Education Matters Secondary November 2016

A content rich, comprehensive, buyer’s guide for schools. www.educationmattersmag.com.au

6 - APR

NOV 201

2017

Integrating STEM at every level Australian Curriculum: The big ideas for digital education Professional Learning Teams at Capalaba State College Principally Speaking: Sheldon College

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Editor’s Note

It’s not the first instalment of Education Matters – Secondary for 2016, but it is a first for me.

For those readers who didn’t see our last Primary edition of the magazine, it’s only appropriate that I reintroduce myself as the new Editor of this publication, as well as restating the sense of trepidation that comes with accepting the mantle.

I remain in awe of the work produced in previous editions of Education Matters, and even more so of the effort committed to it by my predecessor, Kathryn Edwards. This magazine is a critical part of the local education industry due in no small part to the dedication of Kathryn and all our previous contributors.

Since the previous edition of Education Matters – Secondary, the Federal Government has maintained its focus on STEM, a concept that survived a protracted election campaign. Another ongoing issue for the timeframe is the perennial Gonski reforms and the broader debate around school funding. This has more recently been confounded by the latest NAPLAN results.

For an alternative perspective on school funding and performance, we welcome the Productivity Commission’s Jonathan Coppel, who has contributed this issue’s Foreword on the subject, appearing on page 8.

Overshadowing the general funding debate is the deeper and more unsettling concerns presented by technology. There are obvious risks regarding privacy and safety issues (you’ll see an article discussing safety in schools from a legal perspective on page 74), yet the influence robotics and digital disruption will have on future job markets will directly impact an even greater number of today’s students. It is for this reason we continue to see such a focus on STEM and terms like ‘innovation’.

It’s only fitting that ASPA’s Executive Director, Rob Nairn discusses this paradigm in his column on page 12 and that we delve into specifics in our 21st Century Learning section (page 20). There you’ll find insightful articles prepared by Stile Education’s Byron Scaf and the new Director of Education for Association and Communication Events, Dr Megan Vazey. Complementing these thought topics are two pieces designed to be more immediately practicable – our insider’s perspective on interactive displays (page 27) and a brief buyer’s guide to education software platforms (page 48).

Of course, a well-rounded education isn’t just about hardware and software, despite the heightened interest in 21st Century technology that remains the order of the day. For this reason, we’ve also included features on the subjects of professional development (page 39), school photography (page 59) and fundraising drives (page 72). You’ll also gain a window into the operations of Sheldon College, with our Principally Speaking department featuring Dr Lyn Bishop, who has been that school’s Principal since it was founded in 1997. You’ll find that article on page 34.

Finally, turn to the latter half of the magazine for an escape from the highly technologised world of modern learning and consider the benefits of switching off in nature. We discuss the benefits of perceived risk and unstructured learning with CEO of the Outdoor Education Group, Richard Thornton on page 66. Cool Australia also returns with an outdoor-themed lesson plan that will encourage any class to think more deeply about our environment.

More than just trepidation, I also feel very excited to present you with this edition of Education Matters – Secondary. I’m also keenly aware that the introduction of a new editor can also introduce unwanted change.

For that reason I’d love to hear your feedback on any topic, no matter how trivial. Please feel free to pass on any comments or questions to me directly via email: campbell.phillips@primecreative.com.au.

Campbell Phillips Editor

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education matters secondary

Publisher: John Murphy john.murphy@primecreative.com.au Chief Operating Officer: Brad Buchanan brad.buchanan@primecreative.com.au Group Editor (Southern): Sebastian Grote sebastian.grote@primecreative.com.au Editor: Campbell Phillips campbell.phillips@primecreative.com.au Art Director & Production Coordinator: Michelle Weston Designers: Blake Storey, Sarah Doyle, James Finlay Group Sales Manager: Terry Wogan terry.wogan@primecreative.com.au

Advertising: Chelsea Daniel-Young chelsea.daniel@primecreative.com.au 0425 699 878 Client Success Manager: Justine Nardone 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 Subscriptions Education Matters is available by subscription from the publisher.

The rights of refusal are reserved by the publisher.

Ph: (+61 3) 9690 8766 E: subscriptions@primecreative.com.au Articles All articles submitted for publication become the property of the publisher. We reserve the right to adjust any article to conform with the magazine format.

Cover Image Sheldon College Copyright Education Matters is owned by Prime Creative Media Pty. Ltd. and published

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

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contents SECONDARY NOV 2016 - APR 2017

DEPARTMENTS

Editor’s Note 4 Foreword

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Advertisers’ Directory

10

Secondary Column

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Commissioner Jonathan Coppel, Productivity Commission

Rob Nairn, President, Australian Secondary Principals Association (ASPA)

SPECIAL FEATURES 20

Big digital ideas in the Australian Curriculum

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Integrating STEM in secondary schools

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Interactive technologies in the classroom: An insider’s view

Professional Learning Teams and traditional perspectives

Director of Education for EduTECH, Dr Megan Vazey dives into the new digital elements of the Australian Curriculum and resurfaces with some real pearls for educators.

Modern technologies are threatening the traditional job market. CEO of Stile Education, Byron Scaf makes the case for futureproofing education by integrating STEM learning into all areas of the student learning environment.

National Education News

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CEO of IG3 Education, Tony Church discusses the evolving nature of what was – once upon a time – a blackboard, chalk and eraser, and providing guidance for anyone seeking to outfit a classroom with the latest in interactive displays.

Events Diary

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39

Principally Speaking

Dr Lyn Bishop, Principal of Sheldon College

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At Capalaba State College, Prinicpal Bronwyn Johnstone is strategising around how

best to promote continual development and sustainable learning among her educators.

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59

Software and systems for educators

Our quick-step buyer’s guide to learning systems and software is designed to give any education decision maker a top-level overview of the local market, with some useful advice for procurement and implementation.

Quality school photography requires professional service

We interview AIPP’s Chairman of Professional School Photographers, David Ryall to discover what influence the iPhone generation is having on school photography, as well as what schools should look for in a professional service.

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Perceived risk and unstructured learning

A sitdown with Outdoor Education Group’s new CEO, Richard Thornton, reveals the growing importance of learning in nature, away from the mounting social and educational complications presented by digital technology.

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74

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Lesson Plan: Building a biosphere

Cool Australia shares another lesson plan that encourages students to get outdoors and think more deeply about the subtle and far-reaching processes at work in the natural environment.

Fundraising: Beyond the chocolate drive

Our Community Director of Training and Development, Patrick Moriarty writes about the traditional chocolate drive, the reasons why it’s beginning to fall from grace, and what schools can do to reinvigorate or replace it as a fundraising favourite.

Rules for school safety

Join education legal experts Charles J. Russo and Allan G. Osborne for a discussion regarding the basic rules that all schools should consider implementing to ensure the highest standards of safety, thereby minimising liability.

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Foreword

Something more is needed IN A DRAFT REPORT ON AN INQUIRY INTO THE NATIONAL EDUCATION EVIDENCE BASE PUBLISHED ON 6 SEPTEMBER, THE PRODUCTIVITY COMMISSION ARGUES THAT THE PATH TO BETTER EDUCATION OUTCOMES LIES IN STRENGTHENING AUSTRALIA’S CAPABILITY TO IDENTIFY THE POLICIES, PROGRAMS AND TEACHING PRACTICES THAT WORK BEST TO IMPROVE ACHIEVEMENT, FOR WHOM AND IN WHAT CIRCUMSTANCES, AND IN APPLYING THIS EVIDENCE ACROSS THE NATION’S EARLY CHILDHOOD AND SCHOOL EDUCATION SYSTEMS.

Jonathan Coppel has been a Commissioner at the Productivity Commission since July 2011. He is an economist with international and domestic experience advising governments on macroeconomic, investment, energy, social, environmental and regulatory policy.

In other words, the national education evidence base has to have two capabilities: • a ‘top-down’ capability, for monitoring, benchmarking and assessing performance, as well as promoting transparency and accountability, and informing resource allocation, complemented by • a ‘bottom-up’ capability that evaluates the effectiveness of education policies, programs and teaching practices, enabling systematic identification of ways to improve student achievement.

Prior to joining the Productivity Commission, Jonathan was Head of the OECD G20 Sherpa office. During his OECD career he also held senior roles as Counsellor to the Chief Economist, Executive Manager of the NEPAD– OECD Africa Investment Initiative, Head of the EU and UK Desks and analyst at the International Energy Agency.

In Australia he has held senior management positions at the Reserve Bank and started his career at the Commonwealth Treasury.

Jonathan has lectured at the World Trade Institute’s Mile Masters Programme in International Law and Economics and the Paris Sciences Po Institute. While overseas he established and was a director of Cafe Oz, the first Australian bar in Paris.

Jonathan has a Masters in Economics and Management from Columbia University, New York, a Bachelor in Economics (Honours) from the Australian National University and is a graduate of the Australian Institute of Company Directors.

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A lot of data are collected to monitor and report on the outcomes of students and schools. But, there is relatively little high quality evidence about the effectiveness of the policies, programs and teaching practices in use in Australia, and few systematic processes in place to evaluate them. This is the largest gap in the Australian education evidence base.

The Commission recognises that teachers have the greatest impact on student performance, after accounting for the characteristics of students themselves. Looking within the classroom, particularly at teaching practices, is thus paramount to improving education outcomes across all schools and all students.

We also know there are some schools whose students perform better than expected compared with similar schools. Governments should be lifting the bonnet on those schools to find out what they are doing, and carefully evaluating if their methods can be applied across other schools.

Ideally, evaluations of what works best will draw on

education matters secondary

The Commission recognises that teachers have the greatest impact on student performance, after accounting for the characteristics of students themselves. Looking within the classroom, particularly at teaching practices, is thus paramount to improving education outcomes across all schools and all students. trials run in classrooms and schools that compare the outcomes for children taught using a certain program or practice with those of similar children who don’t receive that intervention.

The Commission recommends that Australian, state and territory governments work together to create a new national institution to manage the development and dissemination of high quality and relevant Australian evidence of what works best. And, most importantly, that the institution ensures that this evidence influences decision making. Simply creating evidence and making it available to education professionals will not be enough.

Evidence will only lead to improved education outcomes if it is used to inform decision making and changes the

Data collection should always be fit forpurpose. National data are needed for some monitoring and benchmarking purposes. For others, data collected from samples of students would suffice.

Duplication of collections should be avoided, as should frequent changes to collections. behaviour of practitioners.

We also found that better use could be made of the myriad data that are collected from Australian schools. Access to data for research in the public interest could be improved through changes to privacy protections, and if those providing data are asked to consent to its use for research purposes when data are collected. Smoother processes for linking information from different datasets would also help, and the use of linked data could reduce the costs of evaluations of what works best.

We were also mindful of the compliance burden that schools face in collecting data.

Better use of existing data and more cost-effective collection methods could reduce this burden. Use of fit‑for‑purpose collections is important. While national data are needed for some monitoring and benchmarking purposes, data from samples of students (which impose a lower collection burden) will suffice for other purposes. We also recommend that data collection agencies review their procedures to remove any duplication in data collection and processing, and that data providers are given plenty of lead time to update their management information systems when changes to existing collections need to be made.

There are some gaps in existing data collections, but ongoing initiatives will help to fill many of them. The Australian Government’s proposed national Year 1 assessment will provide valuable information about children’s early school skills and help to identify students who need early intervention. These data will also support analysis of the relationship between early school experiences and later education outcomes. Work by

education matters secondary

the Australian Curriculum, Assessment and Reporting Authority, the Victorian Curriculum and Assessment Authority and relevant research institutes will improve the methods and metrics for measuring non-cognitive outcomes. The Nationally Consistent Collection of Data on School Students with Disability should help to improve the monitoring of outcomes of students with disability. And the national minimum teacher dataset being developed by the Australian Institute for Teaching and School Leadership will support workforce planning and assessments of initial teacher education.

In conclusion, the largest gap of all in the Australian education evidence base is in the evaluation of policies, programs and teaching practices to identify what works best, for which students and in which circumstances.

Without improvements in this area and the application of the resulting evidence to policy making and teaching, there is a substantial risk that increased resourcing of schools won’t deliver the improvements in education outcomes that educators, policymakers and the broader community are hoping to see.

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education matters secondary

ASPA Column

Focus on the future THE PRIME MINISTER HAS MADE A COMPELLING CASE FOR THE TRANSFORMATION OF AUSTRALIANS TO BECOME “MORE PRODUCTIVE, MORE INNOVATIVE, MORE TECHNOLOGICALLY SOPHISTICATED AND MORE IMAGINATIVE”.

HOWEVER, FOR THE SCHOOLING SECTOR TO PLAY ITS PART IN SUCH A TRANSFORMATION, IT REQUIRES THE COMMONWEALTH GOVERNMENT TO DRIVE THE NATIONAL AGENDA AWAY FROM WHAT HAS BEEN, THAT IS AN ATTEMPT TO CREATE A BETTER VERSION OF 1960S SCHOOLS, TO WHAT IT NEEDS TO BE; A NEW LEARNING PARADIGM WHERE LEARNING TO LEARN AND INQUIRY IS EVERY BIT AS IMPORTANT AS WHAT IS LEARNT.

At the very core of the Australian Curriculum is a key set of lifelong learning skills and processes undertaken through a subjectbased curriculum. The Australian Curriculum states that, successful learners, confident and creative individuals and active and informed citizens require the following General Capabilities – literacy, numeracy, information and communication (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding.

Just as our nation needs to transform from a traditional economy to one that is innovative and progressive, our education system needs the enabling conditions to transform from the traditional subject based orientation to an explicit focus on the teaching, assessing and reporting of the Australian Curriculum General Capabilities.

The General Capabilities are what schooling is about and these capabilities must sit within, alongside and with any discussion on required learning. It is the continuum from play-based learning to inquiry approaches, the place of curriculum (or lists of learning) and the vital importance of the General Capabilities. We need a broad inquiry based learning grounding and the current emphasis on literacy, numeracy and STEM engagement, should be measured through the General Capabilities.

The OECD Skills Outlook 2015: Youth, Skills and Employability, asserts that an unacceptable

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education matters secondary

waste of human potential stems partly from the fact that too many young people leave education without having acquired the right skills. According to the 2013 Survey of Adult Skills, 10 per cent of new graduates have poor literacy skills and 14 per cent have poor numeracy skills and not enough young people have experience in the world of work.

Less than 50 per cent of students in vocational education and training programs, and less than 40 per cent of students in academic programs in the 22 OECD countries and regions covered by the Survey of Adult Skills, participate in any kind of work-based learning.

The role of Secondary schools is not the “sorting of students” for universities – it is more than that. Schools have the responsibility of not just preparing students for university but also producing graduates skilled across the General Capabilities.

The onus should also be on universities and training providers to further invest in the development of the General Capabilities beyond Year 12.

Literacy and numeracy are important but the conversations with schools need to change from requiring schools to churn out young adults with certain levels of math’s and science to acknowledging that it is essential that students can also think critically, solve problems, communicate well and more broadly, become well-rounded individuals who reflect the General Capabilities.

This requires a new learning paradigm that was defined by the Australian Secondary Principals’ Association (ASPA) in 2012 as a “learning ecosystem” where learning is personalised, global and engaging; students are connected, the opportunity is created to facilitate a “collision of ideas” and learning is anywhere/anytime. Students have changed and the way students learn has changed. This must somehow be reflected in the way we teach.

If we are going to make a difference then school leadership must be a priority of government.

A great deal has been invested in teacher education but it is the school principal that creates the culture in which innovative teachers thrive and develop innovative students.

This new learning ecosystem must be embraced and led by “edu-preneurial” principals.

High quality school leaders are fundamental to any

Literacy and numeracy are important but the conversations with schools need to change from requiring schools to churn out young adults with certain levels of math’s and science to acknowledging that it is essential that students can also think critically, solve problems, communicate well and more broadly, become well-rounded individuals who reflect the General Capabilities. sustainable change and they must be imaginative, creative, inspirational, outward looking, innovative, creative, adaptive, reflective and analytical (ASPA 2012). These are the leaders of our innovative schools!

In addition to literacy and numeracy development we need to explicitly teach, assess and report on students’ skill progression with ICT, critical and creative thinking, personal and social development, ethical understanding and cultural understanding. It is also time to invest in research to determine how the General Capabilities are effectively delivered and measured in schools.

Our focus has to be about educating our students for the future. As we prepare the majority of our students for occupations that currently don’t exist the goal must be for young people to improve their employability and make a smoother and faster transition from the classroom to the workplace. Employers regularly suggest that young people are underprepared for working life and lack foundational skills in literacy and numeracy, as well as skills such as communication and problem solving. Employers are increasingly looking for young people based on criteria that reflect the General Capabilities rather than on academic ability alone. Our education systems must reflect this.

education matters secondary

ROB NAIRN BEd, Dip Teach, MAICD, MACEL Rob is Executive Director of the Australian Secondary Principals Association (ASPA Ltd) and Adjunct Associate Professor at Edith Cowan University. He has extensive experience in metropolitan and regional Senior High Schools in Western Australia particularly in low socio economic areas.

Rob is passionate about developing exemplary leadership to provide high quality secondary education to all young people no matter what their geographic, social or personal circumstances.

Rob is Deputy Chair of the Board of Principals Australia Institute (PAI Ltd), Director of Australian Institute of Teaching and School Leadership (AITSL), Chair of Edith Cowan University Applied Health Research Centre Advisory Board, Director of the Asia Education Foundation (AEF) Advisory Board and Executive member International Confederation of Principals (ICP).

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

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

We offer an extensive range, service and support to education facilities across Australia.

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

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

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

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

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providing a better world for future generations.

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

Our products are GECA certified (Green Tick).

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

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

By implementing best practice in management control, business practices,

education matters secondary

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

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

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

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

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

It’s this philosophy that inspired our ergo-dynamic PantoFlex chair. Designed by one of the world’s greatest furniture designers, Verner Panton, the PantoFlex chair promotes correct posture, improves blood and oxygen circulation, assists the developing musculo-skeletal system and most importantly contributes to an increased attention span. And that’s only half the story.

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

We’re for flexible learning

National Education News

Stamp Collecting Month to encourage environmental education Australia Post has announced a new line of stamps to arrive in time for October, aimed at encouraging young people to learn about some of the world’s endangered species.

Australia has one of the worst rates of mammalian extinction of any continent in the world, with 30 mammals lost in the past two centuries, according to Taronga Zoo’s Executive Director, Cameron Kerr.

“Fortunately, organisations like Taronga Zoo are working to help species like the Southern Corroboree Frog that are in serious trouble. Through joint breeding programs, we’re already releasing these critically endangered amphibians to Kosciusko National Park. With less than 50 of these animals left in the wild our timing is crucial.

“The impressive stamp representing this striking frog helps commemorate Taronga Zoo’s centenary, but also creates awareness for their plight in the wild and we are proud to have it featured for Stamp Collecting Month,” said Mr Kerr.

The Endangered Wildlife stamp issue will feature four

native and three exotic animal species that are also the focus of a local zoo or Government conservation program.

Species featured are the Western Swamp Tortoise, Orangebellied Parrot, Northern Quoll and Southern Corroboree Frog.

“This year’s Stamp Collecting Month is a great opportunity for students, teachers and parents to explore and delve deeper into some of our endangered species, the causes of endangerment and extinction and what we can do to help protect them,” Mr Kerr said.

The initiative is supported with a dedicated online education resource for teachers, parents and students, designed to assist in learning about the endangered species while offering lesson ideas, activities and stamp imagery.

Michael Zsolt, Philatelic Manager for Australia Post said the organisation was “pleased to recognise the efforts being made to consider endangered species and to get behind such an important cause”.

See more at www.auspost.com/scm

School funding debate update

‘Parents of students at non-government schools are not asking for equal funding, but since they pay taxes it is only fair that they receive a portion of the education pot.’

Miranda Devine, The Daily Telegraph

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The highly politicised debate over school funding has turned a corner, with Federal Education Minister, Simon Birmingham, flagging some private schools may be in line for cuts.

Appearing on ABC’s popular ‘Q&A’ programme in late September, Senator Birmingham was asked whether some private schools received too much public support.

“There are some that fit that bill, yes, there are,” the senator said, before stating that there were not huge numbers of schools that would be put in that category.

When pushed to explain further, Senator Birmingham admitted that some private schools could expect to lose money dependent on whether the Federal Government could “reach some accord with the States and Territories and ultimately with the Senate, to get a fairer funding model in place”.

“That will be one, from my perspective, that is based on need, that treats the states and territories equitably and then puts the burden back on them to make sure they live up to their end of the bargain as well,” he continued.

At a meeting of education ministers in the week before the

education matters secondary

programme aired, Senator Birmingham presented an analysis to the States and Territories that aimed to show how Labor’s plans for school funding was unfair.

