Education Matters Secondary April 2020

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INSTILLING RESILIENCE AND CONFIDENCE Principally Speaking: Mentone Girls’ Grammar School Improving student literacy Future-focussed schools Proudly supported by the Australian Secondary Principals’ Association

EDITOR’S NOTE

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The latest NAPLAN results, released in late February, have reiterated much of what we already know – that there is still room for improvement when it comes to the literacy and numeracy skills of our students, particularly in the secondary years.

Worrying student literacy levels has been the topic of much research, discussion and debate, with the results of numerous tests indicating we may be in dire straits. But is the issue really as serious as the news reports would have us believe?

Publisher: Christine Clancy christine.clancy@primecreative.com.au

According to the 2019 NAPLAN National Report, Year 3 results indicate improvements across all of the domains – numeracy, reading, writing, grammar and punctuation, and spelling (some of these improvements are significant) – when compared to the base year of 2008. By Year 5, there are improvements across all domains (compared to the base year) except for writing. In Year 7, the results paint a similar picture, with improvements across all domains except for writing (compared to 2011, which is used as the base year at the secondary level). And in Year 9, it’s the same story again – improvements across all domains except for writing. So this begs the question, why aren’t we seeing the sorts of increases many of us would hope?

Managing Editor: Toli Papadopoulos toli.papadopoulos@primecreative.com.au

While soft skills such as communication, teamwork, problem solving, creativity and adaptability are undoubtedly vital, so too are the traditional hard skills like being able to read and write. Even careers in new and emerging technology fields like robotics, and virtual and augmented reality require some level of literacy skill.

In the world of today, our lives are so technology-rich. Within moments of waking up, I can check my calendar, my emails, today’s weather, how long it will take me to get from point A to point B and more, all from the one device.

Chief Operating Officer: Zelda Tupicoff zelda.tupicoff@primecreative.com.au

Editor: Danielle Gullaci danielle.gullaci@primecreative.com.au Design Production Manager: Michelle Weston Art Director: Blake Storey Designers: Kerry Pert, Madeline McCarty General Manager (Sydney): Terry Wogan terry.wogan@primecreative.com.au

Advertising: Andrew Morrison andrew.morrison@primecreative.com.au 0411 755 432 Client Success Manager: Justine Nardone

But this raises questions over how technology is impacting our skills in literacy. Rather than needing to know how to spell a particular word, or whether or not we should use an apostrophe, auto correct or spell check can do that for us (even if it’s not always accurate – although Google can often help with that, just ask).

Education Matters is a division of Prime Creative Media Pty. Ltd. 11-15 Buckhurst Street, South Melbourne 3205 Ph: (+61 3) 9690 8766 Fax: (+61 3) 9682 0044

In this edition’s ‘Hot Topic’ special feature we focus on ‘Improving student literacy’, speaking to a range of literacy experts and investigating current and emerging research (see page 18).

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It’s an honour to join you for this edition of Education Matters – Secondary. If you have any feedback or suggestions, please feel free to email me at danielle.gullaci@primecreative.com.au.

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Education Matters

education matters secondary

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contents SECONDARY April - June 2020

REGULARS

Editor’s note 3

Buyer’s Guide

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News

8

A snapshot of some of the latest news and developments in the education sector.

ASPA column

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President of the Australian Secondary Principals’ Association, Andrew Pierpoint, and Lecturer in Educational Leadership at Monash University, Amanda Heffernan, discuss principal autonomy and career stage.

Principally Speaking

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Natalie Charles, Principal at Mentone Girls’ Grammar School in Melbourne, highlights how the school seeks to instil resilience, confidence and capability into its students, to prepare them for the future world.

Hot Topic

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There have been numerous reports and a great deal of research highlighting the growing number of young people struggling with literacy.

Education Matters speaks to several experts for an in-depth discussion of the issue.

The Last Word

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Events

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FEATURES

26 Readying students for the world of tomorrow

Jessi Mostogl from illuminate Education Australia talks about the changing face of the education system and the need for it to adapt to our changing world.

30 Does your school have a culture of innovation?

After visiting 20 future-focussed schools in Australia, New Zealand and Singapore to see how they engage in innovation, Winston Churchill Memorial Trust Fellow, Katy Theobald, shares her research.

32 A clearer view of the teaching profession

Xian-Zhi Soon from the Australian Institute for Teaching and School Leadership explains the Australian Teacher Workforce Data initiative and how teachers can have their say.

34

Success for every young person

With a target of achieving 91 per cent of young people engaged in education, employment or training by 2022, Director-General of Queensland’s Department of Education, Tony Cook, talks about the state’s goals for increasing youth engagement.

40 NAPLAN: A ‘snapshot’ of student progress or a ‘trigger’ for student woes?

The 2019 NAPLAN National Report was recently released.

Dr Don Carter from the University of Technology reflects on current research into standardised testing and its impact on classroom learning and student wellbeing.

Minister for Education, Dan Tehan; Australian Curriculum, Assessment and Reporting Authority CEO, David de Carvalho; Treasurer at Catholic Secondary Principals Australia, Frank Pisano; and eSafety Commissioner, Julie Inman Grant; offer opinion pieces on a variety of topical subjects.

A calendar of upcoming education events happening around Australia.

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A clearer picture of the teaching profession After families, teachers are the number one influence on the learning lives of children and students. Understanding the challenges faced by the teaching profession is vital, but there currently isn’t a clear national picture or answers to many important questions.

A national first, the Australian Teacher Workforce Data (ATWD) initiative will deliver new insights and help identify how to better support the teaching profession.

Make sure you’re part of the picture The ATWD Teacher Survey is an opportunity for teachers and leaders to share experiences and thoughts. Invitations for the next annual survey will start being sent to registered teachers in participating states and territories later this year.

Scan the QR code or visit www.aitsl.edu.au/atwdinfo to learn more about the ATWD.

aitsl.edu.au twitter.com/aitsl facebook.com/aitsl linkedin.com/company/aitsleduau aitsl.edu.au/subscribe

BUYER’S GUIDE

TECHNOLOGY

CURRICULUM

22 Acer: Classroom technology

38 Road Safety Victoria: Student program

From fingerprint readers and facial recognition, to voice communication and learner analytics, Acer discusses how its innovative technologies are being used to enhance classroom learning and teacher/ student collaboration.

A road safety education and training program called Road Smart is being delivered to Year 10 students across Victoria to build on their existing road knowledge and skills.

42 Victorian Electoral Commission: Student

24 Promethean: Classroom technology

program The Passport to Democracy program by the Victorian Electoral Commission provides a range of free lesson plans and classroom resources centred around Civics and Citizenship Education.

A recent report by Promethean examined educators’ views on the use of technology in the modern classroom. Promethean’s Alistair Hayward discusses the findings of this research.

BEYOND THE CLASSROOM

28 EduTECH: Education event Based around the theme of ‘Disruption, creativity, diversity’, EduTECH 2020 is a giant festival of education combining pre-event masterclasses, parallel conference streams, roundtables and breakout sessions.

HEALTH AND WELLBEING

36 Generation Next: Mental health seminars The Mental Health and Wellbeing of Young People Seminars, run by Generation Next, will be held across the country to discuss youth mental health and provide educators with tools and knowledge on how to support student wellbeing.

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education matters secondary

44 W orldStrides: Educational travel WorldStrides designs educational tours to complement the curriculum and maximise learning outcomes. In this edition, we highlight several cross-curriculum destinations from around the globe.

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An interactive classroom session with a Road Smart facilitator

Road Smart is a free road safety education and training program for Year 10 students Trained facilitators will come to your school and deliver the program to groups of up to 30 students per session on a day and at a time that best suits you.

Following the in-class sessions, you can download ten lesson plans from the Teacher’s Toolkit and continue to deliver the road safety message in class.

There is also the opportunity for all students to take part in a free driving lesson with a professional driving instructor – either as a class excursion or taken in their own time with their supervising driver in attendance.

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eLearning for students and their supervising drivers

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In-car session with an instructor

Become a Road Smart school Register your interest: roadsmart@roads.vic.gov.au

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Resource toolkit for teachers

vicroads.vic.gov.au

NATIONAL EDUCATION NEWS

2019 NAPLAN National Report released The 2019 NAPLAN National Report, released 25 February 2020, shows a variety of gains

writing (Year 3) compared to 2008. Year 3 and 9 writing also was significantly above the

at the primary level, though there is still room for improvement in the secondary years.

NAPLAN 2018 average.

In 2019, performance for Year 5 numeracy, Years 3 and 5 reading, Years 3 and 5

The rate of improvement in results for Indigenous students is almost twice the rate

spelling, and Year 3 grammar was significantly above the NAPLAN 2008 average, which

of improvement for the general population, though more needs to be done. According

is when NAPLAN began. Year 3 writing results were also significantly higher in 2019

to ACARA, further research is needed into what can be done to increase the rate of

when compared to the previous year. Though for Years 7 and 9, writing results were

improvement even more for Indigenous students.

found to be below the base year of 2011.

“The cumulative gains made since 2008 by Indigenous students are especially

“It is not the case, as some claim, that NAPLAN results show no improvement since

pleasing. One of the benefits of NAPLAN is that it can provide us with this information

the test was introduced. It is more complex than that,” said David de Carvalho, CEO of

about Indigenous students’ progress and continue in our efforts to contribute towards

the Australian Curriculum, Assessment and Reporting Authority (ACARA).

closing the literacy and numeracy achievement gap between Indigenous and non-

“It is also encouraging to see the slight improvement in writing results in 2019, after

Indigenous students,” added Mr de Carvalho.

a number of years of concern about the decline in writing results. NAPLAN has enabled

Students with a language background other than English showed significant

a spotlight to be focussed on writing, and what teachers are doing seems to be making

cumulative gains in reading (Years 3, 5 and 7), grammar and punctuation (Years 3 and

a difference. Hopefully, this first year of turnaround will be the beginning of a trend;

7), spelling (Years 3 and 5) and numeracy (Year 5) compared to 2008. Year 3 writing was

however, only time will tell. The writing results overall, however, are still below where

significantly above the NAPLAN 2018 average.

they were when writing was first tested, with the exception of Year 3.”

In the breakdown by gender, the report reveals significant cumulative gains in some

The results confirm initial findings of the preliminary information released in August 2019, though the 2019 NAPLAN National Report provides further information including comparisons of performance by gender, Indigenous status, language background other than English, parental occupation, parental education and school location.

For Indigenous students, there have been some significant cumulative gains in some domains and year levels including reading (Years 3, 5 and 7), spelling (Years 3 and 5), grammar and punctuation (Years 3 and 7), numeracy (Years 5 and 9) and

domains and year levels for female students including reading (Years 3 and 5), spelling (Year 5), grammar and punctuation (Year 3) and numeracy (Year 5).

Similarly, there have been some significant cumulative gains in some domains and year levels for male students including reading (Years 3 and 5), spelling (Years 3 and 5), grammar and punctuation (Year 3) and numeracy (Year 5).

Year 3 writing was significantly above the NAPLAN 2018 average for both female and male students. EM

Holocaust education to address racism and prejudice From 2020, all Year 9 and 10 students in Victorian government schools will learn about

The updated resources will be based on adaptations of existing Yad Vashem

the Holocaust in a bid to tackle rising anti-Semitism, racism and prejudice in schools

teaching resources and lesson plans produced by the World Holocaust Memorial Centre

and the wider community.

in Jerusalem.

Victorian Minister for Education James Merlino announced new teaching resources for Holocaust education will be developed in partnership with Victorian Jewish organisations, and alumni of the Gandel Holocaust Studies Program for Australian Educators. Existing resources will also be reviewed.

Although the Holocaust is in the current Victorian curriculum, it is not compulsory to teach it in all schools.

The move to bring it to all Victorian schools was also welcomed by the Minister for Multicultural Affairs Richard Wynne. “Tackling racism and prejudice in schools is

“It concerns me that if asked, most kids today wouldn’t be able to explain what

everyone’s responsibility. It’s our diversity that makes Victoria what we are and that is

the Holocaust was. Anti-Semitism is on the rise around the globe and sadly we are not

why we need to ensure our students understand the damage racism and discrimination

immune in our own Victorian community,” said Minister Merlino.

can cause,” he said.

“It is vital that each generation understands the horror of the Holocaust to ensure

Along with the refreshed Holocaust education resources, other related initiatives will

it can never be repeated and to educate the community on the damage caused by anti-

include increasing funding to Courage to Care; the establishment of a dedicated ethnic

Semitism, racism and prejudice,” he added. “This is about using this terrible historical

or religious vilification hotline for schools, students and parents; and the establishment

event to talk to students and educate them about the broader issues of racism and

of a new student advisory group to look at what more can be done to ensure schools are

prejudice in our society.”

inclusive communities where diversity is valued. EM

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education matters secondary

New curriculum for students with a vision impairment The first national curriculum for students with a vision impairment will soon be trialled in

She said although the ECC was first developed in 1996, it doesn’t get the attention

schools, as part of a plan to provide equitable access to education for children who are

it deserves because of factors such as time constraints and a lack of understanding

blind or have low vision.

from schools, teachers and families. “Research shows that older adults who have been

Leading the charge is University of Southern Queensland inclusive education researcher Melissa Fanshawe. Her 13-year-old son has a rare genetic vision impairment

explicitly taught skills of the ECC experience positive career and life outcomes.

“A standardised national curriculum that centres on the ECC and the unique needs

and she has spent the past seven years researching ways to improve the mainstream

of students with no or low vision will enable schools and teachers to be aware of

schooling experience for students with a vision impairment.

adjustments that can be easily made to access the curriculum.”

Supported by Vision Australia and the South Pacific Educators in Vision Impairment,

Ms Fanshawe added that the new curriculum would also give students with a vision

Ms Fanshawe is involved in developing the new curriculum, which is expected to be

impairment the opportunity to learn the ECC so they had a clear understanding of their

trialled in schools later this year.

goals and a greater scope for developing skills that are necessary for tertiary education

About 3000 school-aged children in Australia have a vision impairment – 300 of

and employment. “The goal is to empower students to take an active role in their

which have a severe vision impairment or are blind – but these students are generally

education and have more independence,” she said. “Students would also feel a sense

educated in mainstream schools, sometimes with little support.

of belonging at school, which is paramount to positive education outcomes for students

Ms Fanshawe is also a former principal who has worked closely with many blind and low vision students. “Schools and classrooms are built for students who can see, but unfortunately not all schools are aware of simple measures that can be adopted to meet the needs of students with a vision impairment,” she said.

with vision impairment and is critical to their social and cognitive development.”

Vision Australia CEO Ron Hooton said parents of children with a vison impairment have long been calling for more support for their children in classrooms.

“Full implementation of the Expanded Core Curriculum is an essential part of

“Technology has made it easier for these students to learn, but things take longer to access for students who use braille and assistive technologies, and they are expected to do this and complete their tasks in the same amount of time.”

ensuring the best possible education for children, leading to greater employment opportunities in later life,” he said.

“Vision Australia is delighted to be working with Ms Fanshawe over the coming

Ms Fanshawe believes vision impaired students need to be exposed to the Expanded Core Curriculum (ECC), which requires explicit teaching to vision impaired students to compensate for skills sighted peers gain through observation and the environment.

years to support this important project.”

Ms Fanshawe said trials for the new curriculum could start as soon as July. She is hoping it will be accredited and rolled out in schools across Australia by 2022. EM

Pilot program supports Aboriginal staff to become teachers Aboriginal staff working for the Department of Education in WA will have the opportunity

students to be confident and successful learners as well as provide greater opportunities

to pursue a career in teaching, as part of a new $3 million pilot program with Curtin

for our Aboriginal school staff.

University.

“The 33 participants come from schools all over the state – the Kimberley, Midwest,

Thirty-three current Department of Education staff members will be the first participants of the pilot program to study a Bachelor of Education at Curtin University.

These staff members are currently employed by the Department as Aboriginal and

Pilbara, Wheatbelt and the metropolitan area – and will continue their important work at schools while they study part-time.”

The Bachelor of Education course will be delivered primarily online for the 30

Islander Education Officers, or in a range of support roles in primary and secondary

women and three men who will study part-time while continuing to work, with

schools across the state.

participants able to complete the course over a minimum period of five years.

“The majority of these participants are employed as Aboriginal and Islander Education Officers while four are in other important roles – all providing vital support to young Aboriginal students,” said Aboriginal Affairs Minister Ben Wyatt.

To be accepted into the Bachelor of Education, participants had to meet set criteria and receive endorsement from their school principals.

