessons can be enhanced with technology, rather than think about how technology can be shoehorned into our classroom.

Whether it’s basic english, mathematics, social science, or physical education, there are plenty of opportunities to integrate technology into a standard classroom lesson. From digital storybooks, to geoboards that allow students to construct abstract shapes, to interactive history simulations or health awareness software, there are apps for all aspects of primary school teaching (Kaufman, M, 2010). If you start with the pedagogy, particularly those areas that you often think students need more interaction or visualisation, you can usually find an app to support your lesson, enhancing it for the students.

And beyond these simple replacement style apps, technology also allows students to do some amazing

work that takes them our of the classroom and into new worlds, with new adventures. Products such as the Google Cardboard Virtual Reality headset, and apps such as the Augmented Reality National Museum app, make it possible for students to enter other worlds, and to seamlessly bring digital objects into our world, providing classroom experiences that would have been unheard of 30 years ago. My own research work as an example, demonstrates the ability to use Mixed Reality with a combination of digital and physical devices to provide skills training to paramedics, and build better mental models of computer networks for computer scientists – and that’s only the beginning!

And before you suggest that students could do this just as well without technology (they do have geoboards in real life, as well as computer networks!), remember that what we are looking for here is a balance between technology and “real life”, as well as a chance to train students for their future. So sure, crack out the geoboards on the classroom mat, but also show the students the app – with luck they’ll use both, and you’ll give them twice the exposure they had before!

Unfortunately, it’s no longer the 70s, and the world has certainly moved on. However, just like back in the 70s, we can learn how to use the tools of the time to help enhance outcomes for our students.

Whilst technology today is more multifaceted than ever, this doesn’t mean it can’t be a useful part of our classroom, as long as we put pedagogy before technology and strive for a balanced approach that trains our students for the future.

At least then when you see them on their daily commute in the future, engrossed in their news on their tablet, you know they were well prepared!

References Webmaster, B. (2017) 2013 conference – what was it all about? Available at: http://www.belf.org.uk/2013/07/01/primary-schoolsand-ipads-what-does-the-research-say/ Victorian Department of Education & Training (2011) IPads for Learning Trial. Available at: http://www.ipadsforeducation.vic.edu.au/ ipad-student-trial/lessons-learnt mkaufman, ip. in S. (2010) Apps for elementary school. Available at: http://www.ipadinschools.com/ipad-apps-for-elementaryschool/ Cowling, M. (2016) Mixed reality research lab. Available at: http://www.mixedrealityresearch.com

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Dr Michael Cowling is an information technologist with a keen interest in educational technology and technology ubiquity in the digital age, with respect to the use of mixed reality in skills training, the changing technology culture in education, and the specific needs of students from non-English speaking backgrounds. He is currently a Senior Lecturer in the School of Engineering & Technology at CQUniversity Australia.

Dr Cowling is currently a partner in an OLT Innovation and Development grant and is the recipient of 3 CQUniversity Learning and Teaching grants related to teaching technology. He is a recipient of an Australian Government Citation for Outstanding Contribution to Student Learning, is a three-time recipient of a CQUniversity Learning & Teaching Award, and gained a CQUniversity Student Voice Commendation for his teaching practice in 2014. He is a regular contributor to media outlet The Conversation and is also a regular contributor in Australian radio and print media on the topics of Educational Technology and Technology Ubiquity.

Dr Cowling has a passion for the practical application of technology in the classroom, with a focus specifically on not just bolting technology onto a classroom setting, but instead investigating how technology can be weaved into the pedagogy of a classroom setting. Living by the mantra “pedagogy before technology”, Dr Cowling works to help teachers and academics to innovate with technology to improve their students motivation and learning outcomes, leveraging technology as a tool to improve the overall education process, not a another resource that will gather dust in the corner of a classroom.

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TECHNOLOGY

IT Refresh Cycles: what is your school’s strategy?

TECHNOLOGY IS CONSTANTLY EVOLVING AND ADVANCING IN LINE WITH GLOBAL MARKET TRENDS. SCHOOLS ARE A PRIMARY DRIVER OF ADOPTING TECHNOLOGY, ENSURING THEY REMAIN COMPETITIVE IN THEIR BID TO INCREASE STUDENT ENROLMENTS.

It is important for schools to have a strategy in place to transition and maintain new technologies.

Acer Computer Australia can work with your schools stakeholders to ensure you remain at the cutting edge of technology when delivering your schools learning methodology and leave the “behind the scenes” requirements to us.

Changing technology in terms of class room devices for staff or students is one component of the IT landscape in a school. The other is a term we may be familiar with called, “life cycle management”, which when planned effectively can offer cost savings, reduce resource burdens and eliminate waste costs, helping to ensure schools contribute to sustainability and recycling

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initiatives as good community citizens.

Technology advances at a fast pace, and any changes should be made in line with ensuring digital technologies are used to enhance the quality of education and learning outcomes, not just for the sake of change.

Many technologists believe the average lifespan of a staff or student device is between two and three years. Yet many educational institutions still don’t plan around device lifecycles in a structured way, resulting in longer refresh cycles due to budget limitations. But a wellstructured plan can help maximise the usable life of a digital tool, while reducing the amount of overhead required to do so.

Refreshing devices in a school is not without its challenges, which is why we are methodical in our approach, and all service deliverables can be customised to your school’s unique requirements.

Lifecycle management can typically be categorised in four key stages; procurement, deployment, management and end of life.

Procurement involves pre-planning, including buyback programs to repurpose existing capital, while deployment includes an organisation’s installation, integration and configuration of products.

The final two stages involve ongoing managed services and end of life solutions, which range from recycling and disposal to data destruction. With this in mind, Acer Computer Australia has developed a strategy to help schools develop a plan for the transition of their hardware.

Technology upgrades are important for any school, and at Acer we plan to accommodate for such an event, as well as units that come out of warranty and lease. Our Lifecycle management services allow for seamless transitions and can be used to forecast requirements and hardware supply.

There is no cookie cutter approach, and at Acer our staff recognise that each schools has its own unique requirements and that we need to be able to cater for flexibility in our processes. We also recognise the need to plan for contingencies. It is these specific elements of service which are critical and set Acer Computer Australia apart in its approach. We believe close and effective communication with the schools’ designated Technology Team and Financial stakeholders’ needs to be relatively flexible to support changes without compromising the project milestones or costings.

Refreshing devices in a school is not without its challenges, which is why we are methodical in our approach, and all service deliverables can be customised to your school’s unique requirements.

From specific installation services to data migration, the list goes on. We can cater for after-school hours for installations, or weekends and school holidays.

Our services cover everything from devices to servers, networking infrastructure and even point of

Many technologists believe the average lifespan of a staff or student device is between two and three years. Yet many educational institutions still don’t plan around device lifecycles in a structured way, resulting in longer refresh cycles due to budget limitations.

sale equipment for your canteen. We can even offer warehousing for staged deployments.

Our Configuration Centre is capable of processing over 500 units concurrently, this can deliver huge efficiencies, reduce double handling, additional logistics and eliminate time consuming steps when products are delivered to the school. We can structure a pre-deployment plan which ensures devices are delivered with image loads completed, pre-configuration to your schools domains and asset tagging completed before even reaching the school.

Acer can also assist schools in reducing the carbon footprint by providing an e-waste and asset re-use service across a range of commodity types, including mobility style devices such as laptops and desktop monitors, to name a few. We can co-ordinate the separation of assets into e-waste and re-use the units for re-sale. We then arrange the logistics to ensure old units removed from the school promptly and with minimal fuss. We can arrange for assets

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to go through an e-waste processes and provide data destruction certificates upon processing which confirm the recycling conducted.

Alternatively, if the units still hold market value, we can data sanitise them and resell the units, providing the profits back to schools. These funds can be used to offset the costs of your technology refresh.

Acer respects Privacy Laws and understands schools have a duty of care toward its student community, which is why we can erase all data onsite before it leaves the schools premises.

Our recycling initiatives typically see 90 per cent of the weight re-entering the commodity markets in the form or steel, plastics, semi-precious metals and precious metals. We typically recycle over a million kilograms of e-waste per year.

Should you have questions around the content in this editorial or would like to explore a discussion in greater detail please reach out to our Education Team at: education.aca@acer.com

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SPOTLIGHT ON MUSIC

The importance of offering quality music education in schools DR ALEXANDER HEW DALE CROOKE, POSTDOCTORAL RESEARCH FELLOW AT THE UNIVERSITY OF MELBOURNE, ARGUES WHY QUALITY MUSIC EDUCATION IS CRITICAL TO CLASSROOM ENGAGEMENT AND ENHANCED WELLBEING.

Support for the place of music in schools has grown in recent times. Not only have researchers produced an ever-increasing list of studies exploring the benefits of musical participation for students, but policymakers have – for the first time in decades – offered support through advocacy statements and curriculum integration (Stevens & Stefanakis, 2014). Yet, for all of this encouragement, schools are ultimately left to decide for themselves if and how music provision will take place in their schools. While this autonomy offers freedom, leadership must balance this notional encouragement for fitting another activity into their busy timetables with continued pressures to perform in standardised testing.

In this article, I outline some of the main reasons that music education can be beneficial for a school community.

music instruction, and who have access to quality resources, for example instruments and spaces, as well as ongoing support and professional development.

Alongside this conceptualisation, the DEST also uses terms such as equity and accessibility to state the necessity for provision and teaching which reflect the needs of students and the nature of music in the 21st Century. This less technical view aligns more closely with increasing calls for music provision which promotes equality and social justice (Butler, Lind, & McKoy, 2007). At the most basic level, this can be understood as equal access to music education which integrates contemporary musical styles, music technology, and internet-based marketing and dissemination

WHAT IS A QUALITY MUSIC EDUCATION? To begin this discussion, we must first establish what is meant by quality music education. The Department of Education, Science and Training’s (DEST) comprehensive national report offers some markers (Australian Government, 2005). These include the competency and confidence of teachers, and the subsequent standard of technical proficiency and depth of knowledge gained by students. Simply put, this can be understood as providing programs that enable students to both appreciate and play (or sing) music at a high standard. In practical terms, this means having programs delivered by teachers that are themselves sufficiently trained in

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inherent to the global music industry of today.

What links both these positions is the idea that quality music education must, first and foremost, engage students. Research has repeatedly shown that this engagement is key to affording the benefits of musical participation: whether this is developing musical skill or promoting development in other areas, studies suggest that if students are not engaged in a music program then the benefits remain elusive (Hallam, 2010; Rickard, Bambrick, & Gill, 2012).

WHY IS A QUALITY MUSIC EDUCATION IMPORTANT? The reasons for which quality music education is important in our schools are

numerous. Most commonly, these reasons are articulated as benefits in three categories. These include the intrinsic, or musical benefits linked to the joy, expression and satisfaction of musical participation; extrinsic, or non-musical, benefits in areas such as cognitive and academic development; and the extrinsic, or non-musical, benefits for social and emotional development (Gill & Rickard, 2012).

Yet, for several reasons which are beyond the scope of this article, these groupings have been labelled problematic (Bowman, 2007; Stewart, 2007).

Subsequently, some scholars suggest moving beyond these categories, and looking more broadly at how quality music education can play a positive role in the lives of our students, and our society more generally (Crooke, 2016). In this way, the reasons for quality music education can be easily recognisable, while remaining deeply profound.

SUPPORTING SCHOOL ENGAGEMENT Connected to these topics is the ability for musical participation to promote school engagement. Having a quality music program can help musical students, who otherwise feel unable to connect to a school’s academic or sporting culture, feel like they too are able to make a positive contribution to, and feel a part of, their community. Here, quality is important, as tokenistic programs can potentially make these students feel like their interests or skills are not valued by the community.

However, potential for engagement extends beyond those who are already musically inclined. In our own research, we have found musical participation can promote engagement across entire class groups, or even whole-school populations, in at least four distinct areas: “Engagement in learning”, “Peer Engagement”, “Increased connection between different members of the school community”, and “Community Engagement” (McFerran et al., 2017).

Unpacking any one of these provides strong justification for quality music education, yet the one that has received the most attention in media, policy and research spheres, is engagement in learning (Schellenberg & Winner, 2011). Yet, I would argue that the emphasis in this area is often misplaced. Most have heard of the Mozart Effect, or the idea that “music makes you smarter” (Vitale, 2011). More specifically, many claim learning or listening music can increase cognitive function or improve academic performance in other areas; claims that remain highly contested

ENGAGEMENT IN FOUR KEY AREAS Engagement in learning: Allowing students to experience positive experiences in a classroom setting, and engage in the act of learning.

Peer engagement: Facilitating connection between different students by providing opportunities to get to know and trust each other through group musical experiences.

Increased connection between different members of the school community: Allowing members of the school community to interact and form connections outside of traditional authoritybased hierarchies.

