The Australian Education Times March 2014

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Issue 4 • Mar 2014 • www.educationtimes.com.au

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OUTSTANDING SCHOOL

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“You don’t have to be a Harvard scholar to succeed in life. People have the skills to be great but they’re reluctant to take risks”

North Sydney Girls High "Scan QR Code to read digital edition"

Mr John Symond, Founder and Chairman of Aussie Home Loans

ICT FOR EDUCATION:

Literacy Corner:

Magic Maths:

Google Drive v Dropbox

Singing the praises of reading

It’s PI Day!

Success Story

THE NEWS CREW

Contents News and Views:

3

Outstanding School of the month:

6

Success Story:

8

Focus on University:

9 ICT for Education

ICT for Education:

12

Special Pull Out:

17

Are the smartest students also the saddest?

North Sydney Girls High School

Mr John Symond of Aussie Home Loans

Everything you need to know about internships

“You don’t have to be a Harvard scholar to succeed in life. People have the skills to be great but they’re reluctant to take risks” -John Symond, Aussie Home Loans

Join us digitally via our social networks….

Collaborating using Web 2.0 Tools

Milestones: Is your child where they should be at school?

Career of the Month: 25 Guide to becoming an Accountant

Test Zone:

26

Magic Maths:

28

Literacy Corner:

30

Science Lab:

33

Puzzle Pop:

34

Global Stories:

39

Selective School Entry Test

It’s Pi Day

Singing the praises of reading

FOLLOW us facebook.com/theaustralianeducationtimes

Exploding Volcanos @TheAusEduTimes Contact us email : editor@educationtimes.com.au Phone: +61 2 8883 0750 Advertise email: advertise@educationtimes.com.au

When you see this symbol, check out our website for real life interviews and more info!

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Some fun activities and games

A tribute to Quentin Bryce

Career of the month:

25

Magic maths:

28

www.educationtimes.com.au The Australian Education Times

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The Australian

education times

From the Editor I

hope you have all settled back into school and your routines. Like myself, I’m sure that many other parents are trying to get back into some sort of routine that crams all of their necessary school duties with after school sport, music and other extra-curricular commitments.

With us now well into Term 1, students in years 3, 5, 7 and 9 are beginning to think about and prepare for NAPLAN. We are dedicating this month’s Pull Out to Numeracy and Literacy and showing you first hand, what skills your child needs at each stage of their schooling to successfully complete NAPLAN. I have found out through conversations with other mums and dads, that parents only know of the exams and then receive results.

Consequently, parents often feel limited in helping their child succeed in these exams.

In addition to our Numeracy and Literacy Special, our ICT For Education section looks at collaborative software that students are using in all stages of schooling. Understanding and using this software at home can help both students and their parents share school work and stay on top of a school study load.

Quotes of the Month

“

Awaken people’s curiosity. It is enough to open minds, do not overload them.

Put there just a spark.

Anatole France

This month, we look at Visual Arts for our Curriculum Link and Volcanoes in our Science Lab section.

We have also interviewed John Symond from Aussie Home Loans. This was an incredible interview. Thank you for your time and inspiring words!

If there is something that you would like to see featured in The Australian Education Times, please email me at editor@educationtimes.com.au

“

Help students be their own teachers.

Anonymous

“

Tell me and I forget. Teach me and I remember.

Involve me and I learn.

Anonymous

Noelene Callaghan

The Australian Education Times would like to acknowledge the Darug people who are the traditional custodians of this land. I would also like to pay respect to the elders past and present of the Darug nation and extend that respect to other Aboriginal people present.

Letters To Editor Dear Editor

You have motivated me to go back to uni to complete my post grad! THANKYOU!!!!

James, Gosford

Dear Editor

I have always struggled with helping my children with their maths homework and your article on algebra was incredibly helpful. Please show me more ways of how I can help!

Alannah, Penrith

Dear Editor

As a science teacher, I love finding new ideas to conduct experiments with my junior students. Please continue with Science Lab as they are practical, fun and informative!

Tabitha, Hoxton Park

The Australian Education Times is dedicated to providing relevant and up-to-date news and resources that can be used in the classroom or at home. If you would like to contribute to our magazine, please write to Noelene at editor@educationtimes.com.au All contributions are to be 300 words long and to include a photo that is saved as a jpeg.

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The Australian Education Times

The Australian

education times News and Views

Are the smartest students also the

saddest?

W ith bullying, depression, anxiety and other mental health issues on the rise amongst Australian school students, a parent’s role in ensuring their child’s happiness is more crucial than ever. Why? Because recent statistics collated and presented by the OECD show that our smartest teens are actually the saddest.

There is also evidence to suggest that playing sport outside of school benefits students as it promotes teamwork, confidence and happiness. However, when is too much outdoor activity more than a child can handle?

Today, students are more supported at school than ever before. As well as the additional staff employed to cater for students of all learning abilities and backgrounds, students are now walking into classrooms where individualised learning programs are being created and implemented to support their personal learning style. So why are students still so stressed?

There is evidence that now suggests that those who are more intelligent are more likely to doubt themselves and suffer from anxiety and depression than those who don’t perform well at school.

The pressure of failing and not doing well in internal and external testing is becoming an increasingly pressing issue that teachers are trying to combat.

School counsellors are also being inundated with students pleading for help simply because they are too tired, stressed and exhausted trying to satisfy all of their commitments to an extremely high standard.

Do we look at the extreme? Do we want to raise smart successful children who are sad or below average unsuccessful children who are happy? 0r is there a balance?

Hungarian psychologist Mihaly Csikszentmihalyi is famous for developing his theory about flow as the optimal state for happiness. He believes that all parents want their children to be happy, but we should be more interested in ensuring that they develop an ability to achieve and construct their own happiness rather than us delivering them moments of happiness on a platter.

Is this also the case at school and at home? Do we, as parents, attend to the needs of our children more than they attend to themselves? Are we making life too easy for them and preventing them from making their own mistakes?

Are we pushing our successes onto our children as we are now fully aware of the consequences that exist for students who don’t work hard at school regardless of age?

Important statistics: • • • •

Depressive disorders tend to first appear in adolescence or early adulthood 1 in every 5 adolescents are likely to experience a diagnosable depressive episode by the age of 18 In Australia, it’s estimated that 6 to 7 percent of young people aged 16 to 24 will experience depression in any year.

The rates tend to be higher among young females (8.4%) compared to young males (4.3%)

Tweetings It appears that everyone has an opinion about this… @TheHunterBadger Columbus: the smartest city in America while the 6th saddest state in America @AdreeshR The pressure of GPA has turned from just being a motivator for students to something that crushes them at times which is really sad @!4andscape There’s no wonder why so many young people are depressed, the pressure put on students these days is ridiculous @Cassie__Love24 The purpose of school is to educate, not to suffocate students with homework to the point where they become depressed & uninterested @DrGwenPKeita 60% of grad students said they felt overwhelmed, exhausted, hopeless, sad or depressed @ciarasnowball It’s really sad that it takes 2 deaths in the last few weeks for the Uni to suddenly start making students aware of help available if depressed @emelizabethhhh School’s a place we’re supposed to go and learn and have fun, when it makes 90% of students feel stupid, depressed and unwanted..like why.. @CBCToronto OCAD students are mostly depressed, according to new survey

Anyone experiencing depression should contact Beyond Blue for support and information. Beyond Blue can be contacted on 1300 22 4636 and are available for Web Chat from 4pm to 10pm daily.