In a scathing opinion piece published in The Daily Telegraph (27/9/16), Miranda Devine wrote that Senator Birmingham had ‘behaved like an idiot’ on Q&A by falling for ‘the old “fairness” trick of pitting government schools against “wealthy” independent and Catholic schools’.

‘Parents of students at non-government schools are not asking for equal funding, but since they pay taxes it is only fair that they receive a portion of the education pot,’ wrote Devine.

As a result of the rekindled debate in the media, Senator

Birmingham has since released a press release aimed at helping families to “arm themselves with the facts to cut through the scaremongering and spin”.

In the release, the senator turns the focus of the debate back to the fact that the Coalition hasn’t announced any cuts to education funding, and re-asserts his aim to “deliver funding that is distributed according to need”.

“I am working to implement the exact funding commitments and school reform proposals that Malcolm Turnbull and I took to the recent election – growing funding, distributed according to need and used to implement real reforms that lift student outcomes,” he said.

Stile Education and CSIRO launch ‘Double Helix Lessons’ Last month, Stile Education and CSIRO launched a course of STEM learning lessons as a partnership initiative, trialled first

by St Agatha’s Primary School in Victoria.

The lesson content, which uses CSIRO’s Double Helix magazine as a platform, offers teachers and students integrated STEM learning material that aims to enhance learning outcomes in the area.

Stile Education CEO, Byron Scaf said the concept was developed following the success of the Cosmos-related offering the organisation had already developed for secondary students.

“When I started at Stile it was being led by Dr Alan Finkel, who has gone on to become Australia’s Chief Scientist,” said Mr Scaf, speaking with Education Matters a day after the launch event. “We began working on developing a tool that would make it easy for teachers to create their own fantastic lessons online. The idea wasn’t to create a platform for remote learning, but as a means for teachers to quickly and easily get content to, and receive questions from, their students in real time.”

The ‘A-ha!’ moment came after the launch of Stile’s secondary school offering and the Ebola crisis hit Africa.

According to Mr Scaf, Stile used Cosmos’s editorial to demonstrate the science of infectious diseases to students.

The results were striking and immediate.

“The students really engaged with the material because they found it relevant; here was a real event they could put into context in their lives,” he said. “That program is available for years 7-10.”

The next mission was to replicate the success of this

project for younger years. Hence, Mr Scaf and his team sought a partnership with CSIRO. “We’ve been through a structured process in order to deliver a universally useful tool that teachers will find easy to integrate on any level,” Mr Scaf said.

“We assembled an advisory committee of active teachers, as well as the teachers of those teachers going into primary schools, to ensure we were absolutely meeting the needs of as many classes in Australia as possible.”

The newly released Double Helix Lessons cover everything a teacher is required to teach in Grades 5 and 6 science, including natural disasters, energy and light, and the solar system. The lessons can be easily customised, and consist of a wealth of multimedia. But perhaps most interesting is the concept that Stile has implemented in order to take engagement with the material a step further.

“We’ve designed these lessons to include these really relatable characters that take the students on adventures – science adventures,” said Mr Scaf. “Now that we’ve completed our pilot program with St Agatha’s, we’ve been able to hear some of the feedback from both students and teachers. It’s incredibly exciting to hear the kids say they love it because our characters appeal to their age.”

“The overall result is that we’ve created a means to make it easier for teachers to do what they do best, enhancing their students’ educations. This in turn helps all children to gain access to a higher level of science education – and that’s what we’re most excited about.”

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“We began working on developing a tool that would make it easy for teachers to create their own fantastic lessons online. The idea wasn’t to create a platform for remote learning, but as a means for teachers to quickly and easily get content to, and receive questions from, their students in real time.”

Stile Education CEO, Byron Scaf

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Events Diary

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

OCTOBER

NOVEMBER

DECEMBER

JANUARY

Australian International Education Conference 2016

18-21 October, Melbourne VIC

The premier forum in Australia to connect people, ideas and research in international education www.aiec.idp.com/

Visible Learning Symposium

11 November, Adelaide SA

Learn from Professor John Hattie’s latest research www.acel.org.au/acel/ACELWEB/Events/Visible%20Learning.aspx

Learning and Teaching Conference 2016

16-18 November, Melbourne VIC

Educating the Whole Child www.pearsonacademy.com.au/ltcon

Understanding Young Children’s Motor Development for Active Learning

17-18 November, Melbourne VIC

Basics of motor development in early years www.sanguineconsulting.com/workshops/ motordevelopment16mel/

MAV Annual Conference 2016

1-2 December, Bundoora VIC

www.mav.vic.edu.au/activities/professional-learningopportunities/annual-conference.html

2016 ACHPER Secondary Conference

5-6 December, Adelaide SA

Engage students in health and physical education www.achpersa.com.au/wb/pages/professional-learning/ secondary-conference.php

82ND International Conference on Physical Education and Sport Science 2016

5-6 December, Sydney NSW

iser.co/conference/2016/Australia/ICPESS/

100th International Conference on Education and Social Science 2016

5-6 December, Sydney NSW

Providing opportunities for global participants to share ideas and experience iser.co/conference/2016/Australia/ICESS/

Crossroads in Cultural Studies 2016

14-17 December, Sydney NSW

Bringing scholars together to engage with the past, present and future of cultural studies scholarship http://crossroads2016.org/

National Youth Science Forum

2-14 January, Canberra ACT

Residential program for students entering Year 12 who are passionate about STEM www.nysf.edu.au/

International Conference on Education and E-Learning

4-5 January, Sydney NSW

Exchange new ideas and application experiences face-to-face iserd.co/Conference2017/Australia/1/ICEEL/

National Science Teachers’ Summer School

9-13 January, Canberra ACT

Igniting teachers’ passions for science www.nysf.edu.au/other/teachers

TO HAVE YOUR ORGANISATION’S EVENT LISTED IN THE NEXT EDITION OF EDUCATION MATTERS MAGAZINE PLEASE EMAIL THE DETAILS TO CAMPBELL.PHILLIPS@PRIMECREATIVE.COM.AU 18

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INTERNATIONAL CONGRESS & EXPO

21st Century Learning

Big digital ideas in the Australian Curriculum AS THE NEW DIRECTOR OF EDUCATION FOR EDUTECH AND NATIONAL FUTURESCHOOLS EXPO, A FELLOW OF ENGINEERS AUSTRALIA, AND A FORMER K-12 DIGITECH AND STEM/STEAM CONSULTANT, DR MEGAN VAZEY DIVES INTO THE NEW AUSTRALIAN CURRICULUM (AC): TECHNOLOGIES (DIGITAL) TO COMMENT THE BIG IDEAS IN STORE.

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CRSHELARE / Shutterstock.com

Dr Megan Vazey is the Director of Education for Association and Communications Events, and the Lead Conference Producer for EduTECH and National FutureSchools Expo. Meganâ&#x20AC;&#x2122;s PhD is in Computing in big data, machine learning, data mining, artificial intelligence, and decision support systems. Megan has worked and presented for a range of organisations and on numerous occasions in Australia and overseas.

Megan is a Fellow of Engineers Australia.

From 2014-2016 Megan developed professional learning in computational thinking, making, coding, physical computing and STEM from K-12 for NSW schools; and project managed 49 AISNSW commonwealth funded STEM projects.

Megan has been active on a range of STEM committees with ACARA, NSW BOSTES and the Warren Centre for Advanced Engineering, and in Education Research, most recently consulting to Parramatta Marist High in Innovation, PBL based STEM, and Digital Technologies, and also to the Academy of Technological Sciences and Engineering (ATSE). Megan was the founding AISNSW STEM consultant.

You can contact Megan on Twitter via @MeganVazey or email her through megan@acevents.com.au.

The AC DigiTECH curriculum asks students as young as kinder to dress up as superheroes and otherwise wear their cloaks as designers, engineers and entrepreneurs; imagining where computer science and digital technologies can take us. It invites learners big and small, regardless of background, to become keen observers of the infrastructure, gadgetry and interconnected communication networks that surround them, and to think about the data, algorithms, hardware, protocols, processes and systems required to truly benefit communities and businesses through managed change.

The great opportunity with digital technologies has always been one of communication between people, and with the physical world. Radical engineering innovations

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and the consequent changes in gadget size, computational speed, wireless access, data representation, batteries and physical sensing has made the milieu fascinatingly dynamic and interesting.

One generation ago and back in the 70s, it was financially prohibitive to ring Coffs Harbour from Sydney, let alone Perth or New Zealand.

We had no mobile phones, no high-resolution touch-screens, no SMSes, no Internet web pages, no MP3 or JPEG or YouTube or blogs, and no email. Augmented, virtual and mixed realities were unheard of, and drones werenâ&#x20AC;&#x2122;t even imagined, let alone driverless cars, personal robotics, sewable circuits and remote haptic sensing.

Our family got our first black and white

TV when I was about 8 years old, and a very basic colour hand-me-down TV when I was about 10.

The family bought one shared VIC20 tape-based computer console that plugged into the TV screen when I was about 11. This was cutting-edge, computer-savvy stuff.

The new and revised Australian Curriculum now invites the mathematical, scientific and engineering imaginations of a diversity of learners from ages four and up of every demographic to grapple with the knowledge, understanding, processes and production skills to design, create, and manage digital projects ranging from embedded software at the physical computing level, all the way to databases and business information systems. At the very upper end, students can tour silicon valley, visit space camps and play with satellite communications, build their own

computers, and design their own Internet of Things (IoT): real, virtual or augmented, with corresponding IT infrastructure.

Along this journey, big ideas in the curriculum include: “Systems, Data and Algorithms” introduced from Foundation, Year 1 and Year 2; “Digital Collaboration” introduced from Band/Stage 2 (Years 3 and 4); “Requirements Specification and User Interface/Experience Design” introduced from Band/ Stage 3 (Years 5 and 6); “Project Management” introduced from Band/Stage 4 (Years 7 and 8); and

by Stage/Band 5 (Years 9 and 10): “Modularity and Object Orientation”.

Specialty Primary and K-10 English and Creative Arts educators should not be put off at this point, nor should HASS / HSIE and PDHPE teachers.

The great realities are that computing involves

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The EduTECH International Congress and Expo is a world-class annual event attracting around 8,000 attendees from schools, tertiary, trade and enterprise learning institutions. EduTECH is the biggest education summit in the Southern Hemisphere, and the third largest in the world.

As the premier international event, EduTECH provides thought-leadership across the entire national and international education spectrum.

Eight conferences inspire and inform K-12 Ed Leaders and Educators; K-12 IT managers; K-12 business managers; future libraries; higher Ed leaders; VET/RTO leaders; workplace learning; and tertiary Ed IT managers. With the completion of the new International Convention Centre, we are very excited that EduTECH is returning to Sydney in June 2017 (for more details, see www.edutech.net.au).

The National FutureSchools Expo is Australia’s premier nationally focussed School Education event with around 3,000 participants, an exhibition, and 5 five parallel conferences, dedicated to five areas of the future school: Future Leaders, ClassTECH, Teaching Kids to Code, Special Needs & Inclusion, and Young Learners.

This article provides an in-depth insight into the new Australian Curriculum: Technologies, and the role of DigiTECH and DesignTECH in preparing learners. To find out more, join our Teaching Kids to <code\> masterclasses, conferences, and expos at the FutureSchools (futureschools.com.au) and EduTECH events.

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21st Century Learning

The new and revised Australian Curriculum now invites the mathematical, scientific and engineering imaginations of a diversity of learners from ages four and up of every demographic to grapple with the knowledge, understanding, processes and production skills to design, create, and manage digital projects ranging from embedded software at the physical computing level, all the way to databases and business information systems.

exceptionally accessible languages, and that design is a collaborative and physical art. As well, teamwork and entrepreneurial capability are vital to the digital design process, and creativity and innovation comes at the intersection of these diverse skills and subject disciplines.

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Further, the powers of literacy, empathetic comprehension, and rational and reasoned argument are as essential to students of law and medicine, as they are to the background research, investigation and evaluation stages of the digital design process.

Also, the ability to specify and draw design concepts with network diagrams, data flow diagrams, logical flow charts, and models requires 2D and even 3D spatial awareness, often calling upon significant artistic communication talent.

Both the DigiTECH and the DesignTECH components of the Australian Curriculum: Technologies invite learners to think physically and computationally in an unplugged and abstract context; and separately plugged-in with student agency

during the design process. At the end of the day, K-12 student capability in logically testing, refining and showcasing work to persuade an audience of the relevance and impact of their designs will exercise and evidence a great variety of engineering and STEAM skill, even at Foundation (kindy) level.

We mustn’t underestimate the power of learners and learning at any age. While students and educators will find themselves at various points on the journey, the end game is that learners can confidently use digital systems to ethically, safely and respectfully communicate data as information, and apply systems thinking to analyse, predict and shape system interactions that will positively and sustainably impact the lives of those around them.

Computational thinking and algorithmic knowledge, understanding and skill is built layer upon layer in the AC DigiTECH curriculum as follows: • putting instructions in the right order and making simple decisions is introduced in Foundation, Year 1 and Year 2, and various digital systems are observed and described by students; • decision making via if-then-else logic is extended in Years 3 and 4, and an appreciation of inputs, outputs and different data types is nurtured, while students begin to conceive and describe their own inventions; • repetitive sequences and loops are introduced by Years 5 and 6 with data types and the concept of functions touched upon, while students detail and evaluate their own user-interface and design solutions; • problem decomposition and solution abstraction is formalised in Years 7 and 8, with the delegation of code into functions, and project management concepts are introduced including deeper demands on interactivity, text-based coding and design; • agile development practices and object orientation, with concepts such as inheritance and instantiation, come to the fore in Years 9 and 10.

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21st Century Learning

Integrating the study of STEM in secondary schools BYRON SCAF, CEO OF STILE EDUCATION, MAKES THE CASE FOR SEEKING WAYS OF INTEGRATING STEM LEARNING INTO ALL AREAS OF STUDY.

Byron Scaf is the CEO of Stile, an Australian education start-up that creates world-class STEM curriculum resources, used by over 100,000 school students today.

Born and educated in Melbourne, Byron studied neuroscience and engineering at Melbourne University before joining Better Place — an electric car infrastructure start-up — where he built and oversaw the Australian technical operation. Byron then transitioned from a focus on renewable energy to one of education. In 2012 he developed a learning platform for the Australian Academy of Technology and Engineering’s STELR program — an online STEM resource for Australian schools. Shortly thereafter, Byron was brought on to lead the then-nascent Stile where he continues to lead a team of passionate teachers and engineers today.

Byron’s vision for Stile is to a create thoughtleading education organisation that works collaboratively with teachers, students and school leadership to create resources, professional development opportunities and industry partnerships to best prepare students for the lives ahead of them.

10:45am. Year 9 woodwork technology class.

Students are building chairs and have been told to cut and join pieces of wood to form a right-angled triangle. With little time to explore it further, the teacher tells their students exactly how to cut the wood to achieve the desired angles. Fast forward only a few weeks and the same students are in class, but this time it’s maths. The time-old sigh of bored students echoes around the room: “why are we learning this anyway, we’re never going to use it”. You guessed it, they were learning about how to calculate the angles of a triangle.

Our secondary education system, designed largely in and for the industrial era, is in desperate need of revision if it is to remain effective in preparing students for their adult lives. One opportunity is to combine the isolated study of science, maths and technology (like woodwork – though all the cool kids are now running “maker spaces” instead) into a single, integrated “STEM” subject. Doing so will provide context to students, making learning relevant and engaging, whilst likely save time. Most importantly it creates a natural setting for students to hone their problem solving and logical reasoning skills, critical to their success in a rapidly changing world.

TECHNOLOGY IS MAKING ‘ROUTINE’ JOBS REDUNDANT. Our industrial era education system was designed to churn out ‘factory workers’ that could repeat learnt patterns with a high degree of accuracy. But the world and the nature of work is changing. Being able to quickly recall facts

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and procedures is no longer relevant when all the worlds’ information is accessible from the smartphone in your pocket. Recent advances in artificial intelligence and robotics are starting to combine to outperform humans in many traditional jobs, from driving a truck to language translation.

So, what are the jobs we need to be thinking about when crafting an education program for this generation?

While attempting to figure out exactly what jobs will exist in the next couple of decades is largely an exercise in crystal ball gazing, perhaps we can make a few generalisations based on the latest generation of technology. For instance, while we’ve made some serious advances in artificial intelligence to solve specific problems (such as recognising which of your friends are in your Facebook photos, or being the best at chess), jobs that require general problem solving, creative thinking and bespoke analysis are hard to automate. Shouldn’t we therefore prioritise instilling these skills in students? Enter STEM. If you’re not familiar with STEM, don’t worry. It’s the latest and greatest in a long line of ill-defined acronyms that has cropped up amongst education glitterati; it stands for Science, Technology, Engineering and Mathematics.

The grouping has come about because they are a closely related set of subjects teaching overlapping and complimentary skills. Strangely though, in all but a few avant-garde schools, the concept of collapsing these subjects into one does not seem to have been entertained. Perhaps it’s time to consider it.

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21st Century Learning

STEM inherently creates relevance, especially in maths. We all intuitively know that when something is relevant to us, and we’re interested in it, we find it far easier to learn – we often even become eager to learn.

Science, technology and engineering all give maths relevance, because maths is the tool, the language if you like, of these disciplines. Learning about angles in the context of a woodwork class, automatically provides relevance and a reason for learning – the knowledge is required to achieve the goal.

Consider the Australian Curriculum for Year 8 across design/technology, mathematics and science together and one can readily imagine highly integrated projects covering many cross-discipline outcomes simultaneously. For example, let’s take a simple project of making something that can then be sold: muffins are always great. The process of planning, making and ultimately selling muffins seems trivial, but there are many important life skills and curriculum outcomes covered. We can cover ratios, percentages and profit/loss in maths. Digestion in science (maybe they need to be gluten free. Why? Look at Coeliac Disease – highly relevant for students), not to mention reinforcing Year 7 mixtures. We can cover off iterative design, sustainability, outsourcing, and healthy eating topics as per the design and technology curriculum with confidence. Feeling adventurous? We could also

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design and prototype new moulds for baking our muffins, and improve important mental arithmetic calculating correct change at point of sale.

Not only do we cover huge swathes of the curriculum quickly and efficiently, it is an enormous amount of fun and full of actual useful life skills.

Similarly, bringing technology to maths provides a whole new toolset for solving problems. I remember one maths assignment in Year 9, where the letters of the alphabet were assigned a particular dollar value, and we had to find as many $100 words as we could. Most students came up with four or five; the best students in the class came up with nine or ten. However, two students in the class, who were otherwise mid-level performers, came up with over 100. How? They had a general interest in computers and had taught themselves some basic programming.

Nothing elaborate mind you, and nothing more than what you could do with some fancy footwork in Microsoft Excel, but in simply understanding that a computer could solve these types of problems efficiently, they were able to figure out enough to substantially outperform the class. I’m not suggesting that our curriculum should include the formal study of software engineering, but a basic understanding of how maths and computers relate is essential. Realworld scientific problems people face today involve

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huge datasets that are only surmountable with the help of computers. Knowing that these tools exist is critical to having a strong general problem solving capability.

STEM DOESN’T STAND ALONE An integrated STEM subject doesn’t mean we neglect all other learning areas, nor does it suggest the removal of explicit teaching. It is important to state this explicitly because there has been pushback from some sectors, based on the misunderstanding that a STEM focus would come at the expense of the arts, wellbeing, history, philosophy or literacy.

These subjects, especially literacy, are essential to a well-rounded education. We must also recognise that problem-based and explicit teaching approaches can and should sit side-by-side.

Deeply integrating the learning of maths, science and technology offers a fantastic opportunity to provide real-world relevance to concepts that are often dry and boring for students. A problembased, integrated approach would bring secondary education closer to the real world, and foster the generalised problem solving abilities that will be required of successful participants in tomorrow’s workforce. We owe it to students to seriously consider such a change.

Shaping the future of Australiaâ&#x20AC;&#x2122;s schools

INTERNATIONAL CONGRESS & EXPO

21st Century Learning

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CASIO may be best known for its calculators and watches, but it’s a true innovator in the projector sphere. CASIO is a pioneer in LED/Laser Hybrid Technology. Distributed in Australia by Shriro, CASIO manufactures a full range of lamp-free projectors. Being a global leader, it is currently offering its sixth generation of lamp-free projectors.

The key benefits of the Japanese made projectors for education purposes are: on/off/restart within five seconds, no lamp or filter replacements, 5-year warranty and low power consumption. The unit comes with a bracket, cable cover and Wi-Fi dongle for wireless connectivity.