Support will be provided by staff from Curtin University and participants will also

“They are well placed to undertake further training to become school teachers and this program presents a big opportunity to do so, while maintaining employment as they undertake their study.”

have teacher mentors from their schools in addition to online support.

“Curtin University has a history of supporting Aboriginal students to undertake higher education, and I’m delighted we can work together to increase the number of

WA Education and Training Minister Sue Ellery added, “We want our Aboriginal

Aboriginal teachers we have working in our public schools,” Minister Ellery added. EM

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NATIONAL EDUCATION NEWS

Astrobiology helps students understand the nature of science As part of UNSW Sydney research, secondary students were introduced to the study of

“These results suggest that students were actively re-evaluating their existing ideas

astrobiology to demonstrate “how science is done outside of a classroom”, with results

of the nature of science,” the researchers write, “but that those ideas had not been fully

showing it helped to instil a more accurate view of the nature of science: one that

integrated into their knowledge structures.”

included the use of creativity and imagination.

According to the researchers, while students do already learn about the nature

Astrobiology is the study of life’s origins, distribution, and future in the universe.

of science, they “still consistently demonstrate inadequate conceptions,” with certain

Based around the Mission to Mars program at the Victorian Space Science Education

critical elements overlooked, particularly the role of creativity and imagination in

Centre, the study surveyed 483 students in Year 7-10 between May and September 2018.

scientific practice.

Of the students, 143 responded to the presurvey, and of these 76 responded to the

Other explanations include the content-focussed, rote learning approach adopted in

postsurvey. Analysis of their written responses revealed “cognitive conflict” – a sign

schools, leading students to misconstrue the true nature of scientific work and science

that newly gained information is in tension with current knowledge. In this case, their

generally.

understanding of the nature of science was being radically challenged.

“Lectures, worksheets, and laboratory experiments that use a recipe-like method –

Post-test trends highlighted an increase in student acknowledgement of how acts of interpretation, creativity and imagination operate in science.

the scientific method – result in students viewing science as rigid, linear, absolute, and uncreative.

The authors, PhD Candidate Isabelle Kingsley, Dr Carol Oliver and Dr Eve Slavich

“How students view the nature of science is considered fundamental to shaping

believe “this trend points to a shift in students’ views toward a more informed

their frame of reference for making sense of scientific knowledge, practice, and

understanding that scientists’ interpretations are influenced by their background,

implications,” they said. “Science educator Harold Saunders was right to call it the most

experience, and creativity, suggesting a greater awareness of the subjective, tentative

important purpose of science teaching”.

and creative nature of science.”

Researchers added that their sample size limits the conclusions that should be

Both this study and previous ones attempted the same thing using quantitative data

drawn from their work, but they conclude that “astrobiology programs can effect some

analysis but were unable to identify a shift in student understandings. The true results

change in students’ views of the nature of science and may be useful in helping students

were “hidden in the figures”, revealed once students wrote about their experiences.

to take their first steps toward comprehending how science is done.” EM

New FutureSchools dates announced After the decision was made to postpone the National FutureSchools Festival amid the

The event will still take place at the same venue, the Melbourne Convention &

current Covid-19 pandemic, organisers have announced the event will soon return

Exhibition Centre. Those due to participate in the National FutureSchools Festival

“even bigger and better”.

2020 are advised that their involvement will automatically be transferred to the new

FutureSchools was due to be held on 18-19 March 2020 at the Melbourne Convention & Exhibition Centre. In a bid to help curb the spread of Covid-19, the

dates in 2021.

A premier event on the education calendar, the National FutureSchools Festival

Australian Government put in place a ban on non-essential, organised gatherings of

brings together the entire K-12 sector, offering an immersive and interactive

more than 500 people, effective Monday 16 March.

experience.

Organisers of the event were quick to act on this, announcing on the

It focuses on the key areas of technology, environment, pedagogy and curriculum.

FutureSchools website, “We’re all very disappointed and saddened to postpone the

Visitors will have the opportunity to create their own agenda from over 110 learning

festival after the hard work everyone has put in over the last 12 months, however

hours, spread across 16 topics.

circumstances mean we must take this seriously and postpone the event to 22 and 23 March 2021.

The National FutureSchools Festival is organised by Terrapinn, which is also the team behind EduTECH, a giant festival covering the entire education sector. EduTECH

“We apologise for any inconvenience this has caused, however we’re looking

was due to be held in June 2020, but has been postponed. It will now be held on 9-10

forward to delivering you the same ‘festival of ideas’ for K-12 education next year,

November 2020 at the International Convention Centre in Sydney. For more information

where we will be even bigger and better.”

about the National FutureSchools Festival, visit www.futureschools.com.au. EM

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education matters secondary

ASPA COLUMN // Andrew Pierpoint

Principal autonomy and career stage PRINCIPAL AND SCHOOL AUTONOMY IS AN IMPORTANT FACTOR IN ESTABLISHING LEADERSHIP PRACTICES THAT MEET THE NEEDS OF LOCAL SCHOOL COMMUNITIES, WRITE ANDREW PIERPOINT, PRESIDENT OF THE AUSTRALIAN SECONDARY PRINCIPALS’ ASSOCIATION (ASPA), AND AMANDA HEFFERNAN, LECTURER IN EDUCATIONAL LEADERSHIP AT MONASH UNIVERSITY.

Andrew Pierpoint is President of the Australian Secondary Principals’ Association – the peak body for school leaders across Australia. He was previously President of the Queensland Secondary Principals’ Association for four years.

Mr Pierpoint has over 35 years of experience in high schools as a science teacher, Head of Department (Science), Deputy Principal and Principal, as well as having several system positions in the support of principals. Throughout his career, Mr Pierpoint has worked in complex rural and remote communities through to large regional and metropolitan schools. He has led communities and reference groups at district, regional, state and national levels.

Mr Pierpoint’s special interests are the provision of high quality professional learning for school leaders and school leader wellbeing. Personally, he is highly active in school sport – particularly cricket and golf.

Mr Pierpoint has demonstrated a passion for state education in Queensland for many years and possesses an excellent understanding of principalship from first-hand experience. Most importantly, he has a genuine desire to make a meaningful difference for school leaders in the application of their ever increasing, complex roles in schools and the broader communities they work in.

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Principals exercise their autonomy in enacting policies by interpreting and translating policy to ensure it is relevant to their school communities, meets school needs, and is achievable within the school’s resources and expertise. This sometimes involves filtering policies – especially in a climate of ongoing reform – and determining what is urgent versus what is important.

The filtering of policy and reform initiatives is an incredibly important part of leadership that considers the effects of ongoing reforms on school communities. By choosing what to maintain a focus on, what can wait for the future, and what is not relevant, a school principal is able to mitigate the effects of some reforms on teacher workload and wellbeing, student engagement and progress, and the effective use of resources. This enables a school to maintain a focus and direction while not overloading the staff, students and community, and potentially derailing their efforts.

Australian principals have formalised autonomy that varies depending on where their school is located, with some states and territories having more formalised commitments to autonomy than others. We recognise that this is made clear through policies and principals and that school communities can come to expect some clarity and consistency in relation to their adoption and enactment of autonomy as a result. However, what we also know is that autonomy is taken up differently by people at different career stages, and in different locations.

education matters secondary

Research we have previously undertaken has identified that many early career principals feel more constrained in their autonomy than those in later career stages, or those who have had time to build up a ‘track record’ (as many described it) and establish relationships and trust within their local schooling region. Those principals who have those longer-term relationships built on a foundation of trust and a strong ‘track record’ seem to be much more confident in their autonomy and their ability to be able to filter and make decisions about their school focus that might go against the norms and expectations from the systems in which they are situated.

So what does this all mean? Why does it matter? There are a number of key challenges arising from this.

Firstly, it means there is potentially an (implicit) tiered system of leadership – those who might be confident in their ability to make decisions that go against the grain, and those who feel more compelled to comply with initiatives and imperatives.

This has flow-on effects for workload and wellbeing for everyone in the school community if some schools are taking everything on board while other schools are able to be more judicious.

Secondly, it means that some communities are potentially having their needs met more effectively than others. By the very nature of a system – and Australia boasts schooling systems of significant size and complexity – context has to be somewhat removed from policy and then re-incorporated on the ground when policy is being translated and

Research shows that a school principal’s level of autonomy can differ with career stage.

enacted. We know, by the nature of staffing and career trajectories, that many beginning principals are in schools which serve vulnerable students – including rural, remote or isolated schools, and schools whose communities are marginalised within society. Therefore, some of these are schools where that context and the disparity in principals’ perceived autonomy means some policies are potentially being bypassed, minimised or moulded to fit the needs more effectively than others.

Finally, it has implications for how we prepare and support principals, and how policy is communicated with them.

We believe in the importance of supporting principals as they move through different career stages in order to minimise the risk of burnout and attrition, and to ensure they are satisfied and effective in their work. In ensuring that principals at all career stages (aspirant, beginning, mid-career

and experienced/late-career) are aware of the autonomy they do have, and what decisions they are able to make for their communities, we can find ways to better support their needs and their development as leaders.

Australia’s governments and education systems have made public commitments to sustained autonomy for schools and communities with a view to meeting local needs. We believe that we still have a lot to learn and understand about how autonomy plays out in different context across Australia.

The Australian Secondary Principals’ Association has partnered with the Faculty of Education at Monash University to conduct research into principal autonomy in public secondary schools across the country. If you are interested in completing a short survey about your experiences of autonomy or participating in a 30-minute interview on this topic, please contact the authors. EM

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Dr Amanda Heffernan is an expert in educational leadership in the Faculty of Education at Monash University. Her research focuses on the contemporary challenges of principals’ work, and what that means for how we can better attract, support and keep school leaders within the profession.

She has a particular interest in leadership in complex school settings, including those in rural and remote areas, and the skills and knowledge that are needed to successfully lead those schools.

Dr Heffernan is a former public school principal who now works with future and current leaders, policymakers and international researchers to highlight the important and complex work of educational leadership today. She is also an award-winning researcher and public speaker.

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PRINCIPALLY SPEAKING // MENTONE GIRLS’ GRAMMAR SCHOOL

Knowledge is power NATALIE CHARLES, PRINCIPAL AT MENTONE GIRLS’ GRAMMAR SCHOOL IN MELBOURNE’S BAYSIDE, DISCUSSES HOW THE SCHOOL IS ARMING ITS STUDENTS WITH IMPORTANT SKILLS AND QUALITIES TO HELP THEM FIND THEIR PLACE IN THE FUTURE WORLD.

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WHAT IS THE PHILOSOPHY OF MENTONE GIRLS’ GRAMMAR SCHOOL AND HOW DOES IT GUIDE YOU AND YOUR STAFF? We believe in creating a nurturing education environment where every girl feels that they’re known, seen and heard, ensuring that a strong sense of belonging underpins their time with us.

We know girls and we use our expertise in girls’ education to support them in reaching their full potential in whatever pathway they choose.

Through our holistic approach of supporting the whole child we are focussed on empowering our students to become resilient, confident, capable young women. We do this by encouraging them to challenge themselves; to take considered risks in thinking and action and to step outside of their comfort zones. The promotion of student agency in girls’ schools is especially important to me – it’s vital that they’re encouraged to find their voice and that they use it to dissent and to debate matters of significance to them.

If ever there was an imperative to exercise one’s rights and responsibilities in a proudly independent single sex girls’ school, it is now.

Leading and inspiring the next generation of women to take their place in a world that seems to simultaneously empower and disarm them, celebrate and shame them, is imminently achievable though, when we focus upon their life-long need for traditional knowledge acquisition; their future industry’s need for a range of responsive, transferable skills and society’s need for the purposeful development of uniquely, innately human dispositions.

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Natalie Charles joined Mentone Girls’ Grammar School as Principal in 2020.

And if we do this properly, we will address the deep-seated longing that all humans possess – to find meaning and purpose which incedes hope.

HOW DOES MENTONE GIRLS’ GRAMMAR SCHOOL DIFFER FROM OTHER SCHOOLS? The true measurement of a school’s worth lies not in its physical environs but in the quality of the relationships that underpin the day to day experience for its students. It’s in how well our students are taught and mentored; challenged

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and nurtured to be the kind of thoughtful, compassionate, creative, intelligent and moral leaders that the world needs. Because we’re a small school with a big 120-year history behind us, we’re in the enviable position of being able to create an intimate, personalised learning environment, underpinned by the kind of high quality teaching that can really make a difference.

The 21st century with its rapidly digitalising economy, community platforms and Fourth Industrial Revolution clearly demands a broad and

discrete set of employable skills but I see our role as needing to balance what it means for our girls to make a good living (in a future that is increasingly uncertain and rapidly changing), against what it means to live a good life for the betterment of all.

WHEN DID YOU JOIN MENTONE GIRLS’ GRAMMAR SCHOOL? I only commenced at Mentone Girls’ Grammar this year and I must confess it’s been something of a baptism by fire – our sector’s response to the Coronavirus has catalysed a series of unprecedented actions and we’ve been forced to move at a rate of knots.

HOW DO YOU PROVIDE SUPPORT AND LEADERSHIP TO YOUR STAFF? By being open, honest and transparent; by having an open door (literally) and by listening. It’s my job to ensure that where possible, they’re freed up to flourish in their classrooms, personally and professionally; to ensure that the values espoused by the school align with their values as educators and to provide them with an overall environment that’s meaningful and purposeful. Truth-telling is an essential component of providing leadership and support if together we’re to create an authentic community grounded in trust.

doors and windows open onto their garden – to this end they can see me working at my desk; talking on the phone or in meetings. They know that they’re welcome to pop in at recess or lunch time unannounced, for a chat (which they do!) and they know that I’ll do my best to attend as many of their activities as humanly possible. I hold regular lunches with the Year 12 girls and have arranged to trail a Senior School student for a day in the coming weeks to get a better sense of life at school through their eyes – something I’m really looking forward to.

WHAT SORT OF EMPHASIS DOES THE SCHOOL PLACE ON SCIENCE, TECHNOLOGY, ENGINEERING AND MATHS (STEM)?

Scientists are calling for STEM education to better engage students on STEM-related career pathways and this is especially critical in an all-girls education environment. It’s our responsibility to produce graduates with the creative and innovative abilities required to engage an increasingly high-tech workforce. Just as importantly, we need to prepare our girls with the general capabilities needed for active participation in community and professional forums so that they can address the ethical questions posed by the global impact of science and technology.

None of these are stand-alone concepts. This is about our girls being critical consumers, creative and ethically astute citizens, good communicators and collaborative decision-makers.

THERE HAS BEEN A LOT OF ATTENTION LATELY SURROUNDING DECLINING LITERACY SKILLS OF AUSTRALIA’S YOUNG PEOPLE. WHAT ARE YOUR VIEWS ON THIS? Research shows that strong literacy skills provide the foundation for a successful education, across all areas. To this end, we teach literacy skills explicitly, and our exemplary NAPLAN results and VCE results are a testament to this. More importantly, we aim to

“The promotion of student agency in girls’ schools is especially important to me – it’s vital that they’re encouraged to find their voice and that they use it to dissent and to debate matters of significance to them.”

HOW DO YOU ENCOURAGE WELLBEING AMONG STAFF? Aside from the fact that staff are provided with remarkable professional learning opportunities, including leadership development, international travel, and access to courses in a variety of disciplines, they’re also nurtured and encouraged to be creative, to try new things, and to make the most of themselves as educators and human beings. If our aim is well ‘beings’, then providing staff with a sense of belonging, meaning and purpose has to be as high a priority as it is for the girls, for as Parker J Palmer reminds us, “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.” Acknowledging and celebrating the former, whilst encouraging the latter, makes for well ‘beings’.

WHAT ROLE DO YOU PLAY IN THE DAY-TO-DAY ACTIVITIES OF THE STUDENTS? I think they’d see me as a highly visible and engaged presence in their lives, not least because my office

Mentone Girls’ Grammar School seeks to create an intimate and personalised learning environment.

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PRINCIPALLY SPEAKING // MENTONE GIRLS’ GRAMMAR SCHOOL

Ms Charles aims to engage with students as much as possible, welcoming them to pop into her office for a chat during recess or lunchtimes.

“We need to prepare our girls with the general capabilities needed for active participation in community and professional forums so that they can address the ethical questions posed by the global impact of science and technology.” instil a love of literature and learning in our students and we see literacy as a critical component in raising girls who question, who debate and who critique the world around them. In our English classes, students are encouraged to read widely whilst studying set texts which promote engagement with broader social issues,

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an awareness of universal truths and the construction of self. Moreover, on any given day, you will see students actively participating in book groups or in our many other extra-curricular activities, including debating, public speaking or creative writing – all of which have literacy as their central focus.