The Australian Education Times

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education times News and Views The Australian

Saving Lessons

Last a Lifetime

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any families worry about covering educational expenses, with the cost of uniforms, text books, laptops, sports equipment, music tuition and TAFE courses sometimes leading to a budget blow-out.

Since it was first piloted in 2003, Saver Plus has motivated more than 20,000 Australians to save by matching their savings dollar for dollar, up to $500.

Participants remain on the program for ten months, and attend MoneyMinded financial education workshops.

An initiative of the Brotherhood of St Laurence and ANZ, Saver Plus supports lower income earners in their development of a savings habit.

The program is now delivered in more than 60 communities across Australia.

Saver Plus encourages participants

to set a savings goal, save up to $25 a fortnight and attend financial education workshops. When participants reach their savings goal after 10 months, ANZ matches their savings up to $500 towards the participant’s nominated educational costs.

Empowered by the encouragement and support provided by Saver Plus, participants develop vital financial skills with long-term benefits.

ANZ’s Head of Corporate Sustainability and Financial Inclusion, Jane Nash, said having a savings buffer is crucial to helping families manage school costs and other expenses.

“The $500 that we offer through Saver Plus helps parents ensure that their children don’t miss out on educational items and opportunities,” she said.

I have plugged my spending leaks, changed my private healthcare policy, merged old superannuation accounts into one - all because of what I learned. I feel happier, healthier and somehow more free.

-Belinda, Ballajura, WA

If I could use one word for Saver Plus, it would be empowering.

-Caitlin, Albury, NSW The Brotherhood’s Senior Manager of Financial Inclusion, Tony Robinson, said Saver Plus helps families prepare for the future by building their financial skills to save small amounts over the long term, using techniques like budgets and spending diaries.

“We see the positive effects Saver Plus has on our community, empowering participants to build their financial future,” he said.

I have reached a savings goal during the most financially difficult and challenging time of my life.

Saver Plus taught me to plan, be patient, and allowed me to be excited about future possibilities.

-Monique, Mandurah, WA Independent research by RMIT University found that 87 per cent of past Saver Plus participants continue to save at the same rate or more, three years after completing the program.

Participants also reported an increase in their satisfaction with life after developing the ability to save on a regular basis, having more control over their finances and by reducing their debt level.

You may be eligible if you have a health Care or Pensioner Concession Card, are at least 18 years old, have some regular income from work (you or your partner), and have a child at school or study yourself.

Saver Plus is an initiative of the Brotherhood of St Laurence and ANZ, delivered in partnership with local community agencies. The program is funded by ANZ and the Australian Government Department of Social Services, with ANZ providing matched savings for participants.

To find out more, call or SMS your name and postcode to 1300 610 355, or email saverplus@bsl.org.au.

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The Australian Education Times

The Australian

education times OUTSTANDING SCHOOL

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orth Sydney Girls High School is a unique and stimulating school which balances traditions of academic excellence with innovative practice. The academically selective school is one of the highest performing in NSW and has distinguished alumni who have succeeded in many fields of endeavour in its 100 year history. Girls travel from across wider Sydney to its lower north shore location from a broad range of socioeconomic backgrounds. Its demographics also includes 91% LBOTE from predominantly Australian-Chinese families.

The greatest danger is complacency.

The academic and broader learning outcomes do not happen by themselves – the school has a strong culture of success which is supported by a climate of inclusion, creativity and positive wellbeing. All successful schools need to have a clear sense of direction and purpose. Our school places a great deal of importance on embedding the school ethos of connection, innovation and resilience in everyday practice. Our current emphasis is upon a review and rewrite of curriculum programs suitable for gifted and talented learners who are skilled for the 21st century, understanding their roles as global citizens. To avoid these notions becoming hollow rhetorical clichés, all curriculum programs fit within a values continuum of awareness in early Stage 4 through to understanding and empathy and then advocacy and action in Stages 5 and 6.

Using constructivist principles, girls are challenged to think beyond content and skills through a series of conceptual “big questions” which overarch all class programs. These questions are constantly referenced in class to help develop deeper understandings and facilitate the general capabilities of the Australian curriculum. Year 7 girls may be asked to think about whether

North Sydney Girls High School The best for our girls!

mathematics is a language of its own, Year 8 girls may look at “What ought we do as citizens?” in Ethics classes, Year 9 will consider the ethical basis of food and textile production in TAS and Year 10 girls will look at what we mean when we talk about the human experience in English. This matrix of complex and challenging open ended questions (across all subjects) providing complementary understanding between KLAs, develops the concept that knowledge consists of multiple perspectives and prepares girls as engaged and thoughtful learners for later years.

In each of the middle school years, girls are involved in cross curricular projects.

These challenge girls through problembased-learning activities that relate to their ‘Big Question’ curriculum

frameworks or the values continuum.

Working in groups, these gifted and talented students must respond dynamically to problem based scenarios.

Year 7 girls will participate in ‘The Dome’, an elaborate futuristic biosphere world where they deal with a range of KLA based challenges. Year 8 girls learn about ethics and the media in ‘The Apprentice’, Year 9 develop an understanding of power, politics and collective responsibility in ‘Leviathan’ and Year 10 girls complete a capstone project on ‘Agents of Change’. All of these activities tackle head first traits of perfectionism and reticence to take intellectual risks common to gifted and talented learners and reinforce the intention of whole school curriculum.

Similarly, technology has to be seamlessly integrated into classroom practice to engage and stimulate learning. Our school has had a laptop

A unique and stimulating school which balances traditions of academic excellence with innovative practice.

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The Australian Education Times

program in place before the Digital Education Revolution and now, in 2014, all girls are expected to have their own mobile computing devices delivering software through a private cloud. This investment in technology infrastructure and support is expensive but it does provide the whole school community with excellent versatility and the means for contemporary practice in all classrooms to be embedded.

Of course, the quality of relationships is the most important dynamic of a classroom. Classes are places where ideas and discussion should dominate. The teacher may be responsible for guiding learning but it is the girls who generate the heat of good ideas, possibilities and solutions. Feedback from girls always shows they value lessons where their opinions and ideas are respected and valued by everyone. Again, involving all girls in a positive class climate challenges reticence and promotes inclusion. This mutual respect between students and teachers, confirmed by research, is at the core of good learning. The promotion of quality feedback and reflective student self-assessment has helped girls to become well rounded resilient learners.

Teacher professional learning and sharing of experience are constants in school life. Supervisory practices are often blended with the sharing of programs, work samples and demonstrations by students of their learning for staff across the school.

The climate of trust and commitment developed is crucial in the maintenance and building of good relationships.

North Sydney Girls has a very busy co-curricular program. In my first days at the school, I can clearly remember two Year 10 girls making themselves comfortable on the lounges in my office asking me what was my vision for the school and my vision for teaching and learning. Their audacity was to be complimented but it was the articulation of student questioning that most impressed. The recognition and promotion of student voice is at the heart of life in and out of the classroom.

To try and co-ordinate the multitude of activities that take place at NSG, all of the activities have been co-ordinated and aligned. As a result, four “pillars” have been developed with liaison teacher coordinators.

A huge sporting program supported by parents, expansive music and debating programs and community involvement are all part of the culture of expectations and involvement that provides girls with ample opportunities to connect with their school community.

