Sunata Edition 3 2013

s nata The Staff Journal of St margaret’s Edition 3

s nata The Staff Journal of St margaret’s Edition 3

Contents

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10 13 14 16 19 22 23 24 26 29 32 34 36 38 40 41 44 46 48

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From the Editor Michelle Carroll Deputy Principal Using Technology to Support the Teaching and Learning of Mathematics Merrilyn Goos School Council The importance of financial literacy for young women and girls Ros Curtis Principal Creating the conditions for optimal learning Samantha Bolton Dean of Academics Reading the Rocks: A pilgrimage to the Holy Lands Wayne Singleton Secondary Teacher When too much is too much Susan Shaw Head of Secondary School The influence of technology on traditional methods of surveillance in the Music classroom Head of Year 10, Coordinator of Music Curriculum Integrated learning and assessment for a differentiated class: A school-based project within the QELi Future Leaders program Chris Farrelly Head of Faculty - Science Broadening Horizons through Community Service Lesa Fowler Head of Boarding The benefits of participating in a global exchange: you can gain more than you may think Lucy Downey Head of Year 11 Are you being served? A report on Year 9 Community Service Rev Di Murphy School Chaplain Movement in the eye of the beholder Joseph Shorter Head of Faculty - English Wellbeing: An important part of education that should not be forgotten Marcia Brumpton Head of Faculty -Business and Technology Teaching Mandarin in the classroom: Equipping our students with international competencies Lisa Chadwick Coordinator of International Education Miscreants, Misfits & Martyrs: Ever noticed that the teachers gracing screens seem to be the same tired typecasts?

Meg Payze Secondary Teacher A critical evaluation on the suitability and effectiveness of professional development in Queensland schools Naomi Holley Head of Year 9 Home Economics: more than just cooking and sewing Nikki Anderson Coordinator of Home Economics Does the end justify the means? One step of the counselling journey in today’s schools (an extract) Trish Barlow School Counsellor A light in the city of Cochin: experiences of the Toc H Public School Ray Geise OAM KJS Secondary Teacher Podcasting in Senior Biology Stacey Kelly Coordinator of Biology The Eureka moment: I’ve got it (or at least getting there) Therese Garrahy Coordinator of Chemistry History Teachers’ Association of Victoria – Annual Conference 2013 Bruce Bullpitt Coordinator of History

From the Editor Michelle Carroll Deputy Principal

It is with much pleasure that I commend to you the 2013 edition of the St Margaret’s Anglican Girls School Staff Professional Learning Journal, Sunata. Throughout this year, St Margaret’s staff have continued to share an ethos of commitment, dedication and strive for excellence in their knowledge and practice. As an integral component of the School’s Strategic Plan, unveiled at the commencement of 2013, the goal of Outstanding Staff aims to ensure members of St Margaret’s staff are known for the quality of their work and their exceptional contribution to the School and their profession. The ongoing commitment to developing Outstanding Staff within the Strategic Plan provides a strong focus on quality teaching, professional learning and the creation and sharing of knowledge throughout the School.

In 2013, the School has endeavoured to foster a professional learning community that enables a stimulating working environment that creates innovative and reflective teaching and pedagogy.

As such, Sunata serves to share professional practice amongst staff, create an aspirational model of scholarship for students and is a snapshot of the wider educational framework. This edition captures the breadth of experiences and interests of our staff with contributions ranging from reflections of professional learning seminars, scholarly articles on teaching practice and research completed to achieve post-graduate qualifications.

The 2013 Edition also highlights the academic strength of the members of our School Council.

Professor Merrilyn Goos, School of Education (Mathematics), The University of Queensland, currently completing research at the Mathematics Education Centre, Loughborough University, United Kingdom has contributed a feature article on how technology is represented in the Australian Curriculum: Mathematics.

Further articles of interest focus on the wellbeing and education of girls in the 21st Century.

Principal, Ros Curtis, highlights the need for financial literacy; School Chaplain, The Reverend Di Murphy, details service learning; and Dean of Academics, Samantha Bolton, discusses the need for engagement and connection to establish a positive mindset and academic resilience. Many readers will also enjoy Wayne Singleton’s ‘pilgrimage to the holy lands’.

Secondary teacher of English and History, Meg Payze kindly offered her services to assist editing the articles for this journal and the photographs are the creative work of our Head of Science, Chris Farrelly. I invite you to read the pages of this journal and be inspired by the extent of the professional undertakings of our staff.

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Using Technology to Support the Teaching and Learning of Mathematics Merrilyn Goos School Council

What counts when it comes to using digital technologies in school mathematics? Is technology there to help students get “the answer” more quickly and accurately, or to improve the way they learn mathematics?

The way people answer this question is illuminating and can reveal deeply held beliefs about the nature of mathematics and how it is best taught and learned.

Digital technologies have been available in school mathematics classrooms since the introduction of simple four function calculators in the 1970s. Since then, computers equipped with increasingly sophisticated software, graphics calculators that have morphed into “all-purpose” hand held devices integrating graphical, symbolic manipulation, statistical and dynamic geometry packages, and web-based applications offering virtual learning environments have changed the mathematics teaching and learning terrain. Or have they? This paper considers the extent to which technology-related research, policy and practice might usefully inform each other in supporting effective mathematics teaching and learning in Australian schools.

The first part of the paper considers key messages from research on learning and teaching mathematics with digital technologies. The second part offers some snapshots of practice to illustrate what effective classroom practice can look like when technologies are used in creative ways to enrich students’ mathematics learning. The third part summarises the technology messages contained in the Australian curriculum – Mathematics and the challenges of aligning curriculum policy with research and practice.

Key Messages from Research on Learning and Teaching Mathematics with Digital Technologies Fears are sometimes expressed that the use of technology, especially handheld calculators, will have a negative effect on students’ mathematics achievement. However, metaanalyses of published research studies have consistently found that calculator use, compared with non-calculator use, has either positive or neutral effects on students’ operational, computational, conceptual and problem solving skills (Ellington, 2003; Penglase & Arnold, 1996). A difficulty with these metaanalyses, however, is that they select studies that compare treatment (calculator) and control (non-calculator) groups of students, with the assumption that the two groups experience otherwise identical learning conditions. Experimental designs such as this do not take into account the possibility that technology fundamentally changes students’ mathematical practices and even the nature of the mathematical knowledge they learn at school.

Their words encapsulate the contrasting purposes of technology that were foreshadowed in the opening paragraph of this paper.

For learners, mathematical knowledge is not fixed but fluid, constantly being created as they interact with ideas, people, and their environment. When technology is part of this environment, it becomes more than a substitute for mathematical work done with pencil and paper. For example, dynamic geometry software allows students to transform a geometric object by “dragging” any of its constituent parts and thereby to investigate its invariant properties. Through this experimental approach, students make predictions and test conjectures in the process of generating mathematical knowledge that is new for them.

Technology and Mathematical Practices Learning mathematics is as much about doing as it is about knowing. How knowing and doing come together is evident in the mathematical practices of the classroom. For example, school mathematical practices that, in the past, were restricted to memorising and reproducing learned procedures can be contrasted with mathematical practices endorsed by most modern curriculum documents, such as conjecturing, justifying, and generalising. Technology can change the nature of school mathematics by engaging students in more active mathematical practices such as experimenting, investigating, and problem solving that bring depth to their learning and encourage them to ask questions rather than only looking for answers (Farrell, 1996; Makar & Confrey, 2006).

Students and teachers may imagine their relationship with technologies in different ways. Goos, Galbraith, Renshaw and Geiger (2003) developed four metaphors to describe how technologies can transform teaching and learning roles.

Technology can be a master if students’ and teachers’ knowledge and competence are limited to a narrow range of operations.

Students may become dependent on the technology if they are unable to evaluate the accuracy of the output it generates.

Technology is a servant if used by students or teachers only as a fast, reliable replacement for pen and paper calculations without changing the nature of classroom activities. Technology is a partner when it provides access to new kinds of tasks or new ways of approaching existing tasks to develop understanding, explore different perspectives, or mediate mathematical discussion.

Technology becomes an extension of self when seamlessly integrated into the practices of the mathematics classroom.

Pierce and Stacey (2010) offer an alternative representation of the ways in which technology can transform mathematical practices. Their pedagogical map classifies ten types of pedagogical opportunities afforded by a wide range of mathematical analysis software. Opportunities arise at three levels that represent the teacher’s thinking about:

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Technology and Mathematical Knowledge Olive and Makar (2010) analysed the influence of technology on the nature of mathematical knowledge as experienced by school students. They argued as follows:

If one considers mathematics to be a fixed body of knowledge to be learned, then the role of technology in this process would be primarily that of an efficiency tool, i.e. helping the learner to do the mathematics more efficiently. However, if we consider the technological tools as providing access to new understandings of relations, processes, and purposes, then the role of technology relates to a conceptual construction kit. (p. 138)

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• the tasks they will set their students (using technology to improve speed, accuracy, access to a variety of mathematical representations); • classroom interactions (using technology to improve the display of mathematical solution processes and support students’ collaborative work); • the subject (using technology to support new goals or teaching methods for a mathematics course).

Snapshots of Classroom Mathematical Practice Two snapshots are presented here to illustrate how technology can be used creatively to support new mathematical practices.

Changing Tasks and Classroom Interactions Geiger (2009) used the master-servant-partner-extension-of-self framework to analyse a classroom episode in which he asked his Year 11 students to use the dynamic geometry facility on their CAS calculators to draw a line √45 units long. His aim was to encourage students to think about the geometric representation of irrational numbers. The anticipated solution involved using the Pythagorean relationship 62 + 32 = (√45 )2 to construct a right angled triangle with sides 6 and 3 units long and hypotenuse √45 units long. Figure 1 summarises the flow of the episode and how technology was used.

Classroom interaction

Role of technology

Students find the square roots of various numbers.

Servant

Students pass calculators back and forth to share and critique each other’s thinking.

Partner

Teacher invites student to present calculator work to whole class.

Audience identifies misconceptions about how calculators display decimal versions of irrational numbers.

Master (prior group work) then partner (whole class display and discussion)

Teacher hint: think about triangles.

Students search for Pythagorean formulation without geometric representation.

Servant

Partner Teacher redirects students to consider geometry, not just numbers.

Student interrupts group discussion to propose geometric solution; passes his calculator around group to share and defend his solution.

Figure 1. Draw a line √45 units long

In this episode, technology was initially used as a servant to perform numerical calculations that did not lead to the desired geometric solution. It became a partner when students passed their calculators around the group or displayed their work to the whole class to offer ideas for comment and critique.

As a partner it gave the student who found the solution the confidence he needed to introduce his conjectured solution into a heated small group debate. In terms of Pierce and Stacey’s (2010) pedagogical map, this episode illustrates opportunities provided by a task that links numerical and geometric representations to support classroom interactions where students share and discuss their thinking.

Changing Course Goals and Teaching Methods Geiger, Faragher and Goos (2010) investigated how CAS technologies support students’ learning and social interactions when they are engaged in mathematical modelling tasks. In this snapshot, Year 12 students worked on the following question: When will a population of 50,000 bacteria become extinct if the decay rate is 4% per day?

One pair of students developed an initial exponential model for the population y at any time x y = 50000 x (0.96)x. They then equated the model to zero in order to represent the point at which the bacteria would be extinct, with the intention of using CAS to solve this equation. When they entered the equation into their CAS calculator, however, it unexpectedly responded with a false message. The students thought this response was a result of a mistake with the syntax of their command. When they asked their teacher for help, he confirmed their syntax was correct but said they should think harder about their assumptions.

Eventually, the teacher directed the problem to the whole class and one student spotted the problem: “You can’t have an exponential equal to zero”. This resulted in a whole class discussion of the assumption that extinction meant a population of zero, which they decided was inappropriate. The class then agreed on the position that extinction was “any number less than one”. Students used CAS to solve this new equation and obtain a solution.

In this episode the teacher exploited the “confrontation” created by the CAS output to promote productive interaction among the class (technology as partner). Using this pedagogical opportunity allowed the teacher to refocus course goals and teaching methods on promoting thinking about the mathematical modelling process rather than on practice of skills.

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Aligning Curriculum with Research and Practice?

The brief research summary and classroom snapshots presented above show how digital technologies provide a “conceptual construction kit” (Olive & Makar, 2010, p. 138) that can transform students’ mathematical knowledge and practices. To what extent does the Australian curriculum – Mathematics support this transformative view of technology?

The shape paper that provided the initial outline of the K-12 mathematics curriculum (National Curriculum Board, 2009) made it clear that technologies should be embedded in the curriculum “so that they are not seen as optional tools” (p. 12).

However, early versions of the Foundation-Year 10 Mathematics Curriculum and the four Senior Secondary mathematics subjects gave only superficial and inconsistent attention to the use of technology, which was treated as an add-on that replicated by-hand methods. The current versions of the curriculum offer a more consistent message. For example, all four Senior Secondary mathematics subjects have the aim of developing students’ capacity to choose and use technology appropriately and efficiently. Nevertheless, in both the F-10 and Senior Secondary curricula the majority of statements referring to technology limit its use to that of a servant that speeds up, but does not really change, the tasks of the mathematics classroom (e.g., performing calculations, producing graphs and data displays, solving equations). The pedagogical opportunities afforded by the curriculum are still restricted to the level of tasks in Pierce and Stacey’s (2010) taxonomy, and teachers are not encouraged to transform the subject itself, by (1) supporting curriculum goals that increase emphasis on concepts, applications, and mathematical thinking, or (2) changing the way that mathematical topics are approached and sequenced.

Although the technology messages contained in the Australian curriculum – Mathematics do not do justice to what research tells us about effective teaching and learning of mathematics, it is almost inevitable that there are gaps between an intended curriculum and the curriculum enacted by teachers and students in the classroom. Many teachers are already using technology effectively to enhance students’ understanding and enjoyment of mathematics. In their hands lies the task of enacting a truly futures-oriented curriculum that will prepare students for intelligent, adaptive, and critical citizenship in a technology-rich world.

Acknowledgement. An earlier version of this paper was presented at the annual research conference of the Australian Council for Educational Research, Melbourne, 15-17 August 2010.

References Ellington, A. (2003). A meta-analysis of the effects of calculators on students’ achievement and attitude levels in precollege mathematics classes. Journal for Research in Mathematics Education, 34, 433-463.

Farrell, A. M. (1996). Roles and behaviors in technology-integrated precalculus classrooms. Journal of Mathematical Behavior, 15, 35-53.

Geiger, V. (2009). Learning mathematics with technology from a social perspective: A study of secondary students’ individual and collaborative practices in a technologically rich mathematics classroom. Unpublished doctoral dissertation, The University of Queensland, Brisbane, Australia.

Geiger, V., Faragher, R., & Goos, M. (2010). CAS-enabled technologies as ‘agents provocateurs’ in teaching and learning mathematical modeling in secondary school classrooms. Mathematics Education Research Journal, 22(2), 48-68.

Goos, M., Galbraith, P., Renshaw, P., & Geiger, V. (2003) Perspectives on technology mediated learning in secondary school mathematics classrooms. Journal of Mathematical Behavior, 22, 73-89.

Makar, K., & Confrey, J. (2006). Dynamic statistical software: How are learners using it to conduct data-based investigations? In C. Hoyles, J. Lagrange, L. H. Son, & N. Sinclair (Eds.), Proceedings of the 17th Study Conference of the International Commission on Mathematical Instruction.

Hanoi Institute of Technology and Didirem Université Paris 7.

National Curriculum Board (2009). Shape of the Australian curriculum: Mathematics. Retrieved 31 October 2013 from http://www.acara.edu.au/ verve/_resources/Australian_Curriculum_-_Maths.pdf Olive, J., & Makar, K., with V. Hoyos, L. K. Kor, O. Kosheleva, & R. Straesser (2010). Mathematical knowledge and practices resulting from access to digital technologies. In C. Hoyles & J. Lagrange (Eds.), Mathematics education and technology – Rethinking the terrain. The 17th ICMI Study (pp. 133-177). New York: Springer.

Penglase, M., & Arnold, S. (1996). The graphics calculator in mathematics education: A critical review of recent research. Mathematics Education Research Journal, 8, 58-90.

Pierce, R., & Stacey, K. (2010). Mapping pedagogical opportunities provided by mathematics analysis software. International Journal of Computers for Mathematical Learning, 15(1), 1-20.

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The importance of financial literacy for young women and girls Ros Curtis Principal

Financial Literacy can be defined as the ability to make informed judgements and to take effective decisions regarding the use and management of money (Australian Securities and Investments Commission, 2003, p.10) and for many years there has been calls to teach Financial Literacy in schools. I can even look back on my own childhood, and remember the Commonwealth Bank Passbooks in primary school which were designed to encourage saving. Nevertheless, as an experienced educator, I have not promoted education in Financial Literacy; I have tended to put it in the same category as other initiatives such as Driver Safety Education and Active School Programs. They are important and valuable but cannot be introduced at the expense of the ‘set’ curriculum.

The banks, obviously, retain a great interest in teaching Financial Literacy. Westpac Financial First Steps and the Commonwealth Bank Foundation – Start Smart are just some examples of Financial Literacy programs. In 2003, the Australian Securities and Investments Commission (ASIC) prepared a Discussion Paper on Financial Literacy. This was ahead of the development of a policy and strategy to ensure that in Australia people are taught from a young age about how to manage their money. In 2008, ASIC was appointed the Australian Government Agency responsible for co-ordinating financial literacy. The National Financial Literacy Strategy was developed in 2011 to provide direction for this priority area and is currently being reviewed.

This strategy has led to the development of government endorsed programs such as the MoneySmart Teaching program, Helping Our Kids Understand Finances initiative and The National Consumer and Financial Literacy Framework. The teaching programs provide excellent resources for teachers and students. Despite the Federal government endorsement of these programs, there is no set and comprehensive curriculum to which all students may be exposed. In other words, there is no systematic approach to its teaching and it is up to individual teachers and schools to find opportunities to teach elements of financial literacy in their curriculum.

The importance of financial literacy for all There are many reasons why financial literacy is important. This type of literacy allows people to budget appropriately to meet expenses; to identify financial products or services that meet their needs; to know how to get and assess independent financial advice; and, be less likely to fall victim to abusive practices and scams.

All young people need to know these skills – the younger one has the knowledge, the less likely that poor financial judgement will result. Yet, as the Commonwealth Bank sponsored research indicated, Financial Literacy is at its lowest in the 16 to 25 year age group; it peaks at about 40 years of age and then declines after that (2010, p. 8). The area that those with poor financial skills have the most problems with are: • superannuation; • investment fundamentals (eg risk and return); • planning for retirement; • understanding of financial records; • knowledge of fees and charges; and • use of new payment methods.

The Commonwealth Bank report indicates that ‘trial and error’ is the main means of learning about managing money – relying more on experience than quality information (2010, p. 12). It is in this context that the value of school-based literacy programs is supported. Surprisingly, the results from Bank surveys do not indicate that students reflect their parents’ knowledge about money matters. For example, participants in the research who rated their parents as having poor money management skills had significantly higher financial literacy scores than those who felt their parents were good at managing money (2010). Therefore, we cannot assume that students are always learning prudent financials from parents.

Financial Literacy as a gender issue There are many important reasons for teaching financial literacy; however, ensuring gender equity in this area is a strong motivator for my interest in this area. According to the Australian Bureau of Statistics data, a woman’s average weekly earnings are 80 per cent of their male counterparts. Concerns about the financial competence of girls and women all sit in this context - that over their lifetime of working, their earnings will be less.

In Australia, the average life expectancy of women is 84 and men is 79. However, the average age of widowhood is 75. On the surface, this means that for the last ten years (on average) of a woman’s life, she will be solely responsible for her financials.

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The results of the ANZ Survey of Adult Financial Literacy in Australia (2003) have led to a framework for what constitutes necessary financial skills and knowledge. The recommendations from this survey can be used as an outline of the topics to be taught in any Financial Literacy program. In addition to having essential mathematical, reading and comprehension skills, the framework refers to financial understanding which includes an understanding of what money is and how it is exchanged, and where money comes from and goes. It also refers to financial

competence which includes understanding the main features of basic financial services, including financial records and appreciating the importance of reading and retaining them; attitudes to spending money and saving; and an awareness of the risks associated with some financial products and an appreciation of the relationship between risk and return. Such understandings should lead to a greater sense of financial responsibility. This includes the ability to make appropriate personal life choices about financial issues, knowledge of consumer rights and responsibilities, and the ability and confidence to access assistance when things go wrong.

Yet, a closer look at the nuptiality tables of the Australian Bureau of Statistics tells us that a girl in Australia currently could expect to live 42 years in a non-married state. This reflects an increase in the number of women never marrying, an increase in the median age at their first marriage and longer life expectancy. Discounting time as a girl in the care of family, this still doubles the number of years a woman could be solely responsible for her financial security. The nuptiality tables also reveal that approximately 33 per cent of all marriages will end in divorce and that for a woman an average time spent divorced is approximately 24 years.

Given that the average woman could spend 15 per cent of her working life outside of the workforce, there is also a gender gap in superannuation savings. The benefits of the Australian super guarantee, where the employer contributes to superannuation while one is earning (generally at about 9%), are diminished by this absence from the work force; those who are temporarily not earning are going slow in superannuation growth. It appears that women tend to retire on approximately one to two thirds of a male’s superannuation payout (Australian Human Rights Commission cited in Verender, 2012). This reflects greater workforce participation by men and higher male earnings in a similar field. It also reflects the compound effect of having time out of the workforce and limits on access to the superannuation guarantee. According to research by The Australia Institute of Management, a woman who works full-time and earns the average wage for her gender will miss out on $207,181 of superannuation when compared to a man working full time on the average age for his gender (AIM, p. 7). Given that most women will be solely responsible for their finances at some point in their life, this is area of concern.

While it is difficult to say how much superannuation is enough for retirement but to last 25 years, it has been suggested by the Association of Superannuation Funds of Australia that one will need to retire on approximately $610,000 per year. This generates an income of approximately $40,000 per year. One to two thirds of that amount will have a significant effect on one’s standard of living and secure financial future. Financial literacy has been highlighted as a significant factor relating to the gender gap in retirement savings. Women need to understand the effect of their choices – time out of the workforce for any reason, the effect of part-time and casual work options and also the fact that women also tend to aim lower when they ask for salary increases.

In 2008 the Australian Government Financial Literacy Foundation conducted research through the Office for Women comparing the attitudes and behaviours of women and men when it comes to using and managing money. In their final report it was noted that investing and planning for the future and retirement are key learnings that women and young girls need (2008). A significant percentage of girls and women do not feel prepared to make wise financial decisions in this area.

This is another important reason to teach financial literacy.

However, it was not until I attended the American National Coalition of Girls Schools in Boston in 2013 and a session on financial literacy of girls and young women, that I fully understood the importance of financial literacy for young girls in particular.