The decision to implement a mobile phone policy, which prevents the use of mobile devices during the school day aligns with our philosophy of encouraging curious minds and promoting debate and discussion between students. Literacy is not a stand-alone skill, rather it is a central facet of raising critical thinkers and it is this notion that is reflected across the breadth and depth of our curriculum, extra-curricular activities and school-wide policies.

WHAT ARE YOUR FEELINGS ABOUT NAPLAN AND ITS EFFECTIVENESS? My feelings about NAPLAN are vexed. On the one hand, it has the potential to be a valuable diagnostic tool for educators, but we are well aware of its

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limitations in providing us with one set of data upon which to evaluate a student’s aptitude on one particular day and I have serious concerns about the way it is politicised and weaponised as a blunt instrument, judging schools and their overall success/ performance in the absence of nuance.

To this end, we use NAPLAN alongside other quantitative and qualitative data – including PAT tests, student assessment results, teacher feedback and evaluation of student learning behaviours and of course, student self-assessment. Despite our consistently impressive NAPLAN results, we do not explicitly teach to the NAPLAN tests. However, our curriculum thoroughly covers all areas that the NAPLAN assesses, including reading, writing, comprehension and numeracy. We teach these areas because they are the underpinnings of a thorough education, not because they are assessed by a standardised test.

We view the process of sitting the NAPLAN tests as an opportunity for students to develop resilience and practice test-taking techniques. EM

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HOT TOPIC // IMPROVING STUDENT LITERACY

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The power of words WITH VARIOUS RESEARCH HIGHLIGHTING THE GROWING NUMBER OF YOUNG PEOPLE WHO ARE STRUGGLING WITH LITERACY, EDUCATION MATTERS INVESTIGATES WHERE AUSTRALIAN STUDENTS FIT INTO THE EQUATION. It’s been reported in the media time and time again that Australian students are falling behind in their reading and writing skills. This leads to numerous questions: Exactly how widespread is the issue?

Does motivation and student engagement play a part? Are new technologies adding to the problem?

Why aren’t Australian students reaching the literacy results we want them to achieve? And, what can we do about it?

According to 2019 NAPLAN data, while Year 3 and 5 reading and spelling results have improved since testing began in 2008, the same level of improvement isn’t echoed in the secondary years.

In Years 7 and 9, results in writing were found to be below the 2011 baseline.

“Analysis of NAPLAN data suggests that literacy progress may stagnate as students move

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into secondary school, so we can’t afford to have a focus on foundational literacy skill development that is focussed principally on the early years of schooling. Ideally, we need to do more to build students’ literacy skills and engagement both in the early years and beyond,” explains Dr Margaret Merga, literacy expert and senior lecturer at Edith Cowan University.

When the Organisation for Economic Cooperation and Development (OECD) released the latest round of Programme for International Student Assessment (PISA) results in December 2019, it served as a wakeup call for many.

Australia recorded its lowest results since PISA testing began. After years of decline across various disciplines, Australian students failed to exceed the OECD average in maths, along with declines

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in reading and science. Over 600,000 students from 79 countries took part in the latest PISA testing, including 14,273 Australian 15-year-olds from 740 schools. In reading, Australian students performed at a level roughly one-and-a-half school years lower in reading literacy than a group of four provinces of China, which was the highest performer across all domains, followed by Singapore.

In Australia, PISA is managed by the Australian Council for Educational Research (ACER). Up until 2018, PISA National Project Manager and ACER Deputy CEO (Research), Dr Sue Thomson, says Australia exceeded OECD across all domains.

“In terms of reading literacy, the PISA results tell us that our students are not able to do the tasks required of them as well as students a

“We are clearly not doing enough to lift the achievement levels of our weaker students, and also it seems not doing enough to extend the stronger ones.”

The latest PISA results found that Australian students performed at a level roughly one-and-a-half school years lower in reading literacy than the highest performer.

decade or even two decades ago. We are clearly not doing enough to lift the achievement levels of our weaker students, and also it seems not doing enough to extend the stronger ones,” she reveals.

As Australia continues to fall behind many other countries, Dr Thomson adds, “If we want our young people to compete on a world stage then we need to make sure they are well prepared for that. What is assessed in reading literacy has changed over the last 20 years, as has the nature of reading itself. Reading literacy as measured by PISA is more than just being able to read, it also assesses the student’s ability to discern real from fake, for example. In the past, when students were given an assignment, they could look up answers in an encyclopedia to find out what was right, but nowadays when they put a search term into an internet browser they may come up with millions of answers, many of them quite different. Reading literacy incorporates the strategies students need to be able to use to discern what is true and what is not, among other things.”

While PISA assesses students at the secondary level, the Progress in International Reading Literacy Study (PIRLS) is an international assessment of Year 4 students, conducted every five years.

Australia first participated in the PIRLS study in 2011 and again in 2016. Though the next instalment of the study is PIRLS 2021, the assessment will take place in Australia this year because of differences in the timing of the school year in different nations.

Thirty-six schools in Victoria, New South Wales and Queensland are participating in a field test in March 2020. In November 2020 an additional 290 schools and over 6000 Year 4 students from across Australia will be involved in the main data collection phase.

In 2016, more than 580,000 Year 4 students in 50 countries took part in the PIRLS study, including students from 286 Australian primary schools.

Australian students performed significantly higher,

on average, than students in 24 countries, but were outperformed by students in 13 countries, including Singapore, Hong Kong, Ireland, England and Finland.

Though 81 per cent of Australian Year 4 students reached the Intermediate international benchmark (the proficient standard for Australia), only 16 per cent achieved the Advanced international benchmark, in comparison to 29 per cent of students in Singapore, which ranked the highest in this category.

Identifying that nearly one in five Australian adolescents perform poorly in literacy, Dr Merga says, “Early literacy skill gaps are further acerbated as children move from learning to read, to reading to learn. Many students speak English as an additional language or have learning difficulties and disabilities influencing literacy learning. Students may also experience challenging home factors, and the recent PISA data suggest that Australian children have comparatively high absenteeism, which is significant as it does not matter how good a teacher’s program is if the student is not in class.

“The issue of struggling literacy learners is growing in Australia over time. While international testing suggests that there has been a steady decline in our average reading performance since 2000 (when Australia first participated in PISA testing), it’s our struggling performers who are faring the worst, experiencing more rapid declines over time than their higher performing peers. With literacy strongly

According to 2019 NAPLAN data, results in writing for Years 7 and 9 were below the 2011 baseline.

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HOT TOPIC // IMPROVING STUDENT LITERACY

PISA National Project Manager and ACER Deputy CEO (Research), Dr Sue Thomson, says more needs to be done to lift the achievement levels of students who are struggling and extend those who are doing well.

associated with life opportunities, it’s not an issue we can afford to ignore. Concerns have already been raised around low adult literacy in the Australian population, which can influence academic, vocational and social opportunities.”

Calling for a rethink of how Australian schools support students with literacy issues, Dr Merga recently surveyed over 300 teachers working with students struggling in this domain in mainstream secondary English classes.

With the number of students struggling in literacy continuing to rise, she says, “There are a range of school and system factors that may inhibit literacy learning. It’s a very complex issue, as students may typically face more than one barrier to literacy learning, making it hard to find interventions that meet their needs. Australia’s investment in education is comparatively low in relation to gross domestic product, with parents contributing more and more as the percentage of education funding provided by the government declines, so I’m not convinced that we are adequately invested in addressing this issue.”

As schools, teachers and parents worry about the rising numbers of students struggling with literacy, and what we can do about it, there are many arguments over its major causes – with screen time, mobile phone use and excessive social media exposure receiving much of the blame.

Recently, both the Victorian and Western Australian governments announced that mobile phones would be banned across all state primary and secondary schools, in a bid to reduce distraction and

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cyberbullying. In both states, this came into effect from the start of Term 1, 2020.

As student literacy levels have declined, technology use has increased – particularly over the past decade or so. Today’s students are growing up in a world very different to that of past generations. By the time Australian students reach secondary school, many of them will also have their own smartphone – often kept within arm’s reach. The link between declining literacy levels and digital distraction is one that is often highlighted. Our phones have become much more than a means of communication – they are a news source, a camera, a calendar and more, capable of providing answers to many of our questions. But unfortunately, it seems the impact of too much screen time is having a negative effect on spelling, grammar and reading.

Growing Up Digital Australia, a research project by the Gonski Institute for Education, aims to shed light on how the widespread use of technology is impacting Australian children. The study surveyed 1000 Australian teachers and principals. Some of its key findings included: • 56 per cent of teachers reported a clear decrease in students’ readiness at school • 82 per cent of teachers said digital technologies are a growing distraction for students • 95 per cent of teachers reported a growing number of children arriving at school tired “We can’t assume that reading and writing on paper and on screens is the same, offering equal benefits, and as our children spend increasing

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amounts of time online, there can be implications for literacy,” adds Dr Merga. “We know that reading comprehension is typically found to be stronger in reading print than reading from screens.”

Dr Merga is also currently involved in a research project led by Dr Anabela Malpique of Murdoch University’s School of Education, which is funded by the Ian Potter Foundation. It will investigate Year 2 students’ abilities, engagement and confidence in writing on paper compared to on screen. “While it’s important in 2020 that we equip our children with strong skills in keyboarding as well as reading and research online, paper-based reading and handwriting remain of significant literacy value,” she says.

There are many arguments over the ‘best’ methods of teaching literacy. The use of phonics as an engaging way to teach reading has received a great deal of attention, particularly in recent times.

Minister for Education, the Hon. Dan Tehan MP has voiced his support for the use of phonics to teach reading and writing in the classroom, announcing in October 2019 that the Federal Government would fund the Australian Institute for Teaching and School Leadership (AITSL) to provide advice on incorporating phonics into national accreditation standards for initial teacher education (ITE). In a statement, he said, “I have tasked AITSL to create a small taskforce to advise on implementing the Government’s phonics in ITE election commitment.

Dr Sue Thomson says those struggling in literacy are experiencing more rapid declines over time than their higher performing peers.

“AITSL will draw on the taskforce’s expertise, focusing on ensuring graduate teachers can teach the fundamentals of literacy through learning how to teach the five essential elements of literacy: phonemic awareness, phonics, vocabulary development, reading fluency, comprehension.”

In a statement issued in December 2019, Minister Tehan announced that the states and territories backed the Federal Government’s plan that is aimed at improving student outcomes. The plan includes making the teaching of phonics and reading instruction mandatory for ITE courses and increasing the time allocated to literacy in ITE courses.

While the use of phonics to teach literacy in the classroom has received widespread support, some argue there isn’t a one-size-fits-all approach for students learning to read and write.

“First and foremost, we need to understand what the students’ struggles are to implement appropriate interventions. This issue arises where we have one-size-fits-all products, often purchased by the school. They will help some students, but others will continue to struggle as the product doesn’t address their issues. Where high absenteeism is a key cause in literacy issues, buying a new school-based program

is unlikely to boost student literacy. There are also a number of programs felt to be effective with children in primary school, which do not have the same level of success at secondary school. It’s also really important that whatever materials are employed to develop literacy are age as well as skill-level appropriate,” explains Dr Merga.

President of the Australian Literacy Educators Association and Associate Professor of Literacy at James Cook University, Dr Jennifer Rennie, agrees.

“In recent years, the methods used to teach reading have largely been blamed for this supposed decline,” she says. “The reading wars, which are not new, have in fact been around since the turn of the 20th century.

There is an ongoing debate concerning what reading is, why it should be valued, and how best to teach it.

More recently, the blame game has moved to teachers, schools and teacher educators. Reading methods that have been in the spotlight include synthetic phonics, whole language and a ‘balanced’ approach. There is research that both supports and refutes all of these approaches as the best method for teaching reading for learner readers. From a personal perspective as a mother, teacher and now teacher educator, I could provide evidence for all of these approaches.”

Dr Rennie believes, “The reasons behind our perceived failure to have all children reading are more complex and cannot be over simplified by the tired argument of searching for the ‘magic bullet’ around programs and approaches to reading instruction.

There are a number of factors that are often ignored throughout the search for a ‘method’ that is going to solve this crisis around reading.”

As teachers work with students from different backgrounds, with different life experiences and their own preferred ways of learning, she adds, “This in itself does not lend itself to one method of teaching reading. Teaching is a challenging profession, where thousands of talented teachers grapple with the wonderful individuality of our learners on a daily basis.

“Rather than searching for a ‘best method’ and continuing down a path where we instruct our teacher educators and teachers about how they should do this work, we should be looking in classrooms to find out how teachers are doing this important work.

We should be sharing success stories from our classrooms. We need to have available to us a range of different approaches that can be tailored to suit individual children and their needs.” EM

educationmattersmag.com.au Education Matters Magazine and educationmattersmag.com.au are informative, valuable resources for decision makers of both primary and secondary schools Australia-wide.

We provide a content-rich, comprehensive buyer’s guide of the most reliable, trustworthy school suppliers in the market. This is coupled with the latest in news and expert views about the topics and issues currently impacting the education sector.

For further information, contact: Andrew Morrison Mobile: 0411 755 432 Email: andrew.morrison@primecreative.com.au

TECHNOLOGY // ACER

The modern classroom IN TODAY’S MODERN CLASSROOM, TECHNOLOGY IS HAVING AN IMPACT LIKE NEVER BEFORE. ACER DISCUSSES HOW SOME OF ITS INNOVATIVE SOLUTIONS ARE HELPING TEACHERS TEACH AND STUDENTS LEARN.

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As new technologies emerge so too do new possibilities. Understanding how these technologies work and what they can achieve is the key to unlocking their true potential.

THE RISE OF THE DEVICE Times are changing, and students of today are having more interactions with technology than students of past generations.

It’s now not uncommon to walk into a classroom and see students collaborating, interacting and connecting through the use of a device.

Acer has worked to develop devices tailored to the needs of students and teachers; providing a platform for improved efficiency, streamlining processes and facilitating live feedback.

The Spin 5 for example can enhance the 1:1 interaction between teachers and students, making it possible for teachers to give live feedback to students through the device and make changes to their work in real time.

Solutions such as Windows 10 enhance the ability of educators to adapt to a fast-paced teaching environment through added security and constant cloud access which allows them to retrieve valuable files anywhere, at any time.

In Australia, Acer has gained continued momentum in the education sector. Last year it was selected by the NSW Department of Education as an authorised vendor to supply a range of Windows desktops and notebooks, as well as a Chromebook option under a standing offer arrangement. It has also won a notebook

Incorporating device usage into classrooms encourages students to collaborate, interact and connect.

for teachers rollout for the Department of Education WA and completed large rollouts for the Department of Education in ACT and Victoria.

WITH THE TOUCH OF A FINGER The power of biometrics is becoming more easily intertwined into our everyday lives. Biometrics uses automation to identify people based on their unique attributes – whether it be their face, fingerprint, eyes or voice.

By incorporating facial recognition and fingerprint reading technology into its devices, Acer is helping to keep personal data secure. What does this mean in an education setting? A teacher’s unattended laptop can be kept safe from the eyes of any prying students.

With the Acer Switch 5 – that combines the benefits of a laptop and tablet – teachers can simply power up, log in and access all of their data with a single touch. The power button acts as a fingerprint reader, featuring Windows Hello.

The ultra-thin and stylish Swift 7 laptop features a 14” display with a smaller footprint, taking a minimalist approach. The integrated fingerprint reader/power button allows users to simultaneously switch on and log in.

While the Aspire 7 laptop, with its 9th Gen Intel Core i7 processor, and up to 16GB of rapid DDR4 memory, is designed for next-level productivity.

It too features Windows Hello through its built-in fingerprint reader.

READING A FACE Acer’s exclusive facial recognition technology, My Classroom, has been designed to improve student safety, reduce the reporting burden on teachers and provide parents with peace of mind that their children are getting the most out of their school experience.

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The power of biometrics is becoming more easily intertwined into our everyday lives. Biometrics uses automation to identify people based on their unique attributes – whether it be their face, fingerprint, eyes or voice.

My Classroom can be used to track classroom attendance through automated classroom roll call attendance tracking and integration with the school’s management system. The technology also provides schools and teachers with interactive floor plans mapping the location of students, combined with a reliable notification system which alerts parents, teachers and the attendance officer if students are missing or their location is unknown.

Using a fast algorithm that is ideal for environments with large and repeat traffic such as schools, My Classroom is designed to improve operational efficiency.