Respecting the traditions of the past, the Prefects have a powerful role as model leaders.

The Student Representative Council (SRC) is an active conduit to the student cohort through elected year girls, while the Charities Council continues its excellent work in raising money for chosen community causes.

An offshoot of this “pillar” has been the Social Justice Group who take an active advocacy and social awareness role within the student body and with other schools in the selective network. The final pillar involves High Resolves, an external not-for-profit organisation, who implement an excellent program teaching collective action and social responsibility.

Around these pillars there are a plethora of student initiated groups focusing on political and human rights including a Women’s Collective and Political Forum, environmental and community student advocacy groups as well as volunteering and community leadership programs such as the Duke of Edinburgh Scheme and Model United Nations Association.

A huge sporting program supported by parents, expansive music and debating programs and community involvement are all part of the culture of expectations and involvement that provides girls with ample opportunities to connect with their school community. The self-direction of many of these multifarious groups enables the realisation of our vision of strong assertive young women taking their place as leaders and agents of change in local and global communities.

Leadership development and community involvement are social investments that cannot be underestimated.

Our girls do not live in an ideal world and will have their share of wellbeing concerns consistent with their natures and the tumultuous period of adolescence. A clearly articulated program of activities and support structures across Years 7 – 12 takes a proactive rather than reactive role in dealing with mental and physical wellbeing. These practices include well known programs and activities such as peer support and camps but also include designated wellbeing days, positive psychology, peer and staff mentoring, one on one interviews involving specialist staff and teachers, as well as metacognitive programs. Recently, when there was a staff perception that Year 12 students were becoming overwhelmed with assessment woes, the Deputy Principal Senior organised a hugely successful impromptu “flashmob” of teachers singing encouragement and positive messages. It has become part of the lore of the school!

North Sydney Girls High School is a privileged environment in which to work and learn but it is also a place where the expectations of parents, bureaucrats, the wider community and, most importantly, the students must be managed and cultivated. The school motto “ad Altiora”, towards higher things, encapsulates what makes this school unique and stimulating.

David Tomlin Principal www.northsydgi-h.schools.nsw.edu.au f https://www.facebook.com/pages/ North-Sydney-Girls-High-School/

Is your School Outstanding? Please send an overview of your philosophy, academic and extra-curricular achievements along with some hi-res photos to editor@educationtimes.com.au The Australian Education Times

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education times Success Story

10 Insightful Questions for John Symond, founder and chairman of Aussie Home Loans

1

As a child, or young adult, what career aspirations did you have?

At a very young age, like many other boys, I wanted to be a pilot. But aspirations change and this idea soon disappeared as I got older. My parents owned a fruit and veg shop so as a child I moved around a lot. They taught me to have a strong work ethic and I learnt to embrace change. I was very fortunate.

I often say that I went to eleven schools and two universities but my best education came from my parents.

2

What led you to a career in home loans?

After trying a few different things at university I ended up studying law at night and working at a legal firm during the day. My job at the legal firm entailed a lot of conveyancing and consequently I learnt the ropes about helping people finance and obtain a loan necessary to buy a house.

3

What sort of difficulties have you encountered?

Early on in my career I went into a joint venture with a finance company that was a wholly owned subsidiary of the Bank of South Australia. Back then I was pretty naïve, I didn’t have backers or advisors but I always thought that, as it was owned by a government, the bank wouldn’t go bankrupt. All of a sudden I was unemployed, forced to sell all my properties and I still owed a few million dollars.

4

How did you go about overcoming this set-back?

I was so disappointed and disenchanted with the banking culture I thought someone has to do something about it. Miraculously, with no money and no backers I came up with an innovative idea 8 |

The Australian Education Times

that had never been done before, which is what became Aussie Home Loans.

5

What was the biggest challenge you faced in creating your own company?

Because I had lost everything and was staring at bankruptcy it didn’t really worry me to take the risk of challenging the big banks. I took on a consumer champion role and did what no one had ever done before; publicly criticize the big powerful banks. It wasn’t easy but I worked to educate consumers and eventually we found a way to bypass the Australian banking system and let the genie out of the bottle.

6

How did you keep yourself motivated?

I was so passionate about this new industry that was being created and I knew what consumers wanted, so it was simply my desire to give customers what they needed. By achieving different successes, I found the inspiration and gained the confidence to realize that I had a role to play in making a real difference in many people’s lives.

7

In your opinion, what are the most important qualities in a good business leader?

I think believing in what you’re trying to achieve is essential. If you water down your focus, concentration and resources then you’re destined to fail.

8

On your road to success is there any decision you had to make that you were reluctant to take or regretted afterwards?

There are often decisions that you are forced to make, for example abandoning something that might be

John Symond is a face that most Australians recognise.

But how much do you really know about the man who revolutionised the Australian home loan industry? important for the business but that you’re not ready for. You have to be a realist and learn how to let go of projects you’re not ready for.

9

Tell us a little about your charity work and what areas you’re most passionate about.

I believe that children are entitled to a fair start in life. It’s always been close to my heart and I promised myself that if ever I got out of all the dramas and problems, I would do what I can to help children who are disadvantaged through no fault of their own.

10

What advice or words of wisdom would you give to our readers interested in a career in business?

If you’re passionate about something never give up, but expect to stumble. It’s never going to be a smooth run. I don’t know a single successful person who didn’t have a strong work ethic and who was not passionate about what they were doing. So, learn, ask questions, mix with positive people and never give up.

For the complete interview visit www.educationtimes.com.au

The Australian

education times Focus on University

Learn in the Real World Through an Internship

A

n internship is a fixed, limited period of time spent within an industry. Some students do an internship as a compulsory part of their degree while others choose to do one.

With each company it can differ, lasting anything from one week to a year and can be part-time or full-time. As with the duration, the payment that is offered depends on the company. You could receive minimum wage, have just your costs covered or in some cases receive nothing at all.

Usually certain jobs are set aside for interns to do, such as helping with a company project. It is a good way to explore an industry and network to build

up your contacts for your future career.

There are certain industries where an internship, or unpaid work experience, is the only way in for most people.

Internships are designed to give students a better understanding of the actual work context of their studies and assist them in their future employment prospects. They offer the opportunity to enhance technical skills, career prospects and provide valuable ‘real world’ knowledge and understanding.

Expectations of an Intern Remember! Those providing you with the internship are doing you a favour. You may be asked to do things that are menial or seem unimportant but you will be able to observe first hand the operation of a professional organization. Even though you are doing what seems to be a menial task, you are in a position to be given greater opportunities if they arise, and you will be given a recommendation at the end of the internship. This is invaluable!

If you take offence at being asked to do menial tasks, and working beneath what you believe are your full abilities, maybe this isn’t for you, Internships are an excellent way to begin building those all important connections that are invaluable in developing and maintaining a strong professional network for the future.

Internships offer the opportunity to: •

• • •

• • •

Gain experience in applying the theoretical knowledge obtained from your courses Learn the practicalities of working in an organisation Develop interpersonal skills Learn about the importance of building organisational relationships that are critical for professional practice Tackle challenging projects Meet and work with talented and experienced professionals Add valuable skills and experience to your CV

Internships are usually advertised on the university’s website, Facebook and Twitter accounts. Some are also advertised via the school/faculty that is relative to the internship.