I attended a session led by The Archer School in Los Angeles with the opening line: ‘If you want to do big things, you need big money.’ Their argument is that although it is admirable and desirable to be the doctor or nurse on the ground assisting in an African village, let us not forget how significant it would be to have the wealth to build a hospital or clinic for a community in need.

Schools like St Margaret’s with compassion and the Christian faith at its heart, have been successful in developing a sense of responsibility for those less fortunate and in need. The number of past students who are involved in the not for profit industry is testament to this. However, one should not underestimate the significance of money in assisting others, as well as service, and encouraging girls to have ambitious money goals so that they are in a position to be philanthropists.

We have been effective at teaching girls to donate funds but not necessarily taught them about how to earn the money to be able to make a difference in people’s lives and to become philanthropists. Specifically, this relates to understanding wise investment opportunities, superannuation, credit and saving.

Some good news According to Visa’s International Barometer of Women’s Financial Literacy, Australian women are one of the best informed in this area in the world. Australia came in second after Brazil. Mexico, United States and New Zealand followed Australia to make the top five countries. Visa surveyed a total of 25,000 people in 27 countries to assess the strength and weaknesses of financial education around the world (Bahudur, 2013).

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Participants were assessed on budgeting, emergency savings, frequency in talking to children about finances, perception of young people’s financial literacy and desired age to begin formal personal finance lessons. According to Visa’s research just over half (51 per cent) of Australian women talked to their children

about money on a weekly basis, compared to 31 per cent of Australian fathers. Unfortunately, Australia ranked poorly in terms of perception of young people’s money skills, coming last among the countries.

This all confirms that women are less likely to have ambitious money goals which will enable them to secure for themselves a very high standard of living, or to be the philanthropists of the future impacting significantly on the lives of those less fortunate.

Visa found that in Australia, women’s financial literacy was significantly higher than men. However, this was based on the fact that Australia was the only country where women saved more money for emergencies than men — but only by a fraction.

Visa said emergency savings to cover expenses of at least three month were a key indicator of an individual’s financial stability.

Certainly the findings from the report from the Australian Financial Literacy Foundation confirm women and men have similar day-to-day money management behaviour (2008).

Conclusion So, what happens next for St Margaret’s? The purpose of this paper was to raise awareness of the issues and hope that others may be similarly motivated. In 2014, I will be looking at opportunities to develop curriculum opportunities which encourage girls to learn about investment and the concept of risk and return on investment. Other financial literacy skills, of course, will be developed in this process. In addition, I hope to explore the opportunity to develop a philanthropy society. Our sister school in New York State, the Emma Willard School, has one such club. They generate all fundraising towards the one charity for that year only and are able to understand the outcome of a ‘big money approach’ to support those in need. My concern is that many will be oblivious to the effect of a lack of financial literacy on the girls we teach and that in educating the whole child, some attention needs to be paid to this area.

The following findings emerged from this Foundations report: • around a half report that they don’t regularly budget for dayto-day expenses; • around a fifth report that they are not easily able to keep track of everyday spending, could not get by for some time in case of a financial emergency, or do not think about ways to reduce their • around a fifth don’t save; • around a fifth would get into debt buying something they can’t afford; • around a quarter don’t pay the total balance owing on their credit card when it is due; and • less than a third would consider both risk and return when making an investment decision.

In this report it was noted that women’s confidence in their ability to manage money is generally high; however, confidence is higher for day-to-day money management issues than it is for more complex and less frequently encountered issues. These issues included investing, ensuring enough money for retirement and understanding financial language. Although women claim to be highly confident in their ability to recognise scams, given they are relatively less confident when it comes to investing and understanding financial language, their confidence in their ability to recognise scams may not be well founded (2008). This may, in turn, indicate a higher degree of vulnerability to scams.

Australian Bureau of Statistics 2013, viewed 23 September 2013, <http:// www.abs.gov.au>.

ANZ Bank 2003, ANZ Survey of Adult Financial Literacy in Australia: Final Report, viewed 23 September 2013, <http://www.anz.com/australia/ aboutanz/anzinthecommunity/financial_literacy/default.as>.

Australian Institute of Management 2013, ‘Retirement not as Super for Women’, Management Today, September, pp. 7.

Australian Securities & Investments Commission 2013, Review of the National Financial Literacy Strategy: Background Report, viewed 23 September 2013, <http://www.financialliteracy.gov.au/media/424934/review_of_the_ national_financial_literacy_strategy_background_report.pdf>.

Australian Securities and Investments Commission 2011, National Financial Literacy Strategy, viewed 23 September 2013, <http://www. financialliteracy.gov.au>.

Australian Securities and Investment Commission 2003, Financial literacy in Schools (Consultation Paper 45), viewed 23 September 2013, <http:// www.asic.gov.au/asic/pdflib.nsf/LookupByFileName/FinLit_schools_ DP.pdf/$file/FinLit_schools_DP.pdf>.

Australian Government Financial Literacy Foundation and the Office of Women 2008, Financial literacy Women understanding money, viewed 23 September 2013, <http://www.financialliteracy.gov.au/media/209296/ women-understanding-money.pdf>.

Bahudur, N 2013, Financial Literacy for Women: Visa International Barometer of Women’s Financial Literacy Show How Women Handle Their Money, viewed 23 September 2013, <http://www.superreview.com.au/news/financialadvice/visa-australian-women-finance-literacy-world-best>.

The Commonwealth Bank Foundation 2010, Improving financial literacy: benefits for all Australians, viewed 22 September 2013, < https://www.commbank.com.au/about-us/download-printedforms/2010commbankfoundation-improving-financial-literacy.pdf>.

Lynn, J 2008, The Case for Financial Literacy, viewed 23 September 2013, <http://ezinearticles.com/?Women-and-Money---The-Case-ForFinancial-Literacy&id=1238432>.

Verrender, I 2012, Women in a Super Crisis, viewed 3 October 2013, <http://www.eurekareport.com.au/article/2012/11/9/superannuation/ women-super-crisis>.

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The report also showed that women are more likely to invest in the home they live in but less likely to invest in investment properties; that they are much less likely than men to have investments such as shares, bonds, managed funds, debentures and unit trusts; and while women are more likely than men to agree that the risks and returns of an investment are unpredictable, they are also much less likely to consider risk and return when making an investment decision (2008). In addition to this, women are much less likely than men to have a significant superannuation fund and much less likely to report that they have the ability to plan for their long-term future and ensure enough money for retirement; women are less likely to have personally thought about long-term financial plans for the future and for retirement.

References

Creating the conditions for optimal learning Samantha Bolton Dean of Academics

Learning is the core business of schools. For this business to flourish, the main objective must be for students to engage in deep learning so they are able to make meaningful intellectual progress and simultaneously build the skills and attributes necessary for success in its broadest terms. There are a very small group of students who will learn regardless of the conditions they are in. Some of these students may even excel, but there are many who will not make significant progress even if they are achieving seemingly pleasing marks, unless careful consideration is given to the conditions in which they are operating.

There will also be students who are lost. They may be lost in terms of their achievement, their desire to learn or in terms of their emotional well-being. The aim of excellent education is to reduce the number of students who are lost and provide the context for optimal learning. Schools and the teachers within them can create the conditions necessary for students to make progress and develop intellectually and emotionally.

It is my belief that the most important condition for effective and enjoyable learning is student engagement. Engagement with the teacher, with the environment and with the process is critical for learning success. This assertion is based on the premise that learning is an affective journey which requires a thoughtful and varied approach by all involved. It is a given that successful learning is complex requiring a differentiated approach to cater for individual needs. Notwithstanding this need for adaptability and flexibility, there are fundamental conditions which, when managed effectively, maximise the opportunities for excellent learning to occur in schools. Each of the characteristics dealt with here can be linked to the concepts of engagement and motivation. Similarly, they do not sit separately but rather form part of a complex web of factors which when combined can have a powerful influence on a student’s capacity to learn well.

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The first and fundamental element of an environment which promotes learning for all relates to connection. Connection, that is the quality of the relationship between a teacher and a student, is the key factor in an optimal learning environment.

This relationship, when based on the teacher’s genuine belief in the worth of the student as a human being and a commitment to fostering her learning, is fundamental to motivation and the building of academic capacity. It is more important than the teacher’s mastery of content, more important than varied teaching strategies and more important than the latest technological advance. That is not to say that these other

elements are not important, just that without a connection between student and teacher there is nothing upon which to base them. Of course some students are easy to connect with because they demand personal attention and ensure that they are noticed at every opportunity. It is students who are more difficult to connect with who reinforce the importance of the teacher-student relationship. It is important at this point to be clear that for such a relationship to be positive and enabling it must not be confused with friendship or with a classroom devoid of consequences, which may actually inhibit authentic connections. Students need to feel able to trust their teachers to be teachers. In his work, The Quality School Teacher, psychologist William Glasser refers to the importance of a trusting relationship when endeavouring to foster excellent learning.

He writes, “Quality schoolwork (and the quality life that results from it) can only be achieved in a warm, supportive classroom environment.

It cannot exist if there is an adversarial relationship between those who teach and those who are asked to learn… Above all there must be trust: they all have to believe that the others have their welfare in mind. Without this trust, neither students nor teachers will make the effort needed to do quality work.” (in Sullo 2007, pp.17) This idea is also developed by Bryk and Schneider (2003) who undertook a study based in Chicago, involving about 400 schools. This study resulted in the conclusion that relational trust can be nurtured and maintained for the betterment of students.

Rowe and Rowe (2002) found that “class or teacher effect on success surpasses the impact made by student background, school factors and administration factors” (in Nadge 2005, pp.29). Marzano and Marzano (2003) concur, stating that “the quality of teacher-student relationship is the key to all other aspects of classroom management” which in turn is the key to student achievement (in Sullo 2007, pp.18). Sax (2005) takes these ideas further, suggesting that such a connection is even more important for girls than for boys. He illustrates this by suggesting that it is important for teachers “to smile and look (girls) in the eye” (p. 86) when they are working with them, as their ability to learn well is strongly related to the relationship they have with their teachers. He refers to the work of psychologist, Eva Pomerantz who asserts that girls are at greater risk of being harmed by a negative assessment from a teacher (Sax 2005, pp.81). Finally, there is clear evidence in Hattie’s work (2009) that teacher-student relationship is critical to students’ learning success. One aspect of this relationship is the climate that it creates in the classroom.

A safe but challenging environment which motivates students is a prerequisite for learning excellence. Complex learning is best facilitated in a challenging yet non-threatening environment (Caine & Caine 1994; Dweck 2013, Martin 2010, Hattie 2009).

The removal of fear from the learning environment is imperative for students to achieve their potential. Challenges cannot be embraced unless students feel safe enough to risk being visible and to fail. The stereotypical teacher who inspires fear in students is more than just intimidating; she/he is actually inhibiting students’ learning. Sylwester (1998) says “…fear may result in the physical deterioration of memory systems”. Caine and Caine (1994) reinforce this idea, asserting that the brain learns optimally when not subjected to negative emotional excitation and that

challenging learning experiences in an environment where appropriate risk taking is encouraged enhance learning. In his book, Teaching with the Brain in Mind, Jensen (1998) discusses the importance of providing challenge for all students, not just those who have been identified as “gifted”. He cites the work of William Greenough, who has twenty years’ experience in studying the effects of enrichment on the human brain, identifying that the two conditions necessary for “growing a better brain” (Jensen 1998, pp.32) are challenging learning experiences and consistent interactive feedback. The recent work of Carol Dweck (2013) relating to fear of failure and its impact on a student’s willingness to embrace challenge reinforces the importance of fostering a climate of safety within a classroom.

As well as feeling able to engage in the learning challenges available to them, students need to have the desire to do so.

That is, they must be motivated to engage in the learning process. Generations of teachers have grappled with the issue of motivating students. Many of these teachers have experienced considerable success in their classrooms using the sheer force of their personalities or techniques ranging from an appealing looking lolly jar to the equally unappealing prospect of detention.

Glasser (1990) addresses the issue of motivation with his theory of internal control psychology. In essence he asserts that effective learning environments must endeavour to motivate students by providing for their essential human needs – connection, competence, freedom and fun. He believes that these intrinsic forces are far more powerful and successful in inspiring a commitment to learning, than attempting to win students over with extrinsic rewards and punishments. Jensen supports this view, stating that researchers have developed “better tools to

understand the inner workings of the motivated brain” (1998, pp.70) which have allowed them to identify elements of the brain’s internal reward system. The findings of these wellregarded educators can be linked to the idea that students are motivated when they believe that they are able to learn and feel a sense of control over their learning.

Professor Andrew Martin (2010) has focused on the importance of providing students with a feeling of power in terms of their learning. He suggests that girls in particular can feel powerless when confronted with academic challenges and refers to the importance of reminding girls of the three areas where they do have control over their learning: attitude, effort and strategy (2012). By drawing students’ attention to these areas where they can have an impact we are essentially promoting their academic fitness, the term Martin uses to refer to the readiness and preparedness of a student for learning. Equating academic learning with fitness, which conjures up notions of training and practice, is a powerful way to emphasise the control girls can have over their learning. This in turn can motivate them to refine their approach to learning and build more productive behaviours.

Students will be more engaged with the learning process if they understand its complexity. An understanding of the nature of learning can be used to promote a positive learning mindset and develop academic resilience. The importance of developing the resilience of young people informs many currently operating student care programmes and much of the literature related to adolescent well-being (Martin 2010). Thus, the idea of resilience as a determinant of well-being has wide acceptance. Nadge (2005) explores the relationship between student well-being

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and learning through her work related to academic care. This work is grounded in studies based in several schools in the NSW Independent sector and its focus has been on “learning and psycho-social development as the domain of all teachers in all classrooms”. The most crucial message of Nadge’s article is the symbiotic relationship between learning and well-being in a school context. Thus the promotion of resilience, like the management of stress, should not be relegated to the fortnightly pastoral care lesson. Academic resilience relates specifically to the learning context and can be seen as best promoted by subject teachers in classrooms. In fact for an optimal learning environment to exist, teachers must make the promotion of resilience part of their responsibilities and where possible make it specific to their discipline. In real terms this means that failure becomes an opportunity for learning and is seen as part of the learning process. This is particularly important in the education of girls as they tend to “generalize the meaning of their failures because they interpret them as indicating that they have disappointed adults and thus they are of little worth. Boys, in contrast, appear to see their failures as relevant only to the specific subject area in which they have failed” (Pomerantz in Sax 2005, pp.81).

An understanding of the learning process facilitates student engagement because it allows the development of a growth mindset. Professor Carol Dweck of Stanford University has been involved with a significant amount of research about the different levels of success experienced by students who view intelligence as a quality “that can be developed and expanded” (Trei 2007) as compared to those who see it as a fixed trait. She says that “people who believe in an expandable or growth theory of intelligence want to challenge themselves to increase their abilities, even if they fail at first” (Trei 2007). Dweck’s research which has involved studies in primary, secondary and tertiary institutions has revealed that the way a student thinks about her capacity to learn makes a difference to her academic outcomes (Dweck 2013). The students in her studies who demonstrated high levels of resilience and consequently were highly motivated were those who “believed they could have an impact on their mind” (Blackwell, Trzesniewski & Dweck, 2007). This is an empowering notion for educators as it provides much scope for developing the learning potential of students who have hitherto been lost.

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Neuroscience has provided evidence of the plasticity of the human brain (Doidge 2007; Goswami 2008). That is, its capacity to change in response to circumstances. Simply put science indicates that if an action or a thought process is practiced repeatedly the part of the brain being used grows new connections and becomes stronger. Giving this information to students is important as it reinforces their own role in their learning success, acting as a motivating force. Thus, science provides evidence to support the “truth” of a growth mindset. By using the research on mindset and the available neuroscientific understandings in a way which is relevant to students and learning, schools can assist them to build their academic fitness.

Reinforcing what Dweck calls the “transformative power of effort” cements girls’ beliefs in their ability to learn and make meaningful academic progress.

Understanding how the brain learns and how learning can be maximised is the first step in a continuous and difficult journey. The theory needs to be put into practice by educational institutions and by individual teachers. By focusing on addressing the fundamental characteristics of an optimal learning environment schools are able to provide rich and meaningful learning opportunities for all students.

References

Blackwell, L, Trzesniewski, KH & Dweck, CS 2007, ‘Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention’, Child Development, vol. 78, no. 1, pp. 246-263.

Bryk, A and Schneider, B 2003. ‘Trust in schools: A core resource for school reform’, Educational Leadership, vol. 60, no. 6, pp. 40-44.

Caine, RN & Caine, G 1994, Making Connections: Teaching and the Human Brain, Innovative Learning Publications, Menlo Park, CA. Doidge, N 2007, The Brain That Changes Itself, Scribe, Melbourne.

Dweck, C 2013, Mindsets: Helping Students Fulfil Their Potential, paper presented at the 2013 Walter N. Ridley Lecture, Virginia, 19 March.

Glasser, W 1990, The Quality School: Managing Students without Coercion, Perennial Library, New York.

Goswami, U 2008, ‘Principles of Learning, Implications for Teaching: A Cognitive Neuroscience Perspective’, Journal of Philosophy of Education, vol. 42, no. 3-4, pp. 381-399.

Hattie, J 2009, Visible Learning, Routledge, London.

Jensen, E 1998. Teaching with the Brain in Mind. Association for Supervision and Curriculum Development, Virginia.

Martin, A 2010, Building Classroom Success, Continuum International Publishing Group, London.

Nadge, A 2005, ‘Academic Care: Building Resilience, Building Futures’, The Journal of the National Association of Pastoral Care in Education, vol. 230, no. 1, pp. 28-33.

Sax, L 2005, Why Gender Matters, Broadway Books, New York.

Sylwester, R 1998, ‘Student Brains, School Issues: A Collection of Articles’, in Victorian Curriculum and Assessment Authority 2004, Social, emotional and cognitive development and its relationship to learning in school Prep to Year 10, Inyahead Press, Melbourne.

Sullo, B 2007, Activating the Desire to Learn, Association for Supervision and Curriculum Development, Alexandria.

Trei, L 2007, New Study Yields Instructive Results on how Mindset affects learning, viewed 3 July 2008. <http://news-service.stanford.edu/ news/2007/february7/dweck-020707.html>.

Reading the Rocks: A pilgrimage to the Holy Lands Wayne Singleton Secondary Teacher

We worship and journey with a surprising God. I had other plans for my summer break this year. It was just another recess in my staffroom. One hand held the cold coffee that I had made before school but had not yet had the time to drink, my other hand was scrolling through the mountain of e-mails that now are part of our work life. Opening only those that I could not put off until after school, I was about to skip over the email from the Anglican Board of Mission (ABM) but I thought no; that will be a quick read.

Among the items on the e-mail was a simple line that read, “Pilgrimage to the Holy Lands”.

You know how you can be walking along deep in thought, then for no apparent reason trip over your own feet? It was one of those moments. I sat for a moment before I heard myself saying, “I think I am going to Jerusalem”. My colleagues in our small staffroom responded with things like, “That’s a good idea!” and, “Why don’t you?” and, “Buy me a Camel!” (Oh yes, I neglected to mention earlier that it is an Arts staffroom that I inhabit!)

It just felt right. That “one day” of going to Jerusalem that I had promised myself all my life had arrived.

Now, for me the word Pilgrim has always conjured up images of a man in a hairshirt walking with a stick and sandals along a dusty road. Consequently, I used the word visit to describe my trip before I went. However, now I know the power of the word, I use the word Pilgrim. I have learnt that whilst a tourist visits to learn and be entertained, a Pilgrim walks with different eyes. It is a walk in contemplation with our God, and with the right guide making straight the path before you, it is faith affirming, faith challenging, at times totally bewildering and at times totally awesome.

You may notice I mentioned a guide. I cannot begin to say how important it is to have one. Going to St George’s College, Jerusalem with ABM’s John Deanne and a small group of other Australian Anglicans for the Jesus of Palestine Pilgrimage, enabled me to journey with spiritual and cultural guides who knew ‘how to read the rocks’. It is not a place for a novice to easily travel alone.

There is a saying that you do not just travel to the Holy Lands, you return. It could not be truer. Anglicans of my generation have been in wonder of the place since we were in Sunday School. It is the cradle of the three great monotheistic faiths.

Spiritually for me, it is the centre of the world.

We walked from St George’s College down through a gate of the Herod’s Old City, past the crowded Bazaar, past the Via Dolorosa, out to the square facing the Western Wall with its rows of people at prayer, past the families parading with their children on their Bar Mitzvah, out through another gate down to the excavations of David’s Old City. Then to have a passionate, articulate Jewish Historian explain the Tel and its ‘finds’ and to walk us far underground through tunnels to the ancient city’s water source – that was not an ordinary day!

Taking some contemplation time gazing out over the Sea of Galilee, up to my ankles in water, I was reminded of a definition of contemplation that called it a “long, loving look at the real”.

For the first time I really heard the word “long” in the definition.

I knew that I was not there to run where Jesus had walked! A long, loving look requires a saunter, not a sprint. It is the pace to experience the soil and the people of the Holy Land, the land that some have called the “fifth Gospel”. I am reminded of a moment of meditation in Capernaum, the ministry base of Jesus.

In a moment of just being, I suddenly became consciously aware of the bird song around me and realised that these were the same songs that Jesus would have heard. How wonderful.

Of course you cannot have 3,000 to 6,000 years of history and three major world religions in a country without acknowledging the history of conflict and the present day problems that face its people. I actually came away with more hope than I took with me. I saw many signs of community groups wanting to work together in good faith. As an outsider there is no place for judgement or side taking; I could only listen and pray that all community groups can find ways to “enlarge their tent”.

The first evening that we arrived, the Dean of St George’s College asked the question, “Why have you come?” We were asked to sleep on it. The question surprised me and I realised that I had just responded to what I felt was a call or opportunity from God and that I had not any real expectations. I began to fret that my answer might sound lightweight in the morning. After all, the majority of the Pilgrims doing the course were Seminarians from the United States and I did not want to let the other Australians down. That evening as we sat in the cathedral waiting for the Eucharist to begin, I read the introduction in their Prayer Book. In it, the Archbishop had written an extraordinary statement, which in part read, “God’s not finished with you yet”. I had my answer.

So I say to you, if like me Jerusalem is on your “one day” bucket list, I encourage you brother/sister to just do it … let go, let God.

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St George’s College offers a variety of courses throughout the year. The Palestine of Jesus course that I did enabled me to explore the life and ministry of Jesus of Nazareth, by exploring his life in the physical and historical contexts in which he lived. It also enabled me to share this Pilgrimage with other Australian, American and British members of the Anglican Communion

and that in itself was a blessing. To drive what would have been the half-day walk for Mary and Jesus from Nazareth to Cana with a Palestinian Christian explaining why they would have made that journey and how communities celebrated and still celebrate events like marriages, was a real privilege.