Together with My Classroom, Acer also offers My Visitors, a facial recognition foyer solution.

ASK AND YOU SHALL RECEIVE Using voice communication technology, Cortana

Acer was selected by the NSW Department of Education as an authorised vendor to supply Windows desktops, notebooks and a Chromebook option under a standing offer arrangement.

Intelligence Assistant can be used to enhance the classroom learning experience.

It enables teachers to receive voice notifications while communicating with the class, and students can search for or be given detailed instructions through Cortana while they’re busy typing or using their hands during activities.

Cortana acts as a personal smart assistant, ready to retrieve files or answer a wide range of questions just by asking.

Even when the screen is off and in Modern Standby mode, it is possible to interact with Cortana.

With the Spin 5 laptop, Microsoft Cortana and Amazon Alexa allow hands-free voice control from up to 4 metres away.

Acer has developed devices designed to suit the needs of students and teachers in the classroom.

ANALYSING BEHAVIOUR Last year, Acer teamed up with data science researchers from the University of Technology Sydney for a project that utilises artificial intelligence and data science to advance learning outcomes.

The UTS x Acer Learner Attention Analytics Pilot Program trials new methods of monitoring student attentiveness and learning in the classroom.

This involves collecting learner data using hand gesture and eye-tracking technology combined with a graphical user interface to record mouse movements, keyboard and digital pen usage and eye movements. The data will then be analysed using artificial intelligence and machine learning algorithms to determine behaviour patterns and the linkage to learning outcomes.

As part of the project, the UTS x Acer Predator Analytics Lab was also launched. It provides academics from the UTS Faculty of Engineering and IT with access to high-performance devices from Acer’s leading Predator Gaming brand in a collaborative workspace.

Featuring high-level processing power, these devices will open opportunities for research across artificial intelligence and data science, including in areas relating to student learning behaviour and learning efficiency enhancement. EM

Buyer’s Guide Acer Computer Australia Ph: 1300 308 056 Web: www.acer.com/ac/en/AU/content/home/

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TECHNOLOGY // PROMETHEAN

Taking the temperature of ed-tech A NEW SURVEY BY PROMETHEAN BRINGS TOGETHER NEARLY 400 EDUCATORS INCLUDING TEACHERS, SCHOOL LEADERS AND IT MANAGERS TO SHARE THEIR THOUGHTS AND OPINIONS ON THE USE OF TECHNOLOGY IN TODAY’S CLASSROOMS.

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Pioneered by Promethean, the State of Technology in Education Report is the first of its kind in Australia.

It delivered insights into five key areas of the education agenda – strategic goals, staff training, schools’ budgets, the use of technology and the future of technology.

Alistair Hayward, Head of UKI and APAC at Promethean, explores some of the report’s findings in more detail.

A student from Mount Ousley Public School in NSW discovers some of the features of the Promethean ActivPanel.

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AUSTRALIA’S EDUCATION TECHNOLOGY LANDSCAPE When it comes to strategic goals, staff should be aligned with their school’s priorities and engaged with the decision-making process if they are to feel valued – and reassuringly, this is broadly the case.

Over 70 per cent of teachers agree with their school’s strategic priorities, and 70 per cent of all respondents said they felt involved with the decision-making process. What’s more, two-thirds of respondents indicated that technology was a top

priority at their school, highlighting a united front on ed-tech integration.

It goes without saying that staff – teachers especially – need training to use technology effectively, but this isn’t always delivered. Just 7 per cent of teachers felt they receive full training and support for ed-tech – and school leaders recognise the issue with just 36 per cent agreeing that training is a priority in their school.

It’s not simply a case of making training available though, as over a quarter of teachers said that they don’t have the time to learn how to make the most of their equipment. School leaders must make allowances by planning training sessions within school time, rather than adding to teachers’ already-inundated schedules.

EFFECTIVE TRAINING FOR EDUCATORS Following the State of Technology in Education Report’s insights into training scarcity, Promethean has developed a multi-faceted approach to supporting schools with the challenges of providing suitable training.

In order to help teachers access training at a classroom level, Promethean is offering ‘Lunch and Learn’ professional development sessions. During these sessions, teachers can work with trained Promethean staff to further their understanding of education technologies and how best to use them in the classroom, with dedicated best practice advice for activities across the curriculum. Teachers are also welcome to bring specific concerns and challenges to these sessions, where they can be discussed in an open and productive environment.

The difficulty of delivering regular training also highlights the importance of easy to use ed-tech solutions. Training is imperative, but teachers’ lives can also be made easier by implementing intuitive equipment which enables them to upskill independently. Teachers’ preferences vary, and while some look for structured training sessions, others might benefit from time to explore the functionality of new technologies by themselves. If schools invest wisely and choose intuitive solutions, teachers will be able to build their confidence and develop effective teaching and learning experiences.

BUDGETARY BARRIERS AND IMPACT ON TEACHING Unsurprisingly, budgets are a key concern for teachers and school leaders alike. Over 75 per cent of school

A teacher at Toronto Adventist School in NSW uses the Promethean ActivPanel during a class.

leaders indicated that budgetary constraints will impact their ability to deliver school strategies. As well as finding financially viable solutions, school leaders must breed confidence in their staff, as many educators remain unsure of how their school’s money is being spent.

It’s not all negative though. Attitudes towards technology are remarkably positive, with 90 per cent of educators believing that it helps them to do their job better. Moreover, teachers are beginning to look beyond simply using technology and are starting to think about where it can make the biggest impact – 95 per cent said that technology is a great way to engage students, and 50 per cent believe it can improve behaviour in the classroom.

Across all respondents, technology tops the list when asked about the main factors that will impact education in the future. However, there remains an agreement that technology will enhance, rather than supplant, traditional teaching methods and resources.

When asked which technologies will see significant growth, respondents pointed towards online and cloud-based resources such as online planning and delivery, and online assessments.

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Attending industry events is a practical way for teachers to keep up with developments in education technology, and share experiences and best practice advice with fellow education professionals. Smaller, local events as well as international education exhibitions like EduTECH, which takes places annually in Sydney, are all worth attending.

Technology will continue to be implemented within Australian education and will bring benefits to students and teachers alike.

In the words of one respondent (a classroom teacher at an independent primary school located in Western Australia), education technology will “allow us to develop more hands-on and engaging lessons where students can be in control of their own learning.”

For more insights and information on the ed-tech landscape in Australia, download the full State of Technology in Education Report online at www.PrometheanWorld.com/StateOfTechAU. EM

Buyer’s Guide Promethean Web: www.prometheanworld.com/au/

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TECHNOLOGY // EXPERT CONTRIBUTOR

Readying students for the world of tomorrow IN ADAPTING TO THE CHANGING ECONOMY, HOW EDUCATION RESPONDS HAS BECOME AN IMPORTANT TOPIC THAT HAS BEEN PULLED APART AND RE-EXAMINED WITH NEW CURRICULUMS, PRACTICES, FACILITIES AND SO ON. ACCORDING TO JESSI MOSTOGL FROM ILLUMINATE EDUCATION AUSTRALIA, THIS LEADS TO EVEN BIGGER QUESTIONS.

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Jessi Mostogl is the Senior Program Lead at illuminate Education Australia. With a background as a primary school teacher in urban and remote regions, Ms Mostogl now works with schools, universities and other organisations around Australia in designing innovative learning programs that reach thousands of primary and high school students each year. Her passion for education inspires her to continue to explore and challenge the status quo and find new ways to empower students to be the confident, creative and capable young people they have the potential to be in a future they can redesign to meet the innovative dreams they see.

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What is the purpose of the entire education system?

What should the outcome of education be? To begin to answer these questions, you have to look back to the start of the education system that we know today. In those days, working-class boys were taught what they needed to know to join the growing industrial workforce. They learned the skills required to work in factories, including manual labour and performing process-orientated tasks; while girls were taught about caring for a home and children. Those lucky enough to be born into the upper classes or those who managed to achieve social mobility learned a completely different set of skills that assisted them to go on to hold executive positions and achieve social standing.

As time has passed, our education systems have blended, but they still hold the same premise of preparing students for set hours, in a set place with set people, and then perhaps some social skills to hold their own as a functioning member of society.

Today our world looks nothing like it did all those years ago. The Fourth Industrial Revolution is bringing with it globalisation, automation and flexibility like we’ve never experienced before.

Automation is rapidly decreasing most of the repetitive, factory floor based employment that used to provide ‘jobs for life’ for many people. Technology and automation have closed the doors on many of the jobs of the past, and have created new ways of working, with new jobs that previously didn’t exist. In many situations, change is occurring at an extremely rapid pace. Instead of seeing rows of people hand-ploughing a field, we are seeing social media consultants who left school before that career path even existed.

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On top of this, globalisation has disrupted the physical environment of where we work. We can now work with people all over the world while in a shared or home office. Gone are the days when every staff member had to work under the one roof. Nowadays, organisations can set up entire workforces in every region they operate in.

There are numerous industries where you can live wherever you want and still fully perform your role.

As the workforce embraces flexibility, our working days are no longer confined to a 9-5 day. Workdays are flexible in both hours and location, with people working from where they want with flexible hours that are not always consecutive.

This new way of working breaks down the separation between work and life. As a society, we need to think differently about how we live our lives within this automated, global and flexible world.

How do we redefine what we do with the hours of every day? How do we approach opportunities and challenges and relate to others? How do we ensure we take this change and use it to enhance

Technology has changed the way we live and work, breaking down barriers of time and place, so the way students learn needs to adapt to keep up.

how we live without exploiting those left vulnerable in this change? Education can no longer be satisfied just with developing workers. Instead, we need to be empowering something else. We need to inspire what we at illuminate Education Australia call confident, creative and capable entrepreneurs.

By entrepreneurs, we don’t mean those who start and run businesses, we mean self-confident, self-motivated and resilient individuals who think creatively and critically about how they can take on problems and use opportunities to make the world a more ethical and sustainable place.

It’s all well and good dreaming about what we should be doing or developing with this power we have as educators, but how do we do this and what does this mean? We are living in a world where knowledge is no longer enough, and we are seeing how learning frameworks extend well beyond knowledge, looking at how we can adapt and be part of the changing world.

Students need to be prepared with the skills they need to enter the world as independent, confident,

creative and capable members of our global and local communities. To do this, we need to encourage the use of learning to develop students who can thrive in this new global, automated and flexible world where work and life are unrecognisable to the world in which our current education practices were founded.

The education community is still exploring how to effectively evolve to this new future and keep up with the rapid change that is occurring. However, there are schools, teachers and other organisations around Australia and the world that tackle this with amazing innovations and see great results. illuminate Education Australia has the privilege of working with a lot of these stakeholders and joining the conversation about how we can adapt to meet a new purpose.

Here are some of the key things we have learned through this ongoing conversation: • Entrepreneurs: As mentioned, we need more individuals who are confident, motivated and resilient to find viable solutions to problems and opportunities.

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• Be purpose driven: Students desire for more than money, they desire to create impact in their community, which helps with social mobility too.

• Community of education: Schools, businesses and community organisations should not exist in silos; as they all have skills, experience and resources that benefit learning. We need to encourage creative opportunities for innovation and learning to benefit our youth.

• Student solutions: When students are given the opportunity to shape their own learning environment, we have seen incredible wisdom and maturity that nudges towards the cutting edge of educational innovation.

We need to be prepared to bring all of the community together and put into action a new way of thinking about education to ensure students are better prepared for this new world we are now living in and the world of the future.

After all, education strives to help students be ready to embrace this new world – but what is it we should be focussing on to make this happen? EM

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TECHNOLOGY // EDUTECH

Featuring over 300 exhibitors, the free EduTECH expo will showcase what’s new and what’s happening in the education space.

EduTECH: Disruption, creativity, diversity THE ANNUAL EDUTECH INTERNATIONAL CONGRESS AND EXPO IS ONE GIANT EVENT COVERING THE ENTIRE EDUCATION SECTOR. A FESTIVAL OF EDUCATION, IT AIMS TO INSPIRE TODAY’S EDUCATORS FOR THE WORLD OF TOMORROW.

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From 9-10 November 2020, the International Convention Centre in Sydney will be entirely transformed into an education hub complete with pre-event masterclasses, parallel conference streams, roundtables and breakout sessions.

EduTECH brings together the entire realm of education, covering K-12, tertiary and higher education, workplace learning and continued adult education.

The popular and informative event has continued to grow each year and now attracts in excess of 10,000 attendees, over 300 speakers and more than 300 exhibitors.

The 2020 edition of EduTECH is centred on the theme ‘Disruption, creativity, diversity’. The event’s mission is: • To improve teaching methods and learning outcomes across all subjects.

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• To demonstrate how new technologies such as robotics, virtual reality, augmented reality, drones and 3D printing can be integrated into mainstream learning.

• To enhance STEM education.

• To promote gender equality, inclusiveness and equity.

As a result, EduTECH proudly supports gender equity and is demonstrating this by featuring an equal number of male and female key speakers.

They will take to the stage to provide a range of talks across six congress streams: School Leadership, School Teaching, School ICT Management, Design/Build, Higher Education and Tertiary Education, and Workplace Learning.

The School Leadership Stream will take a big picture strategic look at the future of education by sharing global trends and developments,

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updates on policy and Australia’s curriculum, and the latest thought leadership into how to lead within 21st century schools. It is also designed to provide actionable insight and practical advice on how technology can be used to improve teaching and learning.

Within this stream, Stacey Quince is among the speakers who will present. She is Director of Teacher Quality at the NSW Department of Education, where she leads state-wide initiatives aimed at deepening teacher capacity through a range of strategic projects, and is also the Principal at Campbelltown Performing Arts High School.

Governor of Future Schools Alliance, Peter Hutton, will also present within the School Leadership Stream. His strength is in transformational insight and how to implement significant pedagogical, organisational and cultural

EduTECH will highlight how new technologies including virtual and augmented reality can be used within the classroom.

change in schools. Mr Hutton’s expertise extends to change management, student entrepreneurship, individualised learning, alternative tertiary pathways and supporting dyslexic students.

In the School Teaching Stream, global ed-tech consultant Craig Kemp has been revealed as a speaker. In his role, he works with departments, ministries, school leadership, school communities and educators to understand, design and implement digital learning solutions.

Dr Jane Hunter will also present within the School Teaching Stream. A Senior Lecturer at the University of Technology Sydney, Dr Hunter is currently conducting a series of postdoctoral research studies to build teacher capacity in STEM and STEAM in NSW, ACT and Victorian schools. Her work reinforces the importance of teacher professional learning and building teacher capacity through ongoing schooluniversity partnerships.

Along with gaining insight and info from various respected education experts, attendees can also visit the free EduTECH expo, where over 300 exhibitors will span an impressive 12,000 square metre space.

Showcasing new technologies, hosting workshops, launching new products and running demonstrations,

attendees can discover what’s new and what’s happening in the education space. The expo also provides an opportunity to network with like-minded peers and educational experts, sharing knowledge and ideas.

Apple will be among this year’s exhibitors. Join Apple for an immersive learning experience that’s

possible only with iPad. Unleash your creativity at the Apple Pop-Up Classroom.

A series of masterclasses will also be held on Wednesday 11 November 2020, providing delegates with the opportunity to maximise their professional learning investment by attending specifically curated and practical sessions, led by renowned education experts.

As Australia’s premier education conference and exhibition, attending EduTECH counts towards registered professional development in all states.

Teachers can log up to five hours and 30 minutes for each day they attend EduTECH. EduTECH will run alongside two other co-located events: EduBUILD, which is Australia’s largest event for education buildings and infrastructure; and Learn@Work, held within EduTECH and designed for learning and development, and training managers from the business and government sectors. These events are all organised by Terrapinn, which is also the team behind the National FutureSchools Festival, being held on 22-23 March 2021 at the Melbourne Convention and Exhibition Centre.

For tickets and more information, please visit the EduTECH website. Enter the code EM20 for a special reader’s discount. EM

Buyer’s Guide EduTECH Web: edutech.net.au

Over 300 speakers will offer talks across the event’s six congress streams.

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PROFESSIONAL DEVELOPMENT // EXPERT CONTRIBUTOR

Does your school have a culture of innovation?

WINSTON CHURCHILL MEMORIAL TRUST FELLOW, KATY THEOBALD, DISCUSSES HER RESEARCH INTO THE LEADERSHIP OF FUTURE-FOCUSSED SCHOOLS IN AUSTRALIA AND ABROAD.