Internship lengths vary depending on candidates and their objectives or academic requirements. The minimum length is 6 weeks and maximum length is 26 weeks.

The Australian Education Times

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The Australian

education times Focus on university

What is it like to be an intern?

U

pon graduating from university, students are often left feeling a little lost. Where do I go from here? How can I apply my degree to a viable career? Given the condition of the economic climate, the pressure on graduates to find employment is increasing. Gaining a competitive edge is becoming the key to success.

You may find that many experienced and successful professionals speak of “getting your foot in the door”. My advice would be to follow their advice, as it is becoming common knowledge that employers seek graduates with some experience in the field that you wish to enter. More specifically, the internship has become the (almost) obligatory next step for students in pursuit of a career.

I am currently a third of the way through a 3-month journalism internship at ‘The Australian Education Times’.

Regardless of what field you would like to gain experience in, walking in to a professional office environment can be quite intimidating. I began my internship with the presumption that I would be making coffees and photocopying from 9 till 5. However, I was greeted with the complete opposite. I was given my own tasks and the responsibility to research and write an article on my first

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The Australian Education Times

day! Following this I have been given consistent opportunities that allow my creativity free reign. Being part of a team that pieces together a magazine is a very rewarding experience. Sharing your own opinion on any minute detail from design and layout to wording and editing, and it being respected and taken onboard is a satisfying experience.

Before starting this internship I was desperate to gain any valuable experience in the media and publishing industry. To tell the truth, I have already surpassed my goals. I have been fortunate enough to have a handful of my own words published in the magazine, with only more opportunities available to me in the upcoming issues.

As I complete the remaining stint as an intern, I hope to improve all aspects of my work so that the culmination of my efforts amount to a sturdy foundation to build my career upon.

So, what is it like to be an intern? It is rewarding beyond my expectations.

Laurence Favager

The Australian

education times Focus on University “I have just started uni and was accepted into a Bachelor of Commerce. What is the best way to go about changing my course?”

Changing your course is relatively simple. Although at this stage, it is too late to be considered for Second or Third Round Offers, you are usually able to change your course once speaking to Student Services. They will provide you with succinct information as to how to transfer your credit units and change modes of study.

which should be planned and thought over exactly. If you decided to do an Exchange, make sure you really want to do it, not just your parents, friends, etc. You should ask them (and other people knowing you who maybe have experience with this) if they can imagine you doing this. When deciding on a country, factors to consider are learning a new language, a new culture, making own experiences, how you want to widen your personal horizon, how do you want to develop yourself and so forth.

“I have just completed Year 12 and was planning to take a Gap Year, however I am already feeling that I am wasting my time. Is there anything I can do this year before I go to uni next year?”

There are many things that you can do that are productive and worthy of a Gap Year. You can learn to live in a new environment and deal with the unexpected. You can demonstrate sustained commitment and cannot fail to develop your personal skills and experience, which employers are looking for and which will stand you in good stead for many years to come.

“What are the English proficiency requirements at Australian Universities for International students?”

To meet the University’s English language proficiency requirements, international applicants must demonstrate either a score equivalent to four semesters of Sound Achievement in Queensland Studies in Authority English or interstate equivalent, or at least 6.5 overall and a minimum of 6.0 in each sub-band of IELTS (or equivalent test as given in the table below).

Some programs have higher English proficiency.

“I would like to participate in an exchange program, but how do I decide what country to go too?”

An Exchange is something that will really change your life. It is something

I would like to participate in an exchange program, but how do I decide what country to go too?

“Every university claims to be the best. How do I determine which one is in fact the best in my study area of choice?”

One way of determining which university is the best is by checking the Australian University Rankings. Quite recently, the ARU reported the following statistics on Aussie unis: Australian universities have fallen in the latest Times Higher Education World University Rankings with one less university in the top 100 and one less university in the top 200. Australia’s number one and two ranking universities both decline with the University of Melbourne dropping from 28 to 34 and ANU dropping from 37 to 48. University of Queensland has a slight improvement from 65 to 62 while University of Sydney drops from 62 to 72. Monash University bucks the trend in an attempt to consolidate its position in the top 100 moving from 99 to 91. However UNSW falls nearly 30 places from 85 to 114, exiting the top 100. University of Adelaide also follows the trend dropping from 175 to 201-225, falling out of the top 200.

Professional Learning Opportunities Future Schools 12-14 March Australian Technology Park, Sydney Digital Humanities Australasia 2014 18-21 March The University of Western Australia, Perth WELL Conference 2014 19-21 March Tasmania

Words of Wisdom

Australian Curriculum: Aligning Learning Areas 22 March Brisbane Convention and Exhibition Centre, Brisbane Data Quality 2014 Asia Pacific Congress 25-27 March Rydges Swanston, Melbourne The Australian Education Times

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The Australian

education times ICT for Education

Googling h g u o r h t s p Ap s p p A e l g o o G Q: How do I use Google Apps in the classroom?

Google Apps is entering the education domain and will transform the way teachers facilitate learning and the way their students collaborate and communicate in the classroom.

Google Apps is revolutionising the way educators can create and deliver curriculum content. Their products permit teachers in both primary and secondary schools to remove their classroom walls, as boundaries

and parameters that we have been working within.

Google Apps is more than just installing a few apps on your iPad or Android device, it is revolutionising the way we will email and formulate student timetables. Additionally, Google Apps have created tools that help facilitate collaborative learning in 21st century classrooms by giving access to numerous products via one login – a gmail account (this will soon be via a DEC email address as the DEC is rolling over to the Google Portal shortly).

There are 3 essential Apps that all teachers should familiarise themselves with: Google + (Google Plus) is the hub of Google Apps.

It is where individuals can access their chosen communities (teachers can create a class community for their students to access outside of class time), as well as communicate with their friends, play games and access other apps.

Teachers can use Google Docs in the classroom to facilitate online collaboration. Although many educators have trialled (or used) Google Docs in the past, there have been significant upgrades permitting students who don’t have Microsoft Office installed on their PCs or devices to access and use such programs. Additionally, everything is saved online permitting students to access their files from any computer.

Google Hangouts is an alternative to using Skype and the Collaborative Classroom. Google Hangouts permits students to communicate and collaborate in real time online with up to 10 students in other classrooms/schools, as well as with experts in your subject area in a safe learning environment.

Google Hangouts is a fantastic tool which is engaging and can be customised to suit any student ability (from primary to higher education).

Furthermore, all Google Apps are supported by the NSW DEC. For more information about Google Apps and the rollout, please go to https://sites.google.com/site/ appsforeducationdec/ or contact the NSW DEC to speak to your Google Champion.

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The Australian

education times ICT FOR EDUCATION

App Review

Inkling is one of the top substitute platforms for e-books for young children. Inkling provides stories in an interactive format which engages its users when reading a range of texts.

Also referred to as smart books, inkling permits readers to search for texts in video format, interactive animations and also allow its users to share notes with other readers, making it a great collaborative tool within the classroom. This allows inkling to be the world’s best study group, now in your book. Follow anyone using your book, see their notes and highlights in real time, create running discussions anywhere, and star the most helpful notes.

Keynote makes it simple to create and deliver beautiful presentations — with nothing but your fingers. Powerful tools and dazzling effects bring your ideas to life. You can work seamlessly between your Mac and iOS devices and work effortlessly with people who use Microsoft PowerPoint.