Community engagement: Opportunities to connect with local community through performances or musical collaborations.

by the leaders in this field (Mehr, Schachner, Katz, & Spelke, 2013; Schellenberg, 2011). What researchers and educators are much more sure of, however, is the ability for musical participation to engage students in the act of learning. This is achieved either by providing positive educational experiences which can promote willingness or confidence to engage in other classes, or by making content culturally relevant or meaningful by contextualising it in musical terms.

Linked to the above point is arguably the most compelling form of engagement: the mere act of attendance. Many studies report music programs as responsible for keeping students at school, particularly those at risk (McAnally, 2016). This is sometimes because music programs provide an alternative to more traditional forms of school participation, other

times it’s because the students feel music is more relevant to their everyday lives than other subjects (Karkou & Glasman, 2004). In these case, access to music education can be the difference between a student completing school or not.

Again, quality is crucial here. Each of the four types of engagement identified in our research are linked to different program delivery approaches (McFerran et al., 2017). This means both students and facilitators are required to take on certain roles and responsibilities for engagement to occur.

IN A NUTSHELL There are many benefits which lend credence to the place of music education in our schools. This article has aimed to show that these can be conceptualised in a way that goes beyond the well-worn categories of “music for music’s sake”, promoting wellbeing, and improved performance in other subjects. Indeed, these are all possibilities, but the argument is made here that underpinning each of these are the fundamental imperatives of building engagement, respect, and understanding. If each of these are addressed, then the others are likely to follow. Music provides a unique way to address all of the above.

Yet, like any subject or area of school life, without taking the time and effort to ensure that it is taken seriously, music education is at risk of being nothing more than a subject which provides other teachers release time. We must invest in quality programs to ensure that our students, and our society as a whole, can benefit from what this important and valuable subject has to offer.

References Stevens, R. S., & Stefanakis, M. (2014). Filling the Gaps: What Research is Needed to Assist with Music Education Advocacy in Australia. Journal of Music Research Online, 5, 1-13.

Australian Government, DEST. (2005). National Review of School Music Education: Augmenting the diminished. Canberra: Department of Education, Science and Training, Australian Government.

Butler, A., Lind, V. L., & McKoy, C. L. (2007). Equity and access in music education: Conceptualizing culture as barriers to and supports for music learning.

Music Education Research, 9(2), 241-253.

Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269-289. doi:10.1177/0255761410370658 Rickard, N. S., Bambrick, C. J., & Gill, A. (2012). Absence of widespread psychosocial and cognitive effects of school-based music instruction in 10–13-yearold students. International Journal of Music Education, 30(1), 1-22.

Gill, A., & Rickard, N. (2012). Non-musical benefits of school-based music education and training. In S. N, Rickard & M. K (Eds.), Lifelong engagement with music: Benefits for mental health and well-being (pp. 57-72). Hauppauge NY, United States: Nova Science Publishers, Inc. Bowman, W. (2007). Who is the “We”? Rethinking Professionalism in Music Education. Action, Criticism & Theory for Music Education, 6(4), 109-131.

Stewart, P. (2007). The true intrinsic value of music study. The American Music Teacher, 56(5), 4-5.

Crooke, A. H. D. (2016). Extrinsic versus intrinsic benefits: Challenging categories used to define the value of music in schools. Voices: A World Forum for Music Therapy, 16(2).

McFerran, K. S., Crooke, A. H. D., & Bolger, L. (2017). Promoting engagement in school through tailored music programs. International Journal of Education & the Arts, 18(3), 1-28. Retrieved from http://www.ijea.org/v18n3/ Schellenberg, G. E. (2011). Examining the association between music lessons and intelligence. British Journal of Psychology, 102(3), 283-302. doi:10.1111 /j.2044-8295.2010.02000 Karkou, V., & Glasman, J. (2004). Arts, education and society: The role of the arts in promoting the emotional wellbeing and social inclusion of young people. Support for Learning, 19(2), 57-65.

McAnally, E. A. (2016). Middle school general music: The best part of your day. Lanham, Maryland: Rowman & Littlefield.

Mehr, S. A., Schachner, A., Katz, R. C., & Spelke, E. S. (2013). Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment. PloS one, 8(12), e82007. doi:10.1371/journal.pone.0082007

Vitale, J. L. (2011). Music makes you smarter: A new paradigm? Perceptions and perspectives from four groups of elementary education stakeholders. Canadian Journal of Education / Revue canadienne de l’éducation, 34(3), 317-343.

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PRINTING

Printing VS digital: a comparison of learning outcomes DO STUDENTS LEARN BETTER FROM READING A SOFT COPY OR PRINTED VERSION? SOME RESEARCH SUGGESTS THE LATTER.

Some students learn more from print than they do from reading content digitally, according to author Naomi S. Baron in research published in her 2015 book – The Fate of Reading in a Digital World.

Ms Baron’s research looked at 429 university students from the USA, Japan, Germany, Slovenia and India, with interviews conducted between 2013 and 2015.

Students in the study reported that print was aesthetically more enjoyable, making comments such as “I like the smell of paper” or that reading in print is “real reading”.

The students also noted the print copy gave them a sense of which chapter they were up to, so that they could “see” and “feel” where they were in the text.

Other results found print was also easier on the eyes and less likely to encourage multitasking.

So which one yields better results?

According to a study published in the International Journal of Education Research in 2013, students in Norway scored significantly better on reading comprehension than students who read digitally. The study, Reading linear texts on paper versus computer screen: Effects on reading comprehension, looked at 72 Year 10 students from two different primary schools. The students were placed into groups, where one group read two texts (between 1400-2000 words) in print, and the other group looked at the same texts in PDF format on a computer screen. Another study, published in the journal PLoS One, found participants scored the

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same on print and digital. The study, titled: Subjective impressions do not mirror online reading effort: concurrent EEG-eyetracking evidence from the reading of books and digital media, measured young and elderly adults reading short texts on three different reading devices, including a paper page, e-reader and tablet computer. Another study,

by Anne Mangen of Norway’s Stavanger University, found in 2014 that print readers were better at reconstructing the plot sequence of a short story by Elizabeth George. Half of the 50 readers read the 28-page story on Kindle, and half in a paperback format, with readers then tested on elements of the narrative, including objects, characters and settings. Similarly, a 2003 study conducted at the National Autonomous University of Mexico, found nearly 80 percent of 687 surveyed students preferred reading text on paper instead of a screen in order to “understand it with clarity”.

While print remains a popular choice, keeping costs down is still a priority for schools across the country. Griffith University on its Sustainable Initiatives webpage suggests minimising the distribution of hard copy documents, redesigning paper forms to use half a sheet of paper and creating double-sided forms, and using word template forms to avoid the cost of pre-printed forms that may date. They suggest using electronic versions for policies, technical manuals, employee directories and job postings.

Other organisations, such as Epson, have however endeavoured to reduce costs in the delivery of new office printers. Epson’s WorkForce Pro RIPS was built for organisations that prioritise low running costs. Epson’s new WorkForce Pro R5000 and R8000 Series printers can deliver up to 75,000* printed pages in both black and colour before the ink needs replenishing, equating to 150 reams of paper. Four compact ink supply bags reduce the impact on the environment and save time, while inkjet printers such as Epson’s Workforce models use no heat in the printing process, reducing power consumption by up to 80 percent when compared to laser printers. *WF-R8590 only

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SCHOOL MANAGEMENT

Why Sentral Education?

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THE COMPLETE SCHOOL INFORMATION SYSTEM • We produce great software for school administration, integrated into a system that gives you control of your data.

• Sentral software delivers the information you need wherever you are, because we’re from education and we understand how you work.

• We know that your school is unique, so you can configure Sentral to work the way you do.

• We know you are expert teachers and school leaders, so we have a support team waiting to help you with the tech stuff if you need it.

Sentral School and Student Management software is a suite of interrelated modules, accessible on Internet-enabled devices.

Web-based and fully scalable, Sentral provides flexibility and ease of use.

Staff have ready access to relevant data that informs teaching and learning as well as student and school administration, through a comprehensive suite of thirty six modules organised in eight categories. Integrated data reduces redundancy and replication, saving staff valuable time and making it available to all that need it. The student and parent portals also provide 24/7 information.

The Sentral solution addresses the data demands of today and into the future.

Sentral is a premium end-to-end, school and student management software solution.

Designed for web first, it’s available anywhere, anytime and on any device.

Designed by teachers for teachers, Sentral is a mature and proven solution that is trusted by over 1,800 schools in Australia. Sentral Pty Ltd is 100% Australian owned and operated.

Sentral is a suite of integrated modules encompassing*: • Enrolment • Administration • Attendance • Communication • Scheduling

• Assessment • Wellbeing • Finance • Learning • Student and Parent Portal

*Sentral integrates with and has importers for over 60 third party and corporate administration, finance, timetable, wellbeing, learning management and other related school systems for data exchange and migration.

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SCHOOL MAINTENANCE

Carpet care IN TODAY’S FAST-PACED SOCIETY, CLEANING IS RESTRICTED TO TIGHT SCHEDULES, WHATEVER THE DAY, WHENEVER THE TIME, AND THIS HAS HAD A DIRECT IMPACT ON CLEANING TURNAROUND TIMES.

To deal with these time constraints, the carpetcleaning paradigm has shifted. The focus is no longer on cleaning stains after they occur; rather a proactive approach to maintaining carpet appearance and cleanliness has developed instead. This involves preventative maintenance measures such as dry vacuuming and interim cleaning with the use of carpet cleaning equipment.

Tennant’s innovative ReadySpace® Rapiddrying Carpet Cleaning Technology cleans and dries carpets in under 30 minutes. This minimises area closure times and allow for the removal of soils before they become embedded in the carpet fibres. Carpets remain cleaner over time, last longer and extraction is required much less frequently.

Tennant also provides a complete line of vacuums for daily carpet maintenance. Tennant’s vacuums are durable and versatile with heavyduty, cordless, wet-dry, backpack and wide-area vacuum options available. Most of our vacuums

are also available with HEPA filtration systems to maintain indoor air quality and certified by the Carpet and Rug Institute.

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FURNITURE & EQUIPMENT

At Woods, we’re for flexible learning EDUCATION IS OF THE UTMOST IMPORTANCE, NOT ONLY FOR THE CHILDREN OF TODAY, BUT ALSO FOR OUR ENTIRE WORLD TOMORROW.

This belief has driven our team, for over half a century, to study how children learn – from a behavioral, ergonomic and cognitive perspective – and to develop furniture that is flexible, adaptable and stimulating. Our product range positively enhances the educational environment, ensuring our children are reaching their full learning potential.

We offer an extensive range, service and support to education facilities across Australia. Our support and services commence with the initial contact or enquiry and continue years down the track with our valued Woods clients. We provide professional advice on how to integrate best practices into the learning environment, which in turn inspires education and allows students to perform better in a flexible and stimulating setting. We are proud to say we take a “hands on” approach, with our people travelling all over Australia to work with educators, architects and specifiers to design and provide the best possible learning and teaching outcomes.

Woods is committed to Australian manufacturing. Whilst many of our competitors have chosen to use imports as the key source of their furniture supplies, our company remains Australian owned and continues to manufacture our award winning, innovative furniture right here in Australia, as we have done since 1953.

By investing in CNC machinery and hightech equipment, Woods has the technology to produce the majority of the components for its broad furniture range in house. Additionally, having our own extensive warehousing facility, teamed with strong alliances with locally-based transport companies, Woods has the resources to meet customer expectations and requirements by delivering our products anywhere throughout Australia in a timely manner.

At Woods, not only are we committed to providing inspired and flexible learning environments, we are also passionate about

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providing a better world for future generations.

At our factory we have adopted processes of utilising solar power, harvesting rainwater, waste minimisation, resource conservation, recycling and sustainable manufacturing decisions and processes. It is this consideration that sets us apart and this is the contribution we are making to the world of tomorrow.

Our products are GECA certified (Green Tick).

This provides our customers with the confidence that our products meet environmental, human health and ethical impact criteria. Additionally, all Woods products are VOC Emissions Certified and contain no volatile compounds or carcinogens that cause chronic irritation to children. Naturally, Woods considers this an important factor when developing furniture that will be used daily by many children.

Additionally, we proudly manufacture our products to the highest quality standards, of AS/NZS 4610, ensuring our products meet the demands of classrooms today and well into the future. We back this promise with a 10-year warranty on the entire Woods range.

By implementing best practice in management control, business practices,

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operation performance, communication and coordination Woods achieved an ISO 9001 accreditation. Ensuring we maintain a consistent level of service and product delivery throughout the company.

With our own in-house research and development team, Woods is constantly expanding and refining its line of products to ensure we keep providing current furniture designs, relevant to today’s complex learning and working environments. Our strategic partnership with VS, a German company, arguably the world’s best designer and producer of ergo-dynamic and flexible school furniture, ensures Woods is always at the forefront when it comes to innovation and design within the Australian education system. By incorporating our design philosophy with products that are produced to the high Australian and New Zealand Standards, in an environmentally sustainable way, we are creating furniture that not only enables students to reach their full learning potential, but also contributes to a better future for them and the planet in which they live.