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21st Century Learning

Interactive technologies in the classroom: An insider’s view

Tony began working in IT in 1986

OVER THE LAST COUPLE OF DECADES, WE’VE EXPERIENCED SIGNIFICANT CHANGES IN THE USE OF DIFFERENT LEVELS OF TECHNOLOGIES, IMPLEMENTED THROUGHOUT SCHOOLS TO ULTIMATELY ENHANCE EVERYDAY TEACHING IN THE CLASSROOM AND ASSIST WITH BACK OFFICE ADMINISTRATIVE FUNCTIONS, WRITES CEO OF IG3 EDUCATION, TONY CHURCH.

and started focusing on ICT in Education in 1994.

Between 1994 and 2006 he was the Divisional Director Education for Mustek Ltd in South Africa, where he was directly involved in the planning and rollout of computer systems, software solutions and training in more than 1,800 schools on the African continent, with the majority thereof being in South Africa.

He was the project manager for the development of the Inter-ED software, a multi-lingual (11 Official Languages) software solution for foundation-phase learners focusing on Literacy, Numeracy and Life Skills which provided learners, irrespective of their language and socio-economic background, the opportunity of being taught in their mother tongue during the foundation phase. This product and project was awarded the Proudly South African Award in 2005 and received a Silver Award from the Department of Trade and Industry in 1999 under the Best Innovation category.

In January 2006, Tony relocated to Australia and joined Eduss (today called IG3 Education Ltd), a small, Gold Coast company focusing on Maths, English and Phonics solutions in Australia. Today, the IG3 Education Ltd group has a national presence and a turnover in excess of $45 million and IG3 Education products, including EduTouch hardware solution and a vast range of Education Software Solutions, have been installed in over 75 per cent of Australian schools. Software solutions available include The Language Market, Learning A-Z, Readme, Kurzweil, Eduss Maths & English, and more.

It all started with computer labs in schools, providing students, and even some teachers, access to computers for the first time in their lives. Today, computers and the use of technology has become an integral part of our everyday lives, with pre-school learners being exposed to technology even before they master the basic skills of reading, writing and arithmetic.

The introduction of the interactive whiteboard in the classroom has since resulted in an era in which the use of technology was literally moved to the front and centre of the learning environment, with many teachers and educators grasping the opportunity to enhance teaching by effectively using it as an interactive, real-time projection device resulting in higher levels of student participation and concentration.

A concept that was and is unfortunately overlooked is that the technology (hardware) is, ultimately, merely a means to an end. External school funding projects allowed schools to implement interactive whiteboard solutions in many classrooms and, due to the focus placed on the acquisition of the tangible items, the concepts of simply being a means to an end was overlooked by many. This resulted in a significant number of interactive whiteboards

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either being used as projection surfaces only, or not used at all.

Apart from the lack of basic and ongoing professional development, the technology have been regarded as finicky and problematic, with constant re-calibration required, external light sources impacting viewing quality, incorrect software drivers, and more, due to some of the following reasons: 1. Poor service from unqualified installers 2. Insufficient brightness on projectors used 3. I ncorrect matching of technologies, for example using a 4:3 aspect ratio projector on 16:9 whiteboards 4. L ack of training and support, both internally and externally 5. L ack of relevant content and access to resources In addition, with the workload on teachers to deliver the curriculum to their classes over a limited period of time, it is not surprising that many have even given up on the technology, as they simply don’t have the time to waste on technical issues.

The single biggest ‘game changer’ in the use of information and communications technologies (ICT) in the classroom was probably the introduction of tablets – more

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21st Century Learning

IMPORTANT FACTORS TO CONSIDER WHEN CONSIDERING INTERACTIVE LED PANELS INCLUDE THE FOLLOWING:

Simple touch technologies, including a basic feature such as gesturing (which are used on handheld devices such as tablets and smart phones), is one of the reasons why interactive LED panels have been so successful in classrooms, with even pre-schoolers being able to use the technology without training or instruction.

specifically iPads – which, to a certain extent, coincided with a mass take-up and subscription to social media platforms such as Facebook, Twitter, and more, into the classroom.

RE-ADJUSTING SETTINGS ON INTERACTIVE DISPLAYS It is important to recognise the link between the use of technology in everyday social life, across

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virtually all socio-economic backgrounds, and the use of technology in the classroom.

Firstly, and probably most importantly, teachers have become more confident with the use of technology, with tablets, smart phones and computers now being used as tools to access information and to stay connected to others, whether it be at a social level or work related level. Secondly, students now have access to these technologies from an early age. Simple touch technologies, including a basic feature such as gesturing (which are used on handheld devices such as tablets and smart phones), is one of the reasons why interactive LED panels have been so successful in classrooms, with even pre-schoolers being able to use the technology without training or instruction.

Most of the current range interactive panels don’t require drivers for either Mac or Windows and they auto-calibrate, allowing teachers to simply ‘plug and play’. These interactive panels are ultimately large, external screens connected to a computer, allowing the educator to operate and control any program installed on that computer via the interactive panel, using either their finger or stylus, rather than a mouse or track-pad. On-screen keyboards also allow for typing, and character recognition is also becoming ubiquitous in many operating systems.

Total cost of ownership for interactive panels is also significantly lower when compared to

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• Budget – Over the last 12 months the most popular size for classrooms has been 65” • Size – Current popular sizes available are 55”, 65”, 70”, 75”, 84” and 98” • Warranty – Onsite service or back-to-base?

This is an important consideration as freight costs are high • Mounting options – Fixed-wall mount, fixed-wall mount on swivel bracket or height-adjustable wall mount, manual or automated?

• Mobility – Mobile with manual height adjustability, mobile with automated height adjustability, mobile with automated height adjustability and automated tilting (interactive table), fixed height mobile and a laptop arm or bracket?

• Built-in PC or use own laptops/notebooks • Operating platform – Built-in systems like Android allow usage of the panel’s basic features without having to have a PC connected. Basic features include writing, connecting to the internet, storing and opening files including MP4, PowerPoint presentations, spreadsheets, Word Documents, and more • Connectivity – Wireless connectivity or connectivity via ethernet cable • Glare and scratch resistance – Look for anti-glare and anti-friction toughened (MOHS 7) glass • LED quality – A-grade panels will have no dead or light pixels • Support – This may include relevant content pre-installed, training manuals and clear levels of additional support outlined • Future firmware support – Note: the reason most panels don’t require drivers for Mac and Windows computers is that the drivers are included in the operating systems. Future updates to operating systems are therefore not necessarily covered and will therefore require an update to the firmware on the touch overlay to ensure proper operability

As time passes, it is expected that more emphasis will be placed on developing connecting devices to the panels, currently and for the foreseeable future, through HDMI ports. This will allow more effective wireless streaming and interaction to the panels from teacher and student devices, irrespective of the platform they’re using.

conventional interactive whiteboards with projector solutions, with the expected lifespan on an A-Grade LED panel ranging between 30,000 to 50,000-plus hours. To put this in context; if a panel is used for an average of six hours per school day, you’re looking at a lifespan in excess of 25 years. Obviously we’ll see newer and different technologies in years to come, but the point being made is you should not have ongoing expenses, such as bulb and filter replacements during the life and use of these panels.

FEATURES FOR THE FUTURE OF EDUCATION As time passes, it is expected that more emphasis will be placed on developing connecting devices to the panels, currently and for the foreseeable future, through HDMI ports. This will allow more effective wireless streaming and interaction to the panels from teacher and student devices, irrespective of the platform they’re using.

As an example of this trend in expanding connectivity, there is an interactive LED connectivity solution currently available that allows up to 64 devices to be simultaneously connected, thereby allowing any of the device screens to be displayed on the panel and even wirelessly controlled from the screen. Teachers are able to interact with students without having to go to the students’ desks, therefore keeping all students included and focused on the lesson.

Such technology also allows educators to display up to four device screens via the panel simultaneously, which is ideal for a cooperative group setup, such as four groups of students doing a math quiz on four different devices, or presenting their

group projects simultaneously.

Another important consideration for interactive panels is their size, and selecting the correct size for your classroom is critical. Interactive LED panels are widescreen devices – generally with an aspect ratio of 16:9 – whereas the majority of interactive whiteboards installed at schools are 4:3. The width of a 65-inch panel is very similar to the width of an 85inch interactive whiteboard and, in addition, the clarity of a full-HD LED panel is significantly better that that of projectors.

COMPARE/CONTRAST Wireless connectivity is fast becoming the most desired feature on interactive classroom solutions, but it’s also an area where some people are often disappointed with the responsiveness and lag that can be an issue.

Problems with connectivity are often caused by already over-saturated WiFi networks. Alternatively, they may simply be the result of inadequate WiFi connections built into some panels.

Alternatively to a wireless connection, some users may consider connecting and displaying an iPad screen directly to the display. However, this will allow display-only functionality and you will not be able to control the iPad through the screen. The main reason for this is that the interactivity on panels is driven through USB, and therefore the control of devices from the panel is limited to compatible devices with USB ports, as you effectively create a wireless USB

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bridge from the device to the panel.

Ultimately, the decision for many educators will come down to an understanding of the differences between the new generation of interactive LEDs, when compared with standard LED TVs, which are used as projection surfaces only.

This is an area that requires careful consideration, and I’ve summarised some of the major differences below. Anyone considering the next generation of displays for use in classrooms should take extra precautions in understanding these pointers and accounting for them against their school’s needs and budgetary expectations.

1. L ED TVs do not have anti-glare screens, which makes viewing in many classrooms problematic due to reflection caused by external light sources 2. L ED TVs purchased from mass retailers are not generally commercial-grade panels, therefore not intended for extended hours of use and only intended for use in-home. It would be wise to carefully read the warranty disclaimer on any TV 3. I nteractive LED panels, or at least the more mainstream brands, are designed for use within the classroom, and are therefore more robust and durable 4. I nteractive LED panels enhance classroom teaching and their interactive capabilities ensures more engagement with the class 5. I nteractive LED panels provides greater flexibility due to their connectivity and built-in operating systems

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21st Century Learning

Navigating Classroom Technology TAKING A UNIFIED APPROACH TO COLLABORATION IN A CHANGING DIGITAL LANDSCAPE.

Both in and out of school today, children are consistently engaged via interactive digital displays in every aspect of their lives. As increasingly tactile and visual learners, students in the classroom are expecting to be engaged and challenged as they would in the outside world. Nearly all research indicates that yes, interactive technology will improve learning outcomes - but it’s not a silver bullet. This new paradigm of engagement is also very dependent on teachers understanding how this happens and evolving their practice accordingly.

At the same time, so many of the schools we speak to are in flux, experiencing a high level of uncertainty about where technology is going. Also, many products recently implemented in classrooms have missed the mark, with the focus on technical specifications often coming

at the expense of what translates to real benefits in a collaborative learning environment.

Anecdotally, a lack of support and training have also been critical issues affecting success with classroom technology. We now know reliance on suppliers for ‘free’ training with product purchase doesn’t work in the long term - there’s no real commitment from either party and momentum nearly always drops off.

SO WHERE TO NOW? The approach we’ve seen achieve the most success is to look at classroom technology holistically and strategically. Start with your teachers - best practices are the lynchpin. Many of our partner schools now engage us for a fiveyear, on-site training and support commitment with a classroom refresh. Our user group events help educators share their content and build a culture of innovation. If your teachers are motivated and equipped with the right skills and mindset, you are well on the path to success.

For technology, we look to brands with a proven commitment to education & integrated turnkey solutions.

Take SMART Technologies - walk up and use simplicity, software built in the classroom and connectivity for the devices you use every day.

These guys have been ahead of the curve on this for more than 20 years. A solution like SMART Kapp iQ with the bundled SMART Learning Suite package (including SMART Notebook 16) ensures there is a seamless transition between teacherled instruction, student-driven collaboration, and co-creation in any pedagogical or subject matter context.

Our team of education specialists works with schools to build achievable, cohesive technology roadmaps that factor in the needs of educators and learners, not just pixel resolutions and signal inputs. Taking the time today to map out the next few years is likely to save you some headaches down the track. Finally, make sure you engage a technology partner that understands education and how technology can enhance student learning outcomes, not just electronics.

Ben Daffy Director - Learning Technology Group, Unified AV

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21st Century Learning

Fujitsu ScanSnap SV600 – A New Perspective on Scanning SMOOTH OPERATION IN OVERHEAD SCANNING ENHANCED WITH NEW CUSTOMISED FEATURES WHILE CONTINUING THE SCANSNAP CONCEPT: SIMPLE, FAST AND COMPACT

The Fujitsu ScanSnap SV600 is changing the landscape of printing. We are seeing printing opening doors to scanning books without hassle and digitizing 3D objects such as school kids artwork. The SV600 is capable of high quality scanning of large documents up to A3 size in a compact unit. The SV600 uses new Versatile Imaging (VI) Technology that maintains high image quality and ensures user-friendly operation.

INFORMATION IS JUST A SCAN AWAY! Imagine that instead of paying for a textbook, you are able to just borrow it from the library, and in five minutes, scan the important pages directly to your computer. On top of that, ScanSnap scanners convert your files into searchable PDFs, so you can save time by easily searching a scanned document for exactly what you need. Think how easy it would be to search through your book using just the ‘Ctrl+F’ function.

The SV600 can directly scan large documents (up to A3 size) as well as bound books to document quality. It maintains the ScanSnap series’ reputation for sharp scanned data images as well as inheriting the iconic “One Touch” feature from the ScanSnap Series. Unique features of the SV600 include an in-built “Book Image Correction” (ability to remove distortion caused by the curve of an open book) feature and “Page Turning Detection” feature, which initiates the scanning operation via the detection of page turning movements.

The release of the SV600 with its simple and fast desktop to digital data capture capability, allows the scanning of documents such as broadsheets and thick books that were previously difficult to handle. Its compact design and overhead scanning operation, reduces desktop footprint and even allows capture of multiple business card details just by scattering them within the scanning area. This is a welcome addition to the ScanSnap series of personal scanners, which deliver fast and simple document digitization to PDF.”

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2. All-in-one unit lets you create and read your own digital books The page turning detection function and the image correction feature, greatly simplify and speed the scanning of book pages. Rack2-Filer Smart and Magic Desktop software, makes SV600 the all-in-one model for organizing and enabling the reading of scanned images as digital books.

(1) Book Image Correction automatically corrects the distortion caused by the curve of an opened book Scanned images can be confirmed and fine-tuned using the preview dialog to ensure that the data scanned from magazines and books is as sharp as the original.

(2) Page Turning Detection makes continuous page scanning efficient SV600 automatically detects when a page is turned, allowing books to be scanned at a rate of 3 seconds per open pair of pages.

SV600 FEATURES 1. Easy to digitise different document types using the new VI Technology VI Technology combines a lens with variable depth of field, a direction controlled LED lamp and a CCD linear image sensor to minimise unevenness in image quality. This ensures distortion is removed and scanning produces uniform document quality. As a result even large documents and bound books can be easily digitised.

(1) Able to scan newspapers and magazines up to A3 size No need to cut or fold. Simply position the documents, books, newspapers, within the scanning area and they can be easily scanned.

Thick documents (up to 30mm) such as books or greeting cards, and even those with sticky notes attached can be scanned directly without difficulty.

3. Other benefits (1) Fast start up and scanning times The SV600 is ready to scan in 3 seconds after switch on. Three seconds are needed to scan large A3 size documents.

(2) “Multiple Document Detection” feature enables scanning and cropping of multiple documents in a single scan.

Ideal for multiple business cards, sets of photographs, business receipts, as the SV600 does the cropping automatically.

(3) Additional Bundled Software “Nuance® Power PDF Standard” for editing PDF files, and “CardMinder” for managing business cards, are buddled as standard with the SV600.

PRODUCT INFORMATION SITE http://www.fujitsu.com/au/products/computing/ peripheral/scanners/scansnap/sv600/index.html Or contact Proscan for pricing and purchase options http://www.proscan.com.au/brands/fujitsu

(3) Easy Book Creation converts image data to digital books with ease The new “Rack2-filer Smart” and “Easy Book Creation” features can automatically create a virtual book based on the front cover, back cover and spine of the original. It can also be placed in a virtual bookshelf for easy selection.

(2) Able to scan old or delicate documents Because the SV600 does not touch any document surface it is possible to scan precious items that would otherwise be damaged by too much handling or feeding into ordinary ADF scanners.

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Principally Speaking

Good leaders must challenge the status quo SHELDON COLLEGE IS LOCATED SOUTH-EAST OF BRISBANE, QUEENSLAND. AN INDEPENDENT, COEDUCATIONAL SCHOOL, SHELDON CATERS FOR STUDENTS FROM K-12 ON ITS 56 ACRES IN SEMI-RURAL SURROUNDS. A RELATIVELY NEW SCHOOL, FOUNDED IN 1997, WE SPOKE TO SHELDON’S PRINCIPAL, DR LYN BISHOP TO DISCOVER MORE ABOUT HER APPROACH TO EDUCATION IN AN INCREASINGLY TECHNOLOGISED ENVIRONMENT.

CAN YOU SHARE WITH US SOME INSIGHTS AND LEARNINGS YOU’VE HAD IN YOUR CAREER AS AN EDUCATOR? There are many insights and learnings I have had as an educator, but perhaps the most important has been to have the courage of your convictions. To be prepared to go out on a limb at times and take chances and accept the responsibility. Good leaders have to take risks and challenge the status quo. I’ve learned that at times you have to rock the boat, bend the rules, test the system and fight for what you

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believe in. I’ve learned that all the leadership and training courses in the world don’t make leaders. They only teach skills. Training and development courses can’t teach you character or vision. I’ve learned that we have to trust other people and to know that we don’t have to be perfectionists at our job. I’ve learned that your values are seen in your deeds and actions.

I have also learned over the years to trust my own intuition and to really understand how essential integrity and business ethics are in any profession.

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PLEASE SHARE SOME DETAILS ABOUT WHAT MAKES YOUR CURRENT SCHOOL UNIQUE. The defining factor that I believe makes our school unique is that every staff member truly lives our philosophy of Love, Laughter and Learning. This is evidenced every day in the interactions one sees between the staff and students. Schools are first and foremost about relationships and relationships lie at the heart of the educational enterprise. This of course is strengthened when there is complete alignment between the Vision, Mission and Values of the organisation. The culture

of Sheldon College is built around high standards in dress and appearance, behaviour and individual scholarship and work habits, and this is supported by the strong parent and community support we receive.

The collaborative relationship that exists between the home and the school ensures we are working in partnership to achieve quality educational outcomes for all our students.

HOW DO YOU PROVIDE SUPPORT AND LEADERSHIP TO YOUR STAFF? Our staff are indeed our most valuable asset and their individual growth and development is of primary importance. Ongoing professional development, robust dialogue about people, strategy and operations result in a relationship based on intellectual honesty and realism. We work as a team in every respect to ensure we never subscribe to the “mediocrity median.” Our College works on the premise of shared and distributive leadership thus creating less leader-dependent systems and processes.

Staff are continually encouraged to explore new possibilities and new realities. Co-operative planning teams and faculty meetings enable staff to script authentic learning experiences for their students.

Staff are also encouraged not to merely manage the existing paradigms, but to go about building new ones, thereby addressing one of our core values of continuous improvement. Shared decision making, creative thinking, entrepreneurialism and reward and recognition become essential elements of College life.

WHAT ROLE DO YOU PLAY IN THE DAY-TO-DAY LEARNING OF YOUR STUDENTS? My primary role in the day-to-day learning of our students is to create the ultimate environment in which creativity and innovation can thrive, whilst at the same time ensuring that we are meeting our Student Exit Outcomes. A principal’s responsibility is to ensure that we have quality teachers in front of our students – teachers who have an absolute passion for what they do, who are masters of their craft, who love children and who believe fundamentally in the individual worth of every student. This requires that a principal be visible around the school, leading by example and encouraging both staff and students to be the best version of themselves. It requires forsaking hierarchy and control for collaboration; encouraging staff and students to be co-learners in the educational experience; providing the necessary resources and facilities for quality learning to take place; being open to change; and soliciting parent and community support for all that the school does.

WHAT ARE SOME OF YOUR MOST MEMORABLE MOMENTS AS PRINCIPAL? Without a doubt the most memorable moment for me as a Principal was opening Sheldon College against all the odds. My decision to leave Education Queensland and open my own school was a huge risk. I had no financial backing from any church, business or financier, nor did I have any experience in the field of private education. I had no idea what a difficult undertaking it would be – not only in terms of the personal financial cost in conducting demographic studies, market research, viability studies and the like, but also in dealing with bitter opposition from other schools in the district who opposed my opening a new school in the Redlands. Their combined weight and lobbying influence in the New Schools Commission resulted in my being denied the approval to open a new school. However, I appealed this at the federal

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level with an independent tribunal and was given the approval to go ahead. A wonderful memory I hold is our very first assembly held at the Pine Lodge Equestrian Centre in February 1997 which marked the birth date of Sheldon College.