When too much is too much Susan Shaw Head of Secondary School

Over the course of a generation there has been a seismic shift in the pattern of relationships between parents and their children. When I was a young adolescent in the 1970s, parents were by definition, ‘the enemy’. They were the ones who stopped you talking to your friends on the phone for hours and worse, listened to your conversations, as the one phone was located in a communal area, usually the kitchen.

Parents were the ones who insisted on table manners, curfews and writing thank-you cards. Your friends called them Mr and Mrs and they were about as unglamorous and uncool as you could get. Potential boyfriends were terrified of them, particularly my father who loathed young men with long hair who wore board shorts and drove panel vans.

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In Australia, authors Kathy Lette and Gabrielle Carey went on to capture the decade, with its fixation on surfing culture and the quest for eternal summer, in their book, Puberty Blues. On the whole, my friends and I would have died before going to our parents to ask advice. We did not need to; we had Dolly, Cleo and Cosmopolitan to answer all our questions about life (or so we thought). My generation came on the heels of the baby-boomers, that notoriously anti-establishment, antiauthoritarian generation who tore up their draft cards, marched in demonstrations in support of a whole range of issues and burned Paris in the summer of 1968. Like them, we believed that youth had the answers to the problems of the world and that anyone over the age of 30 was not only old but also sexist, racist and always fascist.

When I started teaching in the 1980s, the status quo had not changed too much. Students would beg you not to tell their parents if they were “in trouble” because they knew what was awaiting them at home; a phone call from a parent was a very, very rare occurrence and usually revolved around a lost tennis racket or a bad case of chicken pox. We would see parents at Parent-Teacher interviews and sporting events but most communication was via notes delivered by students, normally accompanied by a smear of Vegemite. How times have changed.

Now instead of the teacher contacting home, the parents rings the teacher demanding to know why their child is in trouble.

I recall first hearing the term ‘helicopter parent’ about 15 years ago when I was having lunch with a group of primary school teachers at a former school. They described a particular parent who was always at the School – last to leave after drop-off, first to be waiting in the afternoon prior to collection, always on the phone to the Head of Primary demanding particular teachers for her child and at the door of the classroom to see the teacher about every aspect of her child’s education.

Fast forward to now and the publication of an article from The Atlantic by clinical psychologist Lori Gottlieb entitled, How to Land Your Kid in Therapy. In the article she recounts how in her early days of practice she most frequently had to work with patients who had been poorly parented through too little attention and too little affection. Then one day “Lizzie” walked into her office. According to Gottlieb, “… she was a bright, attractive 20 something woman with strong friendships, a close family and a deep sense of emptiness. She had come in because she was simply not happy. What was most upsetting was that she didn’t have anything to be unhappy about.

She reported she had “awesome” parents, two fabulous siblings, supportive friends, an excellent education, a cool job, good health and a nice apartment. No family history of depression or anxiety.

So why was she having trouble sleeping at night? Why was she indecisive, afraid of making a mistake, unable to trust her instincts and stick to her choices? Why did she feel less amazing than her parents had always told her she was?” (Gottlieb 2011) Professor Jean Twenge, Professor of Psychology at San Diego University and co-author of, The Narcissism Epidemic (Campbell & Twenge 2009) believes that psychologists are seeing the first crop of adults who have emerged from the self-esteem movement: over-parented, over-protected kids who have reached adulthood under the influence of positive psychology. Twenge says that in her view, “what begins as healthy self-esteem can quickly morph into an inflated view of oneself, a self-absorption and sense of entitlement that looks a lot like narcissism” (Ibid). Furthermore, narcissists are happy when they are younger because they are the centre of the universe. Their parents act like servants, shuttling them from A to B and meeting their every need and more importantly, their every desire, while at the same time telling them how special they are. As these pampered young people grow into adulthood they discover something quite disturbing, indeed they are not the centre of the universe and they are not particularly special. The result according to Jean Twenge can be both “shocking and disturbing” (Ibid).

Social researcher and commentator Hugh Mackay in his newest book, The Good Life – What Makes Life Worth Living maintains that we are: “… living in a golden age – extraordinary advances in medical technology; an explosion of information and technology that stimulates, informs and entertains like never before, swift, cheap international travel, efficient, reliable cars, plentiful year-round supply of food that defies the seasons, European fashion that flows like water from Chinese factories into warehouses around the world and much, much more.” (Mackay 2013) Yet this utopian world encourages us to strive even further to realise our real or imagined dreams: “… we must have perfectly white, straight teeth, we must track down the perfect latte, the perfect investment, the perfect movie (uplifting, funny and memorable) and now even a storm can qualify as the perfect storm. Weekends must be “great” and holidays must be “awesome”, fabulous has replaced “good” and “great” now means “okay”. We are busy establishing places of excellence everywhere from schools to car showrooms and we’re hooked on the idea of happiness as a natural entitlement.” (Ibid)

Mackay concludes that the real victims of the utopian complex are our children.

“We can learn to swallow disappointment; we can cope with the realisation that we’ve made fools of ourselves by our pursuit of the unreachable….but the children of parents in the grip of the utopian complex might not get off so lightly, for they have been conditioned to expect the best to be provided for them –admiration and rewards for everything they do and constant support and guidance from parents anxious to remove every obstacle from their path.” (Ibid)

References

Campbell, WK & Twenge, J 2009, The Narcissism Epidemic: Living in the Age of Entitlement, Simon & Schuster, New York.

Gottlieb, L 2011, ‘How to Land you Kid in Therapy’, The Atlantic, July/ August, pp. 64-79.

Mackay, H 2013, The Good Life: What Makes a Life Worth Living, Pan MacMillan, Sydney.

Twenge, J 2006, Generation Me, Free Press, New York.

Lori Gottlieb (2011) says we treat our kids like adults and we infantilize them when they are adults. She concludes with a statement from a young patient she recently began treating who said, “my parents would feel like failures if they knew I was here.

At the same time they’d be glad I’m here because they just want me to be happy.”

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The influence of technology on traditional methods of surveillance in the Music classroom Angela Bowen Head of Year 10, Coordinator of Music Curriculum

One of the most significant issues facing educators in recent years is the explosion of technology integration as it continues to challenge the core values and physical structure of modern schooling systems. The use of computers and the constant presence of the internet are threatening to dissipate teaching and learning from the centralised, traditional enclosure of the school, to virtual spaces and limitless time domains (Krejsler 2004). In particular, Music Education is an area where technology has radically changed both the content and structure of the curriculum and the way in which the student completes class tasks and projects. As a result, traditional mechanisms of surveillance tend to be less effective in the application of discipline and the exercise of power.

When discussing schooling systems of the 19th and 20th centuries, the issue of surveillance is a central theme, and one which has been explored at length by French philosopher, Michel Foucault. His middle period of work in the 1970s focused on relationships of power and historical ways in which man governed populations to exercise this power (O’Farrell 2013).

Much of his research centred on the idealistic structure of the Panopticon, devised by Jeremy Bentham, as an “all seeing” prison (Gallagher 2010). The panopticon’s ability to individualise its subjects makes it, by virtue, an instrument capable of exercising power (Foucault 2006). Foucault discussed the concept of panopticism as a surveillance technique in many areas of life where discipline is used, such as schools (Brunon-Ernst 2012).

The very act of observing represents an attempt to exercise power over the observed subjects (Gallagher 2011). In traditional classrooms, surveillance occurrs in both visual and aural ways, leading to effective power relationships that infiltrate into the everyday life of schools, teachers and students (Deacon 2002).

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The panoptic model as explored by Foucault exploits the permanent visibility afforded to an individual under its gaze (Yar 2002). Moreover, the visibility of that visibility is as important, as the observed individuals need to become so effective at managing their own behaviour that the need for constant surveillance is minimised (Foucault 1995; Gallager 2008; Yar 2002). Schools have, historically, done this very well. The teacher would stand in front of their students and deliver their government-mandated curriculum while constantly surveying the room. If the teacher needed to turn their back to write on a board, aural surveillance would commence (Gallagher 2011).

However, the silent nature of technology and the constant interference of computer screens and the internet means this surveillance is significantly compromised, particularly in the Secondary School Music classroom where Music publishing

software and recording technology is utilised frequently.

Through messaging programs such as Skype or any number of social media platforms, students can communicate with each other, silently, while appearing to be working diligently on their computer. Furthermore, as technology takes over as a learning tool and infiltrates the lives of teachers and students, boundaries between home, school, work and leisure become increasingly blurred (Krejsler 2004). These factors combine to make traditional methods of surveillance, in many ways, ineffective in the management of discipline in educational institutions.

In a typical, contemporary Music classroom, students would be involved in a variety of theoretical, practical and creative activities. Students in a laptop school complete their analysis and theoretical work on their own personal computer, obstructing the panoptic gaze of the teacher with computer screens.

Composition work is completed using desktop computer stations with piano keyboards (see Figure 1). Practical work is rehearsed at various locations around the classroom, often with the assistance of backing tracks played on the student’s personal iPods or phones, while the teacher works with individuals and small groups. These class structures represent a significant change from the typical Music classroom of ten years ago where most of the course content involved students working at desks with pen and paper, or rehearsing in larger groups without the assistance of backing tracks. This substantial shift within Music education significantly changes the pedagogical practices of teachers, yet ultimately leads to increasing student autonomy, choice and self-reflection (Fejes & Nicoll 2008). Nevertheless, mechanisms of surveillance must shift to support the classroom teacher as they learn to manage these new educational tools.

To be effective in a classroom setting, panoptic surveillance must be linked to behaviour modification through disciplinary action whilst also teaching the students how to regulate their own behaviour (Yar 2002). In modern society, panoptic surveillance is present in many areas of our lives thanks to technology such as video surveillance systems (CCTV), e-mail, webcams and other internet-based tracking and monitoring systems (Brunon-Ernst 2012). Software monitoring programs such as DyKnow allow teachers to control and observe every linked student’s computer directly from the teacher’s computer (Zuger 2008). However, for this surveillance to be effective, the teacher is unable to walk around the classroom and actively engage with the students while they are working. Ideally, this continuous movement by the teacher is required in order to monitor student activities and focus wayward students’ attention to the task at hand (Krejsler 2004). Moreover, teachers need to be aware that students can develop cunning strategies to prevent detection and even shape their own conscience into believing that any transgressions or distractions are legitimate (Gallagher 2010). The constant allure of the internet leads some students to take risks, regardless of the threat of punishment, as they believe the benefit of the distraction outweighs any perceived consequences for their behaviour (Hope 2009).

Furthermore, the ever-increasing influence of smart phones in the lives of students is a constant source of frustration for teachers and parents alike, yet they can be very useful tools in the Music classroom as recording devices and as a tool for selfreflection. Foucault (1977, pp.173) believed that, “the perfect disciplinary apparatus would make it possible for a single gaze to see everything constantly.” In today’s Secondary Music Classroom, this ideal seems to be difficult to attain.

Ultimately, teachers need to embrace the opportunities that the integration of technology provides for teaching and learning.

Boundaries of time and space are no longer a limiting factor in education and the internet and online learning grants schools, teachers and students more autonomy than ever before (Selwyn 2000). Music students of today are able to watch performances by the world’s greatest symphony orchestras, create professionalsounding film scores, record their own performances and upload them for friends and family around the world to instantly view and learn a multiude of instruments and repertoire all from the comfort of their own home. Assessment tasks and learning experiences are limited only by the imagination and the new Queensland Studies Authority (QSA) Music Senior Syllabus allows more freedom of content and delivery than ever before (QSA 2013). In light of this, the role of the teacher can no longer just be as an initiator of instruction. The teacher must take on many roles, including mentor, guide, consultant, moderator and inspirator (Krejsler 2004). In recent years, the focus of the Queensland Senior Music Syllabus has been on the authenticity of learning experiences and assessment tasks, rather than the number of assessment tasks to be completed.

Students are also encouraged to incorporate technology into the presentation of their assessment in unlimited ways. This allows opportunities for project-based learning and encourages the students to focus on and develop their own particular talents and strengths. It also allows the teacher time to present new repertoire or new genres to the students in greater depth and in a context, whilst also allowing more time for self-reflection.

This emphasis, in turn, supports the concept of learning as a life-long project as students become the guides to discovering their own learning pathways, with the support of teachers (Krejsler 2004). To this end, one of the greatest challenges faced by teachers today is the need to relate curriculum content to areas that genuinely excite and interest students (Krejsler 2004).

Technology is a powerful facilitator of this shift in pedagogical focus, and teachers and students have more freedom than ever before.

Continues over

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In order to harness the increased freedom and autonomy created by the integration of technology, teachers must govern a classroom that encourages students to want to learn and want to commit to class tasks. Self-governance will increasingly become an important skill for all individuals to develop in order to achieve success (Krejsler 2004). Deacon (2002) goes further, stating that the processes used to discipline and govern are intrinsincally related to identity constitution and self-discipline.

Schools with a strong focus on social values and community may find it easier to maintain discipline and develop self-governance in their students. However, in schools where social values are challenged, individuals may still be punished for disobedience, but they may not care enough to modify their behaviour (Hope 2009). Nevertheless, the influence of panopticism can still be harnessed by educators as a feature of a system of punishment and reward (Ball 1990). As a conscience-building device, it is typical of the influence of disciplinary power in modern society (Gallagher 2010).

Effective surveillance in today’s classroom relies on mutual trust and student ownership and acceptance of the relevance and importance of the task. Yet, there must be appropriate discipline in place for breaches of this trust and for reluctance to commit to the task at hand. Foucault (1977) discusses the significance of corrective punishment and its important function in reducing gaps of knowledge. Ideally, teachers should find ways to discipline their students that become lessons in themselves. When discussing issues of surveillance, it appears Foucault’s primary interest in the panopticon was not in its architecture, but its ability to subjectify individuals and make them accountable (Selwyn 2000). With the increase in e-mail communication and the permanent digital trail the internet provides, it is now possible to gather evidence that can be used against students who choose to disobey teacher instruction. This evidence means that students can easily be made accountable for their actions, yet this surveillance is only partially effective as it can only be deployed reactively after initial suspiscion is raised by the teacher or other students (Gallagher 2010). Power is certainly exercised through this surveillance, however in school settings, students can forget that their activities are constantly being monitored. Therefore, surveillance and the consequential exercise of power relies on constant vigilance and reminders by the teacher of its presence (Gallagher 2010).

The goal of any educational institution is to impart the transferable skills required to function as a citizen in an increasingly globalised world (Krejsler 2004). While the influence and integration of technology is a significant challenge for educators and institutions to manage, through supporting this influence and adjusting to the challenges it presents in terms of surveillance and discipline, schools can help students develop self-motivation and self-governance. The constant presence of this technology significantly impacts on traditional methods of surveillance used in the classroom setting to impart discipline and maintain order. However, there are many tools available now, such as surveillance software that teachers can use in conjunction with other panoptic models of surveillance.

Education is increasingly reflecting a move to a knowledgebased society, characterised by individualised learning strategies taking place in a variety of settings (Krejsler 2004). If schools are to remain relevant and survive through this period of radical change, they must embrace the opportunities that the integration of technology provides to students and staff alike.

Educators must come up with new ways to inspire, motivate and connect with students while supporting them in their quest to discover and develop their own unique skills and talents. It is only through this that education will remain relevant and engaging for students, and the goal of creating lifelong learners who will become truly significant citizens will be realised.

References

Ball, SJ 1990, Foucault and Education: Disciplines and Knowledge, Routledge, London.

Brunon-Ernst, A (ed) 2012, Beyond Foucault: New Perspectives on Bentham’s Panopticon, Ashgate Publishing Limited, Surrey.

Deacon, R 2002, ‘Truth, Power and Pedagogy: Michael Foucault on the rise of the disciplines’, Educational Philosophy & Theory, vol. 34, no. 4, pp. 435-458.

Fejes, A & Nicoll, K (eds.) 2008, Focault and Lifelong Learning: Governing the subject, Routledge, London.

Foucault, M 1995, Discipline and Punish: The Birth of the Prison, Random House, New York.

Foucault, M 2006, ’Chapter Four: 28 November 1973’, in J Ewald & A Fontana (eds), trans. G Burchell, Psychiatric power: Lectures at the College de France, 1973-74, Palgrave Macmillan, Basingstoke.

Gallager, M 2008, ‘Foucault, Power and Participation’, The International Journal of Children’s Rights, vol. 16, no. 3, pp. 395-406.

Gallagher, M 2010, ‘Are Schools Panoptic?’, Surveillance & Society, vol. 7, no. 3/4, pp. 262-272.

Gallagher, M 2011, ‘Sound, Space and Power in a Primary School’, Social & Cultural Geography, vol. 12, no. 1, pp. 47-61.

Hope, A 2009, ‘CCTV, School Surveillance and Social Control’, British Educational Research Journal, vol. 35, no. 6, pp. 891-907.

Krejsler, J 2004, ‘Becoming Individual in Education and Cyberspace’, Teachers and Teaching: Theory and Practice, vol. 10, no. 5, pp. 489-503.

O’Farrell, C 2013, ‘Foucault’s Thought’, in B Kaldis (ed), Encyclodpedia of Philsophy and the Social Sciences, Sage, London.

Queensland Studies Authority 2013, Music Senior Syllabus 2013, viewed 1 September 2013, <http://qsa.qld.edu.au/downloads/senior/snr_ music_2013_syll.pdf>.

Selwyn, N 2000, ‘The National Grid for Learning: Panacea or Panopticon?’, British Journal of Sociology of Education, vol. 21, no. 2, pp. 243-255.

Yar, M 2002, ‘Panoptic Power and the Pathologisation of Vision: Critical Reflections on the Foucauldian Thesis’, Surveillance & Society, vol. 1, no. 3, pp. 254-271.

Zuger, S 2008, ‘Interactive Math Classroom Adds Up to Success’, Tech & Learning, vol. 29, no. 3, pp. 14.

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Integrated learning and assessment for a differentiated class: A school-based project within the QELi Future Leaders program Chris Farrelly Head of Faculty - Science

Introduction As part of the Queensland Educational Leadership Institute (QELi) course “Future Leaders”, a school-based project was undertaken which could serve as a framework for personal development as a school leader with the potential to benefit to the School’s learning community, and which connected with the professional standards of the Australian Institute for Teaching and School Leadership. In particular, I was interested in the professional practices and standards “Leading teaching and learning”, and “Leading innovation and change”. I am especially intrigued with the catchphrase that assessment should be a learning experience. It seems to me that often the only learning some students gain from exams is that they “can’t do tests” or “I’m just dumb!”

Formative assessment is championed by researchers like Marzano (2010) as being highly effective at improving student outcomes, but it is often difficult to identify the effect of the formative assessment process from related, but separate processes of feedback. Feedback, to the teacher on teaching, to the student on learning, and to the teacher on student learning has been shown to be quite effective at improving outcomes.

One of the most powerful approaches has been the technique of providing formative evaluation of programs, typified as feedback to teachers by Hattie (2009) (effect size = 0.9). But the process of providing teacher feedback is highly dependent (in this author’s opinion) on the willingness and readiness of the teacher to accept and act on such feedback. However, through this project another rather intangible achievement was made in the form an affective dimension for the students. The class studied reported significantly reduced anxiety when faced with their summative exam, and even displayed a hitherto absent positive outlook about the opportunity to show what they had learnt.

Description of Project Aim Teaching for learning across a range of abilities, incorporating crafted web-based resources and incremental assessments as a learning tool, and a truly differentiated supervised assessment program whereby assessment is part of the learning process, and serves to provide timely feedback to the teacher, and to the student. Both teacher and student are positioned as learners, albeit under different “curricula”.

Expected Outcomes Students who typically achieve well will be challenged while low achieving students are included and extended in curriculum areas where they have typically disengaged. Improved outlook for low achieving students would have significant beneficial effects across curriculum areas.

Methodology Teaching of the Chemistry unit in the Year 10 Science curriculum would have the usual text, internet, and practical resources supplemented by regular multiple choice quizzes.

These quizzes would be posted online via the school’s intranetbased learning system. The purpose was to provide low stakes evaluation for the student on how well they were understanding concepts, and also to provide timely feedback to the teacher on the learning taking place. Examples of these quizzes are included in the appendix. This approach is informed by the work of several authors.

Hattie (2009) reported the effectiveness of providing formative evaluation of programs as being very high, with an effect size of 0.9. While this is an extremely high effect size, the conclusion was supported by comparatively few studies, and only two metaanalyses. This possibly speaks to the difficulty of fully enacting such a program, whereby feedback is received by the teacher in real time. Teacher intervention into learning can then be made based evidence in an individualised way. The feedback provided by formative evaluation was shown by Hattie to have increased effectiveness with students with a mild learning disability, which further supports the approach demonstrated in this report for the class in question. Interestingly for my report, Hattie notes that when the evaluation of the effectiveness of such teaching approaches is based upon data and evidence based models, the effectiveness was significantly more than when evaluated by teacher judgement. Gaining some hard evidence and data would be a desirable aim for future work in this area.

Marzano (2009) reiterates some of Hattie’s points, especially about whether assessment is formative or summative and relates a quote from Bob Skate that when the cook tastes the soup, it is formative, but when the guest tastes the soup, it is summative (Marzano 2009, pp. 27). The point here is that the only difference between formative and summative might be the timing.

Marzano also argues for student-generated assessments. While the multi-choice quizzes were not student-generated to any large degree, the students contributed suggestions as to which areas of the week’s work should be included in the quiz. In fact,

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The project ran for one term, based around a low achieving Year 10 Science class. Only anecdotal evidence is offered at this point. The project did not run sufficiently long for longitudinal information to be gathered, and a comparison with a similar class following a more typical curriculum delivery is inconclusive due to the highly variable skills of the students involved. Nonetheless, student feedback on the approach was very positive – more so than simple novelty would suggest. Two critical learnings have flowed from this work. Firstly, it is very important all relevant groups within the School are on-board and appraised of the methodology (both teacher and support staff), to avoid the project being derailed by well-intentioned actions. The other critical learning I have gained is to be open to unexpected results, in areas not consciously targeted. I refer here to the positive affirmation received from the student body that

the approach of frequent, low-stakes quizzing was useful, even enjoyable, and somewhat effective in improving outcomes.

the discussion about the previous week’s learning also formed an invaluable guide to the teacher on the depth and breadth of learning which had taken place, perhaps in contrast to the designed depth and breadth of teaching.

Outcomes The outcomes may appear equivocal when summarized in a brutally blunt fashion: from a class of 14 students, four (28 per cent) failed the final exam, compared to the comparison class of 12 students where five (40 per cent) failed the exam. While the class sizes appear comparable, the comparison class (let us call it Class 2) is really significantly smaller at 12 students.