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Katy Theobald is an educational researcher and 2018 Winston Churchill Fellow, originally from the UK. For her Fellowship she visited 20 schools in Singapore, New Zealand and Australia to learn how leaders serving communities experiencing disadvantage create future-focussed schools. Before moving to Australia, Ms Theobald led the Research and Evaluation team at the UK’s largest notfor-profit teacher and leader development provider, where she worked with school and system leaders to produce practical research that directly informed their practice.

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I find it astounding to think we sent people to the moon with less powerful technology than I have in my phone.

New technologies have transformed many aspects of our lives, but education is yet to undergo the same radical reinvention. Educators have to prepare students to live in a globalised world, facing unprecedented social and environmental challenges, where new jobs and workplaces are constantly emerging. However, they are also teaching students whose brains have evolved over thousands of years rather than decades, for whom the same principles of cognitive psychology and learning sciences apply as for their parents and grandparents.

Last year I visited 20 schools in Australia, New Zealand and Singapore to find out how leaders were creating future-focussed schools. Rather than looking for radically different versions of education, I looked for government schools, serving communities in lower socioeconomic areas, which were determined to prepare their students to thrive in an unpredictable world.

I didn’t find the type of disruptive innovation we associate with brands like Google, Uber or Apple.

What I found was the incremental innovation that happens when we borrow ideas from colleagues, read a new book or research paper and try to apply it to our work, or draw inspiration from practices in another sector. Through my research, I identified the common characteristics of these 20 schools that enabled teachers and school leaders to engage in everyday innovation: A COMMITMENT TO COLLABORATION Teachers and leaders in the schools I visited

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recognised that they couldn’t change teaching and learning across the school if they worked in isolation. Instead, they needed to collaborate to share their expertise and develop their practice.

Teachers planned collaboratively and often taught in teams. Decisions were taken collectively, with input from colleagues and sometimes from students.

Rather than imposing changes from the top-down, leaders worked with teachers to trial changes to the curriculum or pedagogy and make

Campbelltown Performing Arts High School in NSW is a specialist performing arts school with over 1000 students.

able to change little aspects of your teaching but I don’t think it would be a wider school change that you would be able to make,” said Diane, a teacher at an Australian primary school.

Experiencing this agency gave teachers a sense of ownership, resulting in intrinsic motivation to progress ideas. Leaders helped to focus innovation by clearly communicating the school’s overall vision and direction.

Campbelltown Performing Arts High School has developed an innovative curriculum where students engage in carefully structured project-based learning, enriched by access to a range of technology.

sure they were viable before embedding that change across the school.

“Because we work as a collective we can achieve more. So things like the IT infrastructure support, the teacher professional learning and development, the leadership group working as a group means that – we use that phrase – all boats rise together on a rising tide and no-one’s left behind,” said Jenny, Chief Executive at the Manaiakalani Education Trust in New Zealand.

A DEVELOPMENTAL ENVIRONMENT I asked teachers about the most valuable development they had experienced and many replied “it’s my colleagues”. Working collaboratively, teachers were continuously exposed to different ideas and practice.

Teachers had the opportunity to observe one another regularly (daily if they team taught) so they received frequent, informal feedback on their own practice.

Across the schools I visited, teachers were also engaged in inquiry or action research. In some schools this was a requirement for everyone, in others it was optional. Inquiry cycles provided a structure for innovation. The cycles were used to trial new, evidence-informed practices and collected a range of qualitative and quantitative evidence to determine whether that practice had improved student outcomes.

A FOUNDATION OF STRONG RELATIONSHIPS “If you haven’t got a happy, valued staff you can forget everything else, they’ll just say no to everything. [Now] the staff is just humming and that gives them the courage then to go and innovate,” said the principal of a New Zealand primary school.

In the schools I visited, there were strong professional relationships which enabled trust between teachers and leaders. They helped create what Harvard Professor Amy Edmonson calls ‘psychological safety’.

Teachers knew they could try out a new teaching method and as long as they had a clear rationale for why they had chosen that approach, leaders would be supportive, whether or not it resulted in improvement.

Strong relationships also fostered collaboration.

They created an environment where colleagues sustained one another through difficult times and looked out for one another’s wellbeing.

A SENSE OF AGENCY The trust that existed between leaders and teachers meant that individuals had a sense of their own agency. Not only could a teacher try out new ideas in their own classroom without fear of failure, but they could also take forward school-wide innovations.

“I don’t think it would be as broad [at other schools]. It might be within your class you might be

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AN EXPERIMENTAL MINDSET Failure is a natural part of innovation. Adopting new practices can bring about substantial improvements in outcomes, but it is always possible that those practices won’t deliver improvements in a new context, or more likely that they will need refinement.

Leaders at the schools I visited recognised this and encouraged teachers to adopt a mindset of experimentation.

Inquiry provided the structure for this experimentation. The cyclical nature of inquiry reinforced the idea that initiatives would need to be trialled and iterated before they delivered the best results.

I often heard teachers or leaders talk about prototyping. This language, which is used in design thinking, sets the expectation that strategies are not a finished product but will be refined and improved.

“We’re not going to grow unless we take risks. So I openly say to staff, probably once a term I say, ‘look, to improve and develop we have to take risks. I do know that when we take risks sometimes they fail and folks, that’s fine, I’m okay with failure, let’s get in there and fail fast’,” said Robin, principal at a New Zealand high school.

My research identified five cultural conditions that support innovation in school. Some of these conditions, like building teachers’ agency or encouraging experimentation, may feel risky for a leader to foster. They call for a leader to let go of the reins, in the faith that teachers will work together to innovate and improve their practice.

However, there is broader evidence that many of the same conditions – collaboration, trust and agency – are associated with higher rates of teacher wellbeing and retention, and stronger school performance.

Supporting innovation in your school doesn’t have to be a zero sum game. EM

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PROFESSIONAL DEVELOPMENT // AITSL

Help us gain a clearer view of the teaching profession GENERAL MANAGER, EVIDENCE AND IMPACT AT THE AUSTRALIAN INSTITUTE FOR TEACHING AND SCHOOL LEADERSHIP (AITSL), XIAN-ZHI SOON, EXPLAINS THE AUSTRALIAN TEACHER WORKFORCE DATA (ATWD) INITIATIVE AND HOW YOU CAN HAVE YOUR SAY.

E Xian-Zhi Soon joined AITSL as General Manager, Evidence and Impact in March 2019. He is responsible for building a robust and credible research foundation for use in developing and delivering evidence-based policy and programs, and also leads AITSL’s work measuring its impact in the sector.

Mr Soon previously worked as Director of Education Policy at the Behavioural Insights Team, an international research and policy organisation that originated at the heart of the UK Government. He has also held positions in the Australian Government, including in the Prime Minister’s Office and the Department of Foreign Affairs and Trade. At state level, he has worked at the NSW Department of Premier and Cabinet and as a Board Member on the NSW Board of Studies. He also has private sector experience as a management consultant.

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Sometimes it can be easy to think we have a clear view of something, when actually, we don’t.

For example, we know that induction for graduate teachers is important. Australian and international research consistently shows that high-quality induction has a positive effect. It can strengthen the skills and knowledge of early career teachers, expand their teaching repertoire, improve job satisfaction and reduce teacher attrition in the early years. Induction is an investment with high returns.

However, we don’t really know how many graduate teachers receive high-quality induction, what the consequences of this are on their career, and whether teachers who don’t receive an effective induction are more likely to leave the profession in the longer term.

AUSTRALIAN TEACHER WORKFORCE DATA The Australian Teacher Workforce Data (ATWD) initiative is a national project that will help provide a clearer picture of the teaching workforce. It should allow us to answer some of the unknowns, such as those identified above.

AITSL is delivering this initiative on behalf of all governments – at the federal level as well as for all the states and territories – to strengthen the impact our teachers have on the learning lives of children and students.

We know that after families, teachers are the biggest influence on the learning lives of our children. It is therefore important that we understand the challenges and opportunities

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faced by the teaching profession so we can ensure teachers are properly supported throughout their careers.

The ATWD has the potential to help us work together to address some of those challenges in practical ways that will have a direct and positive influence on teachers’ professional lives:

The Australian Teacher Workforce Data (ATWD) initiative is a national project that aims to provide a clearer picture of the teaching workforce.

We know that after families, teachers are the biggest influence on the learning lives of our children. It is therefore important that we understand the challenges and opportunities faced by the teaching profession so we can ensure teachers are properly supported throughout their careers.

• We can drive and support the continual improvement of initial teacher education.

• We can enhance and publicly celebrate teachers’ professional expertise and impact.

• Importantly, we can make better evidence-based decisions at all levels.

USING DATA TO UNDERSTAND OUR PROFESSION For the first time, the ATWD will enable us to link data nationally to examine trends in teacher education, where our teachers are coming from and their trajectories as registered teachers in Australia.

We’ve all seen the headlines proclaiming a teacher shortage crisis, but in which subjects or specialisations? Where are the shortages? Will there be the same shortages in a couple of years?

Knowing the answer to these questions at a national level can help with effective workforce planning.

With your input, the ATWD initiative will help us to gain a much clearer view.

Each year, as the ATWD initiative continues to gather more and more information, it will enable us to share greater insights about the teaching profession.

The ATWD will link, analyse and report on: • Teacher registration data from the state and territory teacher regulatory authorities (TRAs).

• Initial teacher education data from the Australian Government’s Higher Education Student Data Collection.

• Data from the annual ATWD Teacher Survey, which is where you come in.

The ATWD Teacher Survey enables teachers and principals to have a voice in the data. By completing the annual ATWD Teacher Survey, your experiences will be included in the national picture we are building of the teaching profession.

The annual ATWD Teacher Survey will be emailed to you by the TRA in your state and territory and takes no more than ten minutes to complete.

At this stage, Western Australia and Tasmania are unable to participate due to legislative changes that are required, but we are expecting this to change in future.

YOUR PRIVACY IS PROTECTED No personal information is included in the ATWD and individual teachers cannot be identified. The ATWD complies with all Commonwealth, state and territory privacy legislation. Participation in the ATWD Teachers Survey is voluntary. However, every teacher’s voice is very important. The more teachers we hear from, the more complete the overall national picture will be. EM

HOW YOU CAN HELP AND GET INVOLVED

• If you are a registered teacher or school or early childhood service leader (except in Western Australia and Tasmania), look out for the email from your TRA during the year with a link to the ATWD Teacher Survey.

• If you are a school or early childhood service leader, once you receive the ATWD Teacher Survey, we’d appreciate you working with your team to find a time during work hours for your teachers to complete the survey.

• Visit www.aitsl.edu.au/atwdinitiative for more information.

• Subscribe to AITSL Mail on our website for updates.

• Follow AITSL on Twitter @aitsl.

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PROFESSIONAL DEVELOPMENT // EXPERT CONTRIBUTOR

FlexiSpace trials have been introduced in targeted schools.

Success for every young person: Reaching beyond the rhetoric DIRECTOR-GENERAL OF QUEENSLAND’S DEPARTMENT OF EDUCATION, TONY COOK, DISCUSSES THE STATE’S EFFORTS IN SUPPORTING ITS YOUNG PEOPLE TO PROGRESS THROUGH SCHOOL AND BEYOND, AS THEY TRANSITION TO FURTHER STUDY OR WORK.

Tony Cook PSM has been Director-General of the Queensland Department of Education since April 2018. Prior to this he worked as the Associate Secretary for Schools and Youth in the Department of Education and Training.

Mr Cook has held several senior executive positions in the Victorian public service, including Deputy Secretary, Government and Corporate with the Department of Premier and Cabinet; Deputy Secretary, Office for Children and Portfolio Coordination; and Deputy Secretary, Office for Planning, Strategy and Coordination within the Department of Education and Early Childhood Development.

His career began with Education Queensland.

In October 2013 Mr Cook was made an Honorary Fellow of the Australian Council for Education Leaders, and in January 2014 he was awarded a Public Service Medal.

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The Organisation for Economic Cooperation and Development reports that successful education systems are those that prioritise excellence and equity to ensure all children can access a goodquality education (OECD, 2012).

This focus on excellence and equity is central to our approach in Queensland and has seen significant improvements in outcomes for Indigenous students, high retention to Year 12, and some of the best improvements in NAPLAN across Australia.

But there is room for improvement. While most Year 12 completers achieve their post-Year 12 goals, some do not. The Queensland Government has set a target to achieve 91 per cent of young people engaged in education, employment or training by 2022. This is an ambitious target, but a necessary one. We want every young person to

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prosper because the social and economic cost of disengagement is too great (Lamb & Huo, 2017).

OUR PLAN FOR YOUTH ENGAGEMENT In line with our goal for every student to have access to a high-quality school, our state school strategy, ‘Every student succeeding’, outlines our commitment to high-quality differentiated teaching and learning. This commitment is more than words: we dedicate resources to our schools and, supported by these resources, school teams can recognise early warning signs and intervene to support their students.

Our research has identified schools that achieve academic gain alongside student retention. We want to learn from these high-performing schools and scale-up their inclusive practices and capabilities.

We have introduced FlexiSpace trials in targeted schools to provide a differentiated environment for students experiencing challenges. These spaces are inclusive, high-quality built environments, with highimpact teaching and learning. FlexiSpaces aim to reintegrate students into their mainstream settings. An independent evaluation shows early signs of promise, with increased attendance and improved academic gain. Our goal is to roll-out FlexiSpaces in up to 52 state schools across Queensland by 2022.

SUPPORTING HIGH-QUALITY ALTERNATIVE SETTINGS Despite efforts to differentiate learning environments, not all students thrive in mainstream schools.

Alternative education settings provide an important option for some young people.

I have joined with Dr Lee-Anne Perry, Executive Director, Queensland Catholic Education Commission and David Robertson, Executive Director, Independent Schools Queensland, in signing ‘Quality pathways for all young people: A commitment to alternative education’. This document outlines quality standards for alternative education settings, reflecting our shared commitment to an equitable schooling system.

We have also named ten alternative settings as Spotlight Schools. These Spotlight Schools enable the three education sectors to provide insights for all educational settings on how schools can deliver highquality learning environments and strong transitions for students.

RECONNECTING DISENGAGED STUDENTS While some young people leave school early and succeed, one in three early school leavers does not make a successful transition.

Regional Youth Engagement Hubs operate across Queensland to support young people, who are of compulsory age, to reconnect with school, study or work. Early results show that the Hubs supported 366 young people in Youth Justice and 931 Indigenous students in 2018.

ENGAGING WITH YOUNG PEOPLE AND THEIR PARENTS/GUARDIANS Research shows that working closely with families supports student learning (Hattie, 2009) and that the most important parent engagement occurs at a school level. Our research also shows that many parents seek online information about how to support their disengaged children.

Queensland’s Department of Education aims to roll out FlexiSpaces in up to 52 government schools by 2022.

The Department has launched a website (sparktheirfuture.qld.edu.au) to improve access to information and support for parents and guardians of disengaged students.

We have launched a youth-friendly website (wethedifferents.qld.edu.au) that empowers young people to make good decisions about their participation in education.

LAUNCHING YEAR 12 COMPLETERS Completing 12 years of schooling equates with the greatest chance of success in further work or study. Most of our Year 12 completers make a strong transition. However, the latest destination survey shows that 13.7 per cent of our Year 12 completers are not in education, employment or training in the year after graduating.

The Link and Launch program places specialist officers in schools to support Year 12 completers who are not in education, employment or training, to transition to further study or work. The program will be delivered by 14 Queensland state schools, with up to 30 sites established by 2022. Early results indicate that, when supported, Year 12 completers who have not made a transition can move into work or study.

INTENTIONAL CROSS-AGENCY COLLABORATION Schools play a vital role in supporting every young Queenslander to succeed. But schools cannot do

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it alone. Other agencies such as Youth Justice, Child Safety, Housing, Health, Employment, Small Business and Training and Aboriginal and Torres Strait Islander Partnerships also help support young Queenslanders.

We established a Youth Engagement Alliance comprising multiple government agencies to scaleup collaborative practice across Queensland.

We are mapping services to create better partnerships across agencies, build a stronger evidence base of what works, establish consistent cross-agency performance indicators for youth engagement programs, and build toolkits to support collaboration.

THE WAY FORWARD Since the Queensland Government set a target to lift the engagement of young people, we have seen improvement. The latest ABS data show there was an increase of 8700 young people engaged in study or work between 2018 and 2019. The youth labour market is volatile and a range of external factors can affect levels of youth disengagement. However, these early signs are promising.