It allows you to drop in photos or video with a touch, as well as add reflections and picture frames. You can beef up your data with interactive charts and then tie it all together with cinemaquality transitions. Keynote makes it easy to share your show with a cast of dozens and can be downloaded on iOS for $10.49.

Aurasma is an Augmented Reality App that enables its user to view Auras or create their own. Currently one of the most popular apps in Augmented Reality, Aurasma is available via Apple’s App Store and Google Play.

Aurasma enables its user to create Auras; which are videos, animations or webpages that are linked to an image or object; on most iphones and android devices. Aurasma allows teachers and their students to create simple Auras to support curriculum content. This free App is a great technological tool for classes integrating iPad and tablet devices into their learning. One reviewer believes that although Aurasma is restrictive in certain areas, it is a great technological tool to use to re-engage and to promote collaboration.

Take your to-do list anywhere with this feature-packed app; never forget the milk (or anything else) again. Remember The Milk (RTM) for iPhone, iPod touch and iPad connects with the popular online service of the same name.

With millions of users worldwide, Remember The Milk is everywhere you are: from mobile to the web to apps including Outlook, iCal, Gmail, Google Calendar, Twitter, and more.

It is great for backing up your tasks and notes and for organising the way you want to with priorities, due dates, time estimates, repeating, lists, tags, and more.

This App is available on iOS for Free.

ICT Metalanguage Have you tried to assist your children in understanding their assignments and wonder what some of the jargon means?

Here is a list of terms that will help you decipher them when helping your child.

Access: The name of a Database program forming part of the Microsoft Office suite of programs.

Bandwidth: The amount of data that can be sent from one device to another through a particular connection in a certain amount of time.

Blended Learning: This term normally refers to combining Internet-based distance e-learning with face-to-face tuition but it may also be used to describe combining offline ICT-based materials with more traditional materials, such as books, DVDs and CDs. Collaborative Writing: A process that involves the creation and editing documents using Web 2.0 tools designed for use by multiple authors.

Debug: To test a program and remove all the bugs. Permanent bugs that defy eradication are often referred to ironically as “features”.

Email: Email is short for ‘Electronic Mail’. Electronic mail is a form of communication where mainly text based messages are exchanged by using computers attached to a network.

Fat Client It simply means that the computer terminal attached to a network is capable of running applications on its own.

Log On: To ‘Log On’ means you need to identify yourself to the system so that you can gain access. The most common way of logging on is to provide an username and password that the system recognises.

Resolution: This means how many lines, pixels, or dots are present over a standard length. Length is usually inches or millimeters.

Zoom:The term ‘zoom in’ means to enlarge an image or document so that it becomes easier to work on. You can see less of the document on the screen at any one time but the area that you can see is larger and clearer.

Noelene Callaghan Noelene is an ICT Teacher at Rooty Hill High School, a member of the ICTENSW and a Councillor of The Teachers’ Guild of New South Wales

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education times ICT FOR EDUCATION

The best way to submit assignments

C

ollecting assignments or school work can sometimes be difficult, particularly when teachers are tailoring work to suit particular students or using pedagogical instruments such as the Multiple Intelligences Matrix. A simple and effective way to collect assignments whilst increasing the ICT skills of students (as well as sufficing the “Managing digital data” component of the ICT Continuum of the Australian Curriculum) is to use tools such as Dropbox or Google Drive. Regardless of the year group of your class, they will be able to use either file management system simply.

Both Dropbox and Google Drive operate similarly, however not all file management systems are readily available at all schools. They both enable file sharing, mobile access and a sufficient amount of file storage space. As many schools are now using BYOD, both Dropbox and Google Drive have apps that can be downloaded on iPads and tablets, increasing opportunities for students to submit work created on particular applications that they previously were not able to hand in for marking.

Step 1 – Setting up an account Creating an account on either Dropbox or Google Drive is straightforward. If using Dropbox, it is recommended that you use your school email address. This will minimise any glitches in accidently sharing non-lesson files or documents unintended for students. If using Google Drive, you will need to create a gmail account.

On either file management system, it is advised that you create folders that sort your student’s files. This could be sorted by KLA or by year

group, depending if you are a primary or secondary teacher.

Step 2 – Setting up file sharing capabilities To share a folder with you students (the space where you would like your students work to appear), simply right click on the designated folder and click on “invite to folder” (Dropbox) or “Share” (Google Drive).

On both Dropbox and Google Drive, a popup will appear allowing you to import (or copy and paste) your students email addresses. This will provide your students with access to the folder. Your students will be required to create an account with Dropbox or Google in order to share files.

Step 3 – Collecting assignments/classwork Students are now able to submit their work to your Dropbox or Google Drive. Having all of their assignments electronically in one space will assist you in marking their work and providing them with immediate feedback (that they can also retrieve via the file management system).

It is advised that teachers practice this process of submitting work during class time and that a scaffold or instructional poster is created to aid and remind student of how to do submit future work.

e-Read an e-Book Electronic books are defined as an electronic form of a book with features similar to those of a traditional print book including pages that “turn” and digital features that can assist the reader such as word pronunciations, text highlighting, text-to speech options, and hypermedia (e.g. video, animations, and sound). E-storybooks are widely used with students who are beginning to learn to read or diagnosed with reading difficulties. They can provide much needed support, including the use of digital scaffolding supports, picture cues and read aloud options, as well as word pronunciation tools to assist students with phonological awareness and decoding of text.

Electronic books (e-storybooks) are widely used in early childhood classrooms in efforts to encourage engagement in storybooks while promoting emergent literacy development. Findings suggest that the use of high quality interactive e-storybooks may support emergent literacy development through the use of scaffolding, thus, supporting vocabulary development, engagement, and comprehension of the story. Evidence suggests that lower quality e-storybooks may offer distracting digital features including animations and sounds unrelated to the story.

Additional information about effective implementation in the classroom is provided. The use of e-storybooks in early childhood classrooms seems to be a growing trend. Educators are interested in the use of reading technologies to support young emergent readers, especially those who are at risk of reading failure. E-storybooks allow children to read and listen to a book while obtaining emergent literacy supports including digital features (e.g., animations, word pronunciations, etc.). Many of these books are commercially available to educators and parents and they allow children opportunities to read independently, even when they lack foundational reading skills.

By Dr Amelia Moody, Watson School of Education, University of North Carolina Wilmington

Is your school doing something innovative in the space of ICT? Why not share you experiences with us at editor@educationtimes.com.au 14 |

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The Australian

education times ICT FOR EDUCATION How can I use Microsoft 365 in the classroom?

d n a e t a r o b a l l o C To Develop with

Microsoft 365 A s many teachers seek the best resources that support their students when collaborating, Microsoft 365 is often selected due to its flexibility and ease of use, regardless of your students’ age.

Microsoft 365 offers students email, instant messaging, calendars, video conferencing (which is perfect when students have group assignments to complete at home), document storage and more. Microsoft 365 offers powerful cloud-computing technology, anytime, anywhere. This also allows parents to assist their child in completing their school work when they are stuck at work or unable to physically sit next to their child.

Within the classroom, teachers can conduct online classes, record them, and share with anyone who is online

or offline. Teachers can also keep their students informed and on track using class and group sites via SharePoint online.