Class sizes, the short timeframe of the project, and the natural variability between students, classes, and teachers may very well explain the difference in pass rate seen here, and I do not present these figures as being conclusive. However, they are strongly suggestive of an improved learning outcome for this group.

Of greater value is a view of the incremental progress shown through more regular quizzing (“the formative cook versus summative guest”). Several students responded very positively to the low stakes quiz approach, and performed significantly better over time, with one student really demonstrating an order of magnitude shift in graded performance. It is hypothesised that the perceived higher stakes outcome from the final exam re-established her (temporarily suppressed) exam anxiety.

This student was inadvertently withdrawn from the final exam so as to sit the test in an alternative location with the “assistance” of specialist learning facilitators, on account of her assessed exam anxieties. Unfortunately, this exam paper was substantially incomplete at the end of the assigned timeframe which severely limited the student’s outcome from the test.

Suggested further work in this area would be to include the specialist learning area staff into the process, to avoid situations which may compromise the outcomes, and so that student anxieties might be better managed.

One unanticipated outcome of this research is the increased awareness of the author of the combined effects of timely (within unit) feedback to the teacher for interventions or modifications to the teaching program, and also the wonderfully enlightening process of “student generated assessment” whereby the class contributed to the structuring of the interactive quizzes. This contributed to the low stakes view of the quiz, and really helped alleviate student concerns towards being quizzed. Students completed the quiz in silence, working on their own laptop computers. The quiz was delivered as a “Survey” within the SharePoint-based learning system used at the School. The quiz was made visible to the students in class, and closed once they had completed it.

Appendix: Examples of simple on-line quizzes which were viewed as low stakes, unintimidating, and useful. Such quizzes do take an effort

Appendix Examples of remain simple online quizzes which wereclasses, viewed or as across low-stakes, unintimidating, and useful. Such to create, 1: but thereafter a resource for successive the cohort. quizzes do take an effort to create, but thereafter remain a resource for successive classes, or across the cohort.

Quiz Week 3. 10 questions, answered by typing multiple lines of text.

Quiz Week 3. Ten questions, answered by typing multiple lines of text.

Created By

Column1

In what group is silicon?

How many electrons are in the outer shell of silicon?

How many electrons are required to fill the outer shell of silicon?

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Teacher student 1

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Where might these electrons come from in carbon tetrachloride?

Carbon Carbon atoms Carbon atoms Chlorine atoms Tetra Carbide atoms Carbon atoms Tetra Carbide atoms Tetra Carbide atoms Carbon atoms Chlorine atoms Carbon atoms

In what group is chlorine?

Group 17 Group 17 Group 17 Group 17

How many electrons are needed to fill the outher shell of Chlorine?

Where might that/these electron(s) come from in silicon tetrachloride?

In a moleculue of silicon tetrachloride how many silicon atoms are there?

In a molecule of silicon tetrachloride how many chloride atoms are there?

What is the formula of silicon tetreachloride?

out of 10

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Group 17 Group 17 Group 17 Group 17 Group 17

Further work This research is at best a scoping study which can now be used for discussion within the Science Faculty. I feel the approach has the potential to significantly value add to the learning of students, especially low achieving students.

A limitation of the survey process is that it is restricted to textbased questions, with either text based answers or check boxes.

It does not lend itself to questions including diagrams or images, which would normally be included in a Science test. This aspect needs to be addressed, so such quizzes better resemble standard tests, and can be used to assess or practice skills and processes, rather than knowledge alone.

References Hattie, J 2009, Visible Learning, Routledge, London.

Marzano, R 2010. Formative assessment & standards-based grading, Marzano Research Laboratory, Bloomington, Indiana.

Australian Institute for Teaching and School Leadership 2011, Australian Professional Standard for Principals July 2011, viewed 31 July 2013, <http:// www.aitsl.edu.au/verve/_resources/Australian_Professional_Standards_ for_Principals.pdf>.

Royal Society for the encouragement of Arts, Manufacturers and Commerce 2010, RSA Animate â&#x20AC;&#x201C; Changing Education Paradigms, viewed 30 April 2013, <http://www.youtube.com/watch?v=zDZFcDGpL4U>.

Rystad, M 2013, Assessment for Learning in Svedala, Sweden, viewed 13 June 2013, <http://www.youtube.com/watch?v=HcLMIY6R7RM>.

Quiz 10D: Week 5. 13 Questions, increased complexity; multiple lines of text for answers. Red indicates incorrect response.

Quiz 10D: Week 5. 13 Questions, increased complexity; multiple lines of text for answers. Red indicates incorrect response.

1 2,1 loses 1 electron 1+ Li 1+ 1 2,1 looses an electron 1+ Li1+ 1 2,1 looses an electron 1+ Li 1+ 1 2,1 looses an electron 1+ Li1+ 1 2,1 Loses 1 electron +1 Li 1+ 2 2,1 Looses 1 electron +1 Lithium ion 1 Li 1+ 2,1 looses 1 electron 1+ Li 1+ 1 2, 1 loses 1 electron 1+ Li 1+ 1 2,1 looses an electron 1+ Li 1+ 1 2,3 Loses an electron 1+ Li 1+ 1 2,1 Loses 1 electron 1+ Lithium ion 1 1+ 2,1 losses an electron 1+ Li 1+ 2 2,1 looses 1 electron 1+ Li 1+

2 2,2 loses 2 electron 2+ Be 2+ 2 2,2 looses two electrons Be 2+ 2 2,2 looses 2 electrons 2+ Be 2+ 2 2,2 losses 2 electrons 2+ Be2+ 2 2,2 Loses 2 electrons +2 Be 2+ 2 2,2 Looses 2 electrons +2 Beryllium ion 2 Be 2+ 2,2 looses 2 electrons 2+ Be 2+ 2 2, 2 Loses 2 electrons 2+ Be 2+

1 2,1 loses 1 electron 1+ Li 1+

1 2,1 looses one electron Li 1+ 1 2,1 looses an electron 1+ Li 1+ 1 2,1 looses an electron 1+ Li1+ 2 2,1 Loses 1 electron +1 Li 1+ 2 2,1 Looses 1 electron +1 Lithium ion 1 Li 1+ 2,1 looses 1 electron 1+ Li 1+ 1 2, 1 loses 1 electron 1+ Li 1+ 1 2 2,1 2,2 looses an looses 2 electron electrons 1+ Be 2+ Li 1+ 2 1 2,2 2,3 losses 2 Loses an electrons electron 2+ 1+ Be 2+ Li 1+ 2 1 2,2 2,1 Loses 2 Loses 1 electrons, electron +2 1+ Beryllium ion Lithium ion 2 1 Be 2+ Li 1+ 2,2 2,1 loose 2 looses 1 electrons electron 2+ 1+ Be 2+ Li 1+ 2 1 2,2 2,1 looses 2 1 electron is electrons lost 2+ 1+ Be 2+ Li 1+

1 2,8,1 loses 1 +1 Na +1

2 2,8,3 loses 3 +3 Mg +3

3 2,8,3 loses 3 +3 Al +3

4 2,4 loses 4 +4 C +4

5 2,5 gaines 4 -4 N-4

6 2,6 gaines 2 -2 0 -2

7 2,7 gaines 1 -1 F -1

5 2,8,5 gaines 3 -3 P-3

6 2,8,6 gianes 2 -2 S-2

7 2,8,7 gaines 1 -1 Cl-2

1 2,8,1 looses one electron Na 1 + 1 2,8,1 looses an electron 1+ Na 1+ 1 2,8,1 looses an electron +1 Na+1 3 2,8,1 Loses 1 electron +1 Na 1+ 1 2,8,1 Looses 1 electron +1 Sodium ion 1 NA 1+ 2,8,1 looses 1 electron 1+ Na1+ 1 2, 8, 1 loses 1 electron 1+ Na 1+ 1 2,8,1 looses 1 electron 1+ Na 1+ 1 2,8,1 losses an electron 1+ Na 1+ 2 2,8,1 Loses 1 electron 1+ Sodium ion 1 Na 1+ 2,8,1 looses 1 electron 1+ Na 1+ 1 2,8,1 looses 1 electron 1+ Na 1+

2 2,8,2 looses two electrons Mg 2 + 2 2,8,2 looses 2 electrons 2+ Mg 2+

13 2,8,3 looses three electrons Al 3+ 13 2,8,3 looses 2 electrons 2+ Al 2+

14 2,4 looses four electrons C4+ 14 2,4 looses 4 electrons 4+ C 4+

15 2,5 adds three electrons N 315 2,5 adds 3 electrons 3N 3-

16 2,6 adds two electrons o216 2,6 adds 2 electrons 2O 2-

17 2,7 adds one electron F117 2,7 adds 1 electron 1F 1-

15 2,8,5 adds 3 electrons P 315 2,8,5 adds 3 electrons 3P 3-

16 2,8,6 adds two electrons S216 2,8,6 adds 2 electrons 2S 2-

17 2,8,7 adds two electrons Cl 217 2,8,7 adds 1 electron 1Cl 1-

2 2,8,2 looses 2 2+ Mg2+ 3 2,8,2 Loses 2 electrons +2 Mg 2+ 2 2,8,2 Looses 2 electrons +2 Magnesium 2 ion Mg 2+ 2,8,2 looses 2 electrons 2+ Mg2+ 2 2, 8, 2 loses 2 electrons 2+ Mg 2+ 2 2,8,2 looses two electrons 2+ Mg 2+ 2 2,8,2 losses two electrons 2+ Mg 2+ 2 2,8,2 Loses 2 electrons 2+ Magnesium 2 ion Mg 2+ 2,8,2 looses 2 electrons 2+ Mg 2+ 2 2,8,2 2 electrons lost 2+ Mg 2+

13 2,8,3 looses 3 3+ Al3+ 3 2,8,3 Loses 3 electrons +3 Al 3+ 3 2,8,3 Looses 3 electrons +3 Aluminium 13 ion Al 3+ 2,8,3 looses 3 electrons 3+ Al 3+ 13 2, 8, 3 loses 3 electrons 3+ Al 3+

14 15 2,4 2,5 gains 4 gains 3 43C4N32 2 2,4 2,5 Loses 4 Gains 3 electrons electrons +4 -3 C 4+ N 34 5 2,4 2,5 Looses 4 Adds 3 electrons electrons +4 -3 Carbon ion C Nitrogen ion 14 7 4+ N 32,4 2,5 Gains 4 gains 3 electrons electrons 43C4N314 15 2, 4 2, 5 loses 4 gains 3 electrons electrons 4+ -3 C 4+ N -3

16 2,6 gains 2 2O22 2,6 Gains 2 electrons -2 O 26 2,8,6 Looses 6 electrons +6 Oxygen ion 16 O 6+ 2,6 gains 2 electrons 2O216 2, 6 gains 2 electrons -2 O -2

17 2,7 gains 1 -1 F-1 2 2,7 Gains 1 electron -1 F 17 2,7 Adds 1 electron -1 Fluorine ion 9 F 12, 7 gains 3 electrons 3F317 2, 7 gains 1 electron -1 F -1

15 2,8,5 gains 3 3P33 2,8,5 Gains 3 electrons -3 P 35 2,8,5 Looses 5 electrons +5 Phosphorous 15 ion P 5+ 2,8,5 gains 3 electrons 3P315 2, 8, 5 loses 5 electrons 5+ P 5+

16 17 2,8,6 2,8,7 gains 2 gains 1 21S2Cl13 3 2,8,6 2,8,7 Gains 2 Gains 1 electrons electron -2 -1 S 2Cl 16 7 2,8,6 2,8,7 Looses 6 Looses 7 electrons electrons +6 +7 Sulphur ion S Chlorine ion 16 17 6+ Cl 7+ 2,8,6 2,8,7 gains 2 gains 1 electrons electron 21S2Cl116 17 2, 8, 6 2, 8, 7 loses 6 loses 7 electrons electrons 6+ 7+ S 6+ Cl 7+

13 2,8,3 13 2,8,3 loses 3 electrons 3Al 32 2,8,3 Loses 3 electrons 3+ Aluminium 3 ion Al 3+ 2,8,3 looses 3 electrons 3+ Al 3+ 3 2,8,3 3 electrons lost 3+ Al 3+

14 2,4 14 2,4 gains 4 electrons 4C 41 2,4 Loses 4 electrons 4+ Carbon ion C 4 4+ 2,4 looses 4 electrons 4+ C+ 4 2,4 4 electrons lost 4+ C 4+

16 2,6 16 2,6 gains an electron 2O 21 2,6 Gains 2 electrons 2Oxide O 2-

17 2,7 17 2,7 gains an electron 1F 11 2,7 Gains 1 electron 1Fluoride F 1-

15 2,8,5

16 2,8,6

6 2,6 gain 2 2O 26 2,6 2 electrons added 2O 2-

7 2,7 gain 1 1F 17 2,5 3 electrons added 3F 3-

15 2,8,5 gains 3 electrons P 32 2,8,5 Loses 5 electrons 5+ Phosphorous ion P 5+ 5 2,8,5 gain 3 3P 35 2,8,5 3 electrons added 3P 3-

16 2,8,6 gains two electrons S 22 2,8,6 Loses 6 electrons 6+ Sulphide S 6+

17 2,8,7 17 2,8,7 gains an electron -1 Cl 12 2,8,7 Loses 7 electrons 7+ Chloride Cl 7+

6 2,8,6 6 2,8,6 2 electrons added 2S 2-

7 2,8,7 7 2,8,7 1 electron added 1Cl 1-

15 2,5 15 2,5 gains 3 electrons 3N 31 2,5 Gains 3 electrons 3Nitrogen ion N 35 2,5 gain 3 -3 N 35 2,5 3 electrons added 3N 3-

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Broadening Horizons through Community Service Lesa Fowler Head of Boarding

An education at St Margaret’s aims to provide students with the opportunity to contribute to the wider community and to develop a deep understanding of their responsibilities within local, national and international contexts. In Boarding, girls are provided such experiences through our Community Service Program. Participation in Community Service programs has shown to improve character, values and responsible behaviour.

Students can generalise what they learn from their experiences and learn the importance of being respectful towards others and public property, and to develop an awareness of healthy life choices. Through a greater understanding of cultural diversity, students learn to show more tolerance of ethnical diversity (Leming, 2001; Lerner et al., 2008).

Our Pastoral Care Coordinator within Boarding, Sandra Johnson, has been instrumental in developing strong relationships with Ronald McDonald House, The Pyjama Foundation, Salvation Army Street Level Mission and the Wesley Mission (Aged Care). This has now enabled our Boarders to participate in Community Service on a weekly basis. Through participation by volunteering in Community Service projects, girls are able to explore the School’s values, develop their personal beliefs and put them into practice.

These experiences have encouraged students to look beyond themselves, and learn how best to understand and respond to the needs of others. Community Service can promote a sense of connectedness to the School and the community. A sense of connectedness includes feeling valued by community members, feeling responsible for the welfare of the community, having pride in one’s community and a high tendency to take action for the benefit of the community (Yamauchi et al., 2006). The girls who participate regularly in these programs have become more aware of the needs of marginalised people in our society.

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At Ronald McDonald House, families of seriously ill children are offered a “home away from home”, something to which the Boarding girls can certainly relate. The girls help to clean, cook and play with children being treated at local medical facilities.

The experience empowers the girls to see that as individuals, they can impact positively on the lives of others. They bring smiles to the faces of unwell children and offer their parents some respite during a typically worrisome period. Participating in such high quality, meaningful community service experiences provides time for reflection, and as indicated in recent research, students have been shown to make academic gains (RMS Research Corporation, 2007; Biling & Sandel, 2003; Scales et al., 2000; Billig, Root & Jesse, 2005).

All of these experiences help the girls appreciate the privileges they enjoy and provide opportunities for them to exercise responsibility, develop leadership skills and learn through

helping others. Research shows that community service programs can promote students’ civic knowledge and commitment to continue contributing to their community and to society as a whole (Zaff & Lerner, 2010). The Pyjama Foundation is a children’s charity helping to break the cycle of disadvantaged experience by Australian children in foster care. Our students help to pack supplies for children going into foster care, as well as create beautiful handmade cards to let the children know there are many people who care for them. Such experiences help develop care for others, cooperation, feelings of connectedness and exposure to diversity.

Developing empathy and cultivating an awareness of human circumstances and differences are all attributes that are developed in the girls through their service to the Salvation Army Street Level Mission. This is a close-knit community-based centre, offering regular activities aimed at developing physical and spiritual wellbeing and opportunities for becoming proactive citizens.

Real life experiences often lead to improved empathy and better understanding of others. Challenging some of our students’ previously held beliefs opens their minds and their sense of responsibility. Through the Wesley Mission our girls enrich the lives of those in aged care facilities and in return, develop a sense of belonging and motivation to become more active in their community. Researchers have found that there is a statistically significant impact of community service programs on multiple outcomes (Deakin Crick et al., 2005; Irby et al., 2001; Lerner et al., 2008; Michelsen et al., 2002) including improved social skills, lower levels of problem and delinquent behaviour, better cooperation in class, improved psychological wellbeing, and a better ability to set goals and adjust behaviour to reach these goals.

The Boarders’ Community Service Program has provided many of our students with an understanding of the world and their place in it, and helps the girls realise that they can play a meaningful and valued role in many areas of the community.

We hope to encourage a lifetime of commitment to community involvement and empower our girls with the knowledge that as individuals, they have the capacity to improve the lives of others.

References

Irby, M, Ferber, T & Pittman, K (with Tolman, J & Yohalem, N) 2001, Youth action: Youth contributing to communities, communities supporting youth, Washington DC, Forum for Youth Investment.

Leming, J S 2001, ‘Integrating a structured ethical reflection curriculum into high school community service experiences: Impact on students’ sociomoral development’, Adolescence, vol. 36, pp. 33-35.

Lerner, RM, Lerner, JV & Phelps, E 2008, The 4-H Study of Positive Youth Development: Report of the findings from the first four waves of data collection: 2002-2003, 2003-2004, 2004-2005, and 2005-2006, Tufts University, Medford, MA. Michelsen, E, Zaff, JF & Hair, EC 2002, Civic engagement programs and youth development: A synthesis, Child Trends, Washington DC. RMC Research Corporation 2007, Why districts, schools, and classrooms should practice service-learning, National Service-Learning Clearinghouse, California.

Scales, PC, Blyth, DA, Berkas, TH, & Kielsmeier, JC (2000), ‘The effects of service learning on middle school students’ social responsibility and academic success’, Journal of Early Adolescence, vol. 20, no. 3, pp. 332-358.

Yamauchi, L, Billig, S, Meyer, S & Hofschire, L 2006, ‘Student outcomes associated with service-learning in a culturally relevant high school program’, Journal of Prevention and Intervention in the Community, vol. 32, no. 1/2, pp. 149-164.

The benefits of participating in a global exchange: you can gain more than you may think Lucy Downey Head of Year 11

If it were up to me, I would make it mandatory for all secondary school students to leave their home and travel to a different place to experience another culture, all on their own. Why? It challenges them. It tests their resolve in unfamiliar situations. It drives them to question the status quo and perhaps stimulate them to think laterally about their own life ambitions. Most importantly however, they meet new people, hear new stories and have some fun along the way.

A person close to me once told me: “Life is about people, meet as many as you can, listen to their stories and ultimately just get on with them.” Having travelled the world and experienced a range of diverse cultures, this simple piece of advice has rung true time and time again. The people I have met along the way have defined my memories and shaped my character. They have inadvertently taught me to appreciate what I have whilst also opening up a whole new world of possibilities.

An exchange is such a rewarding experience. I know that many of the girls at our School that have been fortunate enough to participate in an exchange abroad feel enriched for it – just ask them. My opinion? Go places, see things and meet as many different people as you can. I promise you will learn more than you thought about, well, everything.

That is of course not to say that the end of secondary school should spell the end of seeking out new experiences. On the contrary, I myself am still seeking out new experiences whenever I get the opportunity. This year I was fortunate enough to take part in an exchange to Adelaide at a school very similar to St Margaret’s, The Wilderness School. It caters to a similar demographic, educates a similar number of girls, with comparable opportunities for academic and extra-curricular pursuits and the staff are unique and inspiring.

One such member of staff is the Head of Physical Education (PE), a passionate teacher who helped me gain a new appreciation of the subject. Although our time together was brief, we were able to work collaboratively to share and improve our knowledge and skills. I was able to impart on him some knowledge of the health component of PE, in readiness for the introduction of the National Curriculum in South Australian schools. In return, he offered his vision for a fresh take on the ways in which PE can be taught and assessed. This professional relationship proved mutually beneficial and it continues to this day.

Another inspirational person I had the pleasure of meeting and learning from during my exchange was one of the Heads of House at the School. This woman showed such compassion and thoughtfulness in all her dealings with students that it drove me to reflect on how I interact with my own students. Her patience and level-headedness is something I admire and hope to emulate on a more regular basis. These are two of many of the amazing and talented people I was fortunate enough to meet and swap stories with on a personal and professional level during my time in Adelaide. I am thankful for this wonderful opportunity to try a taste of something different and learn something new.

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Are you being served?

A report on Year 9 Community Service Rev Di Murphy School Chaplain

St Margaret’s is a school with a compassionate heart, shown so clearly in its long tradition of service to others. Following the example of hospitality for which the Sisters of the Society of the Sacred Advent are renowned, St Margaret’s embraces myriad charities each year through House Charities, Toc H, The Oaktree Foundation, the work of our Community and Cultural Captains, Free Dress Days and Diocesan charities and projects. It is not unusual for the School to raise funds for 40 separate charities in a single year.

The questions arise: • Why should we serve?

• Whom do we serve?

• Do we hand over money and leave our responsibility there?

• Do we get our hands dirty?

• How can we serve others as effectively as possible?

St Margaret’s girls who have been delegates to the One World WonTok conference in the past two years have been able to spend time discussing the Millennium Development Goals (set by the United Nations and scheduled for completion in 2015), and have gained a greater understanding of service which should be “thoughtful” rather than haphazard and ill-considered. They have developed a maturity of serving.

Toc H continues to serve through hands-on activities which are “transforming service”. The Induction Service for Toc H members includes the following reading which sums up the intention of their service to the community: Romans 12: 1-2 Offer yourselves as a living sacrifice to God, dedicated to his service and pleasing to him. This is the true worship that you should offer.

Do not conform yourselves to the standards of this world, but let God transform you inwardly by a complete change of your mind.

Then you will be able to know the will of God – what is good and is pleasing to God and is perfect.

In 2012, Year 9 students were charged with the task of finding their own “hands-on” community service. The range of activities which they undertook was vast, including gardening, packing birthing kits, helping out at the Salvation Army kitchen, walking dogs, baking for neighbours, manning the St Vincent de Paul shop and sorting out clothing, reading to Primary School students, making toys for children with a disability, picking up litter, wrapping Christmas gifts and helping out at a local nursing home.