WHAT TRAITS MAKE FOR AN EFFECTIVE, SUCCESSFUL LEADER IN EDUCATION TODAY? To lead any organisation today a new style of leadership is required – one that is interactive – one where success depends on teamwork, challenge and vision. Our role requires that we develop high performance teams – teams that are capable of generating solutions to the problems that arise.

Apart from strong transactional skills that are easily quantifiable, leaders today also need the qualitative or “soft skills” that will impact a culture and result in transformational change. These skills relate primarily

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Principally Speaking

to communication, conflict resolution, change management, coaching and creativity. Effective, successful leaders must move from an emphasis on dealing with strategy, structure and systems to that of leading with purpose, process and people. The aim is not to control the workplace, but to influence it.

Effective leaders also need to possess high emotional and social intelligence. There can be little doubt that leadership is a complex and demanding role, drawing upon an individual’s physical, social, emotional and spiritual capacities.

WHAT ARE SOME OF THE CRITICAL ISSUES RELEVANT TO YOUR SCHOOL THAT HAVE BEEN IN THE MEDIA OVER THE PAST YEAR? One of the major issues schools are addressing today is that of online social networking environments and the appropriate use of social media. Whilst there can be obvious benefits to social networking, it also has its downside if used inappropriately. Cyberbullying, Cybersafety and the excessive amount of time some students spend online have become issues all schools have had to address. This has led to schools needing to develop a culture of awareness and support about such matters. Pastoral care programs provide opportunities for schools to discuss these challenges openly with students and encourage dialogue about the proper use of social media. Most schools today have also developed Computer Usage Policies which are directly related to the school’s Code of Conduct as well as effective technical

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monitoring. Parental education has also become a key component of a proactive effort to address these challenges, particularly with preteens and young adolescents.

WHAT ARE YOUR FEELINGS ABOUT NAPLAN AND ITS EFFECTIVENESS? NAPLAN has its place purely as a “snapshot” in time that can be used as a diagnostic tool for schools to use independently. It should never be used to rank schools.

In my opinion, a continued and relentless focus on standardised testing such as NAPLAN has pushed us back into the past and not into the future. The intense pressure being placed on schools in an attempt to raise test scores merely reinforces lower order thinking skills and short-term recall of information. I do not believe the emphasis on standardised testing provides our students with the opportunities to develop the higher order thinking skills that are increasingly required for the world of work and for dealing with the growing complexity of the digital world. Standardised jobs are disappearing from our world and yet we continue to focus on standardised testing. NAPLAN results are not a complete indicator of a student’s learning or future success.

CAN YOU DESCRIBE ANY SPECIFIC WAYS IN WHICH THE DIGITAL ERA IS BEGINNING TO DISRUPT THE EDUCATION FIELD? There can be little doubt today that our world has become increasingly diverse, globalized, complex

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and media-saturated, and as such, has changed the educational landscape forever. Digital disruption is demanding that our schools no longer operate according to an industrial-era design which doesn’t reflect changing societal or economic needs. The education sector is ripe for digital transformation, particularly given the marked emphasis on knowledge capital and market driven forces. That aside, our very own students are digital disruptors and integrators themselves who operate in an increasingly diverse learning ecosystem. Having grown up totally with digital tools at their fingertips they get information when they want it, in whatever form they want, for whatever purpose they require it. Thus schools are being forced to provide a curriculum which is interdisciplinary, integrated, project based and relevant to their needs, interests and goals. Today it is the learner who shapes not only the learning environment, but the pedagogy which accompanies it.

The changing student dynamic has required schools to rethink the way we teach and to focus more on how children learn.

HOW DOES YOUR SCHOOL TAILOR ITS OFFERINGS TO MEET THE NEEDS OF INNOVATION AND STEM LEARNING? At Sheldon College we have built the LINQ Precinct which is the hub for a range of innovation-based curricular and extra-curricular programs. The Precinct is designed to replicate industry work environments and methodologies, primarily focussed on collaboration, creativity and innovation. Within the facility students can study and engage with Design and Technology workshops, a Robotics Lab, business entrepreneurship spaces and Film and Television Production suites. The facility also houses a STEAM inspired Maker Space with a range of rapid prototyping hubs that are integrated into our P-12 curriculum programs. The LINQ Precinct places a strong emphasis on students being exposed to authentic practices and skills that can later serve more complex and innovative endeavours, particularly as new careers and skill sets emerge.

Sheldon College also has partnerships with a range of industry-based organisations that include Microsoft, Apple, Crestron, and Newtek/VideoPro. Our approach to these partnerships is very agile, based on the needs of our curriculum programs and how rapidly the technology landscape changes.

Facilities Management

Cleaning Solutions AT TENNANT, WE OFFER A VARIETY OF SUSTAINABLE CLEANING SOLUTIONS TO MEET ALL OF YOUR FLOOR CARE NEEDS. FROM CLASSROOMS AND OFFICES TO SPORTING HALLS AND PLAYGROUNDS.

Tennant provides high performance equipment that can help reduce your cost to clean, enhance your school’s image and improve environmental health and safety for your students, staff and visitors.

We have a comprehensive range of walk-behind and compact ride-on scrubbers to suit most school environments and applications. Tennant scrubbers are also available with innovative ec-H2O™ technology which utilises tap water, removing the need for the daily use of detergents. This also results in no detergent residue left on the floors, significantly reducing slip and fall risks, and eliminates scents to provide a more comfortable learning environment.

To find out more information on how Tennant’s products can be used in your education facility to simplify your cleaning program, get in touch:

tennantco.com/au/education 1300 TENNANT

TM

Facilities Management

Top marks for school washroom improvements EVERY SCHOOL HAS DIFFERENCES - EACH OFFERS ITS OWN BRAND OF EDUCATION AND POINT OF FOCUS. BUT A COMMON STORY IS THAT, ALMOST ALL SCHOOLS HAVE WASHROOM ISSUES. SOME SCHOOLS SUFFER WITH MORE SERIOUS ISSUES SUCH AS PILFERAGE AND VANDALISM WHILE OTHERS, LIKE GOULBURN SOUTH PUBLIC SCHOOL WERE EXPERIENCING ANNOYING MESS AND MISCHIEF. THESE ARE PROBLEMS SHARED BY MANY.

Bev Grant, School Administration Manager of Goulburn South Public School in country NSW is responsible for keeping her school running smoothly. So when a student decides it’s a good idea to try to flush a toilet roll, everyone turns to Bev to fix it. “I get the call to go and fish yet another toilet roll out of the toilet,” she explained.

It was enough to prompt Bev to look for a better alternative.

A smarter alternative was found at a conference in Sydney where Bev was introduced

to a Tork® SmartOne® toilet paper dispenser.

The high capacity system is lockable so the refill is secured away from mischievous students. It cleverly dispenses one sheet at a time and can reduce consumption by up to 40 percent. This means fewer refills and less maintenance and storage. The SmartOne dispensers are also shock and tamper proof and fire resistant – perfect for any school washroom.

The school had a range of different dispensers before switching to Tork. Other

Tork SmartOne reduces usage and maintenance (Image for illustration purposes only –actual school not shown).

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problems included finding towels to fit old dispensers, mess and waste. But a big expense was the cost of plumbing due to hand towel being flushed down the toilet and blocking the pipes. Tork H3 dispensers have now been installed with flushable hand towel refills and the school hasn’t had an issue since. “We actually will never know if the students are still flushing them because we don’t have any blockages anymore,” said Bev. Hygiene is obviously important in all schools to prevent the spread of germs. But at Goulburn South, soap and towel dispensers have also been installed outside classrooms to encourage students to wash their hands before and after eating to help protect the students with allergies.

Changes like these usually come at a cost that many schools cannot afford. With the Tork Advantage program, dispensers are supplied free on loan as long as Tork refills are purchased.

And it’s working for Goulburn South. “The best thing, honestly, is that it didn’t cost anything for the dispensers. It puts it within reach for smaller schools.”

Sid Takla, Executive General Manager B2B, Asaleo Care sees the benefits for schools of all sizes, “With minimum outlay, schools can upgrade their washroom facilities and do away with many of the issues, they have come to put up with.

Issues such as overconsumption, waste and mess in the washroom can be a thing of the past.”

All in all, from needing to replenish refills less often to the washrooms looking, “so much tidier,” the changeover for Goulburn South has been a huge success. Bev reiterated, “I’m really happy with the Tork product, so I’ve told the school up the road about it.”

Professional Learning Teams: Explore through traditional perspectives PRESENT DAY EDUCATIONAL LEADERS ARE UNDER MOUNTING PRESSURE TO SERVE THEIR COMMUNITY BY MAINTAINING A POSITIVE SCHOOL CULTURE AND ENSURING STUDENT SUCCESS. THE SOLUTION IS NEITHER SIMPLE NOR LINEAR, WRITES BRONWYN JOHNSTONE, PRINCIPAL OF CAPALABA STATE COLLEGE.

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

Faced with these pressures, decision makers will find a solution to the challenge is not linear and lies in having a future focus that is sustainable in the long term alongside connecting theory and practice (Dewey, 1902). “Most educators acknowledge that our deepest insights and understanding come from action, followed by reflection and the search for improvement (DuFour, DuFour, Eaker, & Many, 2010, p. 9). DuFour & DuFour (2012) suggest that this cycle of continuous improvement and learning together is best served through Professional Learning Communities (PLC) made up of teams.

Here, I plan to examine the contemporary educational leadership issue of building professional learning teams and explain how various traditions would conceive the problem and its solution. Schools have a dynamic workforce, which requires leaders to continually build staff capacity to work together in teams. As we consider the challenge of building teams it is necessary to examine the classical traditions of educational leadership, as it is these perspectives that have laid the foundation for our thinking today.

However, to be able to examine the challenge of building team through the lens of classical traditions firstly it is important to understand

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the function and make up of PLCs. Dufour et al (2010) identifies the key elements of PLCs as a focus on learning through; a collaborative culture, collective inquiry; learning by doing; a commitment to continuous improvement and a results orientation. Furthermore DuFour et al (2010) argues that the solution to this challenge is simply to learn by doing.

The greatest insight we have gained in our work with school districts across the continent is that organisation that take the plunge and actually begin doing the work of a PLC develop their capacity to help all students learn at high levels far more effectively than schools that spend years preparing to become PLCs through reading or even training.

(DuFour, DuFour, Eaker, & Many, 2010, p. 11) These elements will provide the basis for analysis and demonstrate the instrumental work of the leader in creating and maintain teams. Each element will be explored from the perspective of Classic Management Theory, Theory movement, the Greenfield revolution and Feminism. Additionally, considering their perception of the problem and solution.

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Making the Grade

get others excited about their work” (Sinclair, 2014, p. 22). A feminist perspective no longer demands a radical response to gender but rather challenges the leader to reflect on the makeup of their workforce and consider how they can nurture the conditions required for collaboration (Wallin, 2015). The move away from independent teaching to collaboration mirrors the leadership ontology from Classic Management to Feminism. While Classic Management would reject the move away from silo teaching, the feminist perspective would celebrate the empowerment of classroom teachers through cooperation and delegation.

COLLABORATION DuFour et al (2010, p11) points out that “it is difficult to overstate the importance of collaborative teams” in a PLC. It is through the collective sharing and discussion that problems are confronted and addressed. “Taylor’s emphasis on the division of manual and non-manual labour” (Stoney, 2001 p33) is at odds with this element. Taylor identified the “organisation of work being the sole prerogative of management” (Stoney, 2001, p. 33). Furthermore Reason (2015) agrees that Taylorism opposes teams and innovations, because it is all about the system.

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It is about consistence and compliance not creativity and efficiency. Classic management theory endorsed the corporate industrial structure as the model for educational administration (Tyack & Hansot, 1982) which rejects collaboration and endorses procedural efficiency.

Taylor’s influence on education could been seen through the development of handbooks for teaching practices along with timetables and bell times.

There is no room for collaboration which is in stark contrast to Thomas Greenfields concept of education.

Collaboration by its very nature requires people to work together, this is Thomas Greenfields domain.

Greenfield (1980 p 30) notes that organisation “are the consequences of human action” where “people can do many things and that one thing can be built upon another.” Greenfield states that “the power of organisations lies in the transformative capacity of human action.” This sense of the power of people strikes a chord with today’s collaborative approach to teaching and learning. School leaders work hard to foster a collaborative approach to classroom practices, student learning and data analysis. While data is not high on Greenfiled’s agenda the concept of constructing reality (Willower, 1980) sits central to Greenfiled’s thinking. The ‘subjective’ has influenced the instructional leadership approach, people working together to influence and “bend others to one’s will” (Greenfileld, 1980).

In the same way collaboration is seen as a strength of the feminist approach to leadership where “women encourage participation, share power and information to enhance other people’s self-worth, and

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LEARNING BY DOING DuFour et al (2010, p. 261) notes that “the learning by doing characterised by an action orientation is a critical factor” in schools. It is by struggling with the problem incorporated with the daily work that real solutions can be found. In a similar way “the power of organisations lies in the transformation capacity of human action” (Greenfield, 1980, p. 40). Greenfields basic premise is that order is created by man, it is through human actions that an organisation exists.

Therefore it is a natural extrapolation that humans will learn by doing. Greenfield (1980, p 40) argues that “to understand organisations requires that we understand how intention becomes action and how one person’s intention and action triggers intention and action in others.”

Similarly the feminist view of leadership espoused

by Sinclair (2014, p.25) recognises leadership as “a relational, discursive and intersubjective phenomena between people” and it is more than just a job but like Greenfield it is about people and interactions. In contrast Allison’s reflection on academic educational administration sums up the Theory Movement as viewing “organisational functioning and administrator behaviour as objective, quantifiable, predictable, phenomena” (2015, p. 41). As such the learning comes from “conceptual and methodological ingredients” (2015, p.33) delivered by academics rather than learned in situ.

Conversely, Classic Management would welcome action orientation, (that is, the workers working) but would reject the devolved authority. This perspective stipulates that the work of the leader is to lead and the worker to work and to blur the roles would only contaminate the system (Callaghan, 1962, Tyack

& Hansot, 1982). Streamlined efficiency can only come from factory line precision (Reason, 2015).

Therefore the modern leader must ask themselves who they want to struggle with the problem and identify solutions. Classic Management, the Theory Movement, Greenfield’s revolution and the feminist perspective will provide some guidance. Yet leadership requires reflection not just action and it is through reflection that leaders can conceive solutions.

COLLECTIVE INQUIRY The Theory movement can be credited with new ways of understanding educational administrative processes and creating a more balanced work force (Culbertson, 1981). Particularly, the professionalism of the workforce through tertiary training which resulted in an increased level of academic inquiry and in so doing created more powerful decision makers. This greater level of inquiry helped to develop a greater sense of relevance in the decision making process and to produce a basis of knowledge that would help guide and inform action.

Many elements of the Theory movement continue to impact on education today. It is crucial to have a workforce who all have elements of ownership and responsibility in their role. As well as the ability to make sound decisions, based on evidence that could be applied to classroom practice. As there are no text book answer for many of the educational and social challenges faced by teachers today, Greenfield’s focus on the subjective provides scope for classroom teachers to share in the leadership of solution finding through collective inquiry.

Pringle and Gold (1990) reflections on women in management track the journey of women in leadership positions and the influence they have had on workforce engagement. The review critiques the role and leadership style of women which have allowed for influence and power. Most notable is that regardless of the approach to leadership, women typically foster “nurturing cooperative relationships” through “their belief in “authenticity and honesty” as a management style” which brings a “wholeness to their work” (Pringle & Gold, 1990, p. 12). Furthermore the feminist perspective challenges leaders to build the collective agency, which can only be built over time and with reflection (Blackmore, 2013).

Additionally, it is important to recognise, How leadership is shaped and practiced is

therefore highly contextualised. In addressing context and organisations, critical and feminist organisational theorists recognise how different perspectives on leadership add richness to organisational life (Blackmore, 2013).

COMMITMENT TO CONTINUOUS IMPROVEMENT Fundamental to the workings of a professional learning team is a commitment to continuous improvement.

The goal is not simply to learn a new strategy, but instead to create conditions for perpetual learning – an environment in which innovation and experimentation are viewed not as tasks to be accomplished or projects to be completed but as ways of conducting day-to-day business, forever.

(Greenfield, 1980) Taylor’s commitment to efficiency meant that an eye to the future was important however, the delineation of roles meant that “the main function of management was forward planning” (Stoney, 2001) not the worker. It was perceived that “a strategic thinker or manager” was “more visionary, wiser and ultimately more important” (Stoney, 2001, p.

35). Furthermore, product gains could be achieved through “the division of labour, work measurement and the separation of conception from execution”

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(Stoney, 2001, p. 28). This is vastly at odds with the concept prescribe by DuFour et al who recommend that “participation in this process is not reserved for those designed as leaders; rather it is a responsibility of every member of the organisation” (DuFour, DuFour, Eaker, & Many, 2010, p. 13).

Greenfield (1980, p 39) states that “people are by and large creative” and that “the result of this creativity” is variety. Further stating, “by constantly doing, man not only creates but also re-creates” (Greenfield, 1980, p. 39). This expression is an affirmation of continuous improvement, Greenfield is not only supportive but suggests that this is the natural order of human action.

The feminist perspective would caution the leader to consider whose future is being created and how it will impact all involved in the system. The feminist perspective allows the leader to look broader than gender and consider engagement and ownership at all levels of the organisation. It is through recognising and valuing difference that all voices can be heard (Blackmore, 2013) and alternative solutions can be explored.

RESULTS ORIENTATION Andrew Halpin (Culbertson, 1981) acknowledge the thinking at the 1957 UCEA Career Development

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Making the Grade

Seminar as attributing to the Theory movement, especially the growing perception that “naked empiricism” was inadequate. That researches needed to work beyond the raw data and predict what might happen, then test. This thinking is a key element of professional learning teams. Action research challenges leaders to look at what you have, ask what it is telling you and devise a course of action.

“Members of a PLC realise that all of their efforts must be assessed on the basis of results rather than intentions.” (DuFour, DuFour, Eaker, & Many, 2010) The feminist standpoint suggest that the results orientation is more about the collective achievement and collective responsibility. Leading “in ambiguity, in circumstances of ‘not knowing’. And being open to diverse and shifting measures of success” (Sinclair, 2014) this is at odds with strict data informed decision making. The feminist perspective troubles the system by challenging the leader to consider a move away from top down leadership to a more relational collaborative approach and therefore ask what results are most relevant to the classroom teacher. In contrast, Taylor’s primary concern was for increased efficiency, however he prescribed the achievement through rationalisation and separation of duties as opposed to collaboration and innovation. Taylorism reflect more of a control system (Braverman, 1974, p. 47) than a management approach.

The theories of Classic Management, Theory Movement, Greenfield’s revolution and the feminist perspective highlight that the solution to the challenge of building teams in schools is not straight forward. For leaders to be effective in building

teams they need to draw on the collective wisdom and learning from leadership history. Interestingly Allison (2015) calls for a “fifth age” of administrator preparation which would incorporate both the learning from school leader’s actions in schools and the academic research world, emphasising that the way forward is to learn from the past and chart a new course forward.

It would appear that we are now on the brink of Allison’s fifth age and it is imperative that we

heed Dewey’s (1902) warning. Armed with the knowledge of the importance of connecting research and practice (Dewey, 1902). It is evident that we need to learn from the past to ensure present day educational leaders can to serve their community by maintaining a positive school culture and ensuring student success. The solution will be simplified by the support of the academic sector working alongside the practicing profession and each having future focus that is sustainable in the long term.

References Allison, D. (2015). Towards the fith age. The continuing Evolution of academic educational administration. In D. B. (Eds.), Educational administration and leadership: Theoretical foundations (pp. 30-51).

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

Blackmore, J. (2013). A feminist critical perspective on educational leadership. International journal of leadership in education. , 16 (2), 139-154.

Braverman, H. (1974). Labour and Monopoly Capital. London and New York, NY: Monthly Review Press.

Callaghan, R. (1962). Education and the Cult of Efficiency. Chicago: IL: Chicago University Press.

Culbertson, J. (1981). Antecedents of the Theory Movement. Educational Administration Quarterly , 17 (1), 25-47.

Dewey, J. (1902). The Educational Situation. Chicago: University Press.

DuFour, R., & DuFour, R. (2012). The school leader’s guide to Professional learning communities at work. Victoria: Hawker Brownlow Education.

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing. Victoria: Hawker Brownlow Education.

Greenfield, T. (1980). The man who comes back through the door in the wall: Discovering truth, discovering self, discovering organisations. Educational Administration Quarterly , 16 (3), 26-59.