Visit www.woodsfurniture.com.au for more information.

At Woods, we believe that education is of the utmost importance – not just for the children of today but for our world tomorrow.

This belief has driven our team, for over half a century, to study how children learn – from a behavioral, ergonomic and cognitive perspective – to develop furniture that is flexible, adaptable and stimulating.

It’s this philosophy that inspired our innovative Hokki Stool.

An intelligent ergo-dynamic stool designed to improve motor and muscular-skeletal development of growing children.

To find out more about our innovative range of educational furniture visit woodsfurniture.com.au or call 1800 004 555.

We’re for flexible learning

MAKING THE GRADE

Educational leadership in practice EDUCATIONAL LEADERS NEED TO HAVE VISION, MAINTAIN RELATIONSHIPS AND MORAL PURPOSE IN A STATE SCHOOL’S SYSTEM WHERE SCHOOLS ARE DYNAMIC AND CHANGE IS CONSTANT, WRITES BRONWYN JOHNSTONE, PRINCIPAL OF CAPALABA STATE COLLEGE.

Bronwyn Johnstone is the College Principal at Capalaba State College, a P-12 College in the Redlands, Queensland. She also leads an Early Childhood Development Program, a Positive Learning Centre and Alternative Education Provision – amounting to a total of five schools under her leadership.

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“An authentic faith always involves a deep desire to leave this earth a better place then we found it.”

(Pope Francis, 2016) This article will articulate and defend, my own perspective on educational leadership, and argue how it plays out in practice. “Leaders in today’s world must make every attempt to adapt to change in a manner that incorporate specific skills….

Flexibility is a key factor in our lives. The most important thing to keep in mind is that the end goal of all our efforts is to provide our students the best academic and safest learning environment possible, with the resources we have (Jacobs & Langley, 2006, p. 2). My leadership has been influenced by the educational environment as well as the academic traditional and current perspectives.

Leadership in practice, like leadership theory, has evolved over time in response to employee demands, global influences and government persuasion (Schoen & Fusarelli, 2008). Initially, Taylor identified the “organisation of work being the sole prerogative of management” (Stoney, 2001, p. 33) and there was clear delineation between the work of the leader and the worker.

Taylor’s style opposed teams and innovations, and valued consistency and compliance not creativity and efficiency (Reason, 2015). Similarly, classic management theory endorsed the corporate industrial structure as the model for educational administration (Tyack & Hansot, 1982) which rejects collaboration and endorses procedural efficiency.

While the top down approach may have worked for early manufacturing, it does not support the environment required for 21st Century schooling (Schoen & Fusarelli, 2008).

Carnegie Council on Adolescent Development called for a more collaborative approach to leadership to deliver revised Teaching and Learning for 21st Century society. In the same way,

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collaboration is seen as a strength of the feminist approach to leadership where “women encourage participation, share power and information to enhance other people’s self-worth, and get others excited about their work” (Sinclair, 2014, p. 22).

The feminist perspective no longer demands a radical response to gender but rather challenges the leader to reflect on the makeup of their workforce and consider how they can nurture the conditions required for collaboration (Wallin, 2015). Similarly, Greenfield (1980 p 30) notes that organisations “are the consequences of human action” where “people can do many things and that one thing can be built upon another.” The move away from independent teaching to collaboration mirrors the leadership ontology from Classic Management to Feminism.

As the educational environment changes, so too does our thinking, leadership, its qualities, traits and behavior continues to be a contested field (Burns, 1978). Each leader and follower will have their own perspective on what makes a good leader and what good leaders do. My perspective continues to evolve as I work and lead in the educational domain.

My current perspective on education leadership incorporates a number of elements, but ultimately focuses on working with others to ensure the best outcome for all students and therefore leaving the earth a better place.

“There is no particular style of leadership that can be considered universal” (Amanchukwu, Stanley, & Ololube, 2015), “a good or effective leader inspires, motivates and directs activities to help achieve group or organizational goals.”

“Authenticity...involves reflecting on self, life and relationships but it requires us to respond to pressure and problems by taking effective action in the real world of work and life” (Duignan, 2015). This forms the basis of my perspective, an authentic, effective leader must have vision (Covey,

1995) (Miller & Brown, 1993), work with others to achieve goals (Amanchukwu, Stanley, & Ololube, 2015) and be guided by a clear moral purpose (Bezzina, 2013) (Fullan, Leadership and Sustainability: System thinkers in action, 2005) (Fullan, The Moral Imperative Realised., 2011).

VISION I believe an effective leader articulates a clear vision for the organization they lead. A vision that provides a uniting purpose for all members of the school to unite behind and to collectively improve.

Furthermore, if the process of developing that vision is participatory then the shared ownership will inspire improvement and success beyond an individual’s capacity. “Planning and goal setting are not just oncea-year things…it is important for everyone to share the vision.” (Miller & Brown, 1993, p. 110). Excitingly, Stephen Covey (1995, p103) states: “Vision is the best manifestation of creative imagination and the primary motivation of human action. It’s the ability to see beyond our present reality, to create, to invent what does not yet exist, to become what we not yet are. It gives us capacity to live out our imagination instead of our memory”.

State education by its very nature is participative, in all areas, from central office down to individual schools to individual classrooms. The organisation itself is too large to have all workers blindly following orders. Australian workers are social, individual and thrive on relationships. Much like McGregor’s Theory Y, which prescribes a participative model of staff applying self-control and direction in the pursuit of ensuring every child learns and accepting their responsibility for class and cohort data (Warner Burke, 2011). By uniting behind the school vision and mission each individual can achieve more, driven on by the collective desire to provide every opportunity for future success.

In 2010, the Queensland Department of Education placed vision front and center at the state Principals’ Conference titled “United in the pursuit of excellence”.

This sent a clear message to all principals that schools were not child minding centers and student achievement was expected. Leadership, data and vision became central themes for the Queensland Department of Education and therefore schools.

Leading a school staff and community through a visioning process requires the leader to be truly authentic (Duignan, 2015) and to develop a strong relationship based on trust. Vision is about belief, belief in what is not the current reality. The staff

and community need to believe and trust that the leader can take them there. Much like Bass’ (1985) transformational leader, the school community is inspired by the leader and “how the leader passionately communicates a future idealistic…that can be shared”. The authentic leader is not distracted by crisis or short term emergencies, but stays focused on the strategic direction and vision, relying on core values and moral purpose to guide their actions (Duignan, 2015).

Today’s school leaders need to be able to negotiate the educational environment to produce the best outcomes for all. Leadership needs to be fluid as the environment is constantly changing and no one style can accommodate all situations (Khanin, 2007). The authentic leader looks to build a team of varying expertise to deliver on their shared vision and mission. It is important for the leader to be a uniting force to drive the school agenda (Bass, 1985).

RELATIONSHIPS An effective leader values and builds relationships. It is through relationships and working together that all goals are achieved. Initially, the leader themselves needs to have an appetite for leadership and the stomach for the challenge (Jenkins, 2013). Some qualities or traits can be beneficial as the buck does stop with the leader.

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All schools go through a crisis (it could be a critical incident or it could be a personnel issue) that requires the leader to rally the troops, unite behind their moral purpose (student learning) and direct control.

The post-heroic leadership style of Eicher (2009) is typically of what is required at this point in time.

This is a leader who asks for commitment, shares information and encourages participation in the decision making process to move forward. However, this type of leadership will not serve for long.

“Leadership involves a type of responsibility aimed at achieving particular ends by applying the available resources and ensuring a cohesive and coherent organization in the process” (Amanchukwu, Stanley, & Ololube, 2015).

The leader needs to be able to work with others to achieve goals and therefore needs to be relational in their approach. Rowe (2007) sees leadership as an interactive process of collaboration that occurs between leaders and followers where authority and influence are shared. “It is time to let go of the myth of the charismatic individual leader who has it all figured out. No single person can unilaterally bring about substantive change in an organization” (Dufour & Marzano, 2011, pp. 1-2). The transformative leader connects with followers establishing trust, admiration, loyalty and respect (Bass, 1985). Through building relationships, the leader makes the follower more

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MAKING THE GRADE

aware of the importance of task outcomes.

Authentic leaders treat others with respect.

Greenfield believes that the organisation is the people and their interactions (Greenfield, 2004).

The authentic leader recognises the importance of relationships and engages with a leadership style that is fitting for the situation (Duignan, 2015).

Additionally, Christopher Hodgkinson ‘The Philosophy of Leadership’ (1983) states that leaders have “an obligation, a philosophical obligation, to conduct where necessary a value audit” which comprises “an analysis of the value aspects of the problem he/she is facing” (p. 206-207). From this point, the leader can choose the course of action they see fit for the task and choose the leadership style they need to adopt.

All people are individual and no two problems are the same, the authentic leader looks to solve the problem guided by their moral compass (Selznick, 1992).

State schools today are held more accountable for student achievement with lead tables published in local papers, data listed on line, school authorities (Regional Office) tracking and monitoring results and the local parent community wanting the best for their child (Schoen & Fusarelli, 2008). The principal alone cannot produce the results to satisfy all demands (Bates, 2010). The only way forward is to develop a team, “leadership involves a type of responsibility

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aimed at achieving particular ends by applying the available resources and ensuring a cohesive and coherent organization in the process” (Ololube, 2013).

According to Burns (1978), “leadership is based on interaction between leaders and followers in which both learn from each other and collaborate”. In schools, the old acronym rings true: TEAM – together everyone achieves more. This is particularly important for state schools where finite resources need to be effectively deployed to achieve the best possible results. The “authentic educational leaders have to interpret and actualize their ethical, moral and authentic ideals within a complex and pressure filled context and must achieve their goals through webs of relationships, characterized by risk, constraints, pressures and human frailty” (Duignan, 2015, p. 12).

The effective school leader understands the importance of relationships and building teams to achieve goals (Dufour & Marzano, 2011). Teaching is a collegial profession and school communities achieve greater results by working collaboratively (Duignan, 2015). With mounting pressure on state schools to perform and deliver for every child, the school leader needs to be expert at building relationships and valuing the work of their team. The authentic leader treats staff with respect and demonstrates consistency (Duignan, 2015).

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MORAL PURPOSE Finally, I believe leaders need a strong moral purpose to guide their decision making as “she or he has ultimate responsibility for making schools awesome places to learn and work” (Lavery, 2011). In the state system, it is even more important for leaders to strike the right balance as they influence the overall values that permeate the school. The state system is very diverse but key values of respect, responsibility, safety, learning and positivity are universal and can have a huge impact on an individual student’s life.

It is the principal’s leadership that “sets the tone of the school, the climate of teaching, the level of professionalism and morale of teachers, and the degree of concern for what students may or may not become” (1977 U.S. Senate Committee Report on Equal Educational Opportunity, quoted in Marzano, Walters & McNulty, 2005, p.5). As the majority of Australian children attend state schools, it is important for the principal and all school staff to have high expectations and aspirations for our children.

“The facilitation of authentic learning is at the heart of the moral purpose of schools because it engages students in a deeper understanding of the nature and purpose of their lives and opens up possibilities for contributing to the greater good of the community and society” (Bezzina, 2013).

Importantly Duignan (2015, p11), states that educational leadership is “values-inspired, ethical and moral activities and authentic educational leaders need to bring together head, heart and hands in their practices because leadership is essentially, moral craft”. Additionally, Fullan (2005, 2011) supports the notion that both teaching and leadership are essentially, ethical and moral enterprises. He has persistently rejected the idea of the saving leader and advocated for collaboration and cooperation in addressing sustainable leadership and reform.

The school leader is called to be “nurturing those within” (Lavery, 2011) the school. Again a complex task as the school leader balances the competing needs of staff, students and community. At times, the leaders may get the balance wrong. Bezzina (2013) recognises that the politics of the educational agenda can cause leaders to neglect the moral purpose of education for all. At these times, the leader needs a strong well balanced team to work with, lean on for support and hear another perspective (Miller & Brown, 1993). Through authentic leadership, the school is able to respond to change, value relationships and

focus on the moral purpose (education for all and high quality outcomes) (Duignan, 2015).

The leader needs to lead from a higher moral purpose. In my school setting, that is a sustained trajectory of improvement for every child. That teachers teach such that every child can learn.

Fullan (2005) strongly suggests that the pursuit of

moral purpose in schools must not be ‘an individual phenomenon – the heroic teacher, principal – such overreliance will not lead to sustainable reform’ (p.68).

Instead, he suggests, we need ‘to think of the moral imperative as a “collective moral purpose”’ (p. 68).

This article has articulated my perspective on educational leadership in particular the importance of

vision, relationships and moral purpose and argued their importance in state education today. Schools are dynamic and complicated environments where change is constant (Khanin, 2007). This change is also reflected in the study of leadership with the theories of practice evolving from classic management through Greenfield’s revolutionary thinking to leadership for 21st century. The influence of each can still be seen in our schools today. There are elements of Taylor’s influence with handbooks for teaching practices along with timetables and bell times and the feminist perspective would celebrate the empowerment of classroom teachers through cooperation and delegation.