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The girls were asked to complete ten hours of community service. 41 per cent completed more than ten hours with one girl offering 60 hours service to the community. In response to the question, “Will you continue this community service in 2013?”, 13 per cent said “No”, 57 per cent said “Yes” and the remaining 30 per cent said they were unsure. (Some of the “No” and “Maybe” students expressed a desire to try something different next time.)

What was the best part of the community service?

• Getting out there and helping people and working with the great people who help others every day.

• Meeting lovely new people.

• Cleaning my grandmother’s garden because I loved seeing her happy.

• Being able to see and meet all kinds of people and hear their stories.

• Knowing that I have made people’s lives easier by helping in the smallest of ways. Being able to make someone smile.

• I liked volunteering at Ronald McDonald House…because all the children were so brave and sweet.

• I enjoyed helping others who don’t have the same opportunities as I do.

• I enjoyed packing the birthing kits because I got to be with my friends and you felt a sense of community.

• Helping the environment and making my neighbourhood a nicer place.

• Seeing the reaction of a pensioner when I came back from walks with his dog.

• Hearing people’s stories and getting to know them better week after week.

• Feeling that I gave back to my home town.

• Making the toys with a group of friends who also enjoyed making them.

• Taking responsibility for cleaning up the local park.

• The feeling you get once you help people, knowing that you’re helping, forming new relationships.

• Using my spare time efficiently to help others.

• Helping to think about someone other than ourselves.

What was the worst part about community service?

• I broke something.

• Knowing that these people are struggling and seeing their sad faces.

• Having to pick up some disgusting things and seeing how dirty the parks and streets were.

• Sorting through people’s dirty clothes.

• Trying to fit in the hours between school work and extra-curricular.

• I got a sore arm from being a waitress.

• Hearing the disease the children had and knowing that not all of them would recover.

• Having to plan and organise.

• It could sometimes be quite confronting.

• Realising the struggles people had to go through.

• Looking at the people at the Salvation Army and knowing that they don’t have a home to go to.

• Trying to find places to volunteer.

• Seeing small children with their parents at the homeless shelter. They were so young and it made me feel bad for taking things for granted.

• Saying goodbye to the people we helped.

• Having to talk to strangers as I’m not very confident with doing that.

After a while that fear went away though.

•

• • •

St Margaret’s students doing community service and was very grateful.

When I was in Papua New Guinea we went to this island. It was a village that was poor and its people had no money, only living off the land. It was sad but the girls were so lovely, they gave me their special necklaces. Really sweet! I gave them most of my clothes in return, but what I realised was that the poorest people are the most generous people. They will give you anything even though they need it more than you need it.

I was so motivated by the community service that I decided to do more over the Christmas holidays, particularly by helping those who are lonely or homeless at Christmas.

On my last day, everyone waved goodbye and said that they’d hope to see me again. It felt really nice to see that they enjoyed my company.

When we first watched the video of the young children with the quilts, it made me want to make some so that other children could have the same experiences…I learnt to sew!

So, back to the questions posed at the beginning of the article.

Why should we serve?

Because there are people who could do with a helping hand.

Whom do we serve?

A variety of possibilities.

Do we hand over money and leave our responsibility there?

Sometimes, this is the best that we can do to help. However, the Year 9 girls have certainly gone beyond this level of involvement as they have interacted with others.

Do we get our hands dirty?

It seems that this was certainly the case with the Year 9 girls in 2012.

How can we serve others as effectively as possible?

By listening to them and searching for the best (rather than the easiest) ways to help.

From reading the stories which the girls have related it seems that, undoubtedly, in serving others, we are served as well.

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Special stories • When I was helping out at the Bridge to Brisbane, I met a man with quadriplegia and briefly talked to him. He said he had walked the whole race even though doctors said he wouldn’t be able to walk ever again. It was so inspiring.

• When reading to the children, this girl talked to me about how sometimes she gets bullied and that she misses her grandmother back in Berlin, and I gave her some advice and made her laugh and it felt really good to give her confidence.

• When we were at the Street Level kitchen and eating our meal with the members, it reminded us boarders of home so much.

• I was at Ronald McDonald House and we were cleaning and talking to some kids, and one of them said, “Only two of us have cancer here.” It was really confronting. I’d never been exposed to that kind of thing before and I believe it will stay with me for a long time.

• When I went to Ronald McDonald House, I played soccer with a little boy with a brain tumour. Despite this, he beat me!

• I met a lovely elderly woman who loved telling stories about her time as a child. It was great to hear that her life was so exciting and that she had done so many things.

• A grandma from the nursing home saying, “I wish there were more girls like you.”

• At the bowling activity, one very nice man told me that my daughter and I were very helpful. He thought I was a Mum and my sister was my daughter.

• The lady that I did Meals on Wheels with was a really cranky lady and she was hard to get along with but now she is one of my good friends and I even helped her out these holidays again.

• We had just finished cooking and we were eating and we went around the table saying who we were and how our day was…and then it struck me that I didn’t even know these people but I felt at home…

• Shirley was a lovely lady that I met; she couldn’t get out of her bed that day so I went in to visit her. She was telling me about her family and what she had done. I told her about School and about myself.

Since she was in a retirement village and her family don’t live near, there was no one to come and visit her for Christmas.

• There was a little boy, Julian, who did not like the sound of the blender, so they asked me to come down and read to him. Julian was two years old and he picked a book for me to read. He sat in my lap and by the end the whole class had come and were listening.

• When I went on Meals on Wheels, my friend and I met an ex-St Margaret’s pupil, who was in Tennyson. She was so proud of

Movement in the eye of the beholder Joseph Shorter Head of Faculty - English

We live in a world saturated with the visual, with a proliferation of the sublime and the superficial. Few of us, however, stop to think about the ways in which images themselves are underpinned by a type of language, or that the construction of our visual worlds is as ordered and precise as the structures which underpin any written text. The communication of information through visual language is a largely invisible process, since images generally communicate their intent in ways which, being direct and imperative, are mostly unquestioned - a picture, as the saying goes, is better than a thousand words.

Picture books provide a useful means of examining the ways visual texts draw upon implicit cultural understandings that we share as readers, and most particularly, as Western readers.

In the classroom, therefore, they can serve as a useful means of introducing students to more critical ways of reading visual language and of understanding their own thought processes as they attempt to make meaning of a given text. A particularly useful focus in this regard is an exploration of the ways in which picture books, as static printed texts, are able to convey to the reader an impression of physical and emotional movement, which is in stark contrast with the stillness and fixed nature of the medium.

The movements which a picture book conveys occur primarily in the mind of the reader. A picture book must work on its reader to evoke a sense of movement contradictory to the realities of its fundamental form, which is a series of bound, printed and permanently-stable images. The picture book must, in short, imply what cannot be depicted literally (Nodelman 1988, pp. 159). As readers, our approach to such a text is therefore open to interpretive scrutiny. We bring a schema to our reading of the text, one which is not inherent, but which has its basis in our social and cultural backgrounds as readers: “Visual language is not transparent and universally understood, but culturally specific” (Kress & Leeuwen 1996, pp.3).

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One of the ways in which we, as readers, apply a schemata to our reading of visual texts, is through the body-text relationship we establish with the subject of an illustration. This subjective reality is difficult for many Western readers to appreciate, given that in the Western literary tradition, we tend to value a form of knowledge which is disembodied, which values knowledge connected to the intellect and to reason, over knowledge grounded in the physical and emotional realities of our own bodies (Seidler 1988, pp. 15). The picture book illustration communicates directly to the embodied knowledge of the reader, a code of language which has its primacy in the physical and embodied reality inherently familiar to all readers. It is this communication which allows the reader to “infer something

which remains unstated both visually and verbally” (Happonen & Stephens 2003, pp. 186), using bodily postures and gestures as “recognisable schemata” (pp. 186) to “read” the types of movement depicted in an illustration.

This relationship, between embodied knowledge and visual text, is particularly visible in an analysis of two picture books, The Butterfly by Roger Vaughan Carr and Ann James, and Lucy’s Bay, by Gary Crew and Gregory Rogers. In their unpublished paper on the subject of bodily gesture, Happonen and Stephens point to two significant movement shapes which function as an indication of emotional state for the reader, representations of bending and reaching (pp. 187). These two shapes carry with them a variety of meanings, both positive and negative, but their recognition allows for the establishment of a sense of “bodily resonance between viewer and represented figure” (Happonen & Stephens 2003, pp. 186).

In reading The Butterfly, for instance, readers are able to identify instantly with the youthful exuberance of Malani, whose joyful dance, as an expression of “reaching out,” is a movement of childish naivety and overreaching confidence (see Plate 1). This outward movement is a movement of freedom without restraint, and when a terrible wind sweeps across the world, driving Malani and her father to seek shelter, the movement from reaching out to one of bending, as Malani is gathered up into her father’s arms, speaks of more than just physical movement: Malani’s move from a sense of naive confidence (reaching) to security and safety (bending) mirrors the message of the verbal text, that strength and destructive force can have their origin in the most innocuous of things, such as a butterfly’s wings.

Plate 1

A similar emotional movement can be discerned in the book Lucy’s Bay, in the character of Sam. Depicted early in the book in a pose of reaching out (see Plate 2), his movement to a very different style of reaching at the book’s end (see Plate 3) reflects a period of emotional movement and change. At the start of the book, Sam’s movement, a tentative reaching for the window, reflects his own emotional constraint at this point in the text. This is a movement of reaching, but it is only as far as the windowsill, not beyond. Sam is constrained by the physical limits of his home, and the reader is therefore acutely aware of the fact that there Plate 2

Plate 4

is more going on, at this point in the text, than they are initially aware. Sam’s reaching, at this early stage, is for something which remains ungraspable, perhaps a desire for “release and freedom” (Happonen & Stephens 2003, pp.195), but this is simply the beginning of a movement which is to have its culmination much later in the book. The transition to a very different style of reaching out at the close of the text is reflective of the growth which has occurred between these two moments, a moving beyond which is visible in the upwards flight of the gossamer seeds which Sam blows into the wind. This is true “reaching as transcendence,” invoking Western expectations about such movements as heading upward and beyond (Happonen & Stephens 2003, pp.195-96). That Sam’s eyes are not here visible, and that the literal upwards-pointing movement of his hands is instead given prominence, as in prayer, works upon the reader to highlight this gesture as a climactic moment of transcendent flight away from the body. In interrogating such changes, of Sam in Lucy’s Bay, and of Malani in The Butterfly, the reader therefore draws upon bodily schemata to interpret the actions being depicted, entering “into a dialogue with the pictorial elaboration of the emotions and feelings of characters in relation to their setting” (Happonen & Stephens 2003, pp.202).

Plate 3

The interpretive power that can be established through such careful selection and control of the sequence of images is quite apparent in The Butterfly. The images in this story are quite disparate in terms of their subject matter, and the sense of movement in the story therefore reliant on the links which the

Interestingly, this manipulation of sequencing occurs in quite a different way in Lucy’s Bay, which employs the effective use of dynamic framing as a means of controlling the movement of the story. The effect here is almost as though each picture must stand on its own, since they themselves are framed not only by the “scrapbook” background of the picture book itself, but also by the changing size and shape of each illustration, from one to the next. The result is to create for the reader a feeling of stop-motion stasis, as of a collection of moments taken out of time and preserved in photographic form. This concentrates the reading of the images in the stillness of the main character, forcing the reader to confront the deep well of emotions that the character has hidden, even from himself, in the stilted movement of each isolated moment.

Such visual conventions, as previously noted, are not universal, but are part of the cultural situatedness of the reader. Nowhere is this more apparent than in the way that a Western reader relates to visual media, since like reading written text, a visual text will also be read from left to right: “we seem to learn pictorial direction in relation to the direction of the language we know best” (Nodelman 1988, pp.166). This has a number of implications in the interpretation of movement and stasis, since for the Western reader a left-to-right movement of the eyes also conveys the (conventional) assumption of a movement forward, or a movement through time. As Nodelman has also noted, a move to the right can also carry the connotation of an outward journey, whilst a leftward movement indicates a return home (Nodelman 1988, pp.164). With this in mind, the movements of the wind in The Butterfly, as described earlier, carry in their depiction a further movement. Not only is there the movement created by a unity of shape from one page to the next, but the rightward flow also works to build a sense of growing speed and danger. Whilst the trees at the book’s beginning evoke a feeling of calm and quiet (see Plate 1), the manner in which the reeds wave to the right and the bullocks run in the same direction in a later illustration (see Plate 4), indicate the growing speed of the wind, and with it a growing sense of dread. The climax of the book, as the wind returns to where it has begun, depicts a stout tree torn from the ground. Unlike the book’s beginning,

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The conventions associated with bodily gestures, however, are not the only schemata which inform our interpretation of movement in visual texts. As Nodelman has indicated, the sequence of illustrations is itself a schema, forcing the reader to establish a relationship with the pictures by “guessing about what must come before and after what [they] actually see” (Nodelman, 1988 pp.159). Whilst a single depiction of an object can only communicate information about one particular moment in time, a sequence of images forces the reader to “invent a story that will explain the change” (Nodelman 1988, pp.176). It is the manipulation of the reader’s assumptions which establishes this kind of movement through the text, since it forces them to establish links between one picture and those which follow.

In this manner, reading visual texts implies different forms of motion by “manipulation of viewers’ assumptions about context” (Nodelman 1988, pp.159), since we use each picture as a means of interrogating the succession as a whole. A picture book will therefore function differently than a film, since the reader will see “carefully selected moments out of numerous possibilities” (Nodelman 1988, pp.183), forcing them to relate to the changing images, to establish links between moments, rather than focusing on “what the person experiencing the change feels about it” (Nodelman 1988, pp. 184).

reader must establish between one image and the next. Without a human character to follow, since Malani’s experiences bracket the story (but she is not its subject), the reader must instead establish links between each image on the basis of a rather different “character” - the wind. The use of lines is quite effective in this regard, beginning with the vertical straightness of the solid trees at the book’s beginning, when the wind is quite still (see Plate 1), and growing to rolling curls and eddies as it picks up across the following pages, building in strength as it moves over the world (see Plate 4). There is no continuity in colour or subject as the story travels from one image to the next, instead it is the evolution of shape which works to create rhythm and connection, implying a unity which would otherwise not be evident. The effect is almost as though the wind itself spills from one page across to the one following.

Plate 5

this tree is almost completely horizontal, its right-pointing trunk indicating the speed and ferocity of the wind which has uprooted it.

The same left-right convention appears, to different purpose, in Lucy’s Bay, where the protagonist’s leftward look (see Plate 5) indicates a reluctance to move, a looking backwards which is mirrored on the following page, where, though he has paused at the open gate, his leftwardlooking body, facing back towards home, indicates not only fear, but an unwillingness to begin the journey.

These kind of movements draw upon the reader’s implicit knowledge of the patterns associated with text, but another convention associated with movement is connected to the way in which images are drawn. As Lewis has noted, sometimes the visual illustration of a movement occurs in a manner which is quite at odds with what such a movement would look like in reality: “sometimes the postures in which artists freeze their subjects to gain the most animated effect are not even found in the real world” (Lewis, 110). He draws upon Arnheim to point out the way in which rapid movement will often be depicted in a such a manner as to illustrate the full extension of the subject’s limbs, “even when such extension is ‘unreal’.” (Lewis 2001, p.110) This is certainly apparent in the image where Malani and her father flee the coming storm, the elephant they escape upon depicted with the penciled ghost-images of extra legs to indicate the speed of their retreat (see Plate 6). Such blurring can also work effectively to indicate a lack of order, of chaotic energy and purpose where “disconnected lines are emphasized over the solidity of shapes” (Nodelman 1988, pp.161). At the start of The Butterfly, for instance, the reader views the butterfly in untroubled flight, the movement evident in a slight extension of the wings (see Plate 7). By the book’s end, the butterfly has been whirled into a circular wash, its colours blurring violently and painfully across Plate 7 the page (see Plate 8).

The lack of solidity, combined with the unnatural extension of the butterfly’s form, evokes a sense of the wind’s fast-paced destructive force.

Plate 6

Visual language works by establishing a personal link with the reader, a link based on the reader’s lived embodied experience, and one which has its basis in the reader’s social and cultural reality. As Nodelman comments, “The dynamics by which pictures convey relationships among their parts demand activity of the mind” (pp. 161). Visual language is not universal and innate; it has its origins in the understanding of the socially-situated reader. And in this sense, the movement that the picture book conveys is itself a language, one whose signs and symbols must be decoded by the reader in order that transition and change can become apparent. Movement is an activity of the mind; it is not implicit in the stroke and dance of the artist’s pen, but more truthfully in the gaze of the image’s reader.

Plate 8

References

Barthes, R 1993, Mythologies, Vintage Classics, London.

Crew, G & Rogers, G 1992, Lucy’s Bay, Jam Roll Press, Brisbane.

Happonen, S & Stephens, J 2003, ‘Bending and Reaching – Emotion and the Expressive Body in Some Australian and Finnish Picture Books’, paper presented at International Research Society for Children’s Literature conference, Norway, August.

Jauss HR 2010, ‘Literary History as a Challenge to Literary Theory’, in V B Leitch (ed), The Norton Anthology of Theory and Criticism, pp. 1406-1420, Norton, New York.

Kress G & Van Leeuwen, T 1996, Reading Images : The Grammar of Visual Design, Routledge, London.

Lewis, D 2001, Reading Contemporary Picture Books : Picturing Text, Routledge, London.

Nodelman, P 1988, Words about Pictures: The Narrative Art of Children’s Picture Books, University of Georgia Press, Georgia.

Seidler, VJ 1998, ‘Embodied Knowledge and Virtual Space: Gender, Nature and History’, in The Virtual Embodied: Presence/Practice/Technology, pp.15-29, Routledge, London.

Vaughan Carr, R & James, A 1997, The Butterfly, Random House, Sydney.

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Wellbeing: An important part of education that should not be forgotten Marcia Brumpton Head of Faculty -Business and Technology

What is making the news regarding education in Australia? You can pick up any newspaper or listen to the radio and you hear or see the same stories – “How does your school rate in NAPLAN?” (The Courier-Mail, 27 January 2012), “Good and Bad of our Education revealed” (The CourierMail, 27 January 2012), “Parents have every right to transparency” (The Courier-Mail, 1 February 2012). Similarly, The Australian (7-8 April 2012) featured a list of the nation’s “top” 100 Primary and Secondary Schools, as well as the top 50 schools in Queensland.

Such articles reflect the ways in which Australian media outlets attempt to answer the question of what makes a top school, an issue that has been hotly debated for decades. In such news pieces, readers are lead to believe that it is a school’s NAPLAN (National Assessment Program – Literacy and Numeracy) results which solely make it a “top” educational institution. Journalists produce league tables using data collated by the Australian Curriculum, Assessment and Reporting Authority (ACARA). This information is readily accessible on the My School website, a platform set up by the Australian Federal Government to make schools more accountable for their actions and results.

Data obtained from the Australian Bureau of Statistics’ National Survey of Mental Health and Wellbeing (2008) shows that many schools are struggling with students who cannot cope with the demands of life, and thus affecting their capacity as successful

• Young people are more likely to experience a mental illness with the prevalence of mental disorders declining with age.

In 2007, 26 per cent of 16 to 24 year olds had experienced a mental disorder in the previous 12 months, while only 5.9 per cent of people aged 75 years and over had experienced a mental disorder during that time.

• During a 12-month period, 7 per cent of Australian children and adolescents aged 0 to 17 were experiencing mental health problems. This rate of mental health problems was similar across both gender groups.

• In 2004-2005, one in ten young Australians had a long-term mental health or behavioural problem.

• Only one out of every four young persons with mental health problems had received professional health care.

• Even among young people with the most severe mental health problems, only 50 per cent receive professional help.

Parents reported that help was too expensive or they did not know where to get it, and that they thought they could manage on their own.

• Adolescents with mental health problems report a high rate of suicidal thoughts and other health-risk behaviour, including smoking, drinking and drug use.

These statistics demonstrate to us as educators that we are often dealing with students who have some serious health issues.

As noted previously in the statistics, many schools have up to one-tenth of their population experiencing a long-term mental health or behavioural problem. This does not include those students who have to deal with at least one parent who too is experiencing mental health problems. This survey also revealed that: • Many of those who experience mental health problems will experience more than one mental illness at the one time, such as depression and anxiety, which commonly occur together.

• In 2004-2005, mental and behavioural problems were one of the most common reported long-term health conditions of socially and economically disadvantaged people.

• Anxiety disorders are most common, affecting one in seven adults, followed by affective disorders at 6.2 per cent (of which depression is 4.1 per cent), and substance use disorders at 5.1 per cent (of which 6.5 per cent is alcohol related).

• Mental illness has the third highest burden of disease in Australia, followed closely by cancer and cardiovascular disease. Among Aboriginal and Torres Strait Islander peoples, this figure is higher again, second only to cardiovascular disease.

These alarming statistics indicate that a school should not only be measured by its academic success on high-stakes exams like NAPLAN, but also by the ways in which it promotes and supports a student’s overall wellbeing. Whilst many Australian school communities have already established values education programs aimed at improving the resilience of their students, this is often eschewed by the media when covering what makes a “top” school.

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My argument is not that schools should be less accountable.

However, I am concerned that the media has hijacked the “educational agenda” in Australia and as such, the Government is at a crossroad when comparing the other two big educational agenda items: the nationalised Australian Curriculum, and the Melbourne Declaration on Educational Goals for Young Australians. The Melbourne Declaration was released in December 2008, which sets the direction for Australian schooling up to 2018. Goal one states that, “Australian schooling promotes equity and excellence”, with goal two that, “All young Australians become successful learners, confident and creative individuals, and active and informed citizens”. The following paper will investigate the impact of high stakes testing on the ability of these Melbourne Declaration goals to be achieved.

learners. For example, data on the mental health of young Australians reveals the following:

Research in this area has emphatically shown that schools that explicitly teach values and wellbeing increase social cohesion and overall happiness, and hence, academic diligence (Neilsen 2011; Seligman 2002; Lovat et al 2009). Looking at education through such a lens positions academic success as a by-product of a “whole-learner” approach, a finding which speaks loudly in the present climate’s overemphasis on testing and school league tables in many countries throughout the world (Neilsen 2011).

Globally, there is now a growing body of evidence showing that service to others is a strong predictor of improved mental and physical health in adulthood, and reduced adolescent depression and risk of suicide (Post & Neimark 2007). It is also worth noting that in a 35-year longitudinal study, Seligman (2002) found that students who exhibit signs of low confidence and anxiety do not have an increase in income over time, whilst the reverse is found with highly confident children.