Pringle, J., & Gold, U. O. (1990). Women in management : Strategies for survival or success? Women in management review , 5 (4), 5-14.

Reason, C. (2015, October 22). Keynote at Solution Tree’s 2015 Summit on Professional Learning Communities at Work. Retrieved from YouTube: https://www.youtube.com/watch?v=zOECBdQ6vOA Sinclair, A. (2014). A feminist case for leadership’ Diversity in Leadership 17.

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

Taylor, F. (1911). The Principles of Scientific Management. New York: Harper.

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

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

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

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education matters secondary

Professional Development

Deakin University – Dedicated to developing specialised skills and knowledge Ever thought about broadening your horizons?

Gain a languages specialisation with Deakin’s Master of Languages Teaching.

The course is designed to broaden the skills of those working as registered teachers in primary and secondary schools, by adding a VIT-endorsed specialist teaching method area in languages teaching to their existing teacher registration.

A Masters-level qualification in Education additionally offers relevant professional learning,

to teachers who seek to move into, or already occupy, leadership, coordination or specialist positions in school systems.

At Deakin, you will learn from experts in the industry who are highly experienced, engaged in contemporary research and working to improve the quality of learning to make a positive impact on education in Australia and around the world.

Deakin’s unique trimester system also provides students with an incredible amount of

education matters secondary

flexibility and the option to fast track your degree allowing you to complete your studies while you work.

Find out more Deakin.edu.au/tlote Talk to us: 1800 693 888 or email artsed-pg@deakin.edu.au

43

Professional Development

Master your career in education THE NEXT FOUR TO FIVE YEARS IS A TIME TO SHINE IN THE EDUCATION AND TEACHING INDUSTRY.

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A report by the Australian Council for Educational Research shows a promising outlook for employment growth in the years up to 2020, due to a significant boom in the number of school-aged children entering classes.

For existing educators, this means there is a window of opportunity to flourish, as the demand for quality teachers with recognizable and up-to-date skills rises.

To maximize the opportunity, considering current and evolving employment trends in the field, a Master of Education can help you to stand out from the crowd.

As career experts highlight, a key emerging trend is the rising number of professionals in the sector with postgraduate qualifications.

Employers are increasingly seeking highly qualified teachers with up-to-date expertise across

education matters secondary

current pedagogical practices that can bring a deeper level of skills to schools.

Recognising this demand, and building on a highly successful undergraduate program, one of Australiaâ&#x20AC;&#x2122;s leading universities, Curtin University, which was recently named a rising star in higher education, in partnership with Open Universities Australia (OUA) launched the Master of Education to help those looking to enhance their skillset and take their career to the next level.

Head of the School of Education at Curtin University, Lina Pellicone, explains that the new Master of Education degree provides an opportunity for qualified teachers practicing in a range of Educational contexts to enhance their pedagogical and theoretical knowledge and expertise, and to develop some specialized knowledge in an area of choice.

“The new Master of Education is a relevant and valuable pathway for educational leaders in many fields to develop their skills further and enhance their opportunities for employment or promotion,” she says.

“The degree offers students an essential foundation in Educational Research approaches and the online course will allow students to choose pathways that focus on the important educational areas of STEM Education, Advanced Pedagogies, Language, Literacy and Applied Linguistics.”

Associate Professor Pellicone points out that these pathways have been developed by experts in each field and will provide students with expertise in areas of great current interest and demand.

CEO of OUA, Paul Wappett, highlights that the flexibility of the Master of Education course online enables busy educators to continue exploring their passion at a deeper level whilst working and also puts students in the best position to take advantage of career advancement opportunities.

“Through OUA, students can study this one-year equivalent course online, giving them the ability to continue working in the field to gain more experience and attain their postgraduate degree at the same time – the ideal combination in the eyes of employers,” he explains.

In addition, students that complete the course online have the opportunity to fast track their degree commencement by enrolling in time for study period four*, which runs from November 28th to March 10th,

Paul Wappett, CEO Open Universities Australia

meaning there’s no need to wait until next year to get started.

The exciting new postgraduate program offers teaching professionals a way to gain a competitive edge and develop a deeper skillset that includes knowledge across the latest cutting edge approaches to teaching and critical independent thinking.

education matters secondary

In addition, students who complete postgraduate qualifications not only open themselves up to more professional and lucrative advancement opportunities, but are also able to open doors to potential global employment prospects.

The new Master of Education offers students the chance to explore subjects such as International Trends in Education, the Foundations of Educational Research and Negotiated Research Projects, as well as electives such as the Educational Applications of Digital Technologies and Sustainable Education.

Upon completion of the new Master of Education, students are well placed to seek further studies in Educational Research and can apply to enter doctoral programs.

For students looking to enter the teaching profession after successfully completing an undergraduate degree in another discipline, Curtin University and OUA will also be launching a Master of Teaching in 2017.

For more information on the newly launched Master of Education visit www.open.edu.au.

Students who hold a four-year teacher education degree or equivalent are eligible to apply for the Master of Education. *Enrolments for study period 4 close on November 13th, 2016.

1. http://research.acer.edu.au/policyinsights/2/ 2. Career FAQs

45

Professional Development

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

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

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

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

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

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

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

Flexible delivery to suit busy professionals.

Find out more monash.edu/education

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

The Premium School Suppliers Directory has a user-friendly interface making it easy for educational professionals to search for products and services they may require for their school.

46

educationmattersmag.com.au education matters secondary

Professional Development

Social and emotional learning at St David’s Parish School Saint David’s Parish School has fully embedded inclusiveness and social and emotional learning into its strategic plan, policies and curriculum. The school was recently presented with a KidsMatter Primary Recognition Award for achieving excellent outcomes in promoting inclusiveness and improving the social and emotional wellbeing of its students.

Saint David’s Parish School started with KidsMatter Primary in 2011, which according to Wellbeing Coordinator Michelle Dinning, has helped the school gradually move towards a restorative, whole-school approach that supports all students in their social and emotional development.

“This is a work in progress but our students now have the opportunity to work towards restoring their relationships that is fitting to their individual circumstances, promoting a positive outcome. Overall, our students seem much happier with this approach and are more likely to accept responsibility for their actions”, said Michelle.

This has provided more accurate data about the causes of student behaviour, and with this knowledge, it empowers us to make appropriate changes to procedures in our curriculum or to support individual students in appropriate ways.

The training and resources provided give us the confidence and language to better dialogue

with parents and mental health care providers, which allows us to broaden our network with outside agencies and make us become more publicly aware of mental health development in the wider community.”

When asked what advice she could give schools that are just starting with KidsMatter, Michelle says that staff members should, “not be afraid to begin the process as it is supported by resources readily available.” She added that Principals Australia Institute provides schools with extensive support and professional learning in implementing all components of the framework.

Story by Mariane Umali – Principals Australia Institute

Education Software

Demystifying software and systems for educators DIGITAL TECHNOLOGY HAS ALREADY CAUSED MASSIVE PARADIGM SHIFTS IN ALMOST EVERY INDUSTRY, WITH SOME IMPACTED MORE THAN OTHERS. AS EDUCATION DECISION MAKERS BEGIN TO CONSIDER HOW TO ENSURE THEIR SCHOOL IS AHEAD OF THE CURVE, IT’S IMPERATIVE TO UNDERSTAND WHAT IS POSSIBLE, WHERE HIDDEN COSTS MAY LIE AND WHAT THE TRUE VALUE IS FOR YOUR SCHOOL AND STUDENTS.

Attending an education industry conference or exhibition is increasingly reminiscent of the marketing industry events of 10 or more years ago.

Gone is the long-standing focus on hardware.

Instead, nearly every other booth is manned by representatives of software companies, ready to discuss concepts such as software-as-a-service (SaaS) or service-level agreements (SLAs). For these reasons it’s increasingly common to see representatives from schools accompanied by whoever is in charge of the IT department and administration.

These software solutions have been created to solve common problems faced by educators on a regular basis, however they may address any number of facets of the entire education ‘ecosystem’. For that reason you may be looking at software for timetabling, lesson planning, reporting, payments, payroll and many more.

To complicate matters further, there’s no telling whether the solution you select will have all the capabilities you require unless you’re fully aware of what those capabilities are and have communicated them clearly to the software distributor. Even then it may require a trial period before you can be certain of the chosen solution’s efficacy.

To help alleviate some of this pain, we’ve produced a brief buyer’s guide to some of the common platforms available, as well as layperson definitions for some of the tech-centric jargon involved. Please note, we’ve tried to include

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a range of solutions readily available on the Australian market, however this is by no means an exhaustive list. We’ve also refrained from including details regarding pricing as these weren’t always straightforward or available via the distributor’s website.

For more information regarding pricing structures, we’ve collated some notes later in this article.

COMPLICATED SOLUTIONS FOR A COMPLICATED MARKET Many educators find these learning solutions unnecessarily daunting, rather than providing what they need – a ‘solution’. Part of this conundrum lies in whether or not the educator identifies that they have a problem that needs solving, while another issue lies in the fact that there are many solutions available to others’ problems.

What this means is the initial phases of acquiring and implementing new software should address the school’s needs, first and foremost.

The following is a brief checklist to run through in order to help identify your needs and present capabilities: • Is there a problem? Some teachers and school staff may find they are spending ever-increasing amounts of time on administration tasks, paperwork and bureaucracy of some kind or other, taking them away from doing their job.

Consider how much your own role has changed in the past five years and compare this against

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what reasonable expectations for that role might be. If there’s a significant disparity, then there’s probably a problem.

• Do others in the organisation share the problem? This is simply answered by asking other staff about their feelings regarding the question above. If they feel they are having similar issues then you will quickly be able to identify whether or not this is a shared issue. The more people asked, the more you will ascertain whether or not the problem is ubiquitous. On the other hand, if the problem is shared by a minority, perhaps this isn’t something that can be addressed by an organisation-wide software implementation.

• I s the problem specific or broad? It may be that there’s only one element of the education system in your school that is causing problems, or it may be a plethora. An example of a specific problem is a slow internet connection, which would impact everyone, but is caused by just one piece of technology. Alternatively, a broad issue could be that the school uses a huge variety of systems and methods to conduct its business, with no single point of access or control.

• Has a solution been attempted in the past?

It’s not unusual to find that the problem you’re facing was meant to be fixed, but because of poor implementation or a lack of awareness, the job was never completed. If this is the case, it’s important to try and find out what went wrong in the past, before repeating the same mistakes once more.

SOFTWARE

TYPE

DELIVERY MODEL

LOCAL SUPPORT?

Binumi

LMS (Video)

SaaS

No

Civica Education

School management

On-premises or SaaS

Yes

ClickView

LCMS (Video)

SaaS

Yes

Edmodo

Social LMS

SaaS

No

Edrolo

LCMS

SaaS

Yes

Edumate

School management/LMS

SaaS

Yes

Edval

Timetabling/school management

SaaS

Yes

Moodle

LMS

On-premises

Yes

PCSchool

School management

SaaS

Yes

Schoolbox

LMS

On-premises or SaaS

Yes

SchoolEdge

School management

On-premises

Yes

School Bytes

School management

SaaS

Yes

SchoolPRO

School management

On-premises or SaaS

Yes

School Stream

Content publishing

SaaS

Yes

Sentral

School management

On-premises

Yes

Stile Education

LCMS

SaaS

Yes

Synergetic

School management

On-premises or SaaS

Yes

Teacher Dashboard

LMS

SaaS

Yes

uEducateUs

School management

SaaS

Yes

Xplor

School management

SaaS

Yes

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Education Software

Having run through this checklist, educators will have a better understanding of their needs, thereby putting them in better stead to approach or be approached by sales consultants. However, there are yet more subtleties to be discussed.

Even with the small list we’ve provided as examples, there are a massive variety of solutions on offer. Some of the platforms mentioned will address very specific problems, while others try to cater for as many as possible – and there are arguments for and against, most revolving around needs, costs and capability.

The brief checklist provided above should address the ‘needs’ facet, while costs can only be determined by the school’s budget and the value it sees in the solution. However, on the topic of costs it is worth mentioning the various ways in which solutions are priced, as this varies from productto-product. They can be roughly categorised as follows: Freemium – More likely to be applied to very specific solutions, rather than an holistic one. The freemium model offers a basic solution at no cost, with additional costs for premium benefits, support, training and so on On-demand – A fully scalable payment model.

Users are charged for exactly how much of the solution they use, when they use it Subscription – Charged monthly or yearly, this model is scalable but tends to be applied more to content-focused solutions where there are just a few options available (a little like a phone plan) License-based – Usually applicable to solutions that are delivered on-site (installed locally) and therefore tailored to meet the specific demands of the client. The provider will quote on the overall cost, with clauses regarding additional support levels, training and so on GETTING I.T. RIGHT: IMPLEMENTATION PHASE Whether it’s been decided to completely overhaul the school’s entire administration and management systems, or if it’s just a simple education content offering that needs to be integrated into an existing system, a proper implementation plan needs to be derived in order for the initiative to be effective.

Poor implementation can be just as costly and time consuming as poor solution selection.

When introducing new software solutions,

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there are three major considerations. If you’ve been following this article closely, you should have some idea of your software needs. The other two components are hardware and what some may refer to as ‘wetware’ – the human component. Ensuring these three things are aligned will ensure your implementation goes smoothly.

Hardware requirements – How is the software hosted, delivered and used? You’ll need to know these things as it may dictate further changes that need to be made from the school’s perspective.

That being said, many solution providers today offer cloud-based, SaaS options that are described as ‘turnkey’. This essentially means that once you’ve signed an agreement, you gain instantly access to an online portal containing the full suite of component’s you’ve acquired – no additional hardware necessary. In contrast, some solutions may need to be installed and maintained locally on the school’s own servers. This may become a source of additional cost as hardware can be expensive to maintain.

Wetware requirements – No matter what solution you are seeking to implement, it is critical to always maintain the ultimate goal in mind: the superior education of students. To achieve this, it’s important to be able have adequate communication, buy-in and support from all levels of your school so that no one feels left behind. This means staff must be prepared for any changes the new technology will bring to the classroom, and the students clearly understand how and why it will improve their education experience. Enquire with your provider what training and support is available to educators and students. Do commit to due diligence in asking other schools who have used the solution how they found the experience.

BEYOND THE BOX For every school that manages to implement a new system, software or management structure, there are still many challenges to be faced. Don’t ever think your plans end with the implementation phase – life is never that simple.

Not only will new students and staff need to be orientated upon arrival, there will no doubt be upgrades, additional training and the occasional support or service request to complicate matters.

However, so long as the school is prepared for these

education matters secondary

contingencies and don’t take a ‘set and forget’ approach to its systems, then they will be able to look towards the future without trepidation.

It is this future-forward approach that should also be built in at the very initiation of any new solution, as this will offer ongoing returns as technology continues to change.

If one thing is certain, it’s that technology continues to evolve at an ever-increasing pace.

Schools must therefore seek out agile development and adoption practices in order to avoid being caught out.

KEY SOFTWARE TERMS AND DEFINTIONS SaaS – Software-as-a-service. Essentially, this is a solution delivered over the internet, rather than one that’s stored locally. As a result, users of these solutions should ask their distributor questions about data privacy, backup and disaster recovery. If the provider is talking about the software being stored ‘in the cloud’ this is usually what they mean.

SLA – Service Level Agreement. This is the agreement set out in the terms of sale that guarantees the level of service the user will be provided with. An SLA may guarantee the service won’t be removed unexpectedly, or that a certain level of communication should be expected before any scheduled outages.

LMS/LCMS – Learning Management System versus Learning Content Management System. Very subtle difference between the two terms, as they both refer to softwares that allow the administration, documentation, reporting and delivery of electronic education courses, however in the case of LCMS, the focus is very much on the educational content.

This content may be provided with the solution, or crowdsourced from other users.

OLE/VLE – Online Learning Environment or Virtual Learning Environment. Essentially can be used to refer to an LMS or LCMS. However, subtle differences in the terminology imply that an OLE or VLE is delivered via the internet, whereas an LMS may feasibly be delivered ‘offline’ on a local computer system.

Education Software

Why Sentral Education?

WE KNOW THAT SCHOOLS EDUCATE AND NURTURE OUR MOST PRECIOUS RESOURCE...

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

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

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

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

Staff have ready access to relevant data that informs teaching and learning as well as student and school administration, through a comprehensive suite of thirty six modules organised in eight categories. Integrated data reduces redundancy and replication, saving staff valuable time and making it available to all that need it. The student and parent portals also The Sentral solution addresses the data demands of today and into the future.

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

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

Now also available as a fully multi-tenant enterprise solution suitable for groups or school systems!

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• • • • • • • • • • • • • •

Assessing & Reporting Class & PxP Attendance Learning Portfolios Timetabling Enrolments & Finance Communication Health & Profiles Analysis Continuum Tracking Wellbeing & Plans Curriculum Reference Canvas & Moodle House Points Careers & VET

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TEACHER BASED MODULES

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STUDENT & PARENT MODULES • • • • • • • • • •

Messaging System Projects & Resources Student Activities School bulletins / Daily Notices Customisable Student Records Updating of Family Details Student Wellbeing Student Plans Parent Teacher Bookings Student & Parent Portal

Sydney 02 9029 3993 | Melbourne 03 9005 5304 | Adelaide 08 7200 3703 | Brisbane 07 3102 2576 | Perth 08 6102 3638 sales@sentral.com.au www.sentral.com.au

education matters secondary

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Education Software

School timetabling experts to enhance efficiency EDVALâ&#x20AC;&#x2122;S NEW TIMETABLER-IN-RESIDENCE SERVICE PROVIDES AN ELEGANT NEW MODEL FOR SCHOOL TIMETABLING BY PAIRING DECISION-MAKERS WITH TIMETABLING EXPERTS TO DELIVER UNPARALLELED EFFICIENCY AND LONG-TERM COST BENEFITS, WRITES DAVID ELLIOT-JONES.

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education matters secondary

HOW IT WORKS The Timetabler-in-Residence (TIR) service is available to existing Edval customers and schools who intend to use Edval software for their timetabling needs. Edval will initially consult with interested parties to design a package and a price that reflects the size and complexity of the adopting school. A dedicated TIR consultant will attend necessary meetings and work mostly offsite to construct the initial timetable and will be available throughout the year to maintain the timetable according to shifting needs.

Edval consultants have a wealth of experience gained through working both in and with a wide variety of schools and are timetabling year round.

As such, they are often able to see alternative solutions to tricky timetable situations. They also have an in-depth knowledge of the software itself - solutions can be modelled quickly and easily for a school with the result that the school will have a higher quality solution that benefits all: students, teachers and the budget.

Schools also benefit from the ‘hive mind’ of the larger Edval team. Edval consultants use their combined experience to solve tricky problems, and should the dedicated consultant fall ill or be momentarily unavailable, other Edval consultants will step in.

WHY OUTSOURCING THE TIMETABLE IS MORE INTUITIVE A good school timetable should balance factors such as student needs, teacher requirements and resource availability, without losing sight of school priorities. The problem is that each of these factors are subject to change – especially during peak timetabling times – and in-house timetablers don’t always have the flexibility to adjust.

Typically, schools allocate the timetable duty to teachers or non-teaching support staff. There are pros and cons to each of these options.

Teachers can relate to school dynamics, such as student wellbeing, teacher needs and educational outcomes to deliver a realistic (and hopefully balanced) timetable. But equally, their ‘on-the-ground’ status can limit their timetabling capacity. Tough timetabling decisions can be disrupted by friendship or loyalty, and teaching can often take priority at crucial times when extras hours are required to test and action changes in the timetable.

On the other hand, support staff can deliver relatively unbiased outcomes and are better placed to focus on the timetable during peak periods, but significantly lack the on-the-ground ‘know-how’ of teachers. For each of these options timetabling training incurs a cost and there is always the risk of staff turn-around or reallocation.

Edval’s Timetabler-in-Residence service streamlines the timetabling process. Keydecision makers, paired with an Edval consultant, can have changes tested and actioned promptly (usually within 24 to 48 hours). In addition to their timetabling expertise, Edval consultants understand schools (most have worked in them) and will take extra care to understand individual school needs. Converting timetabling to work completed by a service is also more economical, since more hours can be applied when needed, such as during peak timetabling periods. Moreover, the offsite nature of the service eliminates structural issues such as the approval-process, bias and limited contact hours.

CHRISTIAN BROTHERS COLLEGE: EARLY ADOPTERS OF EDVAL’S TIMETABLER-INRESIDENCE PROGRAM Christian Brothers College, an R-12 Catholic school based in Adelaide, decided to trial the Timetabler-in-Residence service after Edval helped construct a successful 2016 timetable at a late stage in Term 4 last year.