Further, using Microsoft 365 can help you use Office programs without the need to purchase the software. You can view, edit, and share Microsoft Word, Excel, PowerPoint, and OneNote files online with your students through SharePoint and Office Web Apps. This allows teachers to create and distribute student assignments and projects.

There is no need to feel unsafe The rich set of privacy, security, and protection capabilities built into Microsoft 365 keeps user and project information safe. This makes it an ideal choice for both parents and teachers to use with their students.

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Develop lesson plans and share them with other teachers

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Keep up with student work with their online digital notebook

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Record lessons and post them on a class site

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Foster technology skills in students to enable success in the workplace

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Use Lync and allow group members to collaborate online

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Work together in real time in Excel or OneNote anywhere

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Give tutoring sessions online using Lync

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Store documents on SharePoint and access them through a mobile device

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Easy to use document creation tools to create quality reports, spreadsheets, and presentations

Woodleigh School is an Early Childhood Centre (ECC) to Year 12 Independent School on the Mornington Peninsula, Victoria, Australia. Woodleigh School required not only an innovative and convenient email solution to satisfy its growing user base, but a solution that fit within their budgetary contraints.

Overall, it was found that this program offered many benefits such as: • Reduce IT administration and deployment costs • Decrease in hardware cost • High level of security and reliability with minimum cost • Increase the flexibility of database backup Microsoft 365 offers the flexibility of accessing email everywhere, anytime without the need to backup Exchange mailboxes, databases and related servers.

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MONDAY

The Lion King

Sculptures by the Sea 2014

Museum of Australian Currency Notes

Childrens Craft @ Surry Hills Library

Living in Harmony Festival

3 10 17 24 31

TUESDAY

WEDNESDAY

University Census Date for Semester 1, 2014

Arts Basic Course @ University of Sydney

Future Schools Conference, Technology Park, Sydney

Chinese Rhymetime @ Haymarket Library

5 12 19 26

THURSDAY

Tyrannosaurus - Meet the Family

Selective High School Placement Test

University Census Date for Semester 1, 2014

New Theories of Consciousness and Reality Course: Part II @ University of Sydney

6 13 20 27

www.cybersmile.weebly.com

FRIDAY

International Womens Day

Moonlight Cinema @ Centennial Park

Game Masters @ Powerhouse Museum

HoliMahotsav Festival of Friendship and Harmony, Tumbalong Park, Sydney

7 14 21 28

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SATURDAY

Soccer Season Kicks off for most Sydney Clubs

Changing your thinking course @ University of Sydney

Taronga Wild!

Rhinos

Blacktown City Show

Bilingual Story Time @ Haymarket Library

1 8 15 22 29

A school-based program to combat bullying, depression and isolation caused by others via social networking sites.

University Census Date for Semester 1, 2014

Elision

Short and Sweet Festival

Living in Harmony Festival - Aboriginal Heritage Tours

4 11 18 25

2014 Calendar March SUNDAY

Carriageworks 2014

Blacktown City Show Horse – Annual Show

Moonlight Cinema @ Centennial Park

NSW Food and Wine Festival 2014

Poetry Competition Don’t be afraid of the dark

2 9 16 23 30 My Reminders:

Cyber Smile

Letters, Numbers, Characters and Symbols!

A special pullout for every parent to determine

if their child is where they should be

Understanding the Australian Curriculum:

Milestones:

Does your child possess the basic skills for school?

Stages Pre-K to 6

Life after school:

Literacy and Numeracy expectations for tertiary students

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Is your child where they are supposed to be?

What are developmental milestones?

Why is it important?

D

evelopmental milestones are a set of functional skills or agespecific tasks that most children can do at a certain age range. We use milestones to help check how our child is developing. Although each milestone has an age level, the actual age when a normally developing child reaches that milestone can vary quite a bit as every child is unique.

As parents, we observe the motor skills of our babies and often refer to their fine and gross motor skills (such as those below) as an adequate check of development.

problem-solving, reasoning, and remembering.

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Social: Interacting with others, having relationships with family, friends, and teachers, cooperating and responding to the feelings of others.

So what sort of milestones should our children attain at each stage of school?

As part of the Australian Curriculum, continuums in the areas of literacy, numeracy and information communications and technology (ICT) have been created. These are designed to guide educators on which skills their students should demonstrate in particular years of their schooling.

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Gross motor: using large groups of muscles to sit, stand, walk, run, keep balance, and change positions.

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Fine motor: using hands to be able to eat, draw, dress, play, write, and do many other things.

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Language: speaking, using body language and gestures, communicating, and understanding what others say.

Years K-2

Stage 1

Years 3-4

Stage 2

Years 5-6

Stage 3

Years 7-8

Stage 4

Cognitive (Thinking skills): learning, understanding,

Years 9-10

Stage 5

Years 11-12

Stage 6

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In the Australian school system, grades or school years are broken down into stages as follows:

If a child is not meeting certain markers in any of the previously mentioned areas of development, this would be something that parents, early childhood experts, and paediatricians would note.

From this information, activities, skills, and ideas could be provided to a child’s family to encourage their child’s opportunities for growth.

At some point, if milestones continue to be missed, it is considered a “red flag”. A red flag is an indicator that early intervention may be needed to help a child increase their development with not only their parents support but through extra support of specialists and experts specifically set up to help increase a child’s abilities, skills and to support the parent in doing the same.

The importance of Developmental Milestones is twofold. It validates and reassures parents that they are providing the skills, information and ideas needed to raise a happy, healthy and well adjusted child.

It also helps provide a child and their family with some extra support, through early childhood intervention, when needed, so a child can meet their full potential.

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Early Stage 1 and Stage 1, let there be fun!

F

rom the age of three children are commonly holding up fingers to represent numbers. However, most parents can recall their child holding up four fingers for the numbers two, three and four. This is because, cognitively, at this stage of development number familiarisation is all about sequence rather than the final total. Parents make the assumption that because their child can count to five, they are aware the final number of objects is five. Research in early childhood demonstrates this is not yet the case. By the age of four children have learnt sequence and are now familiar with the concept of quantity, showing the correct number of fingers. Encourage your child’s 1:1 counting by helping them touch each object only once when counting piles of items.

By the age of four, many children are counting to 10 or beyond, however parents need only be concerned if their child is not able to count to four by this age. Most four year olds are counting from one. Some children may be able to count on by ‘seeing’ the objects as being made of two piles and counting on from the larger group, eg. “I have six here and there are some more so six, seven, eight, nine - my total is nine objects”.

The ability to make an observation of an object, compare it and contrast it to another is an important mathematical skill which preschoolers develop and can be shown to support numeracy development. Many preschoolers will practice this skill by exploring patterns.

Patterns in the formal school years are not an area of numeracy, but in the preschool years can be grouped together. Timestables, skip counting and addition all link to an understanding of identifying and continuing a pattern. You

can encourage your child by pointing out patterns in the world around them from tiles on the floor, fabric patterns on their clothes, to the varied and fascinating patterns on animals whether it be the scales on a snake or stripes on a tiger. Preschoolers should be given opportunities to ‘read’ their pattern and create their own.

The other important pre-number skill for preschoolers is sorting and the awareness of same and different.

This helps when looking at totals and amounts of objects. Household chores are an easy way of supporting this skill. Encourage your child to help you sort the laundry, (or do the family sock sort). Tidying up their rooms can be an opportunity to sort toys by physical attributes, for example the number of eyes for dolls, wheels on trains, etc.