The American report, “Test, Punish and Push Out: How Zero Tolerance and High-Stakes Testing Funnel Youth into the School” (Advancement Project 2010) provides an interesting overview of the relationship between zero-tolerance school discipline and high-stakes testing, and the impact of laws and policies such as the No Child Left Behind Act. Published by a group of civil rights lawyers, the report investigates new ways to dismantle structural barriers to inclusion, secure racial equity and expand opportunities for all. The authors suggest that, “… not only do test-driven reforms neglect the important role schools have to play in helping students to become well-rounded citizens, they also turn schools into a much less engaging, and even hostile place for youth by eliminating the components of education they find most interesting.” (Advancement Project 2010)

Again, this is a concern as schools become more NAPLANfocused, resulting in a reduction in curriculum that caters for the whole person. That is, students who are not gifted in the skills required for NAPLAN will find school a very demoralising place.

As an educator, I have generally found that once a student finds a subject they are good at, school becomes a much more pleasant place to be, and hence attendance, attitude and industry improves.

The “Test, Punish and Push Out” report also showed that the emphasis placed on test results above all other priorities has an alienating and dehumanising effect on young people, who resent being viewed and treated as little more than test scores. The effects can accumulate even more when additional consequences are attached to the tests. For example, there is a long record of research in the United States demonstrating the consistent association of high-stakes exit exams with decreased graduation rates and increased dropout rates (Advancement Project 2010). Additionally, the results from standardised tests are often used to retain students in particular year levels; that is, repeat the previous year’s year level with the aim of passing the test. Interestingly however, in the United States, year level retention has proven to be the single largest predictor of student dropout in schools (Advancement Project 2010).

Finally, the “Test, Punish and Push Out” report also found that high-stakes testing such as NAPLAN has had a devastating effect on teaching and learning in many schools, “driving teachers out of the profession and students out of school” (Advancement Project 2010). The impact has been particularly severe for students of colour, students from a low socioeconomic background, learners of English as a second language

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and students with disabilities. One could conclude that this is the also similarly the case in Australia. If high-stakes testing is having such a negative impact on Australia’s low-ability students, it is frustrating that the media is able to access and publish this data, especially when the statistics demonstrate that there is a higher prevalence of child and adolescent mental health problems among those living in low-income, step or blended and sole-parent families. Similarly, a paper published by the Queensland Studies Authority regarding student assessment suggested that, “full-cohort testing often reduces the self-esteem of lower-achieving students and makes it harder to convince lower-achieving students that they can succeed in other tasks” (Assessment Reform Group 2002; Griffin & Heidorn 1996; Harlen & Deakin Crick 2002). Consistent evidence of poor performance can also result in long-lasting loss of confidence (Stiggins 2009). Furthermore, repeated practice testing reinforces the low self-image of the lower-achieving students, ensuring that the gap between their achievements and those of higherachieving students widens (Assessment Reform Group 2002; Harlen & Deakin Crick 2002).

Bibliography

A study by Leigh (2010) analysed numeracy results for Queensland students in Years 3, 5 and 7 from 2001-2004, to show the effect of teachers on the gains made by students. It found that a student with a high quality teacher could achieve in threequarters of a year what a student with a less effective teacher could in a full year. Furthermore, a student with an excellent teacher could achieve in half a year what a student with a poor quality teacher could achieve in a full year. This points to the suggestion that if the Australian Government is serious about changing educational outcomes in Australia, it needs to put policies in place that reward teachers in the country’s lowest ICESA (Index of Community Socio-educational Advantage) schools for making a positive difference to the learning of students.

Jennings, J & Rentner, DS 2006, ‘Ten big effects of the No Child Left Behind Act on Public Schools’, Phi Delta Kappan, vol. 88, no. 2, pp. 110113.

It is common knowledge amongst educators that health and wellbeing is an essential part of the school curriculum. The statistics demonstrate that schools are faced with a huge challenge when nurturing the wellbeing of so many individual students. When used as a diagnostic tool to improve basic literacy and numeracy, nation-wide exams like NAPLAN are useful and important. However, they should not be used to solely judge individual schools on their effectiveness as an educational institute. There are myriad issues a school must deal with on a day-to-day basis, without having to worry about the skewed and potentially-damaging nature of the contents of a league table.

The media needs to refocus its agenda on what is important in education – that is, values and holistic education that caters for the attributes of whole child. If this was their focus, schools would be certainly moving towards the fulfilment of the first two goals of the Melbourne Declaration.

Advancement Project 2010, Test, Punish and Push out. How “Zero Tolerance” and High-Stakes Testing funnel youth into the School-to-Prison Pipeline, Advancement Project, Washington DC. Assessment Reform Group 2006, The Role of Teachers in the Assessment of Learning, Assessment Reform Group, Cambridge.

Australian Bureau of Statistics 2008, National Survey of Mental Health and Wellbeing, Canberra.

Australian Curriculum Assessment and Reporting Authority 2011, The Tests, viewed 2 September 2013, <http://www.nap.edu.au/NAPLAN/ The_tests/index.html>.

Clark, M 2011, ‘Where do all the good teachers go?’, Professional Educator, vol. 1, no. 1.

Griffin, BW & Heidorn, MH 1996, ‘An examination of the relationship between minimal competency test performance and dropping out of high school’, Educational Evaluation & Policy Analysis, vol. 18, no. 3, pp.

243-252.

Harlen, W & Deaken Crick, R 2002, A Systematic review of the impact of summative assessment and tests on students’ motivation for learning (EPPICentre Review, version 1.1), EPPI-Centre, Social Science Research Unit, Institute of Education, London.

Koretz, D 1988, ‘Arriving at Lake Wobegon: are standardised tests exaggerating achievement and distorting instruction?’, American Educator, vol. 12(2), no. 8-15, pp. 46-52.

Leigh, A 2010, ‘Estimating teacher effectiveness from two-year changes in students’ test scores’, Economics of Education Review, vol. 29, pp. 480-488.

Linn, RL 1998, Assessments & Accountability, CSE Technical report 490, Crest, University of Colorado, Boulder.

Popham, WJ 2001, ‘Teaching to the Test’, Educational Leadership, vol. 58, no. 6, pp. 16-20.

Ministerial Council on Education, Employment, Training and Youth Affairs 2008, Melbourne Declaration on Educational Goals for Young Australians, Melbourne.

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Teaching Mandarin in the classroom: Equipping our students with international competencies

Lisa Chadwick Coordinator of International Education Teaching Mandarin in the Classroom: Equipping our students with International Competencies

Lisa Chadwick and to participate in the world as equals. While research on 授人以鱼只解一时之急,授人以渔 则解一生之需. the correlation Mandarin academic Give a

m an a

f ish a nd h e w ill b e f ed f or a

d ay.

T each h im how to fish abetween nd he wlearning ill be free from and hunger Give a man a fish and he will be fed for a day. benefits is not yet comprehensive, early studies indicate that forever.

-­‐ Chinese Proverb Teach him how to fish and he will be free from the cognitive benefits of learning Mandarin are numerous.

Mandarin is a very different language to English; due to its tonal hunger forever. – Chinese Proverb As educators, it is imperative to prepare our students with the necessary skills to survive and thrive nature, how a word is said determines its meaning. Mandarin is also written ina characters rather thanlanguage, with a Roman in current dynamic and increasingly globalised Learning second or third in alphabet.

As the educators, it is imperative to prepare our students with the world.

An article published by the British Broadcasting Corporation necessary skills to survive and thrive in the current dynamic particular Mandarin, is one way of ensuring that students are equipped to take on the demands of a (BBC), “Chinese ‘takes more brain power”, reported on a study and increasingly globalised world. Learning a second or third world that is starting to leave speakers behind.

The where being just a native conducted by days the researchers from the Wellcome Trust in the language, in particular Mandarin, is onemonolingual way of ensuring that United Kingdom (2003), which found that people who speak English Speaker held an advantage, are rapidly fading. Today’s world is one where people who are students are equipped to take on the demands of a world that is Mandarin “use both temporal lobes of their brain to understand starting to leave monolingual speakers behind.

The days where bilingual or multilingual are the norm. Ensuring our students learn a second language is a way of being just a native English Speaker held an advantage, are rapidly the language.” This is very different to English-language speakers levelling the playing field and has advantages that reach far beyond those of being able to say good who use only the left temporal lobe (BBC 2003). fading. Today’s world is one where people who are bilingual or multilingual thevisiting norm. Ensuring oursstudents a secondoffending a foreign business colleague. morning to are the exchange tudent learn or avoiding

language is a way of levelling the playing field and has advantages The practise of writing characters has also shown to aid the development of motor skills, learning shapes and letters, certain that reach far beyond those of being able to say good morning Dr Simone Smala, a researcher into bilingual education at The University of Queensland echoes this mathematical skills and the visual identification of graphics to the visiting exchange student or avoiding offending a foreign sentiment.

(Bounds 2013). Mandarin characters are complex and strokes business colleague. are written in all four different directions (up, down, left and right) and contrast to the left right writtenaform “Australia’s r ecent p olicy i nitiatives, l ike t he “ Australia in tare he inAsian Century” Wtohite Paper, ll of Dr Simone Smala, a researcher into bilingual education at The English. Bounds has shown that “the sequential movement of Universityfocus on the importance for all Australians to become proficient in a second language. The of Queensland echoes this sentiment. the fingers and hand to form a character activates neural activity new economy demands skills that link us with Asia and the world, to sand ecure Australia’s lace in the working, thinking spatial memory ofpthe brain of the “Australia’s recent policy initiatives, like the “Australia (2013). in a Century” world characterised by diversity emerging powers. If we do not invest in in the Asian White Paper, all focus on the and new learners” importance for all Australians to become proficient in a language skills, we will be left behind by a world that is largely bilingual.” (cited in Modern New Zealand researchers, White et al (2000) observed that, second language. The new economy demands skills that Langauge Teachers Association of Queensland 2013a) “Asian children educated in their own language, appear to have link us with Asia and the world, to secure Australia’s place gained a greater understanding of mathematical concepts than in a world characterised by diversity and new emerging Learning language, particularly Mandarin, provides additional cognitive, cultural and English speaking children, and suggested that “this is because powers. Ifa wesecond do not invest in language skills, we will be left during the natural acquisition process of Mandarin, students are behind by a world that is largely bilingual.” (cited in Modern economic benefits to students and it enables them to see the world from other viewpoints and to learning and reinforcing basic mathematical concepts.” Tang et al Langauge Teachers Association of Queensland 2013a) participate in the world as equals. While research on the (2006, correlation etween learning Mandarin nd cited inbAsia Society 2013), drew a similaraconclusion and found this was also the case for the majority of students learning academic benefits is not yet comprehensive, early studies indicate that the cognitive benefits of Learning a second language, particularly Mandarin, provides Mandarin as a second language. additional cognitive, cultural and economic benefits to students learning Mandarin are numerous. Mandarin is a very different language to English; due to its tonal and it enables them to see the world from other viewpoints

nature, how a word is said determines its meaning. Mandarin is also written in characters rather than with a Roman alphabet. An article published by the British Broadcasting Corporation (BBC), “Chinese ‘takes more brain power’”, reported on a study conducted by the researchers from the Wellcome Trust in the United Kingdom (2003), which found that people who speak Mandarin “use both temporal lobes of their brain to understand the language.” This is very different to English-­‐ language speakers who use only the left temporal lobe (BBC 2003).

The practise of writing characters has also shown to aid the development of motor skills, learning shapes and letters, certain mathematical skills and the visual identification of graphics (Bounds 2013).

Mandarin characters are complex and strokes are written in all four different directions (up, down, left and right) and are in contrast to the left to right written form of English. Bounds has shown that “the sequential movement of the fingers and hand to form a character activates neural activity in the working, thinking and spatial memory of the brain of the learners” (2013).

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New Zealand researchers, White et al (2000) observed that, “Asian children educated in their own language, appear to have gained a greater understanding of mathematical concepts than English

While learning a second language has clear cognitive benefits as outlined above, the choice of which language to learn for the majority of Australians today is becoming more evident. China is Australia’s largest and most populous neighbour. With foreign policy in Australia increasingly involved in the Asia-Pacific region, and Australia moving away from its more traditional trading partners and allies, knowledge of Mandarin is not only beneficial it makes perfect sense. Mandarin is not only used throughout Mainland China but also in Singapore, Taiwan, Hong Kong and parts of Malaysia, Vietnam and Indonesia and is one of the six official languages of the United Nations. Domestically, Mandarin speakers are the biggest ethnic group in Australia. After English, Mandarin is the most widely spoken language in Australia (Profile.id 2013).

Being able to speak Mandarin opens up a world of opportunities, both in terms of access to a culture that is thousands of years old and to an economy that is growing furiously. The Chinese economy is on track to overtake the United States as the largest economy by 2025 (China Internet Information Center 2013).

Many companies have manufacturing centres in China, and Australia sends most of its coal and iron ore to China. In the area of International Education, China continues as the largest single nation contributor to Australia’s international student population. According to the Australian Bureau of Statistics, in 2010–11, one fifth of all student visa applications lodged and granted were from China. Now and in the future, companies will be looking for people who have knowledge of China and the Mandarin language for the dealings with the country.

Knowledge of language supports an understanding of cultural expectations and intercultural communication. China itself has begun a program of teaching English throughout its numerous schools in order to be more globally active in today’s world.

The Chinese government now mandates that all college and postgraduate applicants must have competency in English regardless of their area of study (Yang 2013). In the younger year levels, all Chinese students are taught English from Year 1. A similar initiative recently mooted by the Queensland Minister for Education, Mr John Paul Langbroek aims to mirror this program in Queensland schools, by introducing mandatory second language learning from Year 1 (Modern Language Teachers Association of Queensland 2013b).

References Australian Bureau of Statistics 2013, International Students, viewed 24 September 2013, <http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/ 4102.0Main+Features20Dec+2011>.

Asia Society 2013, Education, viewed 24 September 2013, <http:// asiasociety.org/education/Mandarin-language-initiatives/learningMandarin-pays-dividends-characters-and-cognition>.

Bounds, G 2013, How Handwriting Trains the Brain, viewed 24 September 2013, <http://online.wsj.com/news/articles/SB1000142405274870463150 4575531932754922518>.

Fernandez, S 2007, Promoting the Benefits of Language Learning, viewed 24 September 2013 <http://www.education.vic.au/studentlearning/ teachingresources/lote>.

Modern Language Teachers Association Queensland 2013a, Learning Languages: Globalising outwards, enriching inwards, press release, 13 September.

Modern Language Teachers Association Queensland 2013b, Now you are speaking our language, press release, 2 September.

British Broadcasting Corporation 2013, Chinese ‘takes more brainpower’, viewed 24 September 2013, <http://news.bbc.co.uk/2/hi/health/3025796. stm>.

Profile.id 2013, Language Spoken at Home – Australia, viewed 24 September 2013, <http://profile.id.com.au/australia/language>.

China Internet Information Center 2013, China’s economy might be No. 1 in 2030, viewed 24 September 2013, <http://www.china.org.cn/ business/2013-06/07/content_29057231.html>.

White, L, Allen-Rae, J & Fisher, D 2013, Asian Success in our Schools- A Challenge?, viewed 24 September 2013, http://www.aare.edu.au/01pap/ whi01153.htm>.

Yang, Y 2013, Universities seek greater enrolment from abroad, viewed 24 September 2013, <http://news.xinhuanet.com/english/china/201308/26/c_132662886.htm>.

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Real understanding of a culture can only be found through its language, and this is no truer than with China and Mandarin.

The Chinese culture has a long history and the nuances of which can only be completely understood through the language.

Knowledge of Mandarin opens up a whole world of culture and history that are otherwise inaccessible and therefore cannot be fully appreciated by the non-Mandarin speaker.

In order to be able to fully participate in the world of the future, our students need to be investing now by learning Mandarin.

Technology is bringing the world closer and Mandarin is now able to be more easily supported on the internet and its use is growing rapidly. Even if the language is never used to communicate or to understand another culture outside the classroom, the cognitive benefits are very positive. Learning any second language has advantages, but the choice to learn Mandarin, is one that will reward learners for decades to come.

Miscreants, Misfits & Martyrs: Ever noticed that the teachers gracing screens seem to be the same tired typecasts?

Meg Payze Secondary Teacher

Like many teachers, one of the great pleasures of my holidays is to catch up on the reading and viewing that never quite gets done amidst the maelstrom of termtime marking. Additionally, during this time there seem to be more hours of the day available to keep abreast of what is holding the attention of the world outside of the school community. Last mid-semester break, there seemed to be one thing trending in the social media sphere above all others: the final episode of the American television series, Breaking Bad. As a non-consumer of ‘Pay TV’ on the one hand, and possessing only limited skills of internet piracy on the other, my direct knowledge of the program is limited. I am, however, aware of two key points: 1) The show is about Chemistry teacher Walter White who, after being diagnosed with terminal cancer, becomes a producer and vendor of methamphetamine to safeguard his family’s financial future, and 2) The series is very, very popular.

The buzz about both White’s criminal actions, and the widespread popularity of the program, led me to ponder other representations of teachers in film and television. And after mentally collating a list, I came to the somewhat sad realisation that few of them are particularly endearing. Why? Because they all seem to fall in to one of three undesirable categories: the misfit, the miscreant and the martyr.

This labelling was further reinforced during the holidays when I stumbled across the new British television series, Big School. Promoted as the latest comedic vehicle for the talents of, Little Britain alumni David Walliams, the synopsis of the series according to one source is “… a smart but dorky high school science teacher trying to control an unruly mob while contemplating the undergarments of the new French teacher.”

(Squires, 2013)

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As someone who has always loved watching the narcissistic Mr G and his sycophantic sidekick Rodney of Summer Heights High fame, I thought that Big School might prove to be similarly amusing. But half an hour into the show, I was bored enough to switch-off, mainly because of the lack of originality in the typecasting of the fictional teachers.

In addition to the peculiar protagonist, who is a figure of both pity and mockery, the rest of the dramatis personae are similarly unlikeable. Within 30 minutes, a wannabe-lothario Games teacher, eccentric drama teacher and a middle-aged classroom teacher in the throes of a perpetual nervous breakdown had been introduced. And just when I thought most of the stereotypes had been exhausted, insert scene showing the universally disliked Head Teacher gleefully filling her car boot on a Friday afternoon with booze bottles confiscated from her naughty students.

As a teacher of English, I am well aware that the purpose of satire is to be socially constructive, exposing the vices and follies of people and institutions. When done well, it forces us to reflect upon our own lives and practices. For example, while we cringe at the self-absorbed antics of Mr G, his behaviour also makes us question, ‘How often do I let my ego get in the way of a good lesson?’ When satire is unoriginal, though, it merely perpetuates damaging stereotypes.

Now, at this point, you may well be concurring with me that there are indeed a lot of crooked, oddball educators disgracing our screens. But what about the inspirers, those who overcome gargantuan obstacles, conquer the incorrigible and light an inextinguishable flame for learning? We can all rattle-off a list of heroic teachers, such as the leads of Dangerous Minds, Mr Holland’s Opus and the cherished Thackeray from To Sir with Love. Surely such gallant representations go some way to atoning for the sins of miscreants and misfits?

Unfortunately, closer analysis of these champions at the chalkface reveals a pattern of martyrdom which many teachers would deem equally unappealing. You see, in order to achieve their professionals goals, these characters must make huge personal sacrifices, selflessly foregoing family and leisure to fulfil their pupils’ demands. So by the conclusion of these feel-good films, the students have invariably benefited immeasurably.

Meanwhile, the teacher may experience the vicarious reward of the students’ growth, but at what personal cost?

As evidence of the above, look no further than the iconic Mr Keats of Dead Poet’s Society. While he may receive a standing ovation from his students, he also loses his livelihood and becomes an emotional loner in the process. To play the devil’s advocate, one could even argue that Keats is more baddie than goodie, manipulating his students to avenge the very establishment which he personally opposes.

But why is this even worth writing about? After all, it is a commonly held belief that one of the prerequisites of working in education is that one must have a hide as thick as a mammoth to shield us from the daily slings and arrows of outrageous fortune.

With that in mind, surely teachers and the general public should not care too much about these unflattering portrayals? After all, one could argue, it is all just a bit of good fun that no-one takes too seriously.

Besides, conflict is the hub of drama and the unrealistic representation of a profession is not confined to education. A program depicting teachers marking assignments and planning lessons would be as exciting as showing the police force fillingout paper work or nurses changing bedpans.

But here is where my point evolves into something a bit more political. Teachers are constantly advocating for greater pay and recognition. As a group, we persistently voice our belief that the demands of the profession are increasing at an exponential rate and consequently, that we should be more highly valued and remunerated (here, here!). This is not dissimilar to the wants of

the nurses and police, but what is different is that these other two professions seem to be portrayed on the screen in a far more positive light.

One of the tenets of critical literacy is that our perceptions of people, groups, places and institutions are shaped by the texts that we absorb. So if the teachers on the tellie are invariably unscrupulous, odd or a combination of both, it does little to advance the status of the profession.

Representing teachers as martyrs is not particularly helpful either. Depicting teaching as merely an altruistic vocation implies that the students’ progress is reward enough. While most teachers will speak of their pupils’ gains as the key reason why they remain in the profession, there is still bread to be put on the table. After all, if Walter White from Breaking Bad had been on a decent salary, he would not need to turn to nefarious means to ensure his family’s future prosperity.

So what is the solution? Brecht argued, “Art is not a mirror held up to reality but a hammer with which to shape it”, but showing the realistic side of the profession would not make such interesting viewing. Instead, perhaps all that we can hope for is greater invention and sharper satire in teacher shows.

Now that would be something I would be happy to spend my holiday watching.

References Squires, T 2013, ‘Little Britain Graduate goes Big School’, The Sydney Morning Herald, 24 September.

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A critical evaluation on the suitability and effectiveness of professional development in Queensland schools Naomi Holley Head of Year 9

Professional development is an integral component of the continual learning process required of educators in the 21st century; it is central to the role of teachers and the leadership roles of principals. The term “professional development” refers to all activities in which educators engage during the course of their career and those which have been developed to enhance their teaching practice (Day & Sachs, 2004).

Professional development aims to raise and maintain particular standards of teaching, learning and achievement in educational institutions, through the development of individuals. Generally speaking, professional development looks to target three outcomes: aligning teachers’ practice with educational policies; improving the learning outcomes of students by improving the performance of teachers; and enhancing the status and profile of the teaching profession (Sachs, 2003). These professional learning opportunities can be instigated at a local (school setting), state or federal level to solve a particular perceived problem or to develop partnerships between the educator and the wider community. Regardless of the reasons for professional development, it is important that there is a balance between the learning needs of the individual and the needs of the organisation (Ehrich, 2011).