Again it is important for the leader to be a uniting force, relational, monitor and report progress (Bass, 1985). The authentic leader is prepared to accept “personal responsibility for actions, outcomes and mistakes” (Henderson & Hoy, 1982) and in so doing gain staff trust and respect. There is mounting pressure on state schools to justify funding and resourcing through student achievement. Therefore, it is increasingly important for the school leader to articulate a uniting vision, build quality relationships with all members of the school community and be guided by a clear moral purpose.

References Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A review of leadership theories, principles and styles and their relevance to educational management. Management, 6-14.

Bass, B. M. (1985). Leadership and performance beyond expectations. New York: Free Press.

Bates, R. (2010). History of educational leadership/management. In P. B. Peterson, International encyclopedia of education (3rd ed) (pp. 724-730). Oxford: Elsevier.

Bezzina, M. (2013). Ethical blind spots in leading for learning: an Australian study. Journal of Educational Administration, 51(5), 638-654.

Blanchard, K., Carew, D., & Parisi-Carew, E. (1993). The One Minute Manager, Builds High Performing Teams. London: Fontana.

Burns, J. M. (1978). Leadership. New York: Harper & Row. Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21st century. New York: Carnegie Corporation.

Covey, S. R. (1995). First Things First. New York: Fireside.

Deluga, R. j. (1988, December). Relationship of Transformational and Transactional Leadership with Employee Influencing Strategies. Group & Organization Studies, 13(4), 456-467.

Dufour, R., & Marzano, R. J. (2011). Leaders of learning. Moorabbin: Hawker Brownlow Education.

Duignan, P. (2015). Authenticity in Educational Leadership: History, ideal, reality. Leading and Managing: Journal of the Australian Council of Educational Leaders, 21(1), 1-21.

Francis, P. (2016, September 11). St Mary’s Catholic Parish, South Brisbane. Retrieved from southbrisbanestmarys.org.au: http://www.southbrisbanestmarys.org.au/wp-content/uploads/2016/09/11.09_24th-Sunday-in-Ord_StMarys.pdf Fullan, M. (2005). Leadership and Sustainability: System thinkers in action. Thousand Oaks, CA: Corwin Press.

Fullan, M. (2011). The Moral Imperative Realised. Thousand Oaks, CA: Corwin Press.

Greenfield, W. (2004). Moral leadership in schools. Journal of educational administration, 42(2), 174-196.

Henderson, J. E., & Hoy, W. K. (1982). Leader Authenticity: The development and test of an operational measure. AERA Conference (pp. 1-24). New York: NY. Hodgkinson, C. (1983). The Philosophy of Leadership . Oxford: Basil Blackwell.

Jacobs, M., & Langley, N. (2006). 5 essential skills for school leaders. Maryland: Rowman and Littlefield Education.

Jenkins, T. (2013). Reflections on Kenneth E Boulding’s The Image: Glimpsing the Roots of Peace Education Pedagogy. Journal of Peace Education and Social Justice, 27-37.

Khanin, D. (2007). Contrasting Burns and Bass: Does the Transactional-Transformational Paradigm Live Up to Burns’ Philosophy of Transforming Leadership? Journal of Leadership Studies, 1(3), 7-25.

Lavery, S. D. (2011). Transactional, transformative and a servant! Principal Matters, 28-31.

Marzano, R., Waters, T., & McNulty, B. (2005). School leadership that works: from research to results. Heatherton, Victoria: Hawker Brownlow Education.

Miller, J. B., & Brown, P. B. (1993). The Corporate Coach. Melbourne: Bookman Press.

Ololube, N. P. (2013). Educational Management, Planning and Supervision: Model for Effective Implementation. Owerri: SpringField Publishers.

Rowe, W. G. (2007). Cases in Leadership. Thousand Oaks: CA: Sage Publications.

Schoen, L., & Fusarelli, L. D. (2008). Innovation, NCLB, and the Fear Factor The Challenge of Leading 21st-Century Schools in an Era of Accountability. Education Policy, 22(1), 181-203.

Selznick, P. (1992). The Moral Commonwealth: Social theory and teh promise of community. Los Angeles: CA: University of California Press.

Sinclair, A. (2014). A feminist case for leadership’ Diversity in Leadership 17.

Stoney, C. (2001). Strategic management or strategic Taylorism?: A case study into change within a UK local authority. International Journal of Public Sector Management, 14(1), 27-42.

Tyack, D., & Hansot, E. (1982). Managers of Virtue: Public School Leadership in America, 1820-1980. New York: Basic Books.

Wallin, D. (2015). Feminist thought and/in educational administration: Conceptualising the issues. In D. B. Newton, Educational Administration and Leadership: Theoretical Foundations. (pp. 81-103). New York: Routledge.

Warner Burke, W. (2011). On the legacy of Theory Y. Journal of Management History, 17(2), 193-201.

Willower, D. (1980). Contemporary Issues in Theory in Educational Administration. Educational Administration Quarterly., 16(3), 1-25.

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MAKING THE GRADE

Case Study: Monmia Primary School, VIC MONMIA PRIMARY SCHOOL IS A STATE SCHOOL SITUATED IN KEILOR DOWNS, VICTORIA. THE SCHOOL HAS STUDENTS RANGING FROM THE PREPARATORY LEVEL TO YEAR 6. ASIDE FROM THE TWO PREPARATORY CLASSES, STUDENTS ARE PLACED IN COMPOSITE CLASSES, EACH COMPRISING OF TWO YEAR LEVELS.

Monmia Primary School is characterised by diversity, with students from over 48 countries. Two thirds of students are from low socio-economic backgrounds.

Interestingly, 66 per cent of students come from outside the school zone, a fact that staff ascribe to the large number of students whose primary carers are grandparents who live within the zone.

Monmia is committed to providing innovative programs that stimulate and challenge each student to develop lifelong learning skills and strategies.

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THE APPROACH Monmia has long engaged in enquiry into the impact of changed practice on student outcomes, and this has seen a number of new initiatives. The most recent shift in focus took place in 2012 when the leadership team participated in a study tour to New Zealand. The tour provided an opportunity for school leaders to visit New Zealand schools that had successfully implemented the principles of Visible Learningplus. Inspired by what they saw, Monmia’s leadership team returned with a vision that their students should become assessment-capable, visible learners. The school embarked on a Visible Learning journey that has seen impressive gains in student achievement in reading, writing, and mathematics.

Monmia Primary School has always understood the connection between improved outcomes for students and the professional learning outcomes it needs to achieve for staff. In this instance, the team realised that if students were to become articulate visible learners, then a priority for staff would need to be the provision of effective feedback. This was the missing piece they were seeking in their drive for improvement.

Along with the twenty-two other schools in their network, Monmia’s leadership team took part in the three-day Visible Learningplus Foundation series.

A guiding coalition was established, consisting of the senior leadership team and the leaders of the schools’ professional learning communities.

Monmia wanted students to talk about their learning using the instructional feedback model, in relationship to the three feedback questions. The questions and the concepts that relate to them are:

•W here am I going? This is articulated in learning intentions, goals, and success criteria.

•H ow am I going? This is explored through selfassessment and self-evaluation. What progress has been made? Refer back to goals set.

•W here to next? What needs to be done to achieve further success? Reflect on the goal.

The leadership team shared its professional learning with the entire staff. They also took staff along with them as they gathered and analysed the evidence in relation to the Visible Learningplus School Matrix.

This created much discussion as staff saw what the students thought about learning, feedback, and their teachers.

Despite the robustness of the research, teachers wanted to see the visible learning model for themselves before attempting any change.

Modeling by the school-based coaches provided another opportunity for teachers to see what effective feedback looks and sounds like.

The coaches used the Visible Learningplus tools to collect evidence that could be used as the basis

of conversations about the levels of feedback being provided and the usefulness of the information being conveyed.

THE IMPACT Monmia, in partnership with three other primary schools, has continued to focus on feedback through a combined curriculum day where teaching teams and education support staff collaborated on effective ideas and resources. This resulted in new practices being implemented at each school.

Following this day, the schools embarked on cross school visits where teachers observed feedback in the classrooms. Through this observation, they were required to gather samples of the four levels (Task, Process, Self-Regulation, and Self/Praise) that are articulated clearly in the Feedback That Makes Learning Visible workshop. For each sample of feedback, teachers observed and recorded what the feedback looked like, sounded like and felt like for learners.

As a result, the teachers created the demand to have further opportunities to inquire about feedback

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with their colleagues. The results of an after-school meeting in teaching teams provided evidence of teachers as learners of feedback based on research that became highly visible in the classroom environment. This gave all staff across the four schools the shared language of giving and receiving feedback.

A feedback culture has developed at Monmia where teachers regularly provide students with feedback and students provide it to each other.

Feedback walkthroughs demonstrated a shift from feedback being only praise to include feedback at the task, process and self-regulation level.

The school leadership team is adamant that the improvements can be ascribed to the school’s participation in an initiative that is based on solid research, along with a collaborative enquiry approach where evidence, committed leadership, and a culture of learning drive change and improvement.

Corwin is the exclusive provider of Visible Learningplus professional learning and development, based on Professor John Hattie’s research, in Australia. For more information, visit au.corwin.com.

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MAKING THE GRADE

Leadership development If you’re an aspiring leader, then the Master of Leadership at Monash University is for you.

Select from specialisations such as Curriculum and Pedagogy, Organisational Learning or Principal Preparation. Alternatively, select General Leadership Studies and tailor your unit choices for a more broadly applicable leadership qualification. The best part is that the course structure is flexible so you don’t have to decide before you start.

Recent graduate Kerri McLeod selected units that were extensions of the work she was already leading in her school, so it was applicable to her day to day operations. Kerrie said she “enjoyed the supportive feel that occurred during weekend intensives and contact workshops, as well as the opportunity to extend and challenge myself with my own career development and professional thinking around education.”

Study full time, part time, on campus or off campus in Clayton or even Singapore (Organisational Learning specialisation only).

Learn how to lead in learning communities and inspire others to adapt and innovate. Make your mark in Education. Enrol today.

Call 1800 MONASH or visit www.monash.edu/education/postgraduate.

TAKE THE NEXT STEP IN YOUR CAREER. Apply now for the Master of Leadership.

Flexible delivery to suit busy professionals.

Find out more monash.edu/education

Education Matters Premium School Suppliers Directory educationmattersmag.com.au is a leading source of breaking industry information. The website is updated daily with news, policies, governance, curriculum and editorial from leading authorities, industry experts and ministerial decision makers.

This is your one stop shop for anything your school or learning facility may require. You can browse any category or use our search function to find what you require.

All advertisers in Education Matters Magazine are given the opportunity to have a premium profile page in the Premium School Suppliers Directory. The Premium School Suppliers Directory has a user-friendly interface making it easy for educational professionals to search for products and services they may require for their school.

for further information, contact: Chelsea Daniel-Young Mobile 0425 699 878 Email chelsea.daniel@primecreative.com.au

MAKING THE GRADE

Great leaders support teacher wellbeing Teaching is a rewarding and positive career choice; it can be one of the most rewarding professions in the community. The influence a teacher has on helping to shape the future of so many young people is often profound. But at times, teaching can also be extremely challenging, More than one in four Australian teachers suffer from emotional exhaustion after starting their careers and expect to leave the profession within the first five years. One of the major reasons for higher levels of stress and burnout includes tougher emotional conditions than expected, coupled with a lack of wellbeing support and preparation.

Principals Australia Institute (PAI) understands the importance of teacher health and wellbeing and the impact this has on the everyday interactions with students. That’s why it has developed the Teacher Wellbeing workshop to help teachers recognise that it is ok to look after themselves – that their own wellbeing is important, in fact critical to positive student outcomes. To find out more visit the PAI website pai.edu.au.or telephone 08 8394 2100.

GSGL_ad_233x145mm_100317.ai 1 10-Mar-17 4:19:55 PM

BEYOND THE CLASSROOM //Homework

Ditch that homework TEACHERS ARE UNDER INCREASING PRESSURE TO GIVE THEIR CHILDREN HOMEWORK AT A YOUNG AGE. IS IT NEEDED AND DOES HOMEWORK GUARANTEE BETTER RESULTS FOR STUDENTS IN THE LONG-TERM? US-BASED TEACHER, BLOGGER AND PRESENTER MATT MILLER ISN’T SO SURE…

Do school students really need to do homework?

In many cases, today’s technology-rich education environment and innovative teaching methods can reduce or eliminate the need for it.

We all grew up with homework. It is ingrained into the psyche of most schools and many have a set homework program, with the number of hours that students are expected to complete growing as they get older. In my 11 years teaching Spanish in two different high schools, I thought there had to be a better way. Now in my second year away from the classroom, I write, blog and present my

Matt Miller has been infusing technology into his classroom for more than 10 years. After trying to do the traditional “teach by the textbook” for a few years, he launched into a path where learning activities were often custom-produced for his students. Matt is the author of Ditch That Textbook, a book that encourages teachers to free their teaching and revolutionise their classrooms with mindsets, techniques and curriculum to serve today’s learners.