For the 2017 school year, following the resignation of the regular school timetabler, Assistant Principal of Learning Dr Sean Mangan assumed the timetabling responsibility in a decision-making capacity, pairing with Adelaidebased Edval consultant Debra Allen.

“Deb’s strength is that she can dedicate her whole time to [timetabling], whereas my time is often pulled in lots of different directions, and I might not get the concentrated time that she can put in,” Dr Mangan said.

“To have someone purely focussed on the best possible timetable for a school is a real advantage. Deb largely works remotely, so I’ll email her things and ask her to do them for me, and then she’ll get back to me fairly promptly.”

At the time of writing, Christian Brothers College are holding student re-counselling for subject choices. With Debra on-hand to log

education matters secondary

prospective changes in real-time, the process has been markedly swifter than the previous year.

Drawing from her extensive timetabling experience, Debra is also able to foresee any problems that may emerge with proposed changes and offer a broader insight to help inform the timetabling direction.

“We have fortnightly meetings with executives where she puts on the screen what the line structure’s looking like, how many students have enrolled in these classes and which classes therefore are viable and which are not. She’ll give us a briefing and then we’ll discuss whether to combine classes to ensure their viability,” Dr Mangan said.

Dr Mangan regards the Timetabler-inResidence service as an investment to help cut staffing costs in the long-term. Even though the college is only three months into its year-long trial, he says that Debra is “already demonstrating” such savings.

“Staffing is always your biggest cost in a school. Not that you want to reduce staff, but at the end of the day you have to run effectively and that’s probably the biggest economical saving we’re going to make [with the Timetabler-inResidence service],” Dr Mangan said.

A timetabler himself, with over ten years’ experience in previous roles, Dr Mangan was initially sceptical about outsourcing the timetable. “ I thought ‘I don’t want someone else doing our timetable, they don’t know the school, they don’t know the ins-and-outs and the politics and the part time needs and the different needs that staff have’,” Dr Mangan said.

“But Deb has really gotten into the skin of the school by coming as often as she can to meetings and we’ll walk around the school and we’ll look at which buildings are going to be for which year levels – so she’s not just blindly timetabling.”

The biggest benefit for Dr Mangan, however, has been the overall quality of the timetable, which he sees as enhancing student and teacher satisfaction, and improving efficiency.

“The timetable is the engine room, operationally, for a school. If a timetable is running well, then generally the students have the subjects that they want, teachers are generally in the right subjects as well.”

See page 2 of this magazine for more details.

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School Camps & Excursions

Trip report: 2016 Red Centre tour TOURISM NT SOMETIMES OFFERS TEACHERS THE CHANCE TO EXPLORE THE STATE AS PART OF AN EDUCATOR FAMIL PROGRAM. IN THIS STORY, WE FOLLOW THE JOURNEY OF TEN TEACHERS IN THE RED CENTRE.

Planning school camps and trips to remote locations can be among the most stressful tasks for educators, who must juggle logistics challenges, unfamiliar locations and the unpredictability associated with caring for young people.

That’s why familiarisation programs such as those offered by Tourism NT are so useful when it comes to making hard choices so much easier.

By giving teachers the chance to experience all the things a given region has to offer, they can be confident their new school trip will be a success.

Ten teachers from Melbourne, Sydney and Canberra were lucky enough to visit Central Australia in July this year, witnessing the historic and cultural delights of Uluru-Kata Tjuta National Park, Watarrka National Park and all the iconic sights the region has to offer.

From Travancore School in Melbourne, Kate Tyndall found that her participation in each of the experiences on offer over the six-day trip gave her “a better indication of the outcomes, rather than reading about them online or in a brochure,” she said.

“Meeting the activity leaders has also given me more confidence in reaching out to them in the future to discuss potential school trips,” said Kate.

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The educators were afforded a tour of the Uluru-Kata Tjuta cultural centre, and were also given a guided tour of the extremely scenic Kings Canyon rim early in the trip. However, there were also visits to Alice Springs telegraph station, Earth Sanctuary, and Alice Springs Desert Park. Potential camp locations were scouted at Ooramina station before lunch at the Royal Flying Doctors Service HQ. “Not only was it a great professional opportunity, but I also appreciated the ability to meet other teachers in a different setting, which gave us the ability to reflect and discuss school trips and planning,” Kate explained.

For David Sherwin from Fort Street High School in Sydney, the standout highlight was a heartwarming cultural experience.

I have so many fond memories from the trip, but camping overnight with Jungala Kriss and his family just outside of Standley Chasm was a real treat,” David said.

“I think it would also be unfair not to mention our visit to see Brolga at Kangaroo Sanctuary. His passion for animal welfare and the care of injured kangaroos was inspirational.”

In his capacity as a social sciences teacher, David found the opportunities to learn more about Indigenous culture and the traditional owners of the region a core aspect to the trip, providing him with the ideas and inspiration required to help him begin planning potential learning experiences for his students.

“As a teacher who educates students who have not been outside of an urban area, I believe it would by highly beneficial for them to see the ongoing close relationship that Central Australia’s Indigenous people have with the land,” explained David.

“Many students in an urban school understand the disadvantages faced by our Indigenous people but do not get to see the spiritual connection they have to the land.”

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DARWIN KAKADU

ARNHEM LAND

KATHERINE

TENNANT

CREEK

ALICE

ULURU

SPRINGS

Come on an adventure to the Northern Territory

to discover, understand and learn new skills that will stay with you and your students for a lifetime. Students will have an extraordinary chance to connect with the real Australian landscape, the people and the culture of the NT. This experience will leave your students with a deeper understanding of the importance of sustaining our history, environment and culture for their future.

NT CULTURAL EXPERIENCE

From

10 Days and 9 Nights

*

$1900 per student

Highlights:

Uluru-Kata Tjuta National Park, Kings Canyon (Watarrka National park), 2 days working with local Indigenous Community, Alice Springs and surrounds, Aboriginal outback experience and visit to Hermannsburg Mission.

Includes:

All inclusive package with 5 star coach transport, air fares to or from Alice Springs, all meals, all tour inclusions, all camping equipment, all camp fees and special promotional brochure to assist your school. All you need to bring is your own sleeping bag, pillow, luggage and dilly bag. There are no hidden costs!

SAVE & LEARN IN THE NT

Grants from $1000 per trip available to all interstate schools visiting the NT. Simply apply online to save and learn!

See our website for more information www.ntlearningadventures.com

This special package is available from March to October 2017.

Contact Across Australia Travel for more information. Email: wtstours@bigpond.com or Phone: 03 9370 1499 www.acrossaustraliatravel.com.au * Coach / Air. Charges based only on minimum 40 students with 4 teachers.

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Valid from 1 July 2016 to 30 June 2017.

Visit the website for full terms and conditions.

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School Camps & Excursions

Of course, teachers are humans as well, and the key to a truly memorable experience for most people are memorable dining experiences. To this end, the group was treated at every meal, with special mentions going to a self-cooked BBQ at Outback Pioneer on their first night in the Red Centre, and the three-course Mbantua dinner with Bob Taylor on Day Five.

“Getting to know new friends while eating great food as the sun sets on a stunning backdrop – it doesn’t get much better than this,” said Kate.

While the latest group to experience the Tourism NT’s Central Australian teachers’ famil reflect on their experience, some of those who went on the first famil in 2014 have already gone onto to take students back on camping experiences. One such teacher, LisaMarie O’Connor from Viewbank College in Victoria, recently returned from her school’s first Central Australia camp in over 15 years, where she led a group of Year 9 students. The feedback her students gave provides a real insight into the education benefits on offer in Australia’s Red Centre.

“I really liked visiting the Lilla Aboriginal Community because I have been to some other Aboriginal Communities and I felt very privileged to get to know a central community’s culture, beliefs and way of life. It was beautiful to see Australia and the land around me in their eyes.”

“My favourite experience on camp would have to be The Valley of the Winds. After a hectic couple of days at camp, it was relaxing to sit in the middle of nature and reflect on ourselves

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and our experiences.”

For Lisa-Marie, the importance of the assistance offered in the famil is summarised in her message of thanks for the team at Tourism NT: “I just wanted to express to you my gratitude.

I truly believe that without this familiarisation trip it would have been very difficult to plan a camp of this magnitude and in this location (We had a total of 130 students and 15 staff attend our 2016 camp). I also believe that you have to not just speak to the people involved or read about it but really experience what the students will be experiencing and this was only possibly by being a part of this familiarisation trip.”

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Melbourne Discovery Melbourne Discovery Group knows school accommodation. Planning a camp can be stressful but we make it easy. If you want a stress free, easy and educational camp that, most importantly, is full of fun? Then Melbourne Discovery Groups should be your number one choice.

We are the premier provider of school group accommodation in Melbourne. Ideally located in the heart of the city and right on the doorstep of everything the city has to offer. Take advantage of the free tram zone to get to all of Melbourneâ&#x20AC;&#x2122;s major attractions or make your way by foot through Melbourneâ&#x20AC;&#x2122;s famous laneways.

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

For further information go to: www.melbournediscoverygroups.com or call +61 3 9329 4012

One of our biggest challenges as adults is giving children the skills to cope with life itself.

Basecamp Wallaroo provides an opportunity for teachers and children to explore, learn, grow and develop strong team building skills in an idyllic, fun and safe environment.

Contact us today to prepare your children for their lifetime journey...

Are you prepared to take the journey... www.basecampwallaroo.com Darwin office 08 8942 2872 Mobile 0409 950 444 PO Box 2470 Darwin NT 0801

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Transport

Premium transport for the First XI THE NEW MASTER 12-SEATER BUS IS THE IDEAL SMALL GROUP TRANSPORTER FOR ANY SCHOOL WITH AN EYE ON STYLE, COMFORT AND REDUCED RUNNING COSTS.

Buying a new Renault Master 12-seater Bus is a good way for school administrators and principals to encourage teachers to volunteer to escort pupils to off-site engagements.

The Renault Master Bus is based on the highly successful van of the same name and is very easy and comfortable to drive.

It’s very safe too, with the engine up front, not between the seats, meaning there’s a larger, safer crumple zone in front of the occupants.

And with dual airbags, a driver head and chest airbag, ABS and traction control, ESP and Grip-Xtend as well as a myriad of clever electronic aids, both passive and active safety systems give their all in the protection of those on board.

Renault Australia has specified the Bus with 12 seats so that there is plenty of legroom and shoulder room for growing kids, while behind the back row of four individual buckets seats there is a huge space for school bags or sports kit, or both. The uncompromising luggage space means teachers don’t necessarily need to tow a trailer when taking the bus away on a camping weekend, making life easier for all concerned.

Plus a roof rack can carry up to 200 kilograms (including the rack).

An optional cargo barrier will be available complete with two metal shelves to allow the floor-to-ceiling space to be safely, yet fully loaded.

Because the barrier sits behind the rear seats, a glazed panel in the roof provides the required third emergency exit and allows in plenty of light. All emergency exits are equipped with a hammer to break the glass in case of the need to evacuate in a rush.

Renault has priced the Master Bus from $59,990 (Manufacturer’s List Price, but less for ABN holders), making it exceptionally affordable.

Renault running costs are reduced with up to 30,000 kilometres between scheduled servicing or once per year (unlike some that demand a day at the dealership after just 10,000 kilometres) and the first three scheduled services costs only $349 each. Renault protects its LCVs with a 3-year/200,000-kilometre-factory warranty, and this can be extended to five years, which is very

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handy for schools that don’t clock up big km on a regular basis.

Of course there are lap/sash seat belts for every seat as well as ISOFIX connections and tether strap hooks on two seats, just in case smaller tots are carried.

The air conditioning system has been designed to cope with Australian conditions, which means it can cool the cabin down very quickly even if the bus has been left in the sun for a while at a cricket or netball game. That means the engine doesn’t need to be left idling to run the A/C all the time, reducing fuel consumption and emissions.

Getting in and out is easy, too, with a powered step emerging from under the side sliding door aperture even for models with the manually activated door. An optional electrically powered side sliding door is controlled by the driver.

Should the driver attempt to drive off with the side door open an alarm sounds and the door

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automatically begins to close.

Teachers will love driving the Renault Master Bus because it is very quiet, with barely any engine noise reaching the cabin. The smooth automated gearbox makes very slick changes and the elevated driving position gives a commanding view over the road.

Despite being 6.2 metres long and almost 2.5 metres high and over two metres wide, the Master Bus doesn’t feel huge on the road, or even when parking, thanks to a standard reversing camera.

Smooth sides and flush glazing also help to reduce wind noise from reaching the cabin, making the Bus exceptionally pleasant on longer journeys, even on the freeway at cruising speeds.

The 2.3-litre single turbo diesel engine is also very light on fuel with around 10 or 11.0-litres per 100-kilometre consumption easily achievable, depending on load, topography and headwinds. With a 100-litre thank, that means a theoretical range of more than 1,000 kilometres per fill, helping to further drive down the cost of transporting the First XI. “We have designed the Master Bus to meet the needs and exceed the expectations of school users in Australia,” says Lyndon Healey, Model Line Manager for Renault LCV. “We have a bus that is easy to drive, efficient to run and affordable to service.

“It is comfortable to drive and to sit in as a passenger, and it is exceptionally spacious down the back, with particularly generous luggage space especially compared with typical rival vehicles.

“For schools looking for a smart, spacious and affordable solution to moving small groups of pupils or teachers around, the Master Bus fulfils their requirements perfectly,” he says.

“And if the 12-seat configuration doesn’t work for you, talk to us to see how we can devise a version to meet your exact needs. After all in Europe there are more than 380 different variants on the Master van theme, so there will be a solution that’s right for you,” Lyndon says.

Find out more about the new Renault Master 12-seater Bus at renault.com.au

School Photography

Service paramount for quality school photography AS IMAGING TECHNOLOGY CONTINUES TO BECOME CHEAPER AND MORE UBIQUITOUS, SOME SCHOOLS ARE CONSIDERING WAYS TO CUT COSTS WHEN IT COMES TO THEIR PHOTOGRAPHIC REQUIREMENTS. HOWEVER, AIPP CHAIRMAN OF PROFESSIONAL SCHOOL PHOTOGRAPHERS DAVID RYALL SUGGESTS THAT USING A PROFESSIONAL SERVICE YIELDS MUCH MORE THAN THE LATEST IN PHOTOGRAPHIC TECHNOLOGY.

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For the past decade and more, professional photographers have come under pressure as portable devices have put high-quality imaging in almost everyone’s pockets. For the casual observer who spies the ‘Shot on iPhone 6’ billboards for the first time, it’s easy to see how more people are thinking, Why would I ever hire a professional photographer, or even purchase a standalone camera?

In the school, the need for high-quality photography remains as high as ever, yet the proliferation of smartphones hasn’t decreased demand for professional photography services.

The reasons for this should be obvious to anyone who has every overseen class or whole-school photos – a professional school photographer does a lot more than simply take good photos.

In order to delve a little further into how much, if any, the modern paradigm has changed, as well as enquiring about how schools should select the best photographer

Professionals have a great understanding of how to light the subject properly, how to handle the logistics and fast pace of a shoot and how to provide high quality files in a timely manner. These things cannot be replicated without training and professional equipment, though many people try.

for their needs Education Matters Editor, Campbell Phillips talked to the Owner and Managing Director of Photo Hendriks, Western Australia’s longest-serving school photography company. David has a 14-year history in this industry and is currently the Chairman of the Professional School Photographers division of the Australian Institute of Professional Photography.

The following is a transcript of that interview.

CAMPBELL PHILLIPS: IN A WORLD WHERE EVERYONE HAS A CAMERA ATTACHED TO THEIR MOBILE DEVICE, HAS THE ROLE OF THE PROFESSIONAL PHOTOGRAPHER CHANGED IN SCHOOLS? DAVID RYALL: Yes and no. For those schools that require a lot of event photography, often the school staff are covering these themselves now. However, they still require professionals for the events that require big logistics (for example: graduations, school formals, group and portrait photos, and so on).

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What has changed most significantly is the sales from events have decreased as the new generation coming through are less interested in prints and often ‘screen grab’ the images from the photographer’s sales websites, or simply don’t order as they are happy with their phone pictures. This is currently threatening the viability of some operators while others are adapting by shooting and burning the event on the night and selling the complete set of digital files to students on USB. This method is actually increasing sales and decreasing ‘production time’, so is working well for event photographers.

Group and portrait sales seem to be unaffected by the camera phone generation at this stage, and this is where 90 to 95 per cent of revenue is for most school photography companies.

CP: WHAT ARE THE DIFFERENT TYPES OF PHOTOGRAPHS THAT SCHOOLS HAVE A NEED TO PRODUCE AND HOW OFTEN ARE THEY USUALLY TAKEN? DR: Different schools have different requirements. While some require photographers to attend 20-25 sessions per year, others may only need one or two.

The main types of services they engage a professional for are as follows: • Class and Portrait photography • Events (balls, graduation and so on) • Group photography for yearbook publications (such as sporting, music and academic groups) • ID Photos • Whole School Photography • Promotional Photography The types of events that the school often does themselves are school plays and dances, presentation ceremonies, sports carnivals and similar.

CP: DO MOST SCHOOLS OUTSOURCE THEIR NEEDS FOR PROFESSIONAL PHOTOGRAPHY OR DO SOME SCHOOLS MAINTAIN THEIR OWN FULL-TIME PROFESSIONAL PHOTOGRAPHER? DR: Most schools outsource for at least some services, though the larger schools often have a

School Photography

photographes make this easy with custom printed order information for each student.

CP: WHAT ABOUT LOGISTICS CHALLENGES IN TERMS OF EQUIPMENT? DO YOU HIRE LIGHTING, BACKDROPS AND PORTABLE STADIUM SEATS AS REQUIRED? DR: Professional photographers generally bring all of their own equipment. This is simply for reliability and consistency. In times gone by, photographers have borrowed chairs from schools and maybe some staging, but resources are getting tighter and the equipment often simply isn’t available.

It is rare that photographers would hire equipment unless strictly necessary. Again, from a reliability standpoint, they have to know it will work on the day versus relying on hired equipment that may not be well maintained or configured appropriately.

This does mean that professionals have a large cost outlay in equipment, but it is worth it for the reliability. member of staff who might spend 10 to 20 per cent of their time taking photos of different events. Schools simply don’t have the budget nor the necessity to have a full-time photographer on staff, so outsourcing is a good option and often costs the school nothing if the photos can be sold to families.

CP: WHAT DOES THE PROFESSIONAL PHOTOGRAPHER BRING TO THESE INITIATIVES THAT SIMPLY CAN’T BE PROVIDED BY THE SCHOOL STAFF? DR: Professionals have a great understanding of how to light the subject properly, how to handle the logistics and fast pace of a shoot and how to provide high quality files in a timely manner. These things cannot be replicated without training and professional equipment, though many people try.

CP: WHAT ARE SOME OF THE LOGISTICS CHALLENGES ASSOCIATED WITH SCHOOL PHOTO DAYS? DR: The most important part is figuring out the ‘flow’ of the day. That is how to get the students through the photo stations in an orderly fashion with minimum disruption and on schedule. A bad flow can create a bad day for everyone involved, where as a good flow is pleasant and leaves the schools staff and photographers feeling good about the day. Some schools try to do too much in one day, which can be

The best advice is to work closely with your photographer. They are professional and they do this day-in and day-out with all types of schools, so they know the best way to make your shoot easy, no matter that the scenario.

unrealistic and create problems. This is where a good professional can advise the best way to structure the day so that it flows well and runs on time.

CP: DO YOU HAVE ANY INSIGHT INTO THE ADMINISTRATIVE SIDE OF THESE INITIATIVES? DR: The schools greatest challenge is to figure out how to get the kids to the photo venue and create the least disruption for classes so students lose the least amount class time. Once teachers get their students to the venue, the photographers take over and generally keep things on schedule.

The other challenge is distributing order forms and photo packages, though most professional

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CP: DO YOU HAVE ANY KEY RECOMMENDATIONS FOR SCHOOLS REGARDING STRATEGIES, SYSTEMS, SOFTWARES OR OTHERWISE TO HELP MAKE THESE PROJECTS MORE EFFICIENT? DR: The best advice is to work closely with your photographer. They are professional and they do this day-in and day-out with all types of schools, so they know the best way to make your shoot easy, no matter that the scenario. Trust them and use their experience to help guide you – photo days don’t have to be stressful and they know how to make it easy.