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In 2006, the Queensland College of Teachers (QCT) introduced the Professional Standards for Teachers, a public statement by the profession of what teachers in Queensland schools need to know, understand and be able to do, and to also provide a common reference point for describing the varied nature of the work of teachers. These standards also provide the benchmark for continued teacher registration and are used as the basis for designing teacher preparation programs and the provision of ongoing professional development for teachers in Queensland (QCT, 2006). At present, a minimum of 20 hours per year must be devoted to continuing professional development by teachers in Queensland schools. The QCT (2010) and Education Queensland (2011) argue that teachers have the greatest impact on their students’ learning. Therefore, it is integral that the capabilities of teachers and their performance within the classroom is valued, particularly in terms of expertise, intellectual development, professional judgements and network support. The use of ongoing professional development for educators in Queensland schools will ensure that teachers are effective educators and leaders; that educational institutions

maintain quality teachers; that professionalism amongst educators is promoted and; a sense of scholarship within the teaching community is achieved.

The QCT recognises that within the teaching profession, maintaining professional knowledge and skills is an integral component of the continuing professional development requirements of teachers. This reflects research conducted by the QCT which shows enhanced and sustained improvement in outcomes for students’ results when the teachers within a school community work collectively to pursue collegial goals and development. Researchers Bubb and Earley (2007) agree: “Continuing professional development is about on-going or lifelong learning which will help us respond to ever-changing situations and exercise judgements in informed and creative ways but … it should also be seen as a means for us to rejuvenate practice, to expand our professional repertoire, increase our self-esteem, self-confidence and enthusiasm for teaching.” (p. 10) Due to this, continuing professional development undertaken must be spread across three areas identified by the QCT: employee directed and supported; school supported; and individually identified. “Support for the wellbeing and professional development of teachers is crucial to the educational, economic and social wellbeing of all countries, and the single most important challenge facing schools today.” (Day, 1994) It is important that principals, professional development coordinators, teachers and support staff work together to create a climate where professional development is an integral component of further learning for both staff and students, which will, in turn, make educational institutions more learning-centred and automatically prioritise the learning of staff (Bubb and Earley, 2007).

A Blooms Taxonomy Professional Development session was devised from a suggested need to professionally develop the staff at a Years 7 to 12 coeducational college located on the north side of Brisbane. The professional development program adopted was one that utilised the skills of current staff members to showcase their strengths and encourage interested peers to broaden their teacher knowledge base. This was seen as a collaborative approach to professional development where staff had some control over their own professional development needs. Staff were able to choose professional development sessions they were interested in, or where they saw they could strengthen their teaching skills. This was after staff had been consulted about what types of professional development sessions they would be interested in attending to create a program that would effectively suit all staff members. Darling-Hammond (1998) supports this approach by explaining that many educational institutions are moving towards new models for ongoing professional development that feature learning opportunities and topics, which have been suggested by teachers and principals to improve their current teaching and learning. Lester (2003) agrees, arguing that “the implementation of collaborative action plans increases the likelihood that teachers will accept responsibility for continued professional improvement” (p. 50).

The fact that many staff members at the College took an interest in their learning opportunities showed that they took a sincere responsibility for their continued professional improvement.

The professional development session was created out of a desire from the College’s Leadership Team to employ higher order thinking skills in their classrooms. This came from research

which showed that, “schools that focused on higher-order thinking skills achieved better both in terms of QCS [Queensland Core Skills] Test performance overall and in terms of the QCSpolyscore difference.” (Queensland Studies Authority, 2007, p.

1) It was because of this that during the College’s consultation period with staff regarding their professional learning needs, it was requested that sessions focused on quality assessment and teaching with the aim of challenging senior students and preparing them for the QCS exam. The session provided an overview of what Blooms Taxonomy and Higher Order Thinking (HOT) Skills were, as well as a variety of activities that could be utilised in a broad spectrum of subject areas and time for staff to review their own unit of work and assessment tasks, individually and then as part of a teaching team. Examples were also provided to staff of HOT Skills in action for both the practical and theoretical classrooms. Evaluations of these lessons were also provided to staff so they could see what approaches were successful and which needed further work.

After the professional development session, staff members were able to go back to their classrooms and perform these new skills over the course of several weeks. A month later, the group reconvened and discussed their progress, thoughts and actions regarding utilising Blooms HOT skills in their classrooms.

Informal discussions were held amongst smaller subject specific groups which discussed further how the skills may, or may not, have worked. Following that, action plans for improvement were drawn up with the responsibility now placed upon the subject specific groups to regularly meet to discuss how their plans were working. Stiegelbauer (1992) supports this approach to professional development. He explains that professional development consists of conscious and planned activities which are intended to be of both direct and indirect benefit to schools, groups and individuals and which contribute overall to quality education in classrooms. It is through this process that teachers can review, renew and extend their commitment to being change agents to teaching; whilst developing critical knowledge and skills which are essential to good professional planning, thinking and practice within the classroom. Steadman et al., (1992) agrees that this particular approach to professional development should involve both education which helps individuals to decide what to do, and training which helps teachers to do what is necessary more consistently, effectively and efficiently.

At times, teacher learning can be peripheral. Teachers are not expected to initially be the leaders of the professional development activity, however, there is intent that as they become comfortable, they take over as leaders of the professional development to ensure its sustainability. The Blooms Taxonomy professional development activity was designed to actively engage interested teachers in learning an ‘improved’ curricular approach to their subject area, and within that, the teachers were held accountable for accomplishing specific tasks, both within the professional development session, and to implement later within their own classrooms. Time was also provided during later Student Free Days where members of the professional development session were able to report back to the widerteaching group their experiences within the skills learnt and then were encouraged to share this new data with other colleagues in their staffrooms who were not in attendance initially. O’Sullivan and Deglau (2006) agree that taking the time to allow teachers to share their experiences in implementing their curricular ideas allowed the teachers to reaffirm their work. It also serves as a catalyst for other teachers to focus on why they are engaged in this form of professional development.

It is clear that in this case the effective management of continuing professional development at the College was supported by the Leadership Team in that it allowed staff to work together to develop and improve their workplace performance. Professional development “is widely viewed as the most effective approach to adequately preparing practitioners and improving their instructional and intervention practices after they enter the workforce” (Buysse, et al., 2009, p. 235). O’Sullivan and Deglau (2006) explain that professional development programs are designed as a set of experiences where teachers have the opportunity to review, renew and extend their commitments as change agents to teaching.

The use of effective professional development allows for strong engagements in effective lifelong learning which assist education professionals to respond to ever-changing situations within educational institutions and exercise judgements and knowledge in creative and informative ways (Bubb and Earley, 2007). Professional development also has the capacity to increase job satisfaction, self-esteem, confidence and enthusiasm within classrooms and to encourage teachers to expand their professional repertoire (Pachler and Field, 2001).

By having strong, relevant and interesting forms of professional development made available and easily accessible to education professionals, along with pertinent initiatives designed to develop skills and knowledge, it will ensure that professional planning, practice and thinking takes place within all interactions with colleagues, parents and students.

References

Bubb, S & Earley, P 2007, Leading and managing continuing professional development, Paul Chapman, London.

Buysse, V, Winton, PJ, and Rous, B 2009, ‘Researching Consensus on a Definition of Professional Development for the Early Childhood Field’, Topics in Early Childhood Special Education, vol. 28, no. 4, pp. 235-243.

Darling-Hammond, L 1998, ‘Teacher learning that supports student learning’, Educational Leadership, vol. 55, no. 5, pp. 6-11.

Day, CW 1994, Planning for the professional development of teachers and schools: A principled approach, paper presented at the Brisbane Catholic Education Primary Principals’ Convocation, Brisbane, July.

Day, C & Sach, J 2004. International handbook on the continuing professional development of teachers, Open University Press, Maidenhead, United Kingdom.

Ehrich, L 2011, Theme 4: Professional development – some key concepts, course notes, Queensland University of Technology, Kelvin Grove.

Lester, JH 2003, ‘Planning Effective Secondary Professional Development Programs’, American Secondary Education, vol. 32, no. 1, pp. 49-61.

O’Sullivan, M & Deglau, D 2006, ‘Principles of Professional Development’, Journal of Teaching in Physical Education, vol. 25, pp. 441-449.

Pachler, N & Field, K 2001, ‘From mentor to co-tutor: reconceptualising secondary modern foreign language initial teacher education’, Language Learning Journal, vol. 23, pp. 15-25.

Sachs, J 2003, The Activist Teaching Profession, Open University Press, Buckingham.

Steadman, S, Eraut, M, Fielding M & Horton, A 1992, Making school-based INSET effective, University of Sussex Institute of Education, Sussex.

Stiegelbauer, S 1992, Why We Want to be Teachers: New Teachers Describe Their Reasons for Entering the Profession, paper presented at the American Educational Research Associating Meetings (AERA), San Francisco, April.

Queensland College of Teachers 2006, Professional Standards for Queensland Teachers, viewed 20 October 2011, <http:// www.qct.edu.au/Publications/ProfessionalStandards/ ProfessionalStandardsForQldTeachers2006.pdf>.

Queensland College of Teachers 2010, Policy: Continuing Professional Development Framework, viewed 20 October 2011, <http://www.qct.qld. eduau/renewal/documents/CPDFrameworkPolicyupdatedAug2010.pdf>.

Queensland Studies Authority 2007, How schools prepare students for the Queensland Core Skills Test, viewed 10 October 2011, <http://www.qsa.qld. edu.au/downloads/publications/research_qsa_qcs_prep.pdf>.

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It is important to note that this professional development session was one of a cluster of two-hour sessions offered during a student free day. Due to this, there were time restraints, which significantly affected the overall delivery and understanding of the program. On reflection, there was an over-estimation of what could be implemented in the short time period of two hours.

There was a strong necessity for limitations to be placed on what teachers and the presenter needed to accomplish during the time frame. O’Sullivan and Deglau (2006) argue that “more is not always better”, and that it is important that teachers do not try to do too much in the time they have. Professional development

should not only be about content; particularly when you are providing a new approach for teachers to consider. Further, the professional development session consisted of several staff members who had been teaching in the same educational setting for in excess of thirty years; they did not feel that they needed to ‘examine’ and ‘improve’ their teaching styles and unit content to teach students in their care and therefore were not as accommodating as other staff members during the session.

Home Economics: more than just cooking and sewing Nikki Anderson Coordinator of Home Economics

Home Economists from around the globe converged on Melbourne Convention Centre for the four-day International Federation for Home Economics (IFHE) XXII World Congress. This event was an opportunity for practitioners of Home Economics to come together to continue their ongoing global conversation and embrace the dictum, “We are the instruments of change” (Geraldine B. Hodelin, IFHE President). It is unlikely that anyone who attended the congress did not feel a sense of belonging to a powerful and vital force that can make a difference in their immediate and external interactions.

The challenge for Home Economists is clear; that is, “What can I do to link knowledge with skills to promote the wellbeing of individuals, families and the community?”

The IFHE World Congress has occurred every four years since 1908. This year the leadership changed hands from Jamaica to a representative from Australia. Fifty countries were represented, and there were over 200 oral presentations, various exhibits and poster displays. Since its inception, the IFHE has addressed issues relating to food, textiles and living environments. It has embraced the United Nations (UN) Millennium Development Goals, specifically targeting concerns relating to: poverty and hunger, primary education, gender equality, reducing mortality rates, maternal health, epidemic diseases, environmental sustainability and global development. Addressing these concerns requires discussion, research, goal setting and action.

An event such as the World Congress provides a forum for sharing theoretical understandings and experience and empowering Home Economics practitioners for the change that is essential to making a difference in these areas.

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The issue of sustainability is at the heart of most conversations and practices in Home Economics. It is an integral part of food choices, consumption of material products, and the management of resources in the home and workplace. Each of the presenters at the Congress had undertaken research and shared their professional practice with the attentive attendees.

The breadth and interdisciplinary nature of Home Economics was promoted, and encourages educators in the field to not define themselves only by the longstanding preconception that Home Economics is simply about cooking and sewing. Teaching in this subject area is empowering and fulfilling, as its inquirybased model and design challenges induce the development of skills in problem solving, analysis and reflection. Around the globe, practitioners of Home Economics, whether they be teachers, or in the industries of health, food, and textiles and fashion, enjoy working with others to invest creative solutions to solve sustainability issues and to produce functional and beautiful things.

Throughout the presentations it was made clear that it is fundamental to investigate historical and cultural perspectives as we contextualise and move forward in this technological age.

Examples of this were elucidated in various presentations on textiles. Students in Europe had invited Burmese refugees into their classroom to share their cultural textiles, thus bridging the cultural divide and establishing mutually beneficial relationships.

Also on the radar has been the resurgence in handicrafts as consumers embrace the global Internet marketplace and produce their own products for sale on websites such as etsy. com or madeit.com. A South American researcher has worked with market stallholders to develop products made from found textile objects. Presenters from Finland and Australia spoke about ensuring that the natural and dynamic fabric properties of wool are being employed by not only those who are carrying on traditional and cultural handicrafts but also being diversified into new and innovative products. Non-governmental organisations (NGOs) are working in India to collect and recycle fabric into products such as molded car interiors, and much needed home ware items for poorer communities. In these communities micro finance options and education have improved the wellbeing of individuals and families as they invest their enhanced skills in working with textiles to earn a living.

In the Western world, investigations in textiles and fashion have included the consumers’ of perception of how clothing fits, in-store atmosphere and shopping behaviours. As the average consumer is bombarded by messages in the media and manipulated in the marketplace, these concerns of are great interest in order to establish what textile and fashion items are desirable, or discarded, and how the consumer is induced to spend money. Concerns such as the source and production of the textiles are rooted in social justice issues such as fair trade, organic products, and the ethical or reasonable promotion of fashion. Other presenters spoke about textiles as an art form, connecting stories or producing emotive responses between people and clothing or other textile items. The overarching message was that Home Economics should aim to empower individuals to make informed decisions or indeed join in the production of textiles and fashion.

The topic of food can be diverse and polarising. The representatives from countries such as Africa, Malaysia and India spoke about food insecurity, the lack of food, poverty, and malnutrition. On the other hand, affluent countries enjoy excess, suffer obesity, get nostalgic about cupcakes, and ponder ‘organic versus pesticides’. Getting the balance right is on the agenda of Home Economists as they attempt to educate students about nutrition, experiment with food science, and arm others with the skills of growing and making their own food and being a discerning consumer. The practicalities of making good food choices such as budgeting, sourcing fresh ingredients, and presenting appetising meals can be enhanced by explicit education in schools and through popular media such as television cooking shows, internet sites and blogs, newspapers and magazines, and most importantly, personally passing on skills when sharing meals with family and friends.

Home Economics and addressing food issues draws individuals together, encourages creativity, and fosters a sense of fulfillment.

The often marginalised aspect of Home Economics is the study of families, communities, their interactions and managing living. This was addressed in a provocative manner as a keynote speaker from Japan discussed how disaster could destroy oneâ&#x20AC;&#x2122;s concept of safety. A comfortable yet dysfunctional, materialistic existence can be readjusted to fulfill oneâ&#x20AC;&#x2122;s capacity to survive.

In the wake of disaster one university Engineering student, inspired by a Home Economics elective subject, created an opportunity to advocate for change by organising a social event in a local park. His initiative attracted a diverse group of people who were able to connect by sharing food and rebuilding the community spirit and the sense of belonging that had been overshadowed by fear. Other presenters from India, China and Africa each spoke about the power of women, their contribution to their families, household management, food production, and income generation. More often than not, women are the most instrumental figure and care giver in the family and community.

Their knowledge and practices contribute to not only their own wellbeing, but also those dependent on her. The continued education and empowerment of girls can be enhanced through Home Economics education.

The interdisciplinary nature of Home Economics is exciting, and as the World Congress reinforced, worth promoting as it draws from science and technology, health and fitness, design and textiles, history and culture, ethics, values and human relationships, and more. Students of Home Economics can look forward to making a difference. As the diversity of the presenters showed, careers in Home Economics can come in the form of food and clothing stylists, community aid workers, finance and resource management, or educators. As long as there is Home Economics, there is lifelong learning â&#x20AC;&#x201C; learning to do, learning to be, learning to know and learning to live together.

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Does the end justify the means? One step of the counselling journey in today’s schools (an extract) Trish Barlow School Counsellor

To counsel successfully, one must be: Watchful, like men crossing a winter stream …

Courteous, like visiting guests Yielding, like ice about to melt Simple, like uncarved blocks of wood Hollow, like caves Opaque, like muddy pools

Tao Te Ching, traditional Chinese text If only it was that easy in an institutional setting. There are so many young people in our society who need our help, and yet counselling adolescents in the school domain throws up numerous challenges, including: those created by the adults, and also those created by the client’s peers. In life, society indoctrinates our children to believe that adults have all the answers. The adolescent clients are schooled in a very constructed environment where they are taught, mentored, monitored and censured by the adults in their institutional world.

Certainly they are encouraged to use their cognitive abilities proficiently; nevertheless they see the staff as controlling a large part of their existence. The other part can often be controlled by ambitious parents, or alternatively left to the institutional control, by parents who are simply too busy to enjoy their child’s journey.

In too many schools, the unfortunate ‘mystique’ surrounding the counsellor is often to the detriment of those who need him/her the most. The challenge is to emphatically allow the adolescent to see the Counsellor as a “non-authoritative” figure, and in this way, the “triangular nature of therapy” (Reiner & Treacher 1995) involving the therapist, the client and the theories can be completed. Placing the role of expert back into the hands of the young person offers them a shared role in their own development. In a recent paper, Murilo dos Santos Moscheta (2010), raises a very interesting point. She suggests that, “development, instead of a linear progression, happens simultaneously in a variety of directions.” If you were to mention this to an adolescent they would look at you in amazement, for to them there is no doubt. They know that they develop in a multitude of directions. The speed of creative communication and scientific knowledge in their world has left behind many of their ‘significant other’ adults, and this is an ongoing challenge.

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The student’s own peer group is also a powerful force and subsequently a challenge for the adolescent to contend with.

Winslade and Monk (1999, pp.25) discuss the many and varied discourses that are present in the school student systems and how, “they are kept in place by surveillance and scrutiny”. Today the students know it so well, and if it is coupled with the far more benign ‘death stare’ of their peers, confidence disappears very quickly. There are many and varied issues that arise, and one of the most obvious is that most problems are aggravated by the student’s age. They are neither child nor adult, and Adams (2000, pp.2) captures the stage well when he describes the adolescent period as when; “A combination of biological, psychological and social influences merge into one”. The young people have the unfortunate circumstance of having to cope with hormonal change at the same time as dealing with societal and peer pressures.

A Social Constructionist counsellor will help the client identify the fact that he/she is not the problem. As identified by Michael White (2007, pp.9), “the problem is the problem.” The adolescent needs to communicate clearly for all to hear; “I know that I am not the problem!” However, before the young clients can say such words, it is necessary for them to accept the counsellor as an adult into their lives. The school system makes this a challenge to overcome. Fortunately there are numerous tools in the adolescent world that can be used to achieve this. Hinch, (2010) reminds us that “Metaphor, Utilization and Competence Transfer” are important resources. The world of media is an ideal vehicle and that almost “any story, interest, [or] show on television can be utilized as a metaphor for therapeutic conversations.” By living and working with young people, one becomes indoctrinated into the young person’s chosen viewing habits. This provides a shared platform for metaphoric experimentation. Modern technology is both a positive and a negative, and the counsellor can employ the use of all new technology in their counselling space, in the same way the teacher does in the classroom. By allowing and using interaction with iPads, iPods and interactive whiteboards the counsellor can show the young clients that they have embraced the technology and can relate to adolescents on an even playing field of familiarity.

Challenges for both the adolescent client and the counsellor can be exciting, and by working together and listening to what each has to offer, the journey will be that much more fulfilling. By working with common tools the road becomes that much easier.

A carver’s creation is never finished; nor is the role of the counsellor. Through the mediums of conversation and technology the professional can work in a social constructionist way to guide their young client forward until that adolescent recognises that he/she is able to continue the journey on their own.

A pupil asks a teacher to take him on as a pupil. The teacher answers: you are a pupil because your eyes are still closed. When the day comes that you open them you will see that you cannot learn anything from me or from others.” “But why then does one require a teacher?” asks the pupil in amazement, to which the teacher replies: “In order to recognise that you don’t need him.” De Mello in Sparrer 2007, pp. 8.

Reference List

Adams, Gerald R 2000, Adolescent Development: The Essential Readings, Blackwell Publishing, Oxford.

Dos Santos Moscheta, M 2010, ‘Psychologist or artist: an invitation to think about the challenges of creating a professional identity’, paper presented at Psychology Celebration Week conference, Brazil, August.

Hinch, S 2010, Lecture notes: PowerPoint, Queensland University of Technology, Kelvin Grove.

Tzu, L (n.d.), Tao Te Ching, trans. GF Feng, J English & T Lippe, Vintage Books, New York.

Presbury, JH, Echterling, LG & McKee, JE 2008, Beyond Counselling and Brief Therapy: An Integrative Approach, Pearson, New Jersey.

Reiner, S & Treacher, A 1995, Introducing User-Friendly Therapy, Routledge, London.

Sparrer, I 2007, Miracle, Solution and System, Solutionsbooks, Cheltenham, United Kingdom.

White, M 2007, Maps of Narrative Practice, W.W. Norton & Company, New York.

Winslade, J & Monk, G 1999, Narrative Counselling in Schools: powerful and brief, Thousand Oaks, California.

A light in the city of Cochin: experiences of the Toc H Public School Ray Geise OAM KJS Secondary Teacher

A light in the city of Cochin, The Toc H light, the Toc H School, A light to shine, a life to illuminate, The Toc H Public School.

Service is our asset, in service we grow, Fully human and alive, being God’s glory Purposeful and noble life is our aim.

With pride in our culture, India our land, Answerable to duties, reverent to human rights We strive for a better world tomorrow.

These are the words of the Anthem of the Toc H Public School, located in Cochin in Southern India. These words say a great deal about the mission of this school, an educational institution with some 2,400 students and over 220 staff. The school magazine, Flair bears the subtitle for 2013, “Towards Greater Heights”. It reflects the sentiments of the School Anthem in every way. Inside the front cover are the words, “Service is the rent we pay for our room on earth”, which have been used by Toc H members around the world since 1915.

The beginning of a new day From around 7.30 every morning the narrow streets of Vyttila, the suburb in which the Toc H Public School is situated, are filled with children either walking or catching all modes of transport from various parts of Cochin to school. The school has its own fleet of big yellow buses, but children also arrive via motor bikes and scooters driven by parents (and often with up to three children on each), or small pedi cabs with as many as 12 children packed into them. Some students also arrive in private transport. This busy scene could easily be one of chaos and confusion, but in reality appears to happen in an orderly and well-orchestrated manner.