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ideas on how we can be more innovative in the classroom.

As part of that, we can use textbooks and homework much less while still achieving great results. I have experienced a range of classroom settings and can see the potential for technology and good teaching practices to make it a much more productive place. I’m in and out of classrooms as I have friends who teach and my wife is a teacher. I help them create and execute innovative lessons and am an occasional substitute teacher at my children’s school, putting me in roles I never got to experience as a fulltime teacher.

Many homework advocates claim that homework can help students to develop time management skills and discipline while enriching their learning. But students can develop these skills in the classroom, and do it more efficiently without the need for taking work home.

Teaching is a noble profession brimming with dedicated educators who want the best for their students. Through new technology and improving best practices, we can build upon solid teaching to get more done in the school day.

My earlier book, Ditch That Textbook, talks about ways in which teachers can engage students by ditching old, tired, ineffective “textbook” practices and mindsets about education in favour of more modern, innovative ones.

I’m now writing Ditch That Homework, which is due out in the middle of this year and argues that homework can be reduced or even eliminated by innovative teaching. I believe that efficient, technology-rich teaching can also minimise the need for homework and maybe eliminate it, even up to Year 12.

The essential message is that if we can become more effective and efficient in the classroom we can reduce our reliance on

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homework. We talk about how we can use the following to reduce our reliance on homework: using current brain research to create brainfriendly learning activities, focusing on skills students will really use in the real world to better prepare them, and giving them timely feedback on their work so they can better internalise changes they need to make.

One chapter in Ditch That Homework that I find particularly fascinating deals with optimising teaching based on how the brain learns.

Researchers found that “retrieval” – pulling information learned from the brain through selfassessment or recitation – is much more effective than re-reading and re-studying, a common suggestion given to students.

One study found better achievement and 50 per cent improvement in long-term retention for students using the practice. (Karpicke & Blunt, 2011) Every teacher knows his/her situation best, but if they’re like me, they’d like to reduce reliance on homework to the point that that it was unnecessary. It can be easy for us as teachers to make a homework assignment without thinking about the time it takes for students to do it. And often, students take more time to do it than we realise.

A big focus of our book is this: If you weren’t allowed to assign homework, what would your class look like? I quit assigning it several years into my teaching career because it was a source of frustration for my students and I – and it wasn’t getting the results we wanted.

There are so many concerns about assigning homework that should cause teachers to worry about assigning it. It gets copied in the hallway before class. Students struggle with it at home – especially those whose parents have less education. Research shows that the sleep lost from extra study is counterproductive to academic

achievement. (O’Neel, Huynh & Fuligni, 2013) It’s not an effective use of students’ time, and it kills relationships with parents and teachers. Everything I mentioned above can apply up to Year 12 as well.

Instead, we can give students assignments where they can create and share instead of consume. We can give students more choice and bring in student interest, keeping students engaged in learning better. We can work on relationships – with students, with parents and student-to-student – because relationships are the glue that holds everything together. Jeffrey Cornelius-White writes in Review of Educational Research, “positive teacher-student relationships are associated with optimal, holistic learning.” (2007) Really, the idea here – and the book – is all about providing teachers with strategies they can use in the classroom to reduce their reliance on homework. Some strategies will likely work better in certain classrooms than in others.

I discussed both my books at the second annual TeachTechPlay conference at Ivanhoe Grammar School on April 3-4.

Differences exist between the educational system where I’ve taught in the United States and that in Australia. But similarities abound. A majority of Australia’s 3.7 million students attend government schools (Australian Bureau of Statistics, 2016), as do

a majority of the United States’ 75 million students (National Center for Education Statistics, 2015). In both, college entrance is competitive and rigorous study is expected to meet those standards.

But the homework debate is universal. When the homework load is unbearable, students miss out on opportunities to pursue their passions outside of school – something we as adults do all the time. Parents in poorer families often have lower educational levels, making them less able to provide support to their children with advanced homework.

Plus, regardless of country, we’re still not sure that it’s effective. “Taken as a whole, the available research might be summarised as inconclusive,” Alfie Kohn wrote in The Homework Myth: Why our kids get too much of a bad thing. (2007) “Careful examination of the data raises serious doubts about whether meaningful learning is enhanced by homework for students.”

Here are some practical examples of how teachers can reduce their reliance on homework through what they do in the classroom: • Use technology to become more efficient in what you do in the classroom (i.e. let the computer grade what it can for you automatically) • Use technology to help students create – we want students to become creators instead of consumers.

Some examples: helping students publish their work to the web using free website tools, creating with engaging activities like making Pinterest-style infographics, video presentations • Provide timely feedback that students can really use. This is different from traditional homework, which can be delayed almost 48 hours from the time it’s assigned to when it’s collected and after students receive written feedback. Quick assessment tools like Quizizz and Kahoot! can let students practice in class and receive instant feedback that they can internalise instantly.

• Communicate with parents to create mutual understanding and support. Parents can be a teacher’s biggest ally, and when they’re both on the same page and working toward the same goal, great learning can take place. Constant communication through many channels with parents can help them stay current with what’s happening in the classroom so they can better support their students.

• Build relationships with students. This is a big one, and some teachers don’t see the importance of it.

But it’s like Rita Pierson said in her well-viewed TED Talk called “Every child needs a champion” – “Kids don’t learn from people they don’t like.” There’s a lot of truth in that. They need to know that teachers see them, know them and appreciate them before they’ll work their hardest.

• Ditch the lecture and engage students in new ways.

Employers now want to hire employees that are good collaborators, that have good critical thinking and problem solving skills. We need to give students opportunities to do things – create things!

• Give students choice. Cookie cutter lessons were a necessity when textbooks ruled the classroom. But now we have access to ubiquitous information on the internet and more opportunity to personalise learning than ever.

In the end, students are preparing themselves for a future that’s hard to predict in a complex world.

What they learn every day in a traditional classroom won’t prepare them for it alone. Instead of imposing on free time outside of school and time spent with family, schools can liberate students and their families to use that time as they see fit.

A first step to make that a reality? Ditch That Homework.

Sources: Australian Bureau of Statistics. “Schools, Australia, 2016.” http://www.abs.gov.au/ausstats/abs@.nsf/mf/4221.0 Retrieved 6 March, 2017.

Cornelius-White, Jeffrey. “Learner-centered teacher-student relationships are effective: A meta-analysis.” Review of educational research 77.1 (2007): 113-143.

Dunsmoor, Joseph E., et al. “Emotional learning selectively and retroactively strengthens memories for related events.” Nature 520.7547 (2015): 345-348.

Gillen O’Neel, C., Huynh, V. W., & Fuligni, A. J. (2013). To study or to sleep? The academic costs of extra studying at the expense of sleep. Child Development, 84(1), 133-142.

Karpicke, Jeffrey D., and Janell R. Blunt. “Retrieval practice produces more learning than elaborative studying with concept mapping.” Science 331.6018 (2011): 772-775.

Kohn, Alfie. The homework myth: Why our kids get too much of a bad thing. Da Capo Press, 2007.

National Center for Education Statistics. “Digest of Education Statistics: 2015.” https://nces.ed.gov/programs/digest/d15/tables/dt15_105.30.asp Retrieved 6 March, 2017.

More about Matt Miller: ditchthattextbook.com/about Ditch That Textbook: www.DitchThatTextbook.com / tinyurl.com/dttbook (Amazon) Ditch that Homework: www.DitchThatHomework.com Twitter: twitter.com/jmattmiller Matt’s co-author, Alice Keeler: alicekeeler.com

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BEYOND THE CLASSROOM //Before and After School Care

A fresh approach to childcare SHERPA KIDS IS AN INTERNATIONAL COMPANY WHICH RUNS BEFORE AND AFTER SCHOOL AND VACATION CARE ACTIVITIES WITH PRIMARY SCHOOLS AND OTHER COMMUNITY FACILITIES. WE HAVE SOME 100 LOCAL OWNERS WORLDWIDE, LOOKING AFTER AROUND 5,400 PRIMARY SCHOOL-AGED CHILDREN EVERY DAY, SUPPORTING OVER 100 SCHOOLS.

Sherpa Kids’ activities include arts and crafts, music and drama, sport and games, cooking and technology. Many of them are based on specific themes, such as the circus, recycling, sporting events and space, and are tailored to fit in with the individual requirements of schools, their curriculums, children engagement and the surrounding environment.

Sherpa Kids aims to deliver a ‘fresh and vibrant’ approach to childcare – and to “give children such a great time that they do not want to go home!” In addition to offering a wide range of activities, it also capitalises on its international connections by, for example, encouraging Sherpa children from Adelaide in Australia to send postcards to children in County Cork, in Ireland, to

learn about life on the other side of the world.

By using a franchise model, Sherpa Kids not only benefits from the local knowledge of the provider, it also contributes to the economic and employment prospects of local communities since all decision-making is done at local level by owners and franchisees are encouraged to source products locally. Contact us today on (08) 8295 6848.

LOOKING FOR A SOLUTION TO YOUR OOSH / OSHC CHALLENGES? Australian families are desperate for good quality, affordable day care or outside school hours care. These days both parents are likely to be employed and working longer hours than ever. This, combined with transport issues, can make the issue of after school clubs or after school care a stressful one for parents and children alike.

And it’s becoming a major issue in early childhood education.

Volunteer-managed OOSH or OSHC committees are struggling with the issue of out of school care in the face of new regulatory reforms that increase quality expectations but also increase administrative burdens. Senior educators like you are looking for a better way and OOSH service providers are frequently an attractive option.

You’ll be well aware of the difference it makes to you and your school community when you have high quality, well managed outside school hours care on your site.

At Sherpa Kids we deliver exactly that – but with a difference that other after school care and OOSH service providers cannot match. Because our business is built on the local franchise model you get the best of both worlds; the care and concern of a local decision maker based in your community, combined with the confidence and authority of stable, professional central management.

Firstly, your service is owned and managed by a carefully selected local community member; usually a mum or dad and, in some cases, an education professional. They understand families, they understand schools, and they want to mirror your school’s

values in their before and after school care services and vacation care.

The Out of School Hours (OOSH) care sector is intensely regulated. So it’s important that procedures are followed correctly. When you partner with us we will take care of your OOSH services set-up in full. We’ll manage all your administration, recruitment, training, staff rota, parent communication and compliance obligations.

And we’ll buy all food and resources locally from retailers in your area.

Secondly, the franchisees are all part of a highly professional group with centralised resources geared to ensuring State and Federal regulatory compliance, and enabling development of engaging programs for the children we care for. We’ve developed a fun and flexible, engaging programme of before and after school activities that is syllabus-led and can be tailored to fit the individual requirements of schools and their curriculums.

We’re currently working with schools in Sydney, Tamworth, Narellan and Cootamundra (NSW); Melbourne, Mornington, Frankston area, Sale and Taralgon (VIC); Adelaide, Port Lincoln and Naracoorte (SA); North Canberra, Canberra and Goulburn (ACT) We’re always looking for new schools to partner with. If you think we might be able to help with your particular school’s needs please get in touch through our website, sherpa-kids.com.au.

Fun, flexible and engaging OOSH / OSHC programmes that are syllabus-led.

CALL US TODAY +61 8 8295 6848 www.sherpa-kids.com.au

BEYOND THE CLASSROOM // Before and After School Care

Where has outside school hours care come from and where is it heading?

WITH THE EVOLVING CHANGES TO FAMILY DYNAMICS, MORE PARENTS ARE NEEDING OUT OF SCHOOL HOURS’ CARE, MORE SCHOOLS ARE PROVIDING IT ON-SITE AND THE REGULATORY AND STAFFING CHALLENGES CONTINUE TO GET MORE COMPLEX. ADAM PEASE, CEO OF CAMP AUSTRALIA, ASKS WHERE HAS IT EVOLVED FROM AND WHAT IS THE FUTURE OF BEFORE AND AFTER CARE IN PRIMARY SCHOOLS ACROSS AUSTRALIA?

THE EVOLUTION OF OUT OF SCHOOL HOURS CARE If you were living in the 70s then you were listening to Skyhooks on the radio and you knew it was also a long way to the shop to buy a Chiko Roll (even if AC/DC had the words a little different). Societal norms at that time saw children making their own way to school and they were free to roam anywhere in the neighbourhood, so long as they were home for dinner. Out of school hours care programs didn’t really exist as there wasn’t a need. Fast forward

a generation or two to today and our streets are a very different place. Society now deems them a much more dangerous place for young children to be and children finding their own way home from school is no longer considered the norm. With the rate of families in which both parents work continuing to rise (currently 3 in 5), the demand for out of school hours’ care is stronger than ever, in many cases, is a non-negotiable requirement for parents when choosing schools.