We want to build on this momentum. Equitable outcomes for every young person are the hallmark of a strong system. Achieving this requires both commitment and the highest level of professional skill across our schools and agencies. We know it’s not easy work, but we know it’s the right work. EM

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HEALTH & WELLBEING // GENERATION NEXT

Providing support when it’s needed most MENTAL HEALTH ISSUES AMONG YOUNG PEOPLE ARE BECOMING ALL TOO COMMONPLACE, WITH THE NUMBER OF CHILDREN AND TEENAGERS AFFECTED INCREASING AT AN ALARMING RATE. A SERIES OF EVIDENCE-BASED SEMINARS BY GENERATION NEXT AIM TO HIGHLIGHT THIS ISSUE AND EQUIP EDUCATORS WITH THE TOOLS AND KNOWLEDGE TO SUPPORT STUDENTS WHEN THEY NEED IT.

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High profile experts will take to the stage to discuss hot topics including anxiety, pornography, gaming and the influence of green space on the developing brain. These issues and many others will be tackled in a national seminar series

by Generation Next, a non-profit organisation providing education and information about preventing and managing mental illness in young people and the wider community.

It was founded by current CEO Dr Ramesh Manocha, who is also a GP, educator and mental health expert, with the aim of boosting the mental health of children and teenagers by increasing mental health literacy and reducing associated stigma.

Generation Next runs the Mental Health and Wellbeing of Young People Seminars across Australia each year, with experts in youth mental health presenting on a range of topics. Among these is Chairperson of Generation Next, and child and adolescent clinical psychologist Andrew Fuller.

Chairperson of Generation Next and child and adolescent clinical psychologist Andrew Fuller will present a talk on ‘Anxiety and Tricky Kids’.

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As a clinical psychologist, Mr Fuller works with numerous schools and communities across Australia and internationally, specialising in the wellbeing of young people and their families.

He is a Fellow of the Department of Psychiatry and the Department of Learning and Educational Development at the University of Melbourne; and is also an Ambassador for Mind Matters and a member of the National Coalition Against Bullying.

According to Mr Fuller, rising levels of youth anxiety and feelings of worthlessness are worrying. Recent research into youth mental health that involved 193,000 young people, found that 59 per cent of Year 11 and 12 females and 46 per cent of Year 11 and 12 males experience clinical levels of anxiety. The results also found that around one in three young women and one in four young men believe they are worthless.

“Fundamentally, there is something going wrong in the coping mechanisms of young people.

Partly, it’s because we live in a world of envy – and social media highlights that. Feeling envious has narrowed the ways people feel they can be successful, so consequently, we have a whole heap of people who think they are worthless,” he explains.

“What young people need to realise is that social media lies to people all the time. It provides an echo chamber, where it looks like everyone is having a better time than you are, even when they are not. There are a number of ways we can help young people feel better. Firstly, we can help them understand how to be smart. Secondly, we can create an understanding of emotions.

It’s about building communities where people respect and protect each other. All of the research on resilience can be boiled down to the fact that when we connect, protect and respect each other we thrive.”

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Clinical psychologist and CEO and founder of ySafe, Jordan Foster, will present a talk on ‘The Current State of Play – Gaming and Young People’.

During the Mental Health and Wellbeing of Young People Seminars, the topic of Mr Fuller’s 2020 talk is ‘Anxiety and Tricky Kids’. “Tricky kids are those kids who are strong-willed, determined characters that are sometimes difficult for adults to deal with. While they can be quite spirited and successful kids, they can drive adults mad.

The point of parenting and raising them is not to take out what makes them tricky but to broaden out their repertoire. There are good aspects to trickiness as well as tough ones,” he says.

“The different types of tricky kids are the manipulators, the negotiators, the debaters who always want to have the last word, those with ‘Winston Churchill syndrome’ who will fight you anywhere and to whom consequences mean nothing, the adrenaline junkies who take lots of risks, and lastly the passive resistors who are vague and disorganised. But the more we can see beyond the behaviours to the gems within, the more we can see these kids for who they are. These are kids who, under tricky situations,

2020 MENTAL HEALTH & WELLBEING OF YOUNG PEOPLE EDUCATIONAL SEMINARS Brisbane: 22 May, UQ Centre Canberra: 5 June, Lewellyn Hall Adelaide: 31 July, Adelaide Town Hall Sydney: 14 August, City Recital Hall Melbourne: 21 August, Melbourne Convention and Exhibition Centre

will act in tricky ways. That requires us to be understanding and allow ourselves to diversify. It also requires us to be calm. They really aren’t naughty kids, these are just behaviours that can be difficult at times.”

Mr Fuller highlights that not every adult needs to be an expert in mental health but every adult can be kind and caring. “Even for children who’ve had really tough times such as those who have been traumatised by bushfires and drought, what really helps them recover is being in the presence of an adult who is able to see the good and the potential in them, and act kindly. When adults can do that, they are the natural healers of children. We can all be providers of mental health by providing mental health in ourselves.”

Also taking to the Generation Next stage in 2020 is Jordan Foster. A clinical psychologist, and CEO and founder of ySafe, she will speak about ‘The Current State of Play – Gaming and Young People’. ySafe is a cyber safety education provider that offers online safety workshops, Digital Citizenship education programs, positive behaviour focussed resources and free school self-assessment tools.

Ms Foster has extensive expertise in working with children and adolescents to manage problematic technology use, including cyberbullying, image-based abuse and Internet Gaming Addiction.

“Even though gaming addiction and excessive screen time is something that’s occurring at home, schools are seeing the aftermath of it, with students arriving to school tired and in some cases showing lower attendance rates because of their gaming habits,” says Ms Foster.

The seminars will investigate topics such as anxiety, pornography, gaming and the influence of green space on the developing brain.

“The precise number of young people affected is really hard to measure because when it comes to technology, it’s evolving quicker than we can do the research. Figures indicate that between 0.2 to 5 per cent of people are displaying excessive gaming behaviours. Numbers are growing rapidly, so it’s quite significant. Of major concern is that we are seeing increases in the number of primary students having excessive game and screen time – and it’s impacting so many parts of children’s lives.”

She highlights that the way modern games are designed and a lack of supervision are key factors exacerbating the issue. “One thing we need to take into account is that game developers are intentionally designing games to maintain player engagement, so they build functions into games to encourage users to keep playing. If you think back to 20 years ago, with games like Crash Bandicoot and Solitaire, you got to the end of a level which made it easier to make a decision as to whether or not you wanted to stop the game. With games like Fortnite, you get to the end of a level and to maintain attention you may be asked to open a box or use a new skin,” explains Ms Foster.

“Then there are home factors. Economical situations are meaning many parents are having to work full time, so kids have more unsupervised time for game play. Many internet games are also now free and many parents don’t necessarily understand the issues around excessive use.”

With screens and gaming so readily accessible, many children are playing by the age of seven, with excessive use typically starting by age 10. “What starts as fun, innocuous and fine can turn into a big issue really quickly,” Ms Foster adds. “Lots of kids now have video games in their bedroom, which is another issue, as kids lack the cognitive ability to regulate their decisions, so we have kids who are up all night and then come to school tired.”

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According to Ms Foster, due to the low levels of awareness around gaming addiction, schools play a pivotal role in highlighting to parents when something is wrong. “Gaming addiction is such a beast that it requires a community approach in order to address it,” she says.

Increased aggression as a result of overstimulation, an increased desire to keep playing video games, signs of sleep deprivation, disengaging in other activities they once enjoyed and social isolation are among the warning signs to look out for. Gaming addiction can also lead to other mental health issues such as anxiety and depression.

Generation Next’s 2020 Mental Health and Wellbeing of Young People Seminars will also feature the following talks: • Teaching Values of Being Human – An Education of the Mind and the Heart (parent coach, author, counsellor and educator Mark Le Messurier) • Pornography – What’s the Science? (parenting expert Dr Justin Coulson) • Green Space and the Power of Nature Play for Shaping the Developing Brain (Senior lecturer in Psychology, University of the Sunshine Coast, Dr Rachael Sharman) • ‘Nanging’, ‘Jungle Juice’ and ‘Rexing’: Trends in Inhalant Use Amongst Young People (Educator at DARTA, Paul Dillon) For tickets and more information about the 2020 Mental Health and Wellbeing of Young People Seminars, please visit the Generation Next website. EM

Buyer’s Guide Generation Next Ph: 1300 797 794 Web: www.generationnext.com.au

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CURRICULUM // ROAD SAFETY VICTORIA

Developing safe drivers AS PART OF ITS COMMITMENT TO KEEP YOUNG VICTORIANS SAFE, THE VICTORIAN GOVERNMENT IS DELIVERING A PROGRAM FOR BEGINNER DRIVERS TO YEAR 10 STUDENTS ACROSS THE STATE.

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Funded by the Victorian Government and delivered by Road Safety Victoria, Community Road Safety Programs, Road Smart is a road safety education and training program that is provided free of charge for schools and TAFEs. It is designed to build the knowledge, skills and behaviours that encourage safe driving.

Young and inexperienced drivers face the greatest risk on our roads.

Road crashes continue to be one of the leading causes of death for people aged between 18 to 25.

Road Smart is an initiative that supports and enhances Victoria’s Graduated Licensing System, which is designed for anyone aged under 21 who is learning to drive, and Victoria’s Towards Zero plan to ensure no one is seriously injured on our roads.

The Graduated Licensing System requires at least 120 hours of learner driving practice with a supervising driver, followed by a year on red P-plates and three years on green P-plates before a driver is fully licensed. Drivers must have a zeroalcohol limit and mobile phone use is banned.

Road Smart aims to build knowledge, skills and behaviours that encourage safe driving.

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On red P-plates, there is an additional restriction that only one peer passenger may travel with the driver. Since the introduction of the Graduated Licensing System, Victoria’s road casualties for younger drivers have been significantly reduced.

By using evidence-based road safety education, the Road Smart program can lay the foundations of safe driving for young people and help reduce road trauma.

Road Smart has been developed in accordance with the Victorian Curriculum and includes carefully designed lesson plans,

drawing on relevant research, for school-based road safety education and behaviour change. The program is available for Victorian students in Year 10, or equivalent.

Road Smart is designed to provide beginner drivers and their supervising drivers with a better understanding of: • The causes of road trauma and how the safe system works; • The Towards Zero vision; • Strategies to reduce personal risk as a road user; • The Graduated Licensing System and why it’s important to take a staged approach when learning to drive; • The importance of building effective partnerships between learners and supervising drivers; • The reason behind important road safety requirements and responsibilities; and • The importance of vehicle safety for young drivers.

HOW IS THE PROGRAM DELIVERED? Road Smart has a variety of components. It can be delivered: • In-class: An interactive, 70-90-minute classroom session delivered by a Road Smart facilitator.

• In-car off-road: A practical driving session delivered as a school excursion at an off-road facility. This option is available for both learner permit holders and students who don’t yet have a learner permit.

• In-car on-road: A practical, one-on-one driving session with an approved driving instructor outside of school hours. This option is only available to students who hold a learner permit.

• eLearning modules: Two modules for students and one for supervising drivers.

• Teacher resource toolkit: This includes lesson plans that align to the Victorian curriculum.

FREQUENTLY ASKED QUESTIONS What supervision is required?

For the in-class component, one teacher is required per class. For the in-car off-road component, a ratio of one teacher per 20 students is needed as per Victorian education requirements.

What permissions are needed from parents/ guardians?

Parent/guardian consent is not required for students

The program’s in-class component features an interactive classroom session delivered by a Road Smart facilitator.

to participate in the in-class session. To take up the eLearning and in-car session, informed consent is required. VicRoads will provide a link to schools to direct parents/guardians online to provide consent. It is the school’s responsibility to manage consent for the in-car off-road excursion.

Why are we focusing on Year 10 students/ beginner drivers?

The Road Smart program is designed for those about to become a learner driver and aligns with the age of Year 10 students. Research shows there is a need to better support young people who are just beginning their learner driving journey. We’ve also identified that supervising drivers need extra support at this point too.

What needs to be prepared for the in-class session?

For the in-class session, a smartboard or projector is needed to run a PowerPoint presentation in each classroom, along with speakers and a whiteboard.

A teacher must be present in each classroom to supervise during the workshop.

Where is the off-road facility located?

The VicRoads road safety education coordinator will advise you of an approved off-road facility in your school’s area.

The Road Smart program is funded by the Victorian Government and is free for schools and TAFEs. EM

How many students will attend each session?

A maximum of 30 students are permitted for an inclass session.

Buyer’s Guide

How will schools with a large Year 10 cohort be managed?

VicRoads will ensure enough facilitators are allocated to run multiple sessions for Year 10 students.

Road Smart sessions can be booked by calling 13 11 71 to be connected to your local Community Road Safety Coordinator or by emailing roadsmart@roads.vic.gov.au.

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CURRICULUM // EXPERT CONTRIBUTOR

NAPLAN: A ‘snapshot’ of student progress or a ‘trigger’ for student woes?

FOLLOWING THE RECENT RELEASE OF THE 2019 NAPLAN NATIONAL REPORT, DR DON CARTER, SENIOR LECTURER IN EDUCATION AT THE UNIVERSITY OF TECHNOLOGY SYDNEY, EXPLORES SOME OF THE RESEARCH ON HOW STANDARDISED TESTING CAN IMPACT CLASSROOM LEARNING AND STUDENT WELLBEING.

E Dr Don Carter is senior lecturer in Education at the University of Technology Sydney. He has a PhD, Master of Education (Honours), Master of Education (Curriculum), Bachelor of Arts and a Diploma of Education. Dr Carter is a former Inspector, English at the NSW curriculum authority and led a range of projects including the English K-10 Syllabus.

His research interests include the effects of standardised testing, literacy pedagogies and curriculum theory and history. Dr Carter has published extensively on a range of issues including curriculum reform, English education and standardised testing.

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I was walking past a local bookshop recently and a shelf at the front of the shop caught my eye.

Carefully arranged NAPLAN workbooks decorated the display, no doubt with the parents of schoolaged children in mind. It reminded me of how education seems to be a key ‘trigger’ for anxiety, controversy and public debate, with one specific ‘trigger’ being standardised testing, a controversial topic not only in Australia but internationally. And our version of standardised testing is NAPLAN. The bookshop display reminded me of the many criticisms of standardised testing and NAPLAN: from the reported high levels of stress and anxiety for students; inappropriate use and detrimental impact of an over-reliance on statistics in education; the role of testing in diverting focus from the aims of education; and mass testing as the manifestation of neoliberal discourses. And of course, the flipside where advocates contend that testing provides teachers and schools with a ‘snapshot’ of student progress; data upon which to build student skills and knowledge; and up-to-date information for parents on their child’s progress.

As I stood at the front of the bookshop, I watched a couple quietly conferring as they flicked through the workbooks, checking the cost of each volume. The tests, as with many initiatives in education, attract vested interests seeking to increase their profit margin. And with the introduction and implementation of NAPLAN, a variety of workbooks and NAPLAN tutors have

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appeared in the market over the past decade.

Research into the commercialisation in 2016 revealed 63,800 websites advertising ‘NAPLAN tutors’. A cursory glance into my local bookshop identified a large range of workbooks from Excel and the Back to Basics companies, while in 2013, a Sydney Morning Herald report claimed that a NAPLAN workbook climbed into the top ten selling books, joining in authors such as Jamie Oliver, Jodi Picoult and Nora Roberts.

And the commercialisation of NAPLAN has not stopped there. A few years ago, attempts to capitalise on NAPLAN-induced stress were apparent through the referencing of the tests in the advertising of Omega-3 fish oil supplements, although an ensuing public outcry saw these advertisements later withdrawn. The Sydney Morning Herald also reported on a range of stuffed toys that were advertised with the attendant claim that they helped children cope with the types of stress created by NAPLAN. But despite what appear to be ongoing controversies surrounding the tests, our devotion to this type of testing remains as strong as ever, as evidenced by the NSW Education Minister’s recent declaration that she is “supportive of testing, using data and finding ways we can equip teachers with that information in the classroom”. While this may sound reasonable and worthwhile, it is to a degree curious, given the significant corpus of research that identifies the deleterious effects of mass testing.

The Queensland Catholic Education Commission’s NAPLAN review highlighted a lack of clarity in the community about the aims of the tests as a key issue.