The tone of the School At 8.10am every day there is an assembly. The students form up in their allotted areas, the Principal and staff take up their positions and there is a single beat of a drum. The School Captain then calls the student body to attention, followed by the words, “Stand at ease”. These are intended to help everyone focus on what follows.

A hymn, sung by the whole school, is followed by a reading from the Scriptures by one of the students. The formal part of the Assembly is completed with the School Prayer, a shortened version of The Lord’s Prayer, and the Pledge, the words of which are as follows: “India is my country. All Indians are my brothers and sisters. I love my country, and I am proud of its rich and varied heritage. I shall always strive to be worthy of it. I shall give my parents, teachers and all elders respect and treat everyone with courtesy. To my country and my people I pledge my devotion. In their well-being and prosperity alone lies my happiness.”

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The daily notices are read by one of the Prefects, after which the School Principal gives a short address which touches on matters such as school spirit, values or citizenship. The assembly concludes with the School Anthem. Loud speakers ensure that what is sung and spoken on each assembly reaches far beyond the precincts of the school campus.

There are other things that give an indication of the tone of the School. At the entrance to its campus is a sign which reads, “Welcome to our litter free and nature friendly campus”, and this is exactly what it is.

On the outside walls of the main buildings are many motivational quotes in bold print, and students are encouraged to read and think about them: • A day of accomplishments is a good day.

• A load of books does not equal one good teacher.

• Outside the classroom the student must live in the world: inside the classroom the student owns the world.

• Seek and you will find: find and you will want to seek a whole lot more.

• Give to the world the best you have, and the best will come back to you.

Common courtesy and respect are expected at the School and are evident in the day-to-day proceedings within every classroom. When a student is asked a question he/she will stand up before replying, and when someone enters a classroom the whole class stands and says, “Good morning” or, ‘Good afternoon’.

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What does the School say about itself?

In order to collect information about the School and understand its contribution to educating young people in India from Primary through to Year 12, we looked to the model used by the New England Association of Independent Schools in the United States. This model was modified slightly for use at the Toc H Public School. The information was collected under six main headings: 1. The school’s Mission Statement 2. The student body – Selection and Support 3. Professional Teaching Staff and Support Staff 4. The school’s curriculum 5. School Governance 6. Funding Discussions were held with a number of Stakeholders in the School – the Principal and Vice Principal; the Head Mistress and many of the teaching staff; the School Captains and House Captains; students from most year levels and some parents. A range of questions relating to each of the above headings were discussed with Professor P.J. Joseph, the President of the Toc H Public School and other Toc H Educational Institutions in Kerala. All questions were responded to in writing by Professor Joseph. Information gathered made it possible to discover and understand what the stakeholders think about their School.

How the School operates 1. Mission Statement • There was a time in the 1970s in Kerala State in India when most of the schools were vitiated by indiscipline and political interventions. Political interventions sometimes culminated in physical violence. At this time, the Toc H Cochin Branch wanted to open an ideal school, free from political interventions and indiscipline. From these initial thoughts, a few years later in 1978, the Toc H Public School opened for business.

• The School’s philosophy is to provide high quality education and to impart sound human values to the lower income groups and economically poor who have academically brilliant children.

The vision expressed in this Mission Statement is reflected in the opening remarks of the Principal’s Annual Report for 2012 – 2013: “We realize that the Toc H Public School is a fertile garden, a garden filled with treasures and boundless riches. The Toc H management’s social commitment to nurture and unearth these treasures on the campus posted yet another year with impressive results.”

2. Student body – selection and support • At Kindergarten level students are selected after an interaction with parents and after students have been checked to ensure they are both physically and mentally fit.

• At the higher level, students are selected on the basis of a written test and an interview to determine if they are able to maintain the expected standard.

• The decision to admit a student is made by the interview panel after the assessment has been completed.

• There is a policy to assist financially disadvantaged parents of academically brilliant children. In special circumstances the full expense of the school fees is met.

• The School offers students the best education possible giving equal emphasis to academic, sporting and cultural pursuits and international interaction.

• Four times a year, the schoolchildren undergo testing which is followed by an Open House. This opportunity allows parents to come to the School and meet with any of the teachers or members of the Senior Leadership, Team including the Principal and Vice Principal. In addition to the Open Houses, there are also two parent meetings every academic year.

• The School joins with the local community to spread messages to create public awareness of the importance of issues such as green buildings, cleanliness and hygiene.

One example of how students create public awareness of important social issues is by conducting bicycle rallies.

3. Professional staff • Recruitment of new staff is effected after a personal interview and a demonstration lesson. Competence is the only criteria for the selection of new staff.

• The members of the Board of Directors, the Principal and the Heads of the Departments are involved in interviewing new staff.

• All teaching staff are required to undertake an orientation program at the beginning of every academic year and professional development courses are available for all staff as required.

• There are five or six staff meetings held every academic year.

• A School Diary is given to all staff and students which contains all the essential information about the School and its proposed activities during each academic year.

4. The curriculum • The curriculum is framed by the Central Board of Secondary Education in the State of Kerala in conjunction with Kerala’s main university.

• The formal academic offerings and the requirements for graduation at the end of Year 12 are designed outside the School by the External Board/University. The Graduation Certificates are also generated by the External Board/ University.

• In the Junior School all assessment is internal.

• Independent study programs are available in the School, such as computer studies, yoga, cooking, karate and aerobics.

• The School employs counsellors for emotional issues and Special Educators to assist students as required.

• •

•

•

•

four well-established Houses – Red Ruby, Blue Diamond, Yellow Sapphire and Green.

Class sizes are between 35 and 40 students, but there are very few discipline problems.

The classrooms are not as well-resourced as classrooms in Australian schools, however what happens in them is impressive. There is a substantial amount of direct teacher input into each lesson and the standard of teaching is very high.

The School is a happy place to attend. Professor P.J. Joseph, along with the School’s Founder Manager, Dr K. Varghese, are both very visible on campus almost every day. They communicate well with both the staff and the students and are present at many of the events which take place in and around the School.

There is a sense of purpose in all that happens within the School. The students do not take education for granted: it is something highly sought after in a developing country like India.

The students have three school uniforms and they are encouraged to wear them with pride. The Toc H insignia is also on each of the uniforms. The aims of Toc H are: o To Think Fairly o To Love Widely o To Build Bravely o To Witness Humbly

It is a Christian school but it is encouraging that amongst the staff and students there are many of other Faiths. It is even more encouraging to see them all working happily and harmoniously together. Toc H has, for many years, been known for its work in ‘building bridges’, bridging the gaps which so often divide people.

Toc H is certainly achieving this at its Public School in Cochin.

5. School governance • The School is owned and run by a registered charitable society, whose members render honorary service.

• There is a School Governing Body of nine members. The main roles of this Body are: o To generate funds for running the School and o To lay down general principles for its operation • Sub-Committees are set up as and when required, perform specific tasks.

Conclusion • The Toc H Public School in Cochin is modelled on the Public School system in England. It focuses on academic excellence and the importance of character-building in its students. It has School Captains and Prefects and there are

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6. Funding • The School is funded entirely from the fees collected from the students; it receives no Government or corporate funding.

• The fees are determined on the basis of the expenses anticipated.

Podcasting in Senior Biology Stacey Kelly Coordinator of Biology

In his presentation ‘Using Technology to Humanise the Classroom’ at the St Margaret’s and St Aidan’s Professional Development Day in early 2013, Andrew Douch demonstrated the potential that digital communication technologies have in the contemporary educational environment.

Douch explored real-world examples of how teachers could change the way they communicate with their classes, taking advantage of social networking sites, podcasts and mobile phones; these are all tools that students have familiarity with and skill in using.

Following the presentation, Douch’s philosophies resonated with me. I was inspired firstly by his passion for my teaching area of Biology and secondly, by his focus on incorporating simple, yet effective technologies into the classroom. Douch’s intention “is not to promote ‘high-tech’ skills in teachers, but rather to encourage widespread adoption of easy-to-use technologies that are ‘high-concept’ and have the power to transform classroom interaction” (Douch, 2012). With the overwhelming array of educational technologies available, it can be quite daunting knowing which tools to use and how to best incorporate them.

Impressed by the simplicity of the podcasting process, I was determined to incorporate podcasts into my teaching.

A podcast is a digital audio recording made available on the Internet for downloading to a portable media player or computer. The term is derived from an amalgamation of the terms broadcast and the acronym for ‘Portable on Demand’.

Teachers can use podcasts to deliver content to students, and this medium “has seen significant growth in education in recent years driven by claims of its value in supporting mobile learning and enhancing the student’s experience” (McGarr, 2009). When developing podcasts for Senior Biology, I have found complex topic areas, where students require repeated explanations of biological processes, to be ideal content. Using the ‘easi-speak’ tool, I have recorded lecture-style podcasts that complement diagrams and data on corresponding PowerPoint slides, such as in my Year 12 Reproduction and Genetics unit. Making these files available online provides easy access for students and creates an invaluable, yet portable study aid.

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Whilst podcasting in education is useful in disseminating information, its use becomes more beneficial when students are encouraged to take a more active role in their learning and are challenged to create and record content themselves. “As well as developing critical thinking skills, students must also have a comprehensive understanding of the material in order to create the podcasts” (Frydenberg, 2006). My Year 11 Biology students created podcasts with the purpose of developing a collaborative class glossary of cellular structures and processes and also presented an evaluation of biological issues pertaining to blood doping. The nature of these activities led to engaging

and worthwhile learning experiences that allowed students to take control of an aspect of their education, to peer-teach and to develop ICT skills. Additionally, as students realise that their podcast assignments may be published for their peers, their attention to the quality and detail of their assignments may improve (Foster et al., 2012).

Perhaps one of the greatest pedagogic advantages offered by educational podcasting is the chance to learn through listening (Gray, 2013). Educational podcasts may be viewed as a more enjoyable alternative for students who do not enjoy or struggle with reading. Students with individual learning needs appreciated that podcasts allowed them to learn at their own pace. They are also highly useful where “visual impairment makes traditional learning methods arduous” (Gray, 2013). Furthermore, the educator profits from the time efficient features of reusability and from peace of mind knowing that their class can continue learning essential content during a teacher absence.

Through post unit surveys with Year 12 students, I was able to gauge an impact of the effectiveness of podcasts on my students’ engagement and learning outcomes. As a result, 60 per cent of the class utilised the podcast as part of their private study and of these students, 100 per cent stated it was either a helpful or extremely helpful tool. Interestingly, 75 per cent felt they performed better in the corresponding exam questions as a direct result of listening to the podcast during their revision.

Feedback indicated that they listened to the podcasts for a variety of reasons, such as when they were finding the content challenging, were absent from lessons or considered themselves auditory learners. Most students primarily used the podcasts to revise content leading up to the examination. This reflects evidence from studies completed at a university level where students perceived podcasting as an enhancement to their classroom experience and tended to find the podcasts most beneficial for revision purposes (Copley, 2007).

The following comments from Year 12 Biology students were extracted from the survey: • “It was engaging and became embedded in my brain soon after listening to it a few times.”

• “I could listen to it whilst doing other things – multitasking.”

• “Sometimes listening to a different mode/version of information allows for a better interpretation and understanding.”

• “I did well on the menstrual cycle question in the exam. I attempted it first as I felt most confident with it as a result of the podcast.”

• “I think it helped me to subconsciously remember the complex information – it only took a few minutes and was easy to revise with.”

The educational environment is evolving along with a need for teachers to adapt to a new generation of learners and to the technology available. Following Andrew Douch’s philosophy that teachers do not need to be experts ‘computer skills’ to transform their classrooms, I was inspired to give simple podcasting a chance and am pleased with the positive outcomes to date. With 100 per cent of students surveyed requesting more podcasts in future units, I certainly have the incentive and opportunity to improve my skills and the quality of resources produced.

References Copley, J 2007, ‘Audio and video podcasts of lectures for campus-based students: Production and evaluation of student use’, Innovations in Education and Teaching International, vol. 44, no.4, pp. 387-399.

Gray, C 2013, Podcasting in education: What are the benefits, viewed 1 September 2013, <http://www.thepodcasthost.com/blog/podcasting-ineducation/>.

Douch, A 2012, Redefining Classroom, viewed 1 September 2013, <http:// www.evolveducation.com.au/presentations-offered.html>.

McGarr, O 2009, ‘A review of podcasting in higher education: Its influence on the traditional lecture’, Australasian Journal of Educational Technology, vol. 25, no. 3, pp.309-321.

Foster, JS, Larmore, J & Havemann, SA 2012, The Basics of Educational Podcasting: Enhancing the Student Learning Experience,viewed 1 September 2013, <http://edis.ifas.ufl.edu/mb004>.

Frydenberg, M 2006, Principles and pedagogy: The two P’s of podcasting in the information technology classroom, viewed 1 September 2013, <http://proc. isecon.org/2006/3354/ISECON.2006.Frydenberg.pdf>.

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The Eureka moment: I’ve got it (or at least getting there) Therese Garrahy Coordinator of Chemistry

How can I get my students to enjoy their learning and problem-solve difficult tasks?

This question is constantly asked by teachers when reflecting on their own practise or in trying to understanding how and why students approach tasks the way they do.

Motivation of students to learning is a key investigation of many researchers.

In this area, Carol Dweck (1999) divided students into two groups based on their beliefs of their own intelligence. This is a determinate as to how students will approach novel, challenging tasks. Her two main groups are: a) Fixed IQ theorists: Students who believe that they have ability and if they cannot do something easily, they will never be able to do it. b) Untapped Potential theorists: These students realise that time and effort are required to develop skills and if necessary, they need to ask for help if they cannot do a task. The more they work and the harder the task, the better thinkers they become.

Hattie’s research (2003) suggests there is a significant effect associated with this practice. Both of these types of students make up senior and junior classes, especially in Science where the students think they cannot do the section or they are not bright enough to do the work. Challenging learning tasks and the depth of student processing are congruent. The ongoing monitoring of student responses with effective feedback with respect to effort on task can be a positive motivational factor for students (Petty, 2013; Hattie, 2003; Trei, 2007).

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According to Dweck (2006), the Fixed IQ theorists need a different type of encouragement as they may avoid situations or give up because of fear of failure. This group may include students who have not reached their “glass ceiling of learning” and as soon as they reach it may give up easily as, at an earlier age, they have not developed the determination to succeed given fear of failure at a task. This group of students can be seen especially in some junior Science classes where the more difficult areas of Physics and Chemistry are taught. Students come into the class believing that they cannot do these sections.

With encouragement and development of simple to complex tasks, students can be shown that they can achieve in the more abstract topics (Petty, 2013). The affective dimension where they begin to have belief in themselves is able to be seen in the manner they approach the tasks, the way that they enter the class, the way they interact within the class and the general increase in effort that is displayed (Petty, 2013). It is difficult to measure numerically the improvement in this domain, but observations do show this change in behaviour.

The second group of students based on Dweck’s classification, who have learned and developed the required determination to keep trying harder tasks, may require less input to keep them on task for a longer periods of time (Dweck, 2013). Both Hattie (2003) and Dweck (2013) suggest that students need to develop a positive learning disposition which causes them to engage with novel, difficult tasks and continue on despite difficulties.

In the senior classes, there is a significant need to encourage mastery and openness in trying the more difficult tasks. This can be displayed by modelling the thinking involved in problem solving, and indicating that it is not always possible to solve difficult tasks easily (Hammonds 2009, Petty 2013). Praise or feedback is given associated with the tasks and effort to produce the required results and should be given in order to encourage the student to develop into the second group of Untapped Potential theorists (Petty 2013). Failure is needed to be seen as a valued learning experience rather than a negative, and used to encourage students to understand what is needed to overcome the situation next time that challenge is taken. Many teachers would argue that humour is an excellent way to encourage students to take on the more difficult challenges they will meet in participating in the senior courses.

As a teacher, it is necessary to take into account these challenging tasks and help the students develop strategies they can use to analyse and overcome similar challenges. Techniques such as class discussions, student questions and responses can develop tasks strategies that may turn the “failure” into a positive learning experience – a “Eureka moment” (Hattie, 2003). It is also important that when handing back assessment items where the student has not performed well, that there is a significant discussion as to how the student can improve (Hattie, 2003).

This individualised attention has been a positive in developing relationships with students and helping them to develop positive ideas when they are met with situations where their results have not met their own expectations. Although this has not been measured specifically, again the affective side of the teacherstudent relationship is seen to improve, and students continue to strive and achieve especially in the most conceptually difficult areas. As Dweck indicates, students realise that striving does lead to success and improvement.

References

Hammonds, B 2009, Making learning visible (John Hattie), viewed 8 September 2013, <http://leading-learning.blogspot.com/2009/01/ making-learning-visible-john-hattie.html>.

Dweck, CS 2012, How the two mindsets influence behaviour and achievement, viewed 8 September 2013, <http://www.mindsetworks.com/webnav/drdweck-interviews.aspx>.

Dweck, CS 2006, Mindset: The New Psychology of Success, Random House, New York.

Dweck, CS 1999, Self Theories: Their Role in Motivation, Personality and Development (Essays in Social Psychology), Psychology Press, Philadelphia, PA. Elliott AJ & Dweck, CS (eds) 2005, The Handbook of Competence and Motivation, Guilford, New York.

Hattie, J 2003, Teachers Make a Difference: What is the research evidence?, Australian Council for Educational Research, Melbourne.

Self-Theories (Dweck) 2013, Learning-Theories, viewed 8 September 2013, <http://www.learning-theories.com/self-theories-dweck.html>.

Krakovsky, M 2013, The Effort Effect, viewed 8 September 2013, <http:// alumni.stanford.edu/get/page/magazine/article/?article_id=32124>

Trei, L 2007, New study yields instructive results on how mindset affects learning, viewed 8 September 2013, <http://news.stanford.edu/ news/2007/february7/dweck-020707.html>.

Petty, G 2011, Dweckâ&#x20AC;&#x2122;s Theory of Motivation, viewed 8 September 2013, <http://www.teacherstoolbox.co.uk/T_Dweck.html>.

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History Teachers’ Association of Victoria – Annual Conference 2013 Bruce Bullpitt Coordinator of History

The History Teachers’ Association of Victoria (HTAV) has long enjoyed a reputation for the quality and educational value of its conferences. The 2013 Annual Conference, held at the Moorabbin Hemisphere Conference Centre in July, was no exception. The catchcry of this gathering was “Ignite the Conversation” and much of that conversation, as varied as the contexts were, focused on the importance of evidence and the way in which it is handled.

This included the fastidious evaluation of evidence and less constraint on where such evidence can lead the student of History.

The presentation of the opening keynote address, “Fromelles: The Missing Found” highlighted the significance of these steps in historical research. Lambis Englezos AM is widely regarded as a foremost expert regarding Australia’s World War I experiences.

He described his obsession with finding and honouring missing diggers from the Battle of Fromelles, the first of many battles fought by Australian troops on the Western Front. Had he accepted the official version of where these men lay, had he not gathered further evidence, including written accounts, artefacts and aerial photographs, and had he not obstinately challenged French authorities, these soldiers would still today be listed as missing. Instead, through painstaking assembly and comparison of pieces of evidence, 250 Australian and British soldiers have been discovered, recovered, identified and reinterred with full military honours in a newly constructed cemetery.

A further session based on evidence relating to World War I and the Western Front was conducted by Craig Deayton, a Tasmanian school principal and author of, Battle Scarred. His assertion is that the proper evaluation of evidence should lead to student acquisition of a broader view of historical events. While certainly not detracting from the importance of Gallipoli, he is concerned that too great a concentration on this campaign may have resulted in an inadequate knowledge and appreciation of the other contributions by Australians during the war. In a call for more emphasis to be placed on the corroboration of evidence, Deayton drew attention to the possibility of official records having been sanitised for various reasons and the failure of many sources to acknowledge the huge part played by women and the indigenous in the war effort. A full and unrestrained evaluation of fragmented evidence should lead to a more accurate record of Australia’s roles in wars of any age.

Deayton’s concerns were echoed by Dr Marina Larsson in a workshop constructed around findings in her book, Shattered Anzacs: Living with the Scars of War. This work examines the impact of the war on families. Larsson too calls for a more open approach to the evaluation of evidence and is critical of the setting of any artificial barriers that may, for instance, prevent students form considering war’s effect on those not directly involved in the fighting. In particular, her focus is on family members and sacrifices made by them. Both Deayton’s and Larson’s sessions stressed the value of allowing evidence to take the researcher to a much broader acknowledgement of the significance of events that have shaped the world.

Encouraging a broader view of historical events can make for an affective linking of the past to the present, thereby helping students see history as relevant to their lives. Emeritus Professor Richard Broome’s paper was entitled From White Australia to Multiculturalism. He dealt first with Australia’s Immigration Restriction Act of 1901 (usually referred to as the White Australia Policy). In underlining the unfairness and discriminatory nature of the way in which the policy was implemented, he drew attention to the public fears and misconceptions of the day that could be seen to have parallels in the current debate over Australia’s asylum seeker issue. With the abundance of newspaper, radio and television comment, students cannot but acknowledge that History is not always about the past.

In the words of Richard Smith, HTAV Executive Officer: “History teachers are not stuck in the past and do not stick to rigid orthodox practices. Methods and pedagogical practices are constantly under review and change has become a part of modern teaching practice.”

The 2013 conference was indeed successful in illustrating his point as well as in its aims to ‘ignite the conversation’. Nowhere was this more obvious than in the promotion of a more critical and more inclusive approach to historic evidence.

References

Broome, R 1986, The Victorians: Arriving, Fairfax, Syme & Weldon, Sydney.

Deayton, R 2011, Battle Scarred, Big Sky Publishing, Sydney.

Larsson, M 2009, Shattered Anzacs: Living with the Scars of War, UNSW Press, Sydney.

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DISCOVER the DIFFERENCE!

Invitation to

Open day Saturday 8 March

9:00am - NOON

’ n o i t c a n i l ‘see the Schoo St Margaret’s warmly invites visitors to attend Open Day on Saturday 8 March from 9:00am to Noon. Principal, Ros Curtis will provide a welcome address and senior staff will be available to answer any questions. Students will conduct tours of the School and classrooms and facilities will be open; refreshments available.

We look forward to welcoming you!

For more information and to register, visit www.stmargarets.qld.edu.au or contact our Registrar on (07) 3862 0762

Pre-Prep - Year 12 • Boarding Years 7-12

Save this date

ARTS FESTIVAL

30 & 31 M AY 2014

Www.mayofestival.com.au

St Margaretâ&#x20AC;&#x2122;s Anglican Girls School 11 Petrie Street Ascot QLD 4007 Australia Telephone: +61 7 3862 0777 Facsimile: +61 7 3862 0701 mail@stmargarets.qld.edu.au www.stmargarets.qld.edu.au A School of the Society of the Sacred Advent

ABN: 93 492 310 839 CRICOS Code: 00511K