Number of school aged care places

300,000 250,000 Adam Pease is an experienced education, technology, administration and communications professional. A passionate industry advocate, Adam has worked in the education and early childhood care sector for 15 years and is focused on bringing out the best in kids. Adam, like all members of the Camp Australia team, takes great pride in leading the industry in best practice, working with all levels of government and education to ensure children get the care they need and deserve.

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200,000 150,000 100,000 50,000

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2008

Previously unregulated and flexible in their approach, out of school hours care programs have come a long way in the past 30 years. What was once an easy program to run in-house, thanks to the lack of licensing, regulation, legislation, and reporting requirements, is now a veritable labyrinth of laws, compliance requirements, compulsory staffing ratio and records management expectations.

The introduction of the National Quality Framework (NQF) in 2012, by the Australian Children’s Education & Care Quality Authority, brought a renewed level of safety and quality to what had become a significant industry and provided benchmarks and targets that programs must abide by in order to gain and retain accreditation.

The government further endorsed the NQF by announcing a range of child care rebate schemes but only to parents utilising licenced out of school care services. These rebate schemes are now not only a fundamental benefit for families and parents but are also regularly featured, and hotly debated, in federal elections.

The staffing landscape has also changed considerably since the early inception of out of school hours’ care. Initially, run and staffed by mums and dads, school committees, volunteers and members of parent-teacher associations, before and after school care programs are now required by law to be staffed with childcare trained and qualified professionals with current first aid certificates and anaphylaxis training. Ensuring the right mix of team members to adequately cover compliance requirements can prove troublesome for small providers.

Whilst the past three decades have seen significant advancements and changes to the out of school hours’ care industry, the journey is not over yet. As society continues to evolve so too do the needs of working families. This evolution in turn shapes and drives before and after care services.

WHAT DOES THE FUTURE HOLD? The future holds many opportunities for out of school care, yet it also poses many challenges. With the NQF now a defining feature of the industry, schools and after care providers must be on constant alert for changes, updates and revisions in the governing guidelines to ensure their programs are compliant with current legislation. Non-compliance in some circumstances can lead to restriction or even closure of

the program, so keeping abreast of NQF requirements is a must for all out of school care services.

As the NQF shifts from its foundational phase into a growth and refinement phase, we will no doubt see less of the major, easy to identify, changes to guidelines and significantly more minor changes, tweaks and modifications to tighten safety and increase the quality of licenced services. It will be imperative that all after care providers, whether schools or specialist providers, remain vigilant and attentive to the ever changing NQF landscape.

Staffing programs with fully-qualified team members could also prove to be more of a challenge in the coming years.

With staff to child ratios now firmly embedded in services, the focus is shifting more to the qualifications of individual team members as well as the blend of qualifications amongst the team in order to meet the ever-changing compliance requirements.

Smaller providers and in-house operators that don’t have a pool of staff to call upon may struggle to achieve compliance across their team.

Technological and digital advancements are changing the way we interact and do business on a daily basis and after care services are no exception to that. In what is becoming an instant download world, parents and families expect to be able to interact with service providers wherever and whenever they choose to. Gone are the days of 9-5 customer service

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via the telephone, instead, more and more families are wanting to register, book, manage, cancel and pay for services at their own convenience. The explosion in the number of websites, apps and social media channels dedicated to out of school hours’ care is a testament to the fact that parents are demanding more online interaction. With no end in sight to the information age we are experiencing, it’s safe to assume that these basic technological demands will soon evolve into more customised, individual solutions for parents.

But that’s just the tip of the iceberg when it comes to challenges and opportunities for out of school care. Who knows what the future could hold?

As work life becomes more fluid for parents we may see a demand for evening, night time or weekend care. Or, as schedules get busier and family time more precious we may see a demand for inclusion of structured language lessons, music lessons or sporting lessons during before and after care. It’s anybody’s guess what is to come. One thing we know for certain though is that times are changing and only those who change with it will succeed.

If you would like any further information with regard to this article or other OSHC related matters we would be happy to help. Please contact Camp Australia on 1300 792 668

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BEYOND THE CLASSROOM // Before and After School Care

Credibility and Trust DURING HIS LIFE, ARISTOTLE WROTE HIS RHETORIC, BETTER KNOWN TODAY AS THE ART OF PERSUASION. THE PREMISE WAS SIMPLE: YOUR MESSAGE HAS TO MAKE SENSE AND TOUCH THE HEART, AND YOU PERSONALLY HAVE TO BE TRUSTWORTHY, ONLY THEN CAN YOU BUILD POSITIVE, TWO-WAY RELATIONSHIPS.

Aristotle said evidence for claims comes in three forms: Logos, Pathos and Ethos.

• Logos - logical or rational appeal. The claim has to make sense.

• Pathos - emotional appeal. The claim has to touch the heart of the audience. We have to feel moved.

• Ethos - ethical appeal. Any promise needs to be grounded in credibility. This refers to the trustworthiness of the person making the claim.

Each time you forge a new relationship, personally or professionally, you’re opening yourself up to some sort of influence. We give and receive messages in all of our relationships, and with these messages we are persuaded and influenced. We are often cautious of forging new relationships, particularly professional or commercial relationships, because we consciously or subconsciously fear the influence our new business colleague or collaborator may have on our current reality.

If we have a relationship where the credibility of the other person is in question, the fear of a negative impact on our existing reality increases exponentially. You would all have been in a situation where a message made sense and

Those you trust always deliver on what’s promised.

They make sure they’re working hard to fulfil what they’ve said they can do for you and they meet or exceed your expectations repeatedly. They never overpromise and underdeliver.

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touched your heart, but was delivered by someone you didn’t trust. No doubt you’ve seen good ideas disregarded simply because the person delivering that idea was not respected, trusted or valued.

Safeguard your credibility. It takes years to build and only seconds to lose. Maintain it every day.

Trustworthiness is one of the most important aspects of maintaining credibility in both our personal and professional relationships. What are the most important factors to look for when deciding to trust a person or company?

In your professional relationships, you’ll find the people who you deem credible and trustworthy are those who really know their stuff. You never catch them out in lies. They’re experts in their field.

They know the answers to your questions and if they don’t, they know where to find the answers.

Credible professionals also communicate in a respectful manner and welcome differing opinions as an opportunity to learn more about your needs as a customer and how to meet your needs. They are truly there to help find solutions for you.

Those you trust always deliver on what’s promised. They make sure they’re working hard to fulfil what they’ve said they can do for you and they meet or exceed your expectations repeatedly.

They never overpromise and underdeliver.

They also never exaggerate or embellish. They set realistic expectations and then continually deliver on those expectations.

Once lost, credibility is extremely difficult to rebuild which makes trust such an important part of every relationship. So in your personal and professional relationships make sure you’re trustworthy and reliable and ensure you only partner with others who offer the same in return.

Extend is a leading provider of high quality Outside School Hours Care services within primary schools throughout Australia. Visit extend.com.au to read more articles for school leaders.

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BEYOND THE CLASSROOM // Playgrounds

The primary school stock exchange: Heady days on the gumnut and acorn stock market MARY JEAVONS, DIRECTOR, JEAVONS LANDSCAPE ARCHITECTS, EXPLAINS WHAT CHILDREN CAN TEACH US ABOUT OUTDOOR LEARNING AT SCHOOL.

INTRODUCTION As a community we make a large investment in what happens indoors at school in school buildings and in curriculum development.

This article argues that children’s self-directed learning from their outdoor play at school is equally valuable.

It describes some intriguing play activities that demonstrate sophisticated thinking and the powerful learning that occurs, all by itself, when children have time, and have access to the right qualities in their outdoor environment.

Jeavons Landscape Architects prepare landscape/play space Master Plans for schools of all kinds. During these processes, we spend time observing how children utilise the school grounds in their play. We also invite very small groups (up to six children at a time) to take us on child-guided tours of their outdoor world at school.

We share below a memorable example, which shows how the landscape at one school sustains learning through play.

The magical tea trees

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SUPPLY AND DEMAND – TEA TREES AND THE GUMNUT EXCHANGE RATE This school has some remnant mature tea trees that are highly significant to the children. Low growing and ageing, the trees have developed fantastical forms over the years, with near horizontal trunks, wiggly branches, and most importantly, little intriguing interlaced pockets along the trunks.

Children use these trees for many purposes, for balancing along the low trunks, fantasy play, and general exploration. For the older primary aged children this setting is the backdrop for an extraordinary game explained below.

The children guiding us around their play spaces looked at each other and said “shall we show them the shops?”. They ran over to certain key tea tree trunks and exclaimed “here’s one!”. Hidden in the folds of the twisted trunks were rows and rows of small pebbles wedged into the small hollows.

Growing on the same site, there is one oak tree that produces a few acorns, (seasonally dependent). There are a few Eucalyptus ficifolia trees (the flowering gum) that produces large voluptuous gumnuts. There is also a lot of onion weed growing in the oval.

In a few places on this sandy school site, where perhaps a contractor had once stockpiled some crushed rock, there were small basalt pebbles (otherwise scarce).

The laws of supply and demand come into their own here. This is how we understood the game.

Groups of children manage their ‘shops’, located in key trees but distributed on both sides of the oval. The children would amass their basic stocks of granite pebbles, to be stored away in the branches. These would then be exchanged for higher value ‘currency’. The onion weed corms were fairly low value, but some children had the task of digging these out of the oval when needed. The gumnuts were more valuable as these were scarcer, but acorns were premium stocks.

One acorn is worth 100 to 120 gumnuts.

The shops are contested and groups compete over their ownership. Turf battles break out and scouts are sent over to raid the competitors’ supplies.

There is a race to get to the shops at the beginning of play time.

There were other uses for the small hollows in the trees. In a very few places around the oval, there are some patches of light ochre coloured soil.

Children gather this up and mix it in the little hollows with water. They then used sticks to paint with it.

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Tea tree shop

POWERFUL LEARNING We are extremely grateful to these children for sharing these details with us as outsiders. Frequently teachers and parents at schools are not aware of the complex play seething around them.

Following this demonstration of their play, we pondered the learnings that were occurring here (without adult intervention).

Children reveal keen observational skills and an eye for detail; knowledge of place and rudimentary botany. They appreciate the fine details in the teatree trunks and branches, and have imaginatively appropriated these for their own uses.

They know every inch of their school grounds and know where the special coloured soil is; where to find pebbles, and the difference between an oak and a eucalypt. They have discovered that onion weed has little corms underground that come in handy.

These are useful to the school too, in removing this weed from the oval.

Numeracy skills are well developed as they figure out the value of their cache, and exchange their stocks. They can quickly negotiate a sale or exchange, or estimate the value of a stolen stockpile.

They have also created a complex world of negotiation, social interaction, and role play; healthy competition as well as empathy. These children demonstrate cognitive ability, abstract thinking, emotional intelligence, physical prowess, curiosity, creativity and persistence.

This small example of one complex, childdirected activity is a clear demonstration of outdoor play as learning with a capital ‘L’.

Over the years we have observed many similarly rich play cultures in school grounds. Each is different, as children respond to their physical and social environment and create their own games – “what we do here”. This is transmitted from generation to generation – a genuine children’s folklore that has been observed and documented by significant researchers over the years (such as June Factor, Heather Russell, Barbara Chancellor, and Lindsay and Palmer.

OUTDOOR PLAY AT RISK Throughout history, children have proven to be extraordinarily resourceful in creating richly detailed play, even in impoverished and dangerous settings.

The quality learning described above, however is vulnerable and highly sensitive to its social and physical environment. Schools must pay attention to the outdoor environment, or children’s play cannot thrive. Without play, children cannot thrive.

Hollows for a brew of water, dirt and leaves

WHAT CAN SCHOOLS DO? Some important issues affect play and learning outside, and schools can work towards addressing these. Consider the following: • Overcrowding/lack of space Crowded school grounds are frequently full of conflicts at play time. Usually the older children and the bigger ball games win out, dominating outdoor space and pushing the more vulnerable children, and the finer-grained sedentary activities, to the fringes. Sometimes, however, there are no fringes.

• Lack of time Some schools have removed morning play/recess and children stay indoors. This has dangerous implications for children’s well-being, health and learning.

• Diverse spaces and choice of activities Children all have different interests and needs. In addition to hard courts, ovals, sand, shade, play equipment and seating/social spaces, children need a choice of small and large scale areas; some adaptable corners that are not manicured; lawn; vegetation; gardening opportunities; digging spots; logs and rocks; and changes in level.

• Some loose qualities and natural elements Children need access to loose materials and to nature. If building materials or digging in the ground are impractical, select tough vegetation that provides good leaves, flowers and pods for play.

• Poorly organised spaces Sometimes the location of activities in the wrong place means that they don’t deliver good play

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value for children. For example, when a sand play area is located in an exposed space near a ball court, creative sand play will inevitably be disturbed by balls.

• A child and play friendly approach to learning Optimal learning takes place when an informed and sympathetic adult community values play.

A Landscape master plan will address these issues strategically so that schools don’t waste resources in ad hoc developments, and obtain the best possible value for money.