CP: WHAT SHOULD SCHOOLS LOOK OUT FOR WHEN HIRING AN EXTERNAL PROFESSIONAL PHOTOGRAPHER TO HANDLE THEIR PHOTOGRAPHY NEEDS? DR: The number one thing is good service. Speak to other schools they deal with and reference check them. Any company that has a track record of good service is likely to deliver what you need. And, in the rare event that they mess it up, they will clean it up quickly and to your satisfaction. Some operators compete on cost, or offer lots of extra ‘free stuff’, but they generally have to sacrifice service to do so. This can create other problems and hidden costs, as well as a great level of dissatisfaction. So always go with service, and don’t be afraid to ask around to see how they have performed previously.

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School Photography

Staying Power THESE DAYS, IT’S NOT OFTEN THAT A BUSINESS REACHES A QUARTER OF A CENTURY, ESPECIALLY IN AN INDUSTRY LIKE SCHOOL PHOTOGRAPHY, WHICH HAS SEEN FILM REPLACED WITH DIGITAL AND PHONES BECOME CAMERAS.

When MSP Photography celebrated their silver anniversary earlier this year, they put on an exhibition to honour the many people who had made this success possible.

The exhibition focused on celebrating the moments, both big and small, the photographs, the process and above all the individuals who have made MSP Photography an enduring part of the school photography industry. A business is only as good as its people, and MSP has been lucky in that regard.

Most of us think back to photo day and remember that blemish on our face, a bad haircut, poor fashion choices and, of course, our

friends. These memories are the moments that marked our journey to adulthood and are a part of our personal history. We very rarely consider the work that goes into producing these memories, or the people who are lucky enough to be in the business of capturing them.

Our world is constantly changing and school photography is likely to change substantially in the coming years, as technological advances bring exciting possibilities to the industry. As they look towards the future, the staff at MSP are confident that one thing won’t change – they’ll still be in the business of capturing memories.

Your local choice in school photography Wherever you are across Australia, we are your local photographer.

www.msp.com.au

Health & Wellbeing

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

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

The US covers majority of the Northern American continent.

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

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

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

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

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

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

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

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

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

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

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

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

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

You will need an adaptor and might require a converter.

Tipping: Widely used and expected.

Around 10% - 20% is customary. Some restaurants automatically add a tip, so check your bill.

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

Summer Jun to Sep

17° - 28°

Fall

Sep to Dec

15° - 25°

Winter

Dec to Mar

-1° - 7°

Spring

Mar to Jun

2° - 11°

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

Outdoor Education

Perceived risk and unstructured learning: Education in the great outdoors MANY SCHOOLS HAVE UNDERGONE SIGNIFICANT CHANGES IN THE WAY THEY OFFER OUTDOOR EDUCATION, BUT THAT DOESN’T ALTER HOW CRITICALLY IMPORTANT IT IS FOR LEARNING AND HEALTH OUTCOMES IN YOUNG PEOPLE.

Children need space to grow. It’s a fundamental concept that continues to come under threat in the contemporary world of population density, helicopter parenting and social sensibilities regarding risk and responsibility. No educator wants to deny their students’ need to explore the world around them, but there remain real issues regarding how best to allow this without putting the school or the teacher in a more vulnerable position.

Yet the benefits of facilitating unstructured, experiential learning experiences remain undeniable.

In April this year, researchers from eight different countries and a variety of academic backgrounds met in Denmark to reach an evidencebased consensus on the benefits of physical activity for children and young people between the ages of six and 18. They produced an expansive statement that notes the evidence for the positive benefit of exercise in the regions of: fitness and health; intellectual performance; engagement, motivation and wellbeing; and social inclusion.

At a similar time, research from Australian optometrists demonstrated that outdoor light plays an important role in reducing the chances of myopia, or short-sightedness, in children. Their findings show that children need at least two hours of natural light each day for optimal eye development.

Even the benefits of spending time in nature are becoming starker.

Japanese researchers conducted a study where they observed the physiological impacts of people who spent 15 minutes walking in nature daily, versus those wandering around city streets. Their results found that even a brief walk amongst greenery resulted in a significant decrease of the stress-related hormone cortisol, a two per cent decrease in blood pressure, as well as a four per cent drop in heart rate.

In a bid to discover more about how modern schools are offering outdoor opportunities to their students, Education Matters’ Editor, Campbell Phillips, recently spent time chatting with Richard Thornton, Chief Executive for The Outdoor Education Group.

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Campbell Phillips: Richard, what’s all the fuss about Outdoor Education as far as you’re concerned?

Richard Thornton: Well, I may be biased as it’s been my life for the past 25 years, but we believe primarily in experiential learning – that you can learn from doing things. I believe that’s important for a number of key reasons. Firstly, it’s completely meaningful.

That means this form of learning is underpinned by real experiences that students take with them in life. That’s something of a departure from the more abstract learning that occurs in the classroom, which often takes the form of watching, reading and writing. An actual experience may be successful or unsuccessful, but they’re always meaningful. That’s because adventure and challenge is important to humans. What the specifics of that adventure or challenge is can vary greatly; it could be something as simple as spending time in a different context with classmates they wouldn’t normally spend time with.

If you can push the students to the point where they start to feel unsure of themselves, then you can give them the space to making meaningful achievements.

We also like to use the term memorable. I sometimes find myself discussing school camps and those kind of experiences with adults. The fact that they may not recall the specifics of what they’d been learning in class, but they did recall what they did on these camps is very telling.

The phrase is a little out of fashion, perhaps, but experiential learning can be described as ‘character building’. When I started working in this field in 1990 the term was used quite often. It’s a term that describes what parents want for their children above all else, that they can find their place within life and

For Outdoor Education to be successful it needs to be challenging, and part of that challenge is the perception of risk.

learn about themselves, their strengths and recognise the areas they can improve upon.

I recently met a person who had joined one of our programs some years ago. She was candid in telling me that the experience hadn’t been her cup of tea, but that she’d never forgotten it, either. Every time she needed to overcome adversity, she was able to recall her experiences with us and realise she could do whatever was needed to be done.

find work in the real world. Skills like teamwork and leadership ability. At some point I feel parents and schools started making the mistake of spoon feeding kids to ensure they reach a certain level, to make a certain grade. Now there’s a revitalisation of the concept that people need to learn how best to help themselves in life.

CP: How are schools currently managing to offer Outdoor Education?

RT: Some still manage their own Outdoor Education programs, but in some cases there’s an argument to be made for the cost efficiencies and additional value offered by an experienced third party provider. Mostly this is because organisations dedicated to providing these experiences tend to be better equipped to offer them. They can also offer a broader range of experiences as a result, as well as enhanced flexibility should plans have to change at the last minute.

CP: There seems to be something of a resurgence in the population of Outdoor Education in the past five or so years. Why is that?

RT: People realise that this mode of teaching replaces something that has been lost from modern society over the past 50-plus years. It’s also about learning some of the skills we are continuing to learn as a culture and it therefore gives kids a level of selfreliance that will set them apart from their peers who never have the opportunity to have these kind of experiences.

Education is so often about achievement via tests and exams. I see Outdoor Education as an avenue for providing young people with the tools they need to

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Outdoor Education

One common reason why we see schools choose not to provide their own programs is simple: risk. By comparison, we have a whole department that just looks at risk management and we’re leading the world in managing risk in perceived high-risk environments.

Part of the secret to effective outdoor education is presenting perceived risk and then managing it in such a way that no real risk becomes evident. For school principals, risk and compliance are a significant part of their daily life, so being able to outsource a component that results in a minimal level of risk makes things that much simpler.

There are excellent Outdoor Education programs being delivered from within schools, and some will adopt a hybrid model where a third party like ourselves works in partnership with the school to deliver a specific part of their program. Sometimes we’ll have staff embedded within the school, sometimes they only want us to assist when out in the field. I think that any of those models are fine so long as they do have an Outdoor Education program at all age levels.

CP: Perceived risk is an interesting concept, but one that must be difficult to sell to some educators as well as parents. How do you overcome those concerns?

RT: There’s been some great research recently emerging on this very area from a partnership between the outdoor sector and the University of the Sunshine Coast and Federation University. For example, after a twelve month study of incident data, Outdoor Education has been shown to be safer than playing common sports like cricket, netball and rugby.

As with anything, there will always be an element of risk, however studies like the one mentioned above demonstrate that the risks involved in Outdoor Education are very low when compared to, for example, sports played on the school oval.

For Outdoor Education to be successful it needs to be challenging, and part of that challenge is the perception of risk. Take a high ropes course as an example; you can climb and experience the perceived risk of falling, but in reality there’s a safety rope,

an instructor and a system designed to secure the climber. This analogy holds pretty much across the board, with any of our offerings from K-12. There’s always a safety rope to prevent an incident occurring, yet the student still perceives enough risk for the program to be worthwhile – so they can feel like they’ve made a real achievement.

CP: What does the ideal Outdoor Education program look like?

RT: The ideal Outdoor Education program is one that’s regular and sequential. It should eventually lead up to at least one major experience each year, culminating in something very significant in secondary school. Of course, not every school has the funds or facilities available for this, but there are often ways of offering an experience at a cut-rate.

For example, your typical day excursion could range from something cost-effective, like navigation exercises within a short train ride from the school, to the same exercises performed after catching a bus

to a wilderness location an hour or two away.

Getting students into environments that require them to reflect and manage whole group dynamics is key to producing solid educational outcomes. Of course the longer the experience, the better. So small groups, in semi-remote destinations, with an element of a journey, is what we aim for particularly in the secondary sector. The journey can be a metaphor or tool for the social and emotional outcomes that can’t be delivered in school settings. We are asking students to be reflective and evaluative about themselves, their interaction with others and the natural world. It is about learning that has taken place and the behaviour changes the students have identified in themselves.

The key to getting this right is understanding the point at which students (and school communities) are able to engage. We need to understand their journey before they can come on ours. Longer experiences can be truly life changing or enhancing, memorable and meaningful but the key is to make the learning transferable back into school and life beyond.

References: Bangsbo, J., et al. (2016). The Copenhagen Consensus Conference 2016: children, youth, and physical activity in schools and during leisure time. British Journal of Sports Medicine, 2016; 0:1–2. doi:10.1136/bjsports-2016-096325 Read, S. A., Collins, M. J., Vincent, S. J., (2015). Light Exposure and Eye Growth in Childhood. Clinical and Epidemiologic Research, 56, 6779-6787. doi:10.1167/iovs.14-15978 Park, J. P., Tsunetsugu, Y., Kasetani, T., Kagawa, T. & Miyazaki, Y. (2010). The physiological effects of Shinrin-yoku (taking in the forest atmosphere or forest bathing): evidence from field experiments in 24 forests across Japan. Environmental Health and Preventative Medecine, 15(1): 18–26. doi: 10.1007/s12199-009-0086-9

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Physical Education

Experience AIS VISIT CANBERRA AND EXPERIENCE AIS. THE AIS OFFERS THE OPPORTUNITY FOR YOUR STUDENT GROUPS AND SPORTS TEAMS TO TRAIN, LEARN, STAY AND RECOVER AT AUSTRALIA’S PREMIER ELITE SPORTS PRECINCT: WWW.EXPERIENCEAIS.COM

Have you considered holding a school sporting camp at the AIS in Canberra?

The AIS is the training location-of-choice for many Australian and international high performance athletes, national teams, schools and professional clubs.

Your team can also benefit from being amongst the action as they train, recover, eat, sleep and learn at the AIS. The superior-quality training and competition facilities available at the AIS include: • AIS Recovery Centre • AIS Aquatic and Fitness Centre

• AIS Arena — suitable for most indoor sports • AIS Combat Centre • AIS Track and Field Centre • AIS Basketball and Netball Centre • outdoor grass and synthetic fields • multi-sport training and competition hall • gymnastics centre, and • tennis courts.

In the AIS Dining Hall your team will enjoy a variety of healthy, nutritious meals (included in all on-site stays). All menus are designed by our world-class AIS nutritionists.

Our experienced sports camps team will

tailor a program to support your team’s specific needs as well as organising your on-site accommodation, meals and transport.

For more information on Sports Camps at the AIS in Canberra visit www.experienceais.com/sportscamps, email bookings@ausport.gov.au or phone (02) 6214 1036.

School Sports Camps at the AIS At the AIS, all your sports camps needs are seamlessly rolled into one as your team trains, recovers, eats, sleeps, learns and assesses its performance.

By immersing your team in the AIS environment, your athletes and coaches will be well supported to improve and achieve their best.

For more information visit experienceais.com/sports-camps

Leverrier Street Bruce, ACT (02) 6214 1036

/ExperienceAIS

bookings@ausport.gov.au

@ExperienceAIS

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Sustainability

Outdoor Learning – Build a Biosphere COOL AUSTRALIA IS A LEADING DIGITAL NOT-FOR-PROFIT EDUCATION PROVIDER. WE SUPPORT OVER 47,000 AUSSIE TEACHERS WITH PROGRAMS THAT INTEGRATE TOPICS SUCH AS SUSTAINABILITY, ETHICS, ABORIGINAL HISTORIES AND CULTURES, HUMAN RIGHTS, ECONOMICS, HEALTH AND WELLBEING ACROSS ALL SUBJECT AREAS ALIGNED TO THE AUSTRALIAN CURRICULUM. CHECK OUT OUR FREE-TO-ACCESS UNITS, LESSONS AND DIGITAL LIBRARIES . SKILL UP AND EMPOWER YOURSELF WITH ONLINE PROFESSIONAL DEVELOPMENT COURSES. CELEBRATE A YEAR OF ACTION WITH ENVIROWEEK IN TERM 3. COOL AUSTRALIA WOULD LIKE TO THANK THE ALBERT GEORGE & NANCY CAROLINE YOUNGMAN TRUST – MANAGED BY EQUITY TRUSTEES – FOR THEIR ASSISTANCE WITH THE OUTDOOR LEARNING LESSON SERIES.

Nature provides opportunities for young people to develop their fine and gross motor skills, social and emotional skills, critical thinking and problem solving skills, communication and language skills, and lets them have fun while they do it. It has also been shown to reduce stress levels and support many aspects of physical and mental health. This activity takes a typical lesson outdoors to reap the many benefits for nature while meeting the outcomes of the Australian Curriculum.

Time required: 60 minutes

Learning goal: Students discover that the biosphere is made up of the atmosphere (gases), hydrosphere (water) and lithosphere (land), all of which interact. They explore what happens to an ecosystem when the balance is upset by human activity, and use data collection techniques to monitor the biosphere. By engaging in scientific inquiry, students develop their knowledge of ideas and concepts and gain understanding of the importance of evidence in formulating and evaluating explanations in the development of scientific ideas. Finally, students will be able to recognise some of the mental, physical and academic benefits of completing classroom activities outside.

Essential questions: Why are trees important?

Why is it important to receive feedback about artworks? How can you give feedback to others in a truthful but kind manner? How can you use feedback to improve the quality of your artworks?

What are the mental, physical and academic benefits of completing classroom activities outside?

Curriculum links: Year 10 Science General capabilities: Critical and Creative Thinking.

Cross-curriculum priority: Sustainability OI.1, OI.2.

Resources required: Free-to-access resources from Cool Australia’s website – Student Worksheet, Rake Worksheet – Biosphere, Biosphere Experiment Assessment Rubric.

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Each student will need to bring from home: a large glass jar or fish tank, pond water, aquatic plants, macro-invertebrates, soil, moss, algae, terrestrial invertebrates, a small fish (optional), and a seashell.

Students will also need: pH testing kit, thermometers, cling film (for covering top of biosphere), sticky tape, pens and pencils.

Suggested questions and device for creating video journal.

Digital technology opportunities: Digital sharing capabilities Lesson Sequence: Part A. Tuning in Activity – 15 minutes Part B. Spaceship Earth (plus 10 minutes a day for one week) – 45 minutes Part C. Reflection – 5-10 minutes

PART A. TUNING IN ACTIVITY Begin this activity by asking students to look at the images on the student worksheet on The Earth’s systems and human systems.. Either working in pairs or through class discussion invite students to compare the two ‘systems’, looking for similarities between the two. Write observations on the board.

Once students have spent several minutes discussing the images, engage students in a discussion about their ideas and ask them to think about what systems operate in their own body to keep them alive; for example: digestive, respiratory, immune, circulatory, nervous, skeletal,

endocrine, muscular, reproductive. Discuss with students how bodies are an amazing collection of interconnected systems. Each system relies on one another for survival. For example, the circulatory system could not pump oxygenated blood around the body without the help of the respiratory system taking in the oxygen. If one of these systems becomes unhealthy your body systems become out of balance.

Your body is like our Earth. Each living and non-living system on Earth is reliant on every other system. If one system breaks down all the other systems may be degraded.

PART B. SPACESHIP EARTH Step 1. If you aren’t already outside, take your class outside to your outdoor learning space. Review outdoor learning rules and the benefits of outdoor learning with students, including potential hazards and actions to take in the event of hazards.

Step 2. Invite students to sit in your outdoor learning space. Using the Rake Worksheet - Biosphere, ask students to work in pairs to observe what elements of the biosphere they experience when sitting in the school yard.

Step 3. Explain to students that in this activity they need to imagine they have been tasked with creating a self-sufficient spaceship biosphere that needs to completely support human life. The rules for the spaceship biosphere are: Nothing goes in. Nothing goes out.

Every output must be an input.

Every input must come from an output.

Step 4. Break the class into groups of three or four.

Each group will need to work from the Student Worksheet to plan and construct their biosphere.

Guidelines for creating a biosphere are as follows (also on the Student Worksheet): Safety: Use gloves when handling macroinvertebrates and pond water.

Aim: To discover how to make a self-sustaining biosphere. Your biosphere should include abiotic and biotic components and a representation of the atmosphere, lithosphere and hydrosphere.

Suggested Materials: Large glass jar or fish tank, pond water, aquatic plants, macro-invertebrates, soil, moss, algae, terrestrial invertebrates, a small fish (optional) and a seashell. Also required: pH testing kit, thermometers, cling film (for covering top of biosphere), sticky tape, pens and pencils.

Method Building your biosphere: • In your container make the lithosphere using sand, mud and soil and add in your plants.

• Make the hydrosphere by adding in your pond water but ensure not all of your lithosphere is submerged.

Put a seashell in the bottom of your lithosphere.

• Seal your container with cling film.

• Keep a record of the abiotic and biotic components that you put in your biosphere.

Monitoring your biosphere: • Place your biosphere near a well-lit window, but not in direct sunlight or it may get too warm.

• Check your biosphere every few days and record your observations and data collection on the record table (on the Student Worksheet).

Hints and tips • Your biosphere is a closed system; you have to avoid breaking the cycles. Only heat and light should be going in and out of your biosphere (otherwise this is a limitation to your experiment).

Example: Plants use CO2 and produce O2 and animals use O2 and produce CO2. You must keep these cycles in balance by ensuring you don’t have too many animals in your biosphere.

• Do your animals have enough to eat? You must consider the food chain. Don’t forget that animals and plants will die and have to be decomposed for the cycle to be complete. This is done by bacteria, so your biosphere should have a healthy population of bacteria. If you have too much dead matter they will start to rot and consume a lot of oxygen and produce toxic gases.

• Always include a small seashell. The chalk in the shell will prevent the water from turning acidic.

Assessment 1. Groups should keep a video journal about their research project to record their planning, their background research, how their ideas develop,

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strategies and possible solutions to identified problems, resources accessed, and findings and evaluations from their investigation (Suggested questions). Journal records help students to think about what they do and why, and give teachers specific discussion areas with their students.

In addition, journals are a tangible record of the biosphere’s history, the regularity with which students work on the biosphere and evidence of their ability to work regularly and collaboratively at a task over a period of time.

2. Each student is also required to independently write up a scientific report that will be marked using this rubric: Biosphere Experiment Assessment Rubric.

A template for this report can be found here or on the Student Worksheet: Spaceship Biosphere Scientific Report. This rubric can be used to make and assess scientific reports. It takes into account content, structure and formatting.

PART C. REFLECTION Students can reflect on their learning by answering these Reflection questions: 1. How do human behaviours affect the biosphere?

2. H ow do changes in the biosphere affect biodiversity?

3. H ow does conserving biodiversity positively affect the biosphere?

4. Who benefits when biodiversity is conserved?

5. List three ways of conserving biodiversity.

Download the Student Worksheet at: www.coolaustralia.org/activity/outdoor-learningbuild-a-biosphere-year-10/ Explore the Snappy Science library at: www.coolaustralia.org/unit/outdoor-learningsecondary/

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Fundraising

Product fundraising: After the chocolate drive OUR COMMUNITY’S PATRICK MORIARTY DISCUSSES THE AGE-OLD CHOCOLATE DRIVE FUNDRAISER, WHICH MAY NOT ENJOY THE SAME STANDING TODAY AS IT ONCE DID IN YEARS GONE BY, AS WELL AS SOME ALTERNATIVES THAT MAY REPLACE IT.