The preschool years are a fantastic time to combine literacy and numeracy

with wonderful children’s counting books. There are numerous classics such as Eric Carle’s “1, 2, 3 to the Zoo”, “How do Dinosaurs Count to Ten” by Jane Yolen and Mark Teague as well as David Kirk’s “Miss Spiders Tea Party: The Counting Book”. All of these picture books are engaging while reinforcing their counting skills in a fun way. If your child is highly motivated by using the computer then Learning Planet has simple numeracy games for preschoolers which are free to parents.

By Michelle Barrington, A primary trained teacher who has a Masters in Special Education, specifically sensory disability which qualifies her to work from babies right through to young adults going off to TAFE. Most of her work has been with preschool and school aged children.

The preschool years are not about success or failure. Preschool is a special period in your child’s development which enables you to teach your child to take joy in learning.

Where your child should be in terms of Numeracy by the end of Year 2 • • •

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model, represent, order and use numbers up to four digits. estimate the solution to a problem and then calculate the answer. identify and use combinations of coins and notes for simple purchases. identify, describe and create everyday patterns. visualise and describe halves and quarters. identify, sort and describe common 2D shapes and 3D objects. give and follow directions on maps and diagrams of familiar locations. collect and describe data on a relevant issue based on one variable and display as lists, tables or picture graph. identify and describe familiar events that involve chance.

Where your child should be in terms of Literacy by the end of Year 2 •

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Reads increasingly complex texts with less familiar content and vocabulary and more extended descriptions.

Engages with both literary and factual texts of increasing length and difficulty for longer periods of time (at least 10 minutes).

Reads texts in different ways to meet a range of reading purposes.

Independently monitors own reading by using a variety of self-correction strategies to maintain meaning.

Justifies predictions about sections of a text.

Builds understanding of a text by using knowledge of text organisation and features, e.g. referring to headings and sub-headings to locate information.

Draws conclusions by using clues in a text.

Identifies more than one perspective or point of view when represented in texts.

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Stage 2 and Stage 3, Lets Investigate Australian Trees

F

or many children, 10-year-old child development is a phase that’s packed with learning and rapidpaced cognitive growth. Learning amps up significantly in fifth grade, as children begin preparation for the middle-school years, in fifth and sixth grade, students begin to tackle more complicated materials in math, reading, and other subjects.

Parents may notice that children in years 5 and 6 can often think and sound almost “grown-up.” Children this age are on the cusp of adolescence, and have the language skills and cognitive ability to gather information and formulate opinions and thoughts that are well-organised and thought out. For example many children aged 9 to 11 can be pleasant company at dinner and social gatherings, and can often express their thoughts on current events, books, music, art, and other subjects.

B

y age 16, most teens are developing the ability to think abstractly, deal with several concepts at the same time, and imagine the future consequences of their actions. This type of thinking in a logical sequence continues to develop into adulthood.

Also by age 16, teens can learn to process more complex problems, to develop and test theories, to understand analogies, to reason inductively and deductively, and to think inferentially. They are better able to handle a more demanding high school curriculum because their memory and organizational abilities-such as time management, test preparation, and study skills-improve. Written and spoken language become more and more sophisticated. They may also begin to grasp political, moral, social, and philosophical concepts.

Most teens know the right thing to do. But their self-centered thoughts and 20 |

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At the same time, they are still young children who may need to take breaks to run around and play and take breaks during the school day. Therefore Stage 3 child development is a period that is a bridge between the world of young childhood and the older, more logical, mature thinking and reasoning that characterises adolescence.

Reading, Writing, Math, and More Reading skills have moved beyond learning to read, and most children this age are reading and enjoying more complex and lengthier chapter books.

They may learn concepts such as metaphors and similes, and will continue to learn more difficult vocabulary words.

They will be able to analyse stories, offer criticism and write essays. Their ability to think logically will become

more pronounced and they will be able to write persuasive essays that argue viewpoints and opinions with more confidence and organisation.

In maths, fifth graders can be expected to work with fractions, hone multiplication and division skills, and learn more complex geometry concepts.

Fifth graders can learn concepts such as symmetry of shapes; how to use formulas to calculate areas and volume of shapes; and possibly beginning early algebra. 8 to 11 year-old students will also be able to practice more mental math skills, and will be increasingly able to use logic and abstract thinking to solve verbal math problems.

When studying other subjects, such as history or social studies, 8 to 11 yearold students will hone their research skills and use resources such as library books and internet websites, to gather and organise information for reports and presentations. Eager-to-learn fifth and sixth graders will enjoy not only assembling and crafting their research, but also having people recognise and appreciate their work when sharing their projects. One example of research and presentation could be a project that is planned, assembled, and executed in preparation for a science fair.

Stage 4 and Stage 5, please let there be a prize! behaviors may sway them to act with little thought about the end result. Bit by bit, their moral sense continues to evolve.

Sometimes teens grow a bit arrogant with their newfound mental abilities, and some parents complain that their teens “know everything.” It can sometimes be difficult to deal with teens during this time because although they understand that others have differing viewpoints, they often firmly

believe their own perception is the most true or valid.

Even though teens are forming adult cognitive abilities, they still do not have the life experiences to guide them in making the best choices. Indeed, adults struggle with this, too. They may reason that focusing on getting good grades in high school may further their academic future, but they might choose to spend their time working or socialising.

education times PULL OUT The Australian

As schoolwork becomes more demanding, any difficulty a child may have with reading, math, or other subjects will become more apparent.

If you spot a problem, such as maths anxiety or trouble grasping math concepts, now is the time to step in and help your child work through any hurdles.

Homework will also become more challenging and time consuming as the class work becomes more difficult and academic expectations increase for 8 to 11 year-old students. One of the aspects of 8 to 11 year-old child development will be transitioning toward independence in managing and organising school work and homework with less supervision by parents.

Reasoning and Concentration Logical thinking and reasoning will also be a hallmark of 8 to 11 year-old child development. Parents can introduce newspapers and magazines geared toward kids at this age, and make it a habit to discuss current events during family time, such as at the dinner table.

Parents can also encourage kids to discuss books that they’ve read. At this age, children are hungry for information.

Researchers theorise that a teen’s experiences determine, to a large degree, which connections in the brain are made stronger and which are “pruned,” a sort of “use it or lose it” process. Researchers suggest that teens’ accomplishments in sports or academics, for example, may positively affect the way they think for the rest of their lives.

Advanced mental development may be the result of dramatic brain growth during puberty and then a refining process seen in the late teen years.

Where your child should be in terms of Numeracy by the end of Year 6

Where your child should be in terms of Literacy by the end of Year 6

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identify, describe and use numbers larger than one million

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solve problems and check calculations using efficient mental and written strategies

navigate, read and view subject-specific texts with some challenging features and a range of graphic representations

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identify and describe pattern rules and relationships that help to identify trends

grammar and visuals including home pages and sub-pages to aid navigation and use

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visualise, describe and order equivalent fractions, decimals and simple percentages

listen to detailed spoken instructions for undertaking learning tasks, listen to spoken audio texts

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solve problems using equivalent fractions, decimals and simple percentages

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visualise, sort, describe and compare the features of objects such as prisms and pyramids in the environment

interpret and analyse information and ideas, comparing texts on similar topics or themes using comprehension strategies

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compose and edit learning area texts

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use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions to prepare for creating text

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plan, research, rehearse and deliver presentations on learning area topics, selecting appropriate content and visual and multimodal elements to suit different audiences

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identify and describe routes and locations, using grid reference systems and directional language such as north or north east

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collect, compare, describe and interpret data as two-way tables, double column graphs and sector graphs, including those from digital media

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describe chance events and compare observed outcomes with predictions using numerical representations such as a 75% chance of rain or 50/50 chance of snow

Parents and teachers can take this opportunity to encourage and nurture this natural love of learning.