One such research report was that of the Whitlam Institute (2014) which concluded that NAPLAN is “plagued by negative impacts on learning and on student wellbeing” with teachers viewing the tests as not promoting a “socially supportive and positive classroom environment”. While an Australian Parliament Senate Inquiry entitled ‘Effectiveness of the National Assessment Program – Literacy and Numeracy’ (2014) pinpointed negative or adverse consequences of the tests such as a narrowing of the curriculum or ‘teaching to the test’, the creation of a NAPLAN preparation industry compounding the perception of NAPLAN as a ‘high stakes’ test, and adverse or negative impacts on students. And overseas, a 2008 House of Commons inquiry in England cast doubt on the capacity of national tests to “serve a range of purposes at the national, local, institutional and individual levels”.

So while NAPLAN can sometimes provoke emotional responses and at times sensationalist media attention, it’s always refreshing to read a report, which reviews NAPLAN in a measured way.

One of the most insightful responses to the NAPLAN tests I have recently encountered is the Queensland Catholic Education Commission’s (QCEC) NAPLAN Reporting Review 2019 which identifies a number of key issues related to the tests. First, according

While the NAPLAN data provides “useful data about student, school and system performance”, the data cannot capture the “broader challenges, achievements and progress that combine to provide a holistic education”. to the report, is a lack of clarity in the community about the aims of the tests and therefore, what the tests reveal. While the NAPLAN data provides “useful data about student, school and system performance”, the data cannot capture the “broader challenges, achievements and progress that combine to provide a holistic education”. Second, the report goes on to pinpoint how NAPLAN data can be easily misinterpreted when comparisons are made between “cohorts of students, between schools, between test domains” without recognition of the diverse contexts and characteristics of student cohorts.

And continuing with this point, the report argues that the “potential misinterpretation of NAPLAN

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data is a concern for Queensland Catholic school communities as what the data is actually ‘saying’ or indicating is not always clearly understood by members of the general public or the media”. This is manifested in ‘anecdotal’ evidence that parents “may be disproportionally influenced by NAPLAN results in school selection for their children” rather than investigating the “complete education provided by a school; such as the enacted curriculum, the teaching and learning programs, and pedagogical and assessment practices implemented to cater for the learning needs of individual students.”

These points are of relevance to not only teachers, schools and educators generally, they are important points for parents as well. And that takes me back to the couple in the bookshop poring over the NAPLAN workbooks.

My hope is that their support of their child extends beyond the purchase of test workbooks: that if they are considering school choice for their child, they will carefully consider all aspects of a school beyond test results; that they will talk to members of the school community and consider the broad range of programs a school might offer – and the accompanying achievements of students in those programs. And that they read reports such as that of the QCEC. EM

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CURRICULUM // VICTORIAN ELECTORAL COMMISSION

Student voice and agency at its core THE VICTORIAN ELECTORAL COMMISSION EXPLAINS HOW ITS TAILORED, FREE AND FLEXIBLE CIVICS AND CITIZENSHIP RESOURCES CAN HELP TEACHERS ENABLE STUDENTS TO BE ACTIVE CITIZENS IN THEIR DEMOCRACY.

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The Civics and Citizenship curriculum promotes students’ participation in Australia’s democracy by equipping them with the knowledge, skills, values and dispositions of active and informed citizenship. It helps students familiarise themselves with Australia’s democratic heritage and traditions, political and legal institutions and the shared values of freedom, tolerance, respect, responsibility and inclusion.

In what ways then can we support our teachers to ensure that the Civics and Citizenship curriculum is adequately addressed? How can we ensure that students are at the centre of engaging, inquiry-based and practical units of civics and citizenship?

As an independent and impartial statutory body, part of the Victorian Electoral Commission’s (VEC) role is to run education programs to ensure young people in Victoria understand the electoral process. James Fiford, Education, Inclusion and Youth Engagement Specialist at the VEC, manages the Passport to Democracy resource. This civics

Passport to Democracy features four modules, each with lesson plans containing learning activities with detailed instructions, online content and activity sheets.

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and citizenship program aims to develop critical thinking skills in students. It prompts them to consider how they can make an impact on issues they care about and ultimately, how they can engage with the community and participate meaningfully in the democratic process. Research tells us that providing young people with a positive experience of democracy in a school setting can set them up for a lifetime of civic participation.

Mr Fiford acknowledges that teachers are often time poor and, furthermore, that teachers are sometimes asked to work outside the areas of their specific curriculum knowledge. Financial limitations often preclude expensive external consultancy or commercial solutions. The VEC’s Passport to Democracy program offers a series of tailored, free and highly flexible education resources that will assist in this space.

“We have recently conducted a rigorous independent evaluation of Passport to Democracy, and the feedback by teachers and students on the program was excellent,” notes Mr Fiford.

“Stemming from this evaluation came a range of exciting recommendations that the VEC is working on to further develop the program – including the addition of a fifth program module that will offer advice for students to put their civics knowledge into practice and give them opportunities for additional, hands-on involvement as active citizens in their communities – as well as an expanded program of teacher professional development.

“We are also very excited to continue working with partners such as the Victorian Student Representative Council (VicSRC) and the YMCA Youth Parliament to offer students meaningful opportunities to actively engage with democracy outside of the classroom context,” Mr Fiford adds.

HOW DOES THE PROGRAM WORK? Passport to Democracy is divided into four modules: Decide, Research, Activate and Vote. Each module has a lesson plan containing learning activities with detailed instructions, online content and activity sheets. It can be delivered over six to eight weeks, or a range of smaller, tailored versions are available if required. VEC Education Officers support teachers through on-site professional development sessions and are looking to expand professional development services and events in the near future. Passport to Democracy also offers a mock election for students as part of the Vote module.

1. Decide The lesson plans in Decide expand on students’ existing knowledge of community issues. In groups, students choose an issue they care about and an aspect stemming from this issue that they want to change. Before deciding, they are supported to understand the complex notions of issues, communities, power and influence, rights, government, responsibility and points of view.

Students should ideally be supported in selecting their own issues to enable genuine student-centred inquiry learning. If teachers are delivering course content in upper primary or lower secondary, focusing on school-based issues is a good starting point.

Middle secondary schools can focus on Victorian state-based issues, and in senior classes on either national or global issues. Any combination of these can, of course, work at any level if well supported.

2. Research The Research lesson plans guide students to understand the social context of their issue, to discover what others have done about it and to test their own assumptions and possible solutions. Student research into an issue can have multiple goals. The activities in this unit elevates students to complete the entire research process, and assists them to develop critical literacy skills, while considering how their local political representatives might help.

3. Activate The aim of the Activate lesson plans is to support students to choose actions that are achievable, appropriate and that can have an impact upon their chosen issue. These lessons contain many

Through the Passport to Democracy program, students can take part in a mock election as part of the Vote module.

examples of active citizenship for inspiration, and they guide students to delegate tasks and campaign for awareness and support. Students can then use their research findings to plan and carry out an effective action.

4. Vote The Vote lesson plans allow students to evaluate the impact of their action and reflect upon any change it has sparked, as well as their own active citizenship learning. Students also experience the electoral process through a complete sequence of electoral activities including candidate nominations, party platforms, campaign speeches, how to vote cards, a mock-election (including printed ballot papers) and a preferential vote count. Teachers completing a Passport to Democracy unit can request a free mock-election incursion run by the VEC (state-wide, including metro and rural areas) to demonstrate and celebrate students’ democratic participation.

Vote lesson plans can also be used independently of the Passport unit if teachers wish to focus only on elections and campaigns.

All lesson plans that comprise the Passport to Democracy program are aligned to the Victorian Curriculum and the Australian Curriculum for the teaching of Civics and Citizenship content across Years 5-10. In addition, the Passport to Democracy website (passport.vec.vic.gov.au) offers summative and formative assessment resources. It includes assignment instructions, a submission checklist and

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curriculum-aligned rubrics, plus a list of assessment for learning Passport activities.

Passport to Democracy also contains an additional resource called Partner Up, which has specifically been designed to be used in VCAL classes.

The VCAL unit of work covers all outcomes for Unit 2 Personal Development Skills, and five outcomes pertaining to Literacy Skills. The program’s four phases support VCAL students to form a partnership with a local organisation and take practical action on an issue in their community. The Partner Up resource includes video resources, quality assurance templates, teacher guides and a student workbook (available free from the VEC via online download and/ or hard copy).

HOW TO BOOK By completing a booking form (available online at http://passport.vec.vic.gov.au/teachers/bookings/) teachers can order resources and/or book a VEC education officer who can deliver teacher professional learning, and/or a mock election session to their class. All of the resources, and school visits by a VIT registered education officer, are offered free of charge by the VEC. EM

Buyer’s Guide Victorian Electoral Commission: Passport to Democracy Ph: 03 8620 1184 Web: passport.vec.vic.gov.au Email: education@vec.vic.gov.au

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BEYOND THE CLASSROOM // WORLDSTRIDES

The world awaits EDUCATIONAL TRAVEL PROGRAMS OFFER STUDENTS A SMORGASBORD OF OPPORTUNITIES FOR ACADEMIC AND PERSONAL DEVELOPMENT, TO IGNITE PERSONAL GROWTH AND ENRICH LEARNING AT EVERY STAGE. WORLDSTRIDES HIGHLIGHTS SEVERAL CROSS-CURRICULUM DESTINATIONS FROM AROUND THE GLOBE.

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No matter the destination or year level, an educational tour is remembered for a lifetime, inspiring students to take on a greater sense of personal responsibility and consider the difference they can make as global citizens. School trips encourage students to fulfil their potential and grow beyond their comfort zones.

Founded in 1967 by a school teacher, WorldStrides is a trusted global organisation that

Educational tours to Italy feature gallery and historical hotspot visits, along with interactive learning experiences.

has created educational travel experiences for over 50 years. It has 70 offices in six continents, including four in Australia, and has so far taken more than nine million students on educational tours (over 400,000 in the last year alone).

The Australian team understands the intricacies of the state-based education systems and the priorities of schools and educators.

As a result, tours are strategically designed to complement the Australian curriculum and maximise student learning outcomes.

Here, WorldStrides discusses seven popular destinations for educational travel that are well worth considering when planning an educational tour in Australia or abroad.

ITALY Learning areas: Language, History, Arts, Food Technology Explore unforgettable ancient sites, sample culinary delights, discover magnificent masterpieces and of course, hone your language skills on a tour in Italy. Italy programs are packed with immersive gallery visits, guided tours of historical hotspots and authentic interactive learning experiences, including a regional farm stay.

USA Learning areas: Maths, STEM, History, Geography, Arts Discover diverse educational tours across the USA, where students can participate in performing arts workshops in New York City, walk the halls of power in Washington D.C. or experience life as an astronaut in Alabama, uncovering the logistics of space suit theory and design, space physiology, scuba space-walk training, aeronautic design, aircraft simulations and orbital mechanics.

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Since being launched over 50 years ago, WorldStrides has taken over nine million students on its educational tours.

ancient Brabralung trail, learning about the indigenous peoples of the Alps and the Nikon Media Centre where students have the opportunity to capture and produce video footage using the latest Nikon Coolpix cameras and editing suite.

Here, students visit the South of France, immersing in its history and language.

JAPAN Learning areas: History, Geography, Language Introduce students to the fascinating paradox that is modern Japan, where ancient rituals and reverence meet cutting-edge everything. Make your way through the neon lights of Tokyo, experience an overnight stay in a ‘Ryokan’ (a traditional Japanese Inn), explore ancient temples and shrines, and even try your hand at sushi-making.

CANBERRA Learning areas: STEM, Maths, History, Civics & Citizenship Learn about the planets of our solar system and the magic of space travel at the Deep Space Communication Complex. Discover first-hand how our electoral system operates during a 90-minute educational program at the Electoral Education Centre. Participate in a historic debate re-enactment to understand the way voices are heard in a democracy in the ‘Our Voices, Our Choices’ program at the Museum of Democracy at Old Parliament House.

CENTRAL AUSTRALIA Learning areas: STEM, History, Sustainability, Geography Teeming with natural wonders, unique cultural experiences and places of significance, Central Australia is the perfect destination for an educational tour in Australia. No trip to Central Australia is complete without experiencing the rush of a flight simulator and exploring the central control room at the Royal Flying Doctors base in Alice Springs. While in Alice Springs, students will tour the MacDonnell Ranges and feast their eyes on Simpson’s Gap, Stanley Chasm, John Flynn’s Grave, Ormiston Gorge and Anzac Hill lookout.

Other educational activities include the Lilla Indigenous Cultural Experience in Watarrka National Park, where students can discover the local Anangu culture, explore the base of Uluru and tour the town famous for its opals and underground community, Coober Pedy.

MOUNT HOTHAM Learning areas: Health and Physical Education, Aboriginal and Torres Strait Islander Histories and Cultures Home to some of Australia’s deepest snow, Mount Hotham’s altitude makes for stunning scenery and an authentic alpine experience. The mountain features easy slopes for first timers and more advanced terrain for seasoned snow-goers. Super-wide runs provide beginners with space to learn and steep gullies invite the adventurous intermediates. There are plenty of fun activities off the slopes including snow-shoeing the

LAKE TEKAPO Learning areas: Health & Physical Education, STEM, History, Outdoor Education Nestled beneath spectacular mountains, Lake Tekapo in the South Island of New Zealand is the ideal base for students to learn to ski or improve their technique at Roundhill Ski Area and Mt Dobson. By night, the area is an internationally renowned location for stargazing – part of the UNESCO Dark Sky Reserve, students can explore the Mt St John Observatory on a guided tour.

Other activities include a visit to Tekapo Hot Springs, a hike through Hooker Valley and learning about mountain and alpine climbing at Sir Edmund Hillary Alpine Centre. EM

Buyer’s Guide WorldStrides Ph: 1800 655 661 Web: worldstrides.com.au

In Asia, students explore ancient history and learn about culinary specialties.

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THE LAST WORD // Minister for Education

Paving a path for improved results

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FOLLOWING THE RELEASE OF THE LATEST NAPLAN RESULTS, MINISTER FOR EDUCATION, THE HON. DAN TEHAN MP, SPEAKS ABOUT HOW THE AUSTRALIAN GOVERNMENT WILL CONTINUE ITS PUSH TO IMPROVE STUDENT OUTCOMES – PARTICULARLY IN LITERACY, NUMERACY AND SCIENCE. The Australian Government is implementing its plan to improve school results by focusing on lifting literacy and numeracy standards.

Though the Australian Government doesn’t run schools, it does have three levers it can pull to improve student outcomes: • Improve teacher training • Reform the curriculum • Deliver the Gonski reforms The 2019 NAPLAN National Report results published in February confirmed that literacy and numeracy must be the fundamentals of a worldleading education.

As the Chief Scientist says, if you don’t have the basic skills, you will never expand your learning.

The NAPLAN test provides students, parents, teachers and educators with valuable information about the performance of our students, schools and systems.

The Australian Government continues to back NAPLAN because our community deserves to know how our students and schools are performing.

There are some in education who have a vested interest in focusing on the test rather than what the test says about our education system.

It’s not the fault of the NAPLAN test that NAPLAN results are disappointing.

This year, our Government will continue to progress our reforms to improve student outcomes, particularly in the areas of literacy, numeracy and science.

At the last Education Council, in December 2019, the states and territories agreed to back the Federal Government’s plans to improve results by: • Fast tracking a review of the entire Australian

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Curriculum with an initial focus on maths and science.

• Making the teaching of phonics and reading instruction mandatory for initial teacher education (ITE) courses and increasing the time allocated to literacy in ITE courses.

• Establishing the national evidence institute that will provide evidence and best practice for teachers to improve student outcomes.

• Focussing on literacy and numeracy learning progressions.

• Conducting a review to reduce red tape affecting teachers and school leaders.

The Australian Government is delivering results for Australian students and delivering on the promises we made at the election to make teaching phonics compulsory in ITE and to review how to free teachers from red tape.

We have made improving literacy and numeracy a focus of the Government, and that is why we are introducing a free Year 1 phonics check for all students to assess their language skills.

It is also why we are providing $9.5 million to strengthen the capacity of teachers to teach mathematics and numeracy.

Decluttering the curriculum was a priority for the Australian Government and I was thrilled that the states and territories agreed to bring forward the review so this work could begin immediately.

The literacy and numeracy progressions will help teachers ensure that every student gets at least a year of learning from every year of school.

Students who are falling behind will get a hand up and students who are ahead will be challenged to go further.

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Learning progressions will help teachers more efficiently identify student need, plan classes and provide meaningful feedback to parents.

Also in December, Australia’s education system was given an updated set of guiding principles with a new education declaration endorsed by all education ministers in Alice Springs.

The Alice Springs (Mparntwe) Education Declaration sets out two goals for the education system: • Goal 1: The Australian education system promotes excellence and equity.