• Conclusion This article aims to draw attention to a vital link between children’s learning, their self-directed out-door play, and the physical landscape of the school ground.

We encourage schools to plan the school landscape strategically to complement the indoor learning program. Children need to be engaged in this process, or highly significant settings for play and learning behaviour could be overlooked or destroyed.

The richly textured world of children never ceases to fascinate us.

SEMINAR Jeavons Landscape Architects offers a full day seminar for school communities about landscape master planning in Melbourne, taking place on Friday 10th May 2017: www.eventbrite.com.au/e/plantingplanning-play-tickets-27862060172 Further Reading Lindsay, P.L. and Palmer, D. , 1981 Playground Game Characteristics of Brisbane Primary School Children Education Research and Development Committee Report No.28 AGPS

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BEYOND THE CLASSROOM //Playgrounds

WillPlay – designed by big people for little treasures WILLPLAY’S PLAYGROUND EQUIPMENT HAS BEEN MANUFACTURED AND DESIGNED FOR THE HARSH TERRAIN OF AUSTRALIAN PLAYGROUNDS.

As Australia’s fastest growing playground manufacturer, WillPlay continues to provide affordable equipment designed and manufactured for Australian conditions.

Specific materials have been selected which allow for long life in the harsh and often brutal world of school playgrounds.

“In designing our school range of play equipment we chose to use Australian recycled plastics, aluminium and stainless steel, ensuring that all elements were manufactured in our own factory and allowing for quality control that is

second to none,” says WillPlay’s National Sales Manager, Nathan Lee. Not only does this enable the best value and product longevity for schools, it allows a degree of customisation and theming that is difficult to match.

WillPlay’s design and management team have extensive experience in turning your concept into a reality that keeps students engaged, all within the confines of Australian standard designs.

WillPlay will work with individual schools to custom design a play solution based on the user

age, budgets and existing shade and natural elements. With a full design and construct service, WillPlay can offer complete turn-key packages, including equipment, softfall and shade structures. With representatives and installers all over Australia, WillPlay can turn your next project into something that other schools will be envious of.

WillPlay’s latest generation ‘Boxie’ and ‘Giant Tunnel’ range of products take school play to a whole new level. WillPlay’s team can change the way you look at play forever.

Quality Australian Designed & Manufactured Playground Equipment

willPl y designed by big people for little treasures

Unit 16 / 459 Tufnell Rd, Banyo QLD 4014

Call : 1300 132 047

www.willplay.com.au

Playgrounds // BEYOND THE CLASSROOM

Play time vs class time WHAT DOES THE WORD ‘LEARN’ REALLY MEAN? WE OFTEN HEAR IT, BUT THE REAL MEANING IS NOT SO OBVIOUS. TRADITIONALLY, WE THINK OF READING, WRITING AND WORKING WITH NUMBERS. WHILE ALL ARE FUNDAMENTAL, THE OTHER SIDE OF THE LEARNING EQUATION IS OFTEN OVERLOOKED - THE VALUE OF RECESS AND PLAY AT SCHOOL.

Increasing or decreasing play time at schools is a discussion that has become increasingly popular amongst educators throughout the globe.

Recess is more than just a free break for kids to have fun and unwind. The scheduled, unstructured play time allows provides children to develop necessary life skills – cognitive, social, language, emotional and physical skills.

Whether playing on the school playground, playing football or even chatting with class mates, research suggests that this recess time helps children behave and perform academically better in class and develop skills that can’t be taught in the formal classroom setting. According to “The State of Play”i 2009 survey by Gallup for the Robert Wood Johnson Foundation; ‘Principals overwhelmingly believe recess has a positive impact not only on the development of students’ social skills, but also on achievement and learning in the classroom’.

Over the past couple of decades, many schools in the United States have cut down recess time for their students. Some schools, however, believe that this is doing more harm than good to student’s education and have introduced a day schedule that has up to four separate outside breaks per day. Some of these schools are working under the direction of a new program,

called LiiNK project and are implementing steps to improve their education quality through health. The program plans to strengthen the school system through; “higher expectations of social responsibility; more time to be playful and creative in order to learn more effectively when in the classroom; fewer standardised tests; and less time in a classroom setting (although no less rigor of content), which will create more passion in students to learn and less burnout as a result of too much time in school.”ii Eagle Elementary School, in the city of Fort Worth, USA, reports an interesting result after giving students four 15-minute recess breaks a day. Initially, concerns were raised about fitting all learning content into the class time, however this became achievable with kids being more

attentive. First grade teachers Donna McBride and Caty Wells say they’ve seen a transformation in their kids – “they’re less distracted, they make more eye contact, and they tattle less”.iii This example shows us another reason why play is so important for children at schools. With the rising tide of the technology it is becoming more important that we provide school students with the correct play facilities to ensure they get adequate exercise and play. Play areas are a perfect location at school to provide a safe and supervised area for children to play. adventure+ has been creating play equipment for the education sector and public spaces for over 30 years. Need advice on a play project? Contact a consultant on 1300 237 587 or visit www.adventureplus.net.au

i http://www.rwjf.org/en/library/research/2010/02/the-state-of-play.html ii https://liinkproject.tcu.edu/about-us/ iii http://keranews.org/post/turns-out-monkey-bars-and-kickball-might-be-good-brain

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BEYOND THE CLASSROOM // Camps & Excursions

Discovery Melbourne Discovery Melbourne knows school accommodation. Planning a camp can be stressful but they make it easy. If you want a stress free, easy and educational camp, that most importantly, is full of fun – then Discovery Melbourne should be your number 1 choice.

They’re the premier provider of school group accommodation in Melbourne. Ideally located in the heart of the city and right on the doorstep of everything the city has to offer. Take advantage of the free tram zone to get to all of Melbourne’s major attractions or make your way by foot through Melbourne’s famous laneways.

School camps are what they do with free itinerary planning, onsite catering and numerous facilities such as a conference room and cinema. Expert groups consultants will help you every step of the way and make sure your camp goes off without a hitch and that you get to see the most that Melbourne has to offer. Discovery Melbourne has you covered.

W: discoverymelbourne.com/group-accommodation/ P: +61 3 9329 4012

Canberra, Australia’s National Capital, is the perfect destination for civics and citizenship education. Our rich collection of cultural institutions and attractions provide well developed, curriculum linked education programs that immerse students in hands on learning in the spaces where real life democracy takes place. Students can also participate in fun and informative science programs, view significant artworks and delve deeper into Australian history and culture.

Visit canberraexcursions.org.au for all you need to know about planning an excursion to Canberra, including our National Capital School Excursion Planner 2017 and downloadable PDF resources on civics and citizenship education programs.

GET THIS RESOURCE IN PDF FORMAT

Transport // BEYOND THE CLASSROOM

New wheelchair-friendly Renault Master Bus arrives SCHOOLS AND COLLEGES SEEKING TO RENEW THEIR MINIBUS TRANSPORTS FOR STUDENTS HAVE BEEN TURNING TO THE NEW RENAULT MASTER 12-SEATER BUS SINCE ITS LAUNCH IN AUSTRALIA ONE YEAR AGO.

Not only does the spacious and fuel-efficient Bus look impressive, it is priced competitively, and comes with a long factory warranty, backed by a growing network of 52 dealers nationally.

In addition, versions of the Renault Master Bus can be ordered now with a rear-entry wheelchair lift and space for two wheelchairs.

One of the key benefits of the Renault Master Bus is that the high roof design allows the wheelchair passengers’ carers to walk around upright inside the vehicle.

Well-respected conversion specialist Norden Conversion has a Master Bus package that can accommodate two wheelchairs as well as seven passengers and a driver.

“We could see a demand for a bus that offers accommodation for up to two wheelchairs from schools, colleges and community groups, one that also maximises the regular number of seats,” says Lyndon Healey, Senior Model Line Manager for Renault LCV. “Working in conjunction with Norden, we have created a product that meets a wide range of needs across all school-age groups.

“The wheelchair lift-equipped Renault Master

Bus is also ideal for city and local councils’ health and social services departments, private and public aged community and respite homes, as well as maxi-taxi and regional bus operators.

“The conversion has been carried out to a very high standard, and provides a competitively-

priced vehicle that outshines other offerings in the market,” Lyndon said.

“To permit the wheelchair access we installed a Braun L918 chairlift without requiring any structural modifications to the bus,” says Nick Kotsonis, Norden Conversion’s Business Development Manager.

With two wheelchairs installed, two rearfacing, lightweight, high-backed seats are situated against the back of the front seats, with three further single seats mounted down the side, one behind the other. All feature three-point inertia-reel seat belts, while the flat floor reduces tripping hazards and there are handrails for ease of entry and exit.

“Renault offers a more competitive price than other European suppliers but superior in terms of interior space and carrying capacity,” Nick says.

Renault has been attracting an ever-growing array of customers across Australia for its vans and light trucks, with more than 4600 vehicles sold last year.

“One-in-five commercial vans sold in Australia in 2016 were Renaults,” Lyndon says.

“With our reassurance programme, wide dealer network and strong factory warranty we can provide the ideal solution for all schools and colleges that need a 12-seater bus for pupils, as well as conversions that can accommodate students with reduced mobility.

“There’s a lot more to buying a Bus than the purchase price. Renault and its dealers are committed to providing a positive ownership experience for our Bus customers throughout the vehicle’s working life,” he says.

To find out how your school or college can benefit from the Renault Master Bus, contact us on 1800 009 008 or visit www.renault.com.au

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HEALTH & WELLBEING

Discover: United States of America “WHAT’S UP?” THE UNITED STATES OF AMERICA IS AN ICONIC WESTERN COUNTRY THAT IS WELL KNOWN THROUGH POPULAR CULTURE AND SHARED HISTORY WITH AUSTRALIA.

There’s simply no way to sum up a typical American holiday due to the diversity of people, landscapes, food, music and culture that can be found there.

The US covers majority of the Northern American continent.

It is located in the middle of Mexico to the South and Canada to the North.

The United States spans a number of time zones. The time zone in the East is UTC-5, in the West UTC-8 and in the state of Hawaii UTC-10

Washington DC Capital City (6.7 million people) New York Largest City (8.2 million people)

CULTURE AND CUSTOMS Americans don’t believe in a ‘class’ society.

Individualism, success and equal opportunity are widely celebrated. They value independence, equality, informality and directness.

• Americans are friendly and informal, often not waiting to be introduced and will strike up conversations with strangers.

• I t is considered rude to talk loudly on a mobile phone in public places such as trains, restaurants and museums.

•H ugging or kissing in greeting is usually only reserved for relatives and lovers, if you are meeting someone for the first time then a firm handshake will do.

WORDS TO KNOW What’s up (slang) Hello Boondocks (or boonies) Very rural area or rough neighbourhood Benjamin US $100 bill - It has a portrait of Benjamin Franklin Shoot the breeze Engaging in idle conversation Down town CBD or the centre of the town GENERAL TRAVEL ADVICE Best time to visit While the US can be visited all year round, the variety of regions and landscapes lead many people to argue that the fall (autumn) season is the best time to visit. The weather in fall is warm enough not to need large jumpers or layers but cool enough to walk around without overheating.

It is also known as the ‘shoulder’ season so prices will be lower and sites will be less crowded. It is also a beautiful time of year due to the colours of the falling leaves from Maples and other native trees.

Seasons The US is a large country and the temperatures can vary greatly.

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KEY FACTS Population: 319 million Total Area: 9,826,675 km2 Emergency: Dial 911 Dialling code: +1 Drinking Age: 21 or over Visas: The visa system in the US is complicated and changes often, so always do your research before you go. At the time of writing, Australians can travel in the US for 90 days for tourism on the Visa Waiver Program. However, you must apply for an Electronic System for Travel Authorisation (ESTA) at least 72 hours before you travel.

Electrical/device: 220V - ‘Type A’ plug.

You will need an adaptor and might require a converter.

Tipping: Widely used and expected.

Around 10 - 20 per cent is customary.

Some restaurants automatically add a tip, so check your bill.

Overall the southern parts of the country tend to be warmer than the north — Alaska is artic and Hawaii is tropical. The below temperatures form an average for the country.

Summer Jun to Sep

17° - 28°

Fall

Sep to Dec

15° - 25°

Winter

Dec to Mar

-1° - 7°

Spring

Mar to Jun

2° - 11°

This content was compiled by AGA Assistance Australia Pty Ltd ABN 52 097 227 177 trading as Allianz Global Assistance (AGA) in February 2016. While every effort has been made to ensure the accuracy of all information as at the date of publishing, AGA does not accept liability for any errors or omissions. Photography Credits: Philip Bird LRPS CPAGB, Shutterstock.com

HEALTH & WELLBEING

Geelong Grammar School’s Institute of Positive Education places wellbeing at the heart of education CHARACTER STRENGTHS While historically, education has been focused on academic outcomes, student wellbeing is becoming increasingly more salient, relevant, and prioritised. Positive Education – informed by Positive Psychology and the science of wellbeing – places the wellbeing of students at the heart of education. A strengths-based approach to teaching and learning, focusing on what is going well, is an essential tool of the Positive Educator.