Patrick Moriarty is the Director of Training and Development at Our Community, which runs the Funding Centre, an online grants and fundraising hub for community groups and schools. Our Community also provides low-cost, practical fundraising training online and face-to-face in locations across Australia.

Visit www.fundingcentre.com.au.

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Chocolate is like coal; it’s a profitable commodity, it’s coming under increasing attack by people concerned at its effects, and people are torn between making money off it while they can and getting out before the roof falls in. With coal the threat is coming from global warming. With chocolate it is childhood obesity, which is why the Federation of Parents and Citizens Associations is asking governments to ban chocolate drive fundraisers for schools.1 If you’re running your school’s chocolate drive, then, you should be looking around for alternatives.

And there are in fact other reasons why you should be doing this anyway.

The thing is, most people don’t understand how chocolate drives work. You’re not selling chocolates to the public. How could you make a profit doing that? It’s hard enough for Cadbury, and they’ve had a lot more practice at it than you have.

What you’re doing is selling a sales force of parents to Cadbury; and as you get your volunteers for free, even you should manage to make a few bucks off that transaction. More than a few bucks, perhaps; a US study2 found that product sales by schools and school groups like P&C associations raised $1.5 billion (that’s billion, not million) in net profit. No such study has been done in Australia (and the one we cite here is more than a decade old), but a rough guess would be that about 75 per cent of the funds Australian government schools spend on items that the government doesn’t provide comes from this kind of product push.

Once you realise that your product is a sales force, not a commodity, you can begin thinking about how to use your resources to the best advantage.

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Because your product is people, you’ll make more money if you have more people. The best way to get more people is to make the job easier.

And you do that by tracking as closely as possible with what people want. How do you know what people want? You ask them. Send a list of possible fundraisers home at the start of the year for the parents to fill out.

Do a bit of research before writing your list.

Which of these would you consider buying when the school runs its fundraising drive?  Chocolates - Dark - Milk  Mangoes  Lamingtons  Tea towels  Fridge magnets  Cookie dough  Socks  I’d rather give the money and skip the whole thing

Think beyond the usual suspects. There are a lot of businesses out there competing to supply you with merchandise – and there are many, many more again who don’t target you specifically but would be happy to fill your order at wholesale rates. Pick the exact product you need, and give the sales manager a ring. Ask what the wholesale price is and how many items you need to buy to access that price. Ask if they’ll reduce that number even further for a good cause. If they won’t, make a few more calls.

You may see that in our sample survey list above we’ve listed two kinds of chocolate. That’s because the market has changed. Australians aren’t all that impressed by plain chocolate any more. The new brands flooding the supermarket shelves have worked out that taking on the old guard at its own game is futile. Instead, they go for distinctiveness and high profit margins. Try to get your mind around those.

You’ll also note that we included a straight donation alternative. Many parents today have more money than time – if you can tap into that, you might save yourself a lot of trouble.

Even more important than the profit margin is the profit per item. If you’re a hunter looking for food you’ll know that one bison will supply as many calories as 45,000 mice or 65 million ants, and you’ll get the afternoon to yourself. Similarly, it’s easier to sell one $5 item than five $1 items. The Australian amount-of-money-it’s-not-really-worth-botheringabout threshold has gone up quite a bit since you were a kid, and gold coins really don’t cut it any more.

Ramp up your expectations.

Distinctiveness counts, too. The easiest way to make something distinctive and attractive is to link it with the purchaser by putting their name on it, or yours, or both. At the very least, sell your items in a paper bag with your logo on it – it helps to remind your customers that the real point is the giving, not the consuming, and it gets your name out there.

You also have to be sure that the product you’re selling isn’t undercutting your message. That’s why chocolate is problematic. Some products fit with school activities – schoolbooks, say, or clothes labels.

Some back up your social causes – herb pots, say, or fabric shopping bags. Other products, on the other hand – alcohol, scratchies, and yes, chocolate – might be incompatible with what the teachers are telling the class the rest of the year.

There are also strictly practical considerations.

You need to be sure the vendor is someone you can trust. Ask for references from similar organisations that have used the product before. Importantly, avoid fundraising programs that require large upfront cash deposits if you aren’t sure of the outcome. Make sure your up-front investment is minimal, and that you can sell whatever you commit to (catalogue and pre-order sales will help you reduce that risk).

One last note: if Australian schools are raising all or most of their extra money from product sales they’re probably well advised to rethink their strategy – diversified fundraising is always preferable. At Our Community we’ve been teaching and studying fundraising for decades and we recommend that you spread the load across seven different areas: sales, donations, grants, crowdfunding, membership/

Do a bit of research before writing your list. Think beyond the usual suspects. There are a lot of businesses out there competing to supply you with merchandise – and there are many, many more again who don’t target you specifically but would be happy to fill your order at wholesale rates.

alumni schemes, sponsorships/business-community partnerships, special events (like the school fete).

It’s also important to think about and, if necessary, adjust your marketing strategies. If it can’t be done over a mobile phone, the 21st century doesn’t want to know about it. Which means that collecting email addresses is just about as important as collecting money, and gives you more opportunities to hit your prospects up in the long run. You should also endeavour to keep your graduates linked to their happy childhood days through Facebook or other online hangouts, just in case you want to interest them in crowdfunding a new classroom.

Chocolate isn’t just a belt around your hips, it’s a millstone round your neck. When you’re thinking fundraising, think differently.

1. http://www.dailytelegraph.com.au/news/nsw/school-chocolates-for-fundraising-face-ban-over-obesity-concerns/news-story/27 26415d553708210be55ccbada5841a 2. Sullivan, T., 2000, Making Sense of Product Fundraising, PTO Today

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Safety

Rules for School Safety WHETHER ONE LIVES IN AUSTRALIA, THE UNITED STATES, OR SOMEPLACE IN BETWEEN, EDUCATORS AND GOVERNING BOARDS OR SCHOOL COUNCILS ARE INCREASINGLY CONCERNED ABOUT THEIR POTENTIAL LIABILITY WHEN STRIVING TO KEEP SCHOOLS SAFE. THIS WORRY CONTINUES TO GROW BECAUSE GOVERNING BOARDS AND EDUCATORS CAN FACE LIABILITY FOR INJURIES STUDENTS SUFFER AT SCHOOL WHETHER BY THE INTENTIONAL OR UNINTENTIONAL ACTIONS OF PEERS OR STAFF MEMBERS IN INCREASINGLY LITIGIOUS SOCIETIES, WRITES CHARLES J. RUSSO AND ALLAN G. OSBORNE, JR.

Charles J. Russo, J.D., Ed.D., is the Joseph Panzer Chair of Education in the School of Education and Health Sciences (SEHS), Director of SEHSâ&#x20AC;&#x2122;s Ph.D. Program in Educational Leadership, and Adjunct Professor in the School of Law at the University of Dayton, OH. He is also an Adjunct Professor of Law in the School of Law at the University of Notre Dame, Sydney, NSW.

Allan G. Osborne, Jr., Ed.D., is the retired Principal of Sung Harbor Elementary School in Millis, Mass., USA. Dr. Osborne, like Dr. Russo, is a past President of the

Aware of the unfortunate reality that students can be injured when mishaps occur in schools, practicing preventative law is crucial. In other words, by establishing reasonable safety precautions, boards can not only help to reduce injuries but can also assist in shielding themselves and educators from liability. By practicing preventative law, educators and their governing boards should be able to limit, if not eliminate, liability because courts recognise that teachers and administrators cannot be liable for all incidents in which students are injured, particularly if accidents occur spontaneously.

Based on the proactive need to help limit, if not eliminate, litigation arising when children are injured in schools, this article presents 15 legal principles to guide the actions of school personnel as they seek to maintain safe learning environments. While the significance of these rules should be self-evident, each is accompanied by a brief commentary to highlight the importance of compliance with its content.

Although these rules are most appropriate for educators at the building level, governing boards and central office personnel need to be aware of them in order to ensure school safety by developing sound policies in consultation with their legal advisors to better protect the safety of all students in their care. Moreover, governing bodies should also consider including policies

(American) Education Law Association.

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in faculty and student handbooks, as well as posting them on regional websites in order to keep teachers, students, and their parents informed about professional educators are working to keep schools safe.

RULES FOR SCHOOL SAFETY 1. NEVER LEAVE STUDENTS UNATTENDED. A basic element in the law of negligence and adequate student supervision in Australia and the United States is forseeability, namely the duty of educators to anticipate and prevent accidents that can reasonably have been anticipated. As applied, this means that if teachers or other staff members leave classrooms or other locations

where they are supervising students unattended, even for brief periods, then they and governing boards face potential liability for reasonably foreseeable harms such as fights and injuries from thrown objects. Thus, when teachers must absent themselves from supervisory duties, even for a brief moment, it is important for governing boards to make substitutes available.

It is important to note that governing boards are less likely to face liability for accidents the first time teachers leave students unattended because there is no foreseeability present. However boards may be responsible if educators have been advised to not leave students unattended but don’t follow such directives. Not surprisingly, teachers in the United States have lost their jobs, typically resulting in unsuccessful litigation on their parts to retain their positions, when they failed to heed warnings from administrators not to leave students unattended.

On the other hand, if teachers are present whether in their regular or physical education classes or in school cafeterias or hallways, and unanticipated actions such as fights or accidents occur, then they and their governing boards are unlikely to be liable. It is also important to bear in mind that the level or amount of supervision required of educators increases for younger children and those who are physically, cognitively, or emotionally disabled.

As to sports, (in particular, an area of special concern with regard to supervision), courts in the United States regularly apply the defense of assumption of risk against negligence charges.

Under this defense, participants are liable for the reasonably foreseeable injuries occurring in the course of the athletic or other activities in which they engage. The upshot is that governing bodies and coaches often avoid liability when students are injured while taking part in such interscholastic sports as baseball, basketball, cheerleading, equestrian activities, field hockey, football,

gymnastics, ice hockey, lacrosse, mixed martial arts, soccer, softball, swimming, track and field, tennis, wrestling, and weightlifting.

At the same time, though, courts have refused to apply the defense of assumption of risk when educators failed to provide adequate supervision such as where a competitor in a track and field meet was struck by an errant discus while standing in a safe zone; a student was injured during an indoor (American) football practice when he slipped on a wet gym floor where coaches failed to provide proper supervision or after another player was injured due to the lack of supervision at a practice; coaches did not warn a student sufficiently about the dangers of diving into a pool; coaches conducted a track practice in a high school hallway that unreasonably increased a student’s risk of injury; and a coach lacked enough experience to provide adequate supervision to avoid injury to a cheerleader.

2. NEVER ALLOW SCHOOL STAFF TO DRIVE STUDENTS IN PRIVATELY OWNED VEHICLES. Governing boards and their staff members face liability for reasonably foreseeable accidents occurring in their personal cars or vehicles as well as those owned by their boards. While many governing bodies have policies allowing staff members to transport students in specified circumstances, such as to and from sport practices or during specified medical emergencies, they

would be safer, and wiser, to adopt rules preventing faculty and staff from transporting students in their own privately owned vehicles or those belonging to the boards. Adopting such a rule helps to keep students and teachers from “he-said, she said” situations that can happen if, or when, pupils accuse educators of inappropriate touching while being transported in a private, or school-owned, vehicles.

Moreover, even if teachers are cleared of charges, they will have difficulty living down the accusations likely to follow them throughout their careers.

Another consideration to bear in mind can transpire even if teachers have permission to transport students. Suppose, for example, a teacher has permission to drive students to a sporting event but on the way home, the educator varies the route in order to stop to buy snacks for all in the car. If an accident occurs while on this detour, the teacher and governing body are likely to be liable because even if the educator had permission to drive, it was only to transport the students to the event and not to go on the side trip. When there are concerns about students getting home from after-school activities such as practices or social events, if possible, boards should take steps such as entering into contracts with cab companies they have vetted for reliability and safety, or make parents responsible for the cost of transporting their children, so as to avoid having staff use their own vehicles. Ultimately, if parents fail to pick up their children on time, governing bodies may have to take the draconian step of prohibiting students from continuing to participate in these activities.

3. AVOID BEING ALONE WITH STUDENTS. Educators cannot, and should not, teach, or administer “scared”. Still, the proverbial ounce of prevention is worth the pound of cure. In light

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Safety

of the rash of high profile accusations, let alone documented incidents, of child abuse/sexual harassment, by school personnel, educators should take extra precaution to protect themselves and the children in their care.

In order to better safeguard the wellbeing of professionals and students when it is necessary for teachers or administrators to meet individually with students, it would be wise for both to stand or sit in the front of classrooms or offices, with doors open, where they can be readily observed by passersby. In addition, governing boards might wish to provide counseling locations with clear glass doors so those outside of the rooms can observe what is happening during sessions. Educational staff, whether teachers, counselors, and/or coaches should be particularly mindful to avoid being alone with students after the end of the official school day when few, if any, adults are present so as to avoid possible “he-said, she-said” scenarios.

4. COMPLY WITH GOVERNING BODY POLICIES AND THE LAW. Of course, such compliance applies to provisions in faculty and student handbooks as well as school safety and security plans. Policy manuals and handbooks are a valuable source of information safeguarding the rights of all school personnel, whether students or staff. As such, administrators and school personnel must keep themselves well informed about these materials and follow them at all times whether dealing with students. Further, all school buildings should have up-to-date safety and security plans delineating procedures to be followed in the event of emergencies. Of particular concern in Australia is to ensure that students comply with governing board

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policy by wearing appropriate clothing, including hats when participating in outdoor activities.

5. DOCUMENT ACCIDENTS, AND OTHER INCIDENTS, BEFORE LEAVING SCHOOL AFTER EVENTS OCCUR. Along with regular record keeping, completing written accident and incident reports while the information is still fresh can come in handy in the event of litigation. To this end, most governing boards are likely to already have accident and incident reporting forms for this purpose. Preparing timely and accurate records of events may not always absolve governing boards of liability, but they can help to mitigate damages if they documents that staff did all that they reasonably could have to comply with board policies as well as sound educational and legal practice. Copies of accident and incident reports should be sent promptly to a governing board’s Director of Security as well as other top administrators so they can maintain centralised records of incidents.

6. RESPECT THE CONFIDENTIALITY OF STUDENTS AND STAFF. Insofar as many professionals in school communities have full access to a variety of official records, they must all be reminded regularly that such information must be kept confidential so as to protect the privacy rights of those involved, whether students or staff.

In seeking to ensure confidentiality, governing boards should designate a compliance officer for each school to ensure that individuals lacking legitimate reasons to access student records, in particular, such as parent volunteers who work in school offices, cannot access these files. Privacy concerns should extend to schools using security cameras, taking care to ensure that they function only in locations where have students have no legitimate expectations of privacy such as classrooms, cafeterias, and hallways, avoiding their use in locker rooms and changing areas.

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7. AVOID FORCE WHEN DISCIPLINING STUDENTS. Sadly, the use of force by educators more often than not typically reflects their frustration and inability to deal successfully with students, serving little value other than relieving their anger. Accordingly, sound educational practice suggests that the use of violence or force may only model the very behavior that school personnel are seeking to eliminate.

Along with potentially costly legal battles over the use of force, educators should think about the negative message the use of force sends.

Egregious incidents in the United States involved litigation where a principal was dismissed for tying a child with a behavioral disorder to a desk, binding his ankles and wrists with duct tape, and leaving him in an open doorway in public view for about two hours and where a teacher bound one student with electrical cord and placed soap on the tongue of another. Put another way, educators need to be mindful of the impact of their actions because poor public relations can erode needed support for schools.

Aware of the need to sometimes apply force, educators who are in positions where they must physically restrain students should be trained properly to use restraints in order to minimise the possibility of causing injuries. Properly administering restraints on students can reduce and even eliminate liability.

8. PROPERLY MAINTAIN SCHOOL EQUIPMENT. Educators can be liable for injuries caused by knowingly defective equipment whether in playgrounds, gymnasia, or science laboratories. In this way, governing boards should ensure that all equipment is inspected regularly and document that these inspections have occurred. It should all

but go without saying that teachers must provide proper instruction in the use of all equipment, especially items whose use may be inherently risky such as in science laboratories. Educators must also provide proper instruction in the use of equipment and supervision whenever students engage in activities with heightened risks of injuries such as tumbling exercises and contact sports.

9. REQUIRE SCHOOL VISITORS TO SIGN IN, SIGN OUT, AND WEAR IDENTIFICATION BADGES AT ALL TIMES. In order to maintain safe learning environments, school officials need to be aware of the presence of any and all visitors in their buildings, even if they are regular parental volunteers. Having this information readily available can be important in the event of a crisis when it becomes necessary to obtain an accurate count of who is in a building or if a visitor needs to be contacted for a telephone call or personal emergency.

It would be wise to include building access policies as part of the overall school safety rules included in parent and student handbooks that must be signed and returned at the beginning of the school year. Access policies should be posted at locations where visitors sign in with copies given to all visitors.

10. DEVELOP COMPREHENSIVE INTERNETACCEPTABLE USE POLICIES. As reflected by the recent controversy of child pornography involving under-aged students in at least 70 public and private schools throughout Australia, the increased rate at which the use, and misuse, of technology in schools has generated a multitude of new legal issues surrounding the use of social and other digital media that most could not have anticipated a few short years ago. Yet, the access and use the internet is dictated more by policies of school governing bodies than the law. This makes it imperative for governing boards to develop and disseminate comprehensive acceptable use policies for the internet while taking steps to ensure that teachers, students, and their parents understand these rules and the consequences of non-compliance.

As the use of technology in Australian schools continues to grow, jurists and educators alike may wish to review some of the significant amount of case law from the United States to get a better sense of the array of issues surrounding student and teacher misuse of the internet, particularly postings on social networking sites. Based on litigation in the United States, it remains unclear where the line can be drawn between protected free speech and impermissible use of the internet that can subject students, and teachers, to discipline. A governing board policy regarding acceptable use of the internet coupled with consistent enforcement of rules can help to go a long way in avoiding problems while keeping students and schools safer.

11. DEVELOP AND ENFORCE A COMPREHENSIVE ANTI-BULLYING/HARASSMENT POLICY. Sadly, bullying and harassment have long been present in schools. Moreover, these forms of student misconduct persist, often with tragic results such as when victims take their own lives. At the same time, student misuse of social networking via cyberbullying to harass and/or intimidate peers and educators, is on the rise.

Acknowledging the need to keep students safe and to encourage them to report incidents of bullying, governing boards should develop anti-bullying policies while also incorporating antibullying strategies in curricula. Governing boards and school staff can be liable if they fail to curb bullying and/ or harassment, especially if students and their parents have complained to school officials about present threats to their wellbeing.

12. PROVIDE PROFESSIONAL DEVELOPMENT FOR TEACHERS AND ALL STAFF MEMBERS. In order to help ensure that all school personnel are aware of governing board policies and the law, professional development should be provided annually. These sessions should not only make teachers and other staff members aware of school policies but should also help to ensure they are knowledgeable about recent changes in applicable rules.

13. CONDUCT INFORMATION SESSIONS FOR STUDENTS AND PARENTS. It is important to offer such sessions because if parents are aware of the safety rules then they can help to work with their children to ensure compliance. Further, educators

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should discuss policies with students both in large-scale presentations such as assemblies and in classroom meetings.

14. WORK WITH THE COUNCIL’S OR BOARD’S LEGAL ADVISOR WHEN DEVISING, UPDATING, AND IMPLEMENTING POLICIES. Educators must recognise the value of advice received from their legal advisor because it can help them to steer clear of legal controversies both prospectively and once controversies arise after policies are in place. When necessary, calls to school solicitors should be made by designated individuals such as principals or central office personnel. Moreover, educators should work with lawyers to make sure that their policies are as up-to-date as possible in light of the speed with which the law can change.

15. REVISE POLICIES REGULARLY. Governing boards should revise policies regularly, preferably after controversies have occurred. Waiting until after controversies have subsided is wise because this allows cooler heads to prevail once some time has passed.

CONCLUSION Keeping students and their schools safe requires all educational personnel to remain vigilant. The more carefully governing boards, and educational leaders, work to make staff members and students aware of their policies, the more likely they will be able to both have safe schools in which children are free to learn without distraction and avoid potentially costly injuries. Of course, having current policies does not eliminate all of the risk of liability but can go a long way in demonstrating that educators did all that they could to keep schools safe.

Compliance with the rules discussed in this column does not, of course, guarantee perfectly safe schools immune from litigation or the threat of suits. However, the more carefully that educational staff and governing boards work to follow these rules, the more likely they are to have safe schools where all can focus on learning while sidestepping potentially costly, and avoidable, litigation. Finally, fundamental fairness, coupled with the principles of the law of negligence and adequate supervision of students in Australia, dictate that educators treat all students fairly and equitably by providing them with safe and orderly learning environments.

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