• Goal 2: All young Australians become confident and creative individuals, successful lifelong learners, and active and informed members of the community.

The goals were written after a year-long consultation with students, teachers, academics and education experts.

This Mparntwe Declaration ensures all governments, our school systems and tertiary institutions are on the same page when it comes to what Australians expect from their education.

The Australian Government will continue to implement reforms to lift student outcomes so that every child can reach their full potential.

The Australian Government’s guaranteed record funding and significant educational reforms mean that, no matter where you go to school, you will get the funding and support you need to get the best possible education. EM

THE LAST WORD // ACARA

From Melbourne to Mparntwe

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DAVID DE CARVALHO, CHIEF EXECUTIVE OFFICER OF THE AUSTRALIAN CURRICULUM, ASSESSMENT AND REPORTING AUTHORITY (ACARA) DISCUSSES THE NEW ALICE SPRINGS (MPARNTWE) EDUCATION DECLARATION AND HIS HOPES FOR OUR NATION’S EDUCATION FUTURE. I was fortunate to be present at the signing of the Alice Springs (Mparntwe) Education Declaration in December last year. Ministers from each state/ territory and our Federal Minister for Education came together to set the vision for education in our country and to recommit to improving the education outcomes for all our young Australians.

The Declaration reinforces the importance of literacy and numeracy mastery in the early years of school as foundations for future learning, and commits to ensuring the development of creative and critical thinking skills, drawing on deep content knowledge as a feature of the school curriculum. It also includes a commitment to ensuring all students learn about the diversity of Aboriginal and Torres Strait Islander cultures, and to seeing all young Aboriginal and Torres Strait Islander peoples thrive in education and all facets of life.

As the Mparntwe Declaration notes, “education has the power to transform lives”. The role of teachers is to help young people discover who they are, how they fit in their world and how they can shape that world. That makes it one of the most important jobs for the world.

Education cannot only be focussed on the process of acquiring skills and knowledge that will make us employable. While a priority of schooling has to be the individual’s ability to adapt to rapidly advancing technologies (so as to be able to work in jobs of the future), this is not the only object of education. The state of our collective, democratic way of life is an equally important reason to bother with skills such as communication, collaboration, creativity and critical thinking. It is also why we need a knowledge-rich curriculum accessible to all,

recognising the importance of factual and cultural reference points. It is the ability to join these dots of factual knowledge that allows critical and creative thinking and problem-solving skills to be developed.

The undermining of the solid ground of reality upon which individuals can base their own solid sense of self and community, and of their own agency in a world that is knowable, a world in which things can be true or false, represents a serious threat to our democratic society.

This is why it was important for the Melbourne Declaration to be reviewed. Released in 2008, it needed revision not because the overarching goals had changed, but because the social, economic, cultural and global contexts within which the education system is operating have transformed in ways that could not be foreseen in 2008.

For example, on 15 September 2008, the fourth largest investment bank in the world filed for bankruptcy, triggering the global financial crisis. The Melbourne Declaration was signed two months later by all education ministers, but there was nothing in it that displayed an awareness of the seismic shift in Australia’s social and economic situation.

Also, consider in 2007 that the first iPhone was sold and Facebook (in late 2006) arrived; VMware software, the foundation of cloud computing, went public; Hadoop Software was launched, providing a free, open-source framework that enabled multiple computers to work as one; Google launched YouTube and Android; IBM launched Watson, its cognitive computer; Netflix streamed its first video; and Twitter split off on its own as an independent platform and went global.

These events arguably represent the biggest

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technology inflexion point in history since the invention of the printing press, the steam engine or electric light bulb. The Global Financial Crisis and the Great Digital Revolution continued to shape the context of Australia’s education system. So, it was timely to recommit to the goals of education in all its economic, social, cultural and personal dimensions.

We were once referred to as ‘the lucky country’, and then we wanted to be ‘the clever country’, but more than ever, what we need to become is ‘the wise country’. We should be asking ourselves how education develops wisdom, because that, above all, is what we need it to deliver. Our education system engages students within a given tradition of culture, language, thought and structure, but it also opens the way to new questions and new formulations.

An education system that functions out of this ideal will be high-performing because it honours students’ questions. Questions and inquiry arise when human intelligence and wonder attend to the movement of life as experienced. When teachers and others responsible for education ‘fan the flames of wonder’, we help students be attentive, tune and experience the world, ask questions about it, articulate their insights, critically assess the truth of those insights, and act responsibly upon them.

Under the vision and direction of the Mparntwe Declaration, it’s my hope this new decade gives rise to a generation of lifelong learners who use their knowledge, understanding and skills responsibly and creatively for the common good of us all. EM

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THE LAST WORD // Catholic Secondary Principals Australia

Reconciliation and closing the gap

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PRINCIPAL AT ST BRENDAN SHAW COLLEGE IN TASMANIA AND TREASURER AT CATHOLIC SECONDARY PRINCIPALS AUSTRALIA (CASPA), FRANK PISANO, REFLECTS ON RECONCILIATION IN AUSTRALIA, LOOKING TO THE PAST, THE PRESENT AND THE FUTURE. In 2016, I was humbled by the welcoming address to delegates at a combined, Australian and New Zealand Catholic Secondary Principals conference in Queenstown, New Zealand. Without translation nor explanation, the address was delivered in Maori language. This address was no 10-second sound bite, but an address that went on for several minutes. Even though I did not know the language, I came away with an appreciation of the high level of regard that this part of the conference accorded the indigenous Polynesian people of New Zealand and it provided a vision of where reconciliation could possibly lead us in Australia.

Recent experiences, however, have given me cause to reflect further upon reconciliation in Australia. Something our country has been working on since the Reconciliation Act of 1991. One recent experience was watching a documentary called The Australian Dream. The documentary told the remarkable story of Adam Goodes, an Indigenous AFL football legend. Through the backdrop of Adam’s life, the documentary explored issues related to race, identity and belonging in contemporary Australia. The program was both informative and formative to me as an educator and as a Principal. Firstly, I reflected on the purpose all of our Australian schools have for young people in the modern world. Secondly, as a Principal of a faith-based school, I also wondered what I should be doing as a Catholic leader.

As an educator and Principal, I distilled that the role of a school is to serve two fundamental purposes. One is the ‘passport’ to the next step in the journey of learning – be it a trade, paid work or academic tertiary study – together with certain ‘employability skills’. However, this ‘passport’ has

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limited currency and is perhaps superseded once the next part of the journey is achieved. This inability to see the long-term fruits of our work with students is (and will probably continue to be) the everlasting mystery for all educators. The second purpose I reflected upon incorporated ‘employability skills’ but is, I believe, more broadly about equipping students with the social and civic skills to offer them the opportunity to thrive… “to have life and have it to the full” (John 10:10). To serve this goal, St Brendan Shaw College’s Vision is: “to be a vibrant Catholic community with a generosity of the human spirit.”

This generosity of spirit incorporates being: • Magnanimous people – generous and forgiving, especially towards a rival or a less powerful person.

• High-minded, fair, noble, ‘big’ and worthy people.

• People of honesty and integrity.

I drew upon our college’s Vision, together with my Catholic Sacramental understanding of reconciliation, to internalise and discern what true reconciliation looks like. In my view it involves: • Confession: Telling the true story of the wrongdoing.

• Contrition: Displaying and feeling genuine and authentic sorrow for the pain the wrongdoing caused.

• Commitment and Action: To ‘make things right’.

Only after these aspects of reconciliation are done can we wait upon the person who was wronged to complete the reconciliation and healing: to forgive. Hence, in my view, schools must tell the authentic story of Australia’s past, which has led to the need to be reconciled with it. This generosity of spirit was why former Prime Minister Kevin Rudd’s apology to the Stolen Generation was a defining

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moment in our reconciliation journey. But in order to seek forgiveness, people in Australia and our leaders must continue to work to make things right. Recently, The Closing the Gap Report showed there is much that still needs to be done. NAPLAN reporting shows signs of hope for improving educational outcomes, which gives young people the means of living that ‘full life’ in the future.

However, there is one last element that has influenced my reflections, that is the power of symbolism. A leader underestimates the need to be symbolically ‘present’ at their peril. Being with your community is something very important that school leaders are acutely aware of. Authentic leaders need to engage with that generosity of spirit too. They need to lead with their example and commitment for our nation’s reconciliation.

This reflection on leadership brings me back to The Australian Dream documentary. My ‘take-home’ learning from Adam Goode’s journey was a sincere wish for us to have a national day that unites all Australians. Unfortunately, to even suggest that we reflect upon whether or not Australia Day is wellplaced invites criticism and controversy. It seems the core question related to the suitability of the Australia Day date has been lost within the noise of winning or losing the argument. My prayer and hope are that all Australians find within themselves their own generosity of human spirit to come to a place where Australians can stand united, be forgiving and be forgiven. EM

THE LAST WORD // eSafety Commissioner

New eSafety resources for schools

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ESAFETY COMMISSIONER, JULIE INMAN GRANT, DISCUSSES THE LAUNCH OF A SUITE OF NEW RESOURCES AIMED AT SUPPORTING SCHOOLS TO CREATE SAFER ONLINE ENVIRONMENTS FOR STUDENTS. The safety of children at school has always been a prime concern of parents, teachers and school leaders. As the mother of three school-aged kids, I understand this implicitly. But safety at school has become much more complicated in recent times, thanks to the internet, which can enable a single incident to ripple outwards and have consequences for the entire school community.

We have all, unfortunately, seen headlines along the lines of ‘School rocked by TikTok video scandal’.

That’s why eSafety is constantly working with educators on school safety issues and to improve online safety education.

It’s hard to think of a school safety issue that is not complicated by the internet. Bullying, an issue that schools have been grappling with ever since there were schools, can now follow students home, with little reprieve for the targets of cyberbullying. The same goes for any kind of conflict within the school community, which can escalate once it is taken online. The internet also gives third parties, who may wish students harm, new ways of gaining access to them.

And with these and many other issues, school safety no longer begins and ends at the school’s physical borders: the challenges can emerge from anywhere and at any time.

As highlighted by the Royal Commission into Institutional Responses to Child Sexual Abuse, technology use has become a significant component of many child safety issues. As schools and students learn and communicate online, it is crucial students are protected from online harm.

The good news is that help is at hand. All of these risks can be managed using the right mix of precautions and strategies.

A NATIONAL APPROACH TO ONLINE SAFETY IN SCHOOLS We have launched our eSafety Toolkit for Schools – a suite of guidance materials to support schools in creating safer online environments. These free resources are available to all schools on the eSafety Education website.

We spoke with teachers and education stakeholders across the country about online safety issues and what information gaps were presenting challenges to student safety. The teachers and stakeholders we worked with offered broad support for eSafety’s development of rigorous and practical tools in collaboration with the sector.

As the agency responsible for leading and coordinating online safety efforts across Australia, we want these resources to encourage a consistent, national approach to online safety. At the same time, the resources are flexible enough in their design to be tailored to the needs of individual schools and across states, territories and the nongovernment sector.

This means that no matter which school a student attends, or what stage the school is at in its online safety journey, school leaders will have the tools to help keep their students safe online.

ELEMENTS OF A SAFE ONLINE ENVIRONMENT When it comes to our own online safety, we know there’s more to it than having a strong password, as important as that is. We also need to have the right privacy settings on our social media accounts, limit what personal information and images we share online and employ numerous other precautions too.

Well, it’s no different when it comes to creating safe online environments in schools – online safety is a journey, not a destination. One

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presentation at the beginning of a school year definitely won’t cut it.

The elements of a safe online environment are multifaceted and need to be embedded across everything a school implements – from policies and procedures, to the way school communities engage online, to the support in place to respond to online incidents.

The eSafety Toolkit for Schools reflects this multifaceted approach and has been categorised into four elements, with resources that: • Prepare schools to assess their readiness to deal with online safety issues and provide suggestions to improve their current practices.

• Engage the whole school community to be committed and involved in creating a safe online environment.

• Educate by highlighting best practice in online safety education and supporting schools to develop the online safety capabilities of the school community.

• Respond to incidents effectively while supporting safety and wellbeing. eSafety will also be adding to these resources throughout 2020.

It’s true that online safety creates new challenges for principals, administrators and teachers, but none of these are insurmountable.

There are so many wonderful online experiences for students and teachers to explore together. Let’s help them do it safely. EM

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EVENTS

ASIA PACIFIC SUMMIT ON GIRLS’ EDUCATION 9-11 May 2020 (Postponed - new dates TBA) Hobart, TAS Web: www.agsa.org.au/events/ A premier gathering of girls’ education advocates in the Asia Pacific region, this event will explore some of the tough issues facing girls and young women.

NATIONAL EDUCATION SUMMIT – BRISBANE 15-16 May 2020 (Postponed - new dates TBA) Brisbane, QLD Web: www.nationaleducationsummit.com.au/ brisbaneabout Combining three conferences, a symposium, free seminars and a free expo, this event is aimed at principals, school leaders and educators across the K-12 sector.

MENTAL HEALTH AND WELLBEING OF YOUNG PEOPLE SEMINARS 22 May – 21 August Various locations Web: www.generationnext.com.au Run by Generation Next, these seminars take place across Australia, bringing together experts in youth mental health, who will present on a range of important topics.

THINKING AND LEARNING CONFERENCE 22-25 May 2020 Melbourne, VIC Web: www.hbconf.com.au/events/melbourne.html Featuring a series of national and international presenters, this conference is aimed at teachers, principals and school administration staff.

TASMANIAN PRINCIPALS CONFERENCE 3-5 June 2020 Launceston, TAS Web: www.tasprincipals.com Centred on the theme ‘Leading for Wellbeing’, this event will focus on personal wellbeing as well as wellbeing in your school community.

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THE SCHOOL LEADERSHIP CONFERENCE 3-5 June 2020 Brisbane, QLD Web: www.qassp.org.au/ the2020schoolleadershipconference The Queensland Association of State School Principals will focus on uncovering or rediscovering your ‘why’ and how it can result in leaders who are more focussed, resilient and motivated.

NATIONAL CATHOLIC EDUCATION CONFERENCE 6-9 September 2020 Melbourne, VIC Web: www.ncec.catholic.edu.au/news-events/ conferences Based on the theme ‘The Future is Listening’, the event will bring together Catholic education communities from across Australia to promote examples of best practice and plan future directions.

CONASTA SCIENCE EDUCATION CONFERENCE 5-8 July 2020 Canberra, ACT Web: asta.edu.au/conasta Hosted by the Science Educators Association of the ACT and centred around the theme ‘Science Revealed’, this event is expected to bring together over 500 science educators.

EDUTECH 9-10 November 2020 Sydney, NSW Web: www.edutech.net.au A giant festival of education, EduTECH brings together the latest in education thought leadership.

It features an exhibition and five parallel conferences.

SASPA ANNUAL CONFERENCE 13-14 August 2020 Adelaide, SA Web: www.saspa.com.au/conference/ Centred around ‘Equity & Inclusion: A World-Class Education for All’, the South Australian Secondary Principal Association’s 2020 Conference will discuss how excellence and equity in education go hand in hand.

EDUBUILD 9-10 November 2020 Sydney, NSW Web: www.edutech.net.au Australia’s largest education buildings and infrastructure conference and trade show for education leaders involved in design, construction, renovation, maintenance, operation and management of buildings for schools and universities.

NATIONAL EDUCATION SUMMIT – MELBOURNE 28-29 August 2020 (Postponed - new dates TBA) Melbourne, VIC Web: www.nationaleducationsummit.com.au/ melbourne-about Combining three conferences, a symposium, free seminars and a free expo, this event is aimed at principals, school leaders and educators across the K-12 sector.

WASSEA CONFERENCE 31 August – 1 September 2020 Perth, WA Web: www.wassea.asn.au/event/wasseaconference-2020/ The Western Australian Secondary School Executives Association’s annual conference will bring together a range of speakers to discuss successful school leadership.

education matters secondary

NATIONAL FUTURESCHOOLS FESTIVAL 22-23 March 2021 Melbourne, VIC Web: www.futureschools.com.au A giant festival of education, EduTECH brings together the latest in education thought leadership.

It features an exhibition and five parallel conferences.

Disclaimer: In a bid to prevent the spread of Covid-19, the Australian Government put in place a temporary ban on non-essential, organised gatherings of more than 500 people, effective Monday 16 March 2020. Dates listed are correct at the time of publishing. Please refer to individual event websites for confirmation of dates and further information.

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From languages, to history, or a snowsports adventure, our educational travel programs are tailored to the needs of your school, ensuring each tour aligns with your curriculum.

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