There is a wealth of research into the identification and treatment of mental illness, with consistent language around symptoms, diagnosis and behaviours associated with people who are languishing. Conversely, until recently, an agreed-upon set of criteria for describing those who are flourishing has been lacking, as have interventions through which one might nurture this state. A common language with which to describe positive attributes in people has been an area of significant development within the science of wellbeing over the past decade.

CHANGING THE FOCUS The VIA Classification of Character Strengths was developed over a number of years by Professors Chris Peterson and Martin Seligman. It describes and characterises the positive human

WISDOM

COURAGE

qualities that, when actioned, contribute to living the ‘good life’. Peterson and Seligman conducted an extensive literature and cultural review which examined not only scientific texts, but also politics, fables, plays, religious texts, customs, greeting cards, and even video game character profiles. The aim was to identify strengths and virtues that have been universally valued, across the broad expanse of cultures and human history. The resulting list of 24 Character Strengths are grouped into six virtue areas; Wisdom, Courage, Humanity, Transcendence, Justice and Temperance. There are more than 200 peer-reviewed journal articles

HUMANITY

JUSTICE

which have been published, examining the Character Strengths from diverse angles, such as the strengths most strongly correlated with student engagement, academic achievement, life satisfaction and physical activity.

Everyone in your community – your colleagues, students and their families – has every one of these strengths, albeit to different degrees and expressed in different ways.

These are referred to as Values in Action ( VIA) and have been embedded into our culture at Geelong Grammar School (GGS). In allowing students and staff to discover their ‘signature

TEMPERANCE

Bravery

Capacity to Love & be Loved

Teamwork

Forgiveness

Appreciation of Beauty & Excellence

Curiosity

Persistence

Kindness

Fairness

Modesty

Gratitude

Open-mindedness

Honesty

Social Intelligence

Leadership

Prudence

Hope

Love of Learning

Zest

Self-control

Humour & Playfulness

Perspective

Spirituality Adapted from VIA Institute on Character (http://www.viacharacter.org/www/Character-Strengths/VIA-Classification)

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TRANSCENDENCE

Creativity

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strengths’ – the strengths most essential to who they are – the community can learn to harness and apply these strengths in challenging times as well as everyday situations as they attempt to live a ‘good’ life. A person’s signature strengths have been found to be relatively stable over their lifetime. Research has shown that it is possible to develop strengths through intentional activity and that people who use their signature strengths in new ways experience increased levels of wellbeing. Additionally, recent evidence has demonstrated significant wellbeing benefits from nurturing a balanced strength profile known as a ‘Jack of All Strengths’. Interestingly, the Character Strengths found to be most strongly correlated with wellbeing in adults are ‘Gratitude’ and ‘Love of Learning’. For children, the strengths of ‘Capacity to Love and be Loved’, ‘Zest’, and ‘Hope’ are most closely associated with happiness.

CHARACTER STRENGTHS AT GGS The knowledge and focus on Character Strengths underpins Geelong Grammar School’s Positive Education programme. By explicitly teaching our students the language of strengths and helping

them to identify these positive character attributes in themselves and others, we give them the tools to develop these aspects of their personality. Currently, our Year 6 classes are experimenting with a Character Strengths Twister mat. In playing games like musical chairs and bingo, the students are enjoying and building familiarity with the language of strengths. They spot strengths in other students, talk about how they are using particular strengths themselves and develop an understanding that they all have their own unique capabilities and ways of understanding the world.

Our Year 2 students are drawing self-portraits, with a speech bubble in which they reflect “it’s good to be me because…”. They choose the strengths they think best represent who they are from posters on the classroom walls. Once finished, the self-portraits join the posters on the walls to create a display that

celebrate the diversity of the students and their personalities.

By making Character Strengths part of the language of our learning environments, students are given agency to increase self-awareness and social awareness. In using a strengths-based approach to learning about character, our aim is to increase the focus on what is good about each member of our school community.

To gain a deeper understanding of how schools can implement a strengths-based approach, please see the Institute of Positive Education website (instituteofpositiveeducation.com). Educators may also wish to come along to one of our Positive Education training courses including our one-day Embedding Character Strengths workshop.

SUSTAINABILITY

Stephanie Alexander Kitchen Garden Foundation: Start small and grow MELBOURNE’S SANDRINGHAM PRIMARY SCHOOL IS A GREAT EXAMPLE OF HOW SIMPLE BEGINNINGS CAN GROW INTO A FLOURISHING KITCHEN GARDEN.

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Sandringham Primary School’s garden has been transformed from a dry dustbowl into a green oasis thanks to a dedicated school community.

The Melbourne school established a vegetable garden several years ago but the space was not used regularly, and it became run down.

Thanks to the coordinated efforts of some passionate parents and teachers, along with some community funding, the school now has a thriving veggie garden and the beginnings of a kitchen garden program.

Parent and school council member Kylie Hogan says funding from the Sandringham Community Bank (Bendigo Bank), and local traders, helped make the garden transformation possible.

The funds meant the school has been able to employ Laura Myers, a parent at the school who is a horticulturalist and qualified secondary teacher.

Laura has been advising teachers and students on how to care for the garden since last year, with students

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working on the garden during their lunch breaks.

This year, the continuation of funding has meant that Laura is able to start running more structured garden classes with Year 3 and 4 students.

Kylie says funding from local traders also helped the school install an irrigation system and build a large garden shed, which made a big difference to the garden.

She says the school has also drawn on support from local community organisations, such as the local Men’s Shed, which made a large table for the garden that can be used both for potting plants and as a work space for outside learning.

The response to the garden transformation from the school community has been really positive.

“The kids are really excited about it, and so are the parents,” Kylie says.

The school is working towards making links between the kitchen garden program and the Curriculum, and has been using the kitchen garden as an alternative learning space.

Teacher Jenny Parsons, who is leading the school’s kitchen garden program planning, says many of the teachers were already integrating the garden into their lessons.

“We use the garden for lots of things, like for literacy and science classes,” Jenny says.

The school became a member of the Stephanie Alexander Kitchen Garden Foundation’s Kitchen Garden Classroom to help with planning and resources for their kitchen garden program.

They have purchased the Foundation’s resources, attended face-to-face professional development and enrolled in online professional development.

Jenny says she also regularly accesses the Foundation’s online resource library to build up a bank of kitchen garden resources to help teachers integrate kitchen and garden classes into the Curriculum.

“I’ve been into the Shared Table online resource library and pulled out resources that relate to lesson plans, for example the Rosemary Wreaths activity and Anzac biscuits recipe for Anzac Day lessons. I’ve been pulling resources out and categorising them,” she says.

Now that the school has a productive garden and Curriculum integration planning is underway, the next step is to refurbish their kitchen space.

Kylie says she was working on raising more funds for the kitchen space through a corporate partnership strategy.

The school also started an Environmental Committee to hold fundraising events, such as green dress-up days where students make a gold coin donation to go towards the refurbishment.

Another fundraising plan is to make a Wishing Tree, where each leaf of the tree describes an item of kitchen equipment the school needs, to encourage the school community to donate items.

The school may only have basic kitchen facilities

at the moment, but that is not holding them back from running occasional cooking classes with students.

In term 1 this year, Year 6 students harvested zucchini from the school garden and cooked up a zucchini slice, and Year 3 students harvested produce to use in a cooking session with the school’s Mandarin teacher.

Kylie says they hope to expand the frequency of garden classes on offer, and start running structured kitchen classes in the future in the future.

“We’re just taking small steps … we’re focusing on the garden now as I feel that’s the first step – to get that right,” Kylie said.

“I’m a big believer of breaking things down stepby-step. It does require patience.

“I think we are a good example of taking it little by little. You knock something on the head, and then you see what you can do next.”

The enthusiasm and passion of the kitchen garden team at Sandringham Primary School is sure to see big things grow from small beginnings.

To find out how your school can dig into pleasurable food education, head to www.kitchengardenfoundation.org.au

Working together to grow healthy kids

SUSTAINABILITY

Who We Are: Brave New Clan – Cultural Expression COOL AUSTRALIA IS AN EDUCATIONAL NOT-FOR-PROFIT THAT HELPS TEACHERS DESIGN EXCEPTIONAL LEARNING FOR ALL STUDENTS. JUMP ON TO THEIR WEBSITE FOR FREE-TO-ACCESS UNITS OF WORK AND LESSON PLANS THAT INTEGRATE TOPICS SUCH AS SUSTAINABILITY, ETHICS, ABORIGINAL AND TORRES STRAIT ISLANDER HISTORIES AND CULTURES, ECONOMICS AND WELLBEING ACROSS SUBJECT AREAS.

ABOUT THE NARRANGUNNAWALI PROGRAM Narragunnawali: Reconciliation in Schools and Early Learning is a Reconciliation Australia program that supports schools and early learning services in Australia to develop environments that foster a higher level of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions.

Visit www.reconciliation.org.au/schools to join the Narragunnawali community.

ABOUT ‘WHO WE ARE: BRAVE NEW CLAN’ Foster student knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions. Cool Australia has teamed up with Narragunnawali: Reconciliation in Schools and Early Learning to provide you with teaching resources for a series of short films, Who We Are: Brave New Clan.

Introduce your students to six exceptional young Aboriginal and Torres Strait Islander people as they navigate life in urban, regional and remote settings.

Each film will help students examine the influences of family, kinship, community, country/place, culture, spirituality and history on Aboriginal and Torres Strait Islander peoples. The accompanying lesson plans include curriculum links, teaching tips, fact sheets, assessment ideas and access to free educational videos.

ABOUT THIS LESSON This lesson focuses on the topic of cultural expression and sharing of knowledge. Through a range of literacy-based activities, students will explore how some of the hosts of the film value knowledge in their own cultures. Students then look at the importance of storytelling for knowledge transfer and maintenance in Aboriginal and Torres Strait Islander cultures. Finally, students create their own story that can be shared in a yarning circle.

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education matters primary

CURRICULUM LINKS Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures OI.5, OI.6 General capabilities: Intercultural Understanding, Ethical Understanding, Critical and Creative Thinking, Literacy Skills English: Years 4, 5 & 6 Humanities and Social Sciences: Years 4, 5 & 6 (View each of the curriculum content descriptors on Cool Australia’s website) Time Required: 50 minutes What You’ll Need: Download from www.coolaustralia.org/activity/bravenew-clan-culture-1-cultural-expression-years-4-to-6/: • Film – Who We Are: Culture • Student Worksheet Teaching Sequence: 10 minutes - Watching Film and Class Discussion 15 minutes - Yarning Circle 20 minutes - Story Writing and Sharing 5 minutes - Reflection Instructions: Step 1. As a class, watch the Who We Are: Culture film. Focus student viewing by asking them to look for references to ‘culture’.

Step 2. Once complete, engage students in a discussion around the following questions: • How does James refer to the stories in his culture?

• What does Josh say about the stories in his culture?

• How does Harry describe his experience of knowledge within his culture?

• What does Harry say about the importance of story to his experience of his culture?

Through your discussion guide students to thinking about the connections between culture and language, storytelling, and passing down of knowledge.

Step 3. Explain to students that they are now going to form a yarning circle. A yarning circle is a way of sharing stories and engaging in conversations.

Invite your class to sit in a circle. Begin by telling the class a story that is shared between generations in your family. It could be happy memories from yours or your parents’ childhoods, or stories that contain information about your family history or experiences of particular family members. Invite students to think of a story that is shared in their own family. Ask students to think about who usually tells the story in their family, who listens, and why the story is important. Ask students if anyone is willing to share stories from their own families. Continue sharing stories around the yarning circle until there are no more volunteers.

Once complete, invite students to share their experiences of the yarning circle: • Why is this a good way of sharing information?

• How does it feel to share information?

• What other sorts of activities would be suitable to a yarning circle?

• Would you like to do it again? Why or why not?

Step 4. Explain to students that many Aboriginal and Torres Strait Islander stories explain some facet of the environment. This can be weather, geography, animal behaviour or any other information that is often relayed through other,

more scientific means, by many contemporary Western societies. Ask students to research a local animal/plant/place and create a story that gives that animal/plant/place some reason or purpose. The stories should be truthful, but share the information in an entertaining and meaningful narrative. In many Aboriginal and Torres Strait Islander cultures, knowledge comes from and is often based around is an oral tradition. Encourage students to think of the story as an oral story rather than one to be written down or read. Once students have had time to research and create their stories, invite students back to your yarning circle and ask each person to share their story with the class.

Reflection: Invite students to complete the thinking routine on the Student Worksheet.

Explore the rest of the Who We Are: Brave New Clan units and lessons - www.coolaustralia.org/ brave-new-clan/ Sign up to Narragunnawali to continue learning about Aboriginal and Torres Strait Islander histories, cultures and contributions year-round – www.reconciliation.org.au/schools

education matters primary

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