By 11 years of age, children are also able to concentrate for prolonged periods of time. They may spend an hour or more concentrating on a task or an interest, such as a favorite book or a game. Parents

can take advantage of this increased ability to focus by cultivating any talent or interests, such as playing a musical instrument.

Katherine Lee Author of ‘The Imperfect Mum’

Where your child should be in terms of Numeracy by the end of Year 10

Where your child should be in terms of Literacy by the end of Year 10

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• • • • •

• • • • •

use different ways to represent very large and very small numbers including scientific notation. solve and model problems involving complex data by estimating and calculating using a variety of efficient mental, written and digital strategies. evaluate financial plans to support specific financial goals. explain how the practical application of patterns can be used to identify trends. illustrate and order relationships for fractions, decimals, percentages, ratios and rates. solve problems involving fractions, decimals, percentages, ratios and rates. visualise, describe and analyse the way shapes and objects are combined and positioned in the environment for different purposes. create and interpret maps, models and diagrams using a range of mapping tools. evaluate media statistics and trends by linking claims to data displays, statistics and representative data. explain the likelihood of multiple events occurring together by giving examples of situations when they might happen. solve complex problems involving surface area and volume of prisms and cylinders and composite solids. use 12- and 24-hour systems within a multiple time zone to solve time problems, use large and small timescales in complex contexts and place historical and scientific events on an extended time scale.

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navigate, read and view a wide range of more demanding subject- specific texts with an extensive range of graphic representations. listen to a range of extended spoken and audio texts and respond to, interpret and evaluate ideas, information and opinion. interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies. compose and edit longer and more complex learning area texts. use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts. combining visual and multimodal elements creatively to present ideas and information and support opinions and engage and persuade an audience. use comprehensive knowledge of the structure and features of learning area texts to comprehend and compose complex texts in innovative ways, using conventions for citing others. use knowledge of how the cohesion in texts is improved by strengthening the internal structure. control a range of simple, compound and complex sentence structures to convey complex ideas, build and support arguments, and change emphasis.

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Stage 6, we are no longer baby chicks

I

nterestingly, a person’s cognitive development is tied to his/ her age. As a child grows older, they get smarter every year. At the end of adolescence the cognitive development stabilizes. An 18 year old will get only slightly better results for an IQ test than a 16 year old. If people stay healthy, their intelligence will remain stable at least until after they turn 65.

Adolescents will begin changing the way they process decision-making and risk-taking behaviours. There should also be changes in self-control and emotional behaviors/reactions.

Mid-adolescence (around 14-18 years old) means that teens will start looking further into the future. This means they will start setting goals and developing long-term plans.

Their moral reasoning will continue and they will start to clarify their own ethical code. As their abstract thinking deepens, their questioning of their world will also deepen. This is a period during which they’ll also start

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experimenting with their personal identity. They will start to understand that they play different roles (e.g. friend, student, athlete, sibling, child, etc.) and have different kinds of relationships with the people in their life. As they try to integrate all these different roles, they will start to construct their own identity.

Finally, late adolescence (around 18-21 years old) will start turning their new curiosity and analytical skills away from internal exploration to external exploration. They will start thinking more about concepts like politics, history and justice. They will begin to formulate opinions on public matters, often quite idealistic, and show little tolerance for opposing views.

Additionally, they will start learning to delay gratification. They are also now thinking about who they will be as adults and what their adult life will look like.

Recent reports conflict with data that parents and educators have long believed. Child psychologists are being given a new directive which is that the age range they work with is increasing from 0-18 to 0-25.

“We are becoming much more aware and appreciating development beyond [the age of 18] and I think it’s a really good initiative,” says John Antrobus, who believes we often rush through childhood, wanting our youngsters to achieve key milestones very quickly.

“A number of children and young people I encounter between the age of 16 and 18, the flurry of hormonal activity in them is so great that to imagine that’s going to settle down by the time they get to 18 really is a misconception,” says John Antrobus.

She says that some adolescents may want to stay longer with their families because they need more support during these formative years and that it is important for parents to realise

that all young people do not develop at the same pace.

She says that parents should play a part in teaching adolescents key skills and that young people in return can keep their parents current. “I know it sounds like a utopian dream but it’s probably where we should be aiming. To me that’s the holy grail… not everybody living in their own individual pods by themselves thinking, brilliant I’m paying a mortgage.”

The idea of parental responsibility to adolescents should also extend to another external symbol of maturity, says motoring expert Quentin Willson - the car. He says it has become a “talisman” for young people to feel more mature.

Quentin Willson says statistics show that at the age of 18 the vast majority of accidents caused by young drivers are down to bad judgement and decision making, and that behind the wheel “adult maturity isn’t fully formed until you get past 25 for most cases of people”.

But rather than raise the minimum age for driving, Quentin Willson believes parents and teachers should impart safe driving skills before the effects of adolescence really kick in.

“If you teach these children when their mindsets are pure and before they’ve been corrupted by things like Grand Theft Auto 5 and Top Gear and all these corrosive social pressures, then you get the road safety message in much earlier,” says Quentin Willson.

What else should you keep in mind?

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In terms of sheer intellectual power, the brain of an adolescent is a match for an adult’s. The capacity of a person to learn will never be greater than during adolescence.

•

Adequate sleep is central to physical and emotional health. In addition to fatigue and difficulty maintaining attention, inadequate sleep can contribute to irritability and depression.

•

Evolving hormone systems (including stress hormones) can have major effects on the brain, and as a result, teen behavior.

•

Teenagers’ evolving decision-making and risk-taking often translate into questionable sexual behavior, alcohol and drug use, and dangerous driving.

education times PULL OUT The Australian

HSC v IB

B

oth are programmes are offered to students in many schools with integrity and rigour. However while there is much in common between the HSC and the IB, there are important differences too. It is on the basis of the differences that students, with their parents, should make their choice.

The IB Diploma (and its ATAR equivalent) and the NSW HSC (once translated into an ATAR) provide the basis for university entry to all Australian universities. Both the IB Diploma and the NSW HSC allow students to apply for entry to overseas universities. In both instances, teacher recommendations and academic transcripts are required. In addition, a grade 6 or 7 at Higher Level (HL) in the IB Diploma may gain valuable student credits or an advanced standing in many universities in Australia and the USA. It is the student’s responsibility to find out information about the recognition of the respective qualification at the university of their choice.

The IB Diploma is measured against international standards.

The NSW HSC is measured against state wide standards.

The IB Diploma and the NSW HSC differ in a number of ways. The tables that follow compare and contrast the two qualifications against the following criteria: • Course structure • Styles of learning • Method of assessment • Student requirements • University entry The IB Diploma is specifically aimed towards providing entry to tertiary education. Consequently the minimum score for which the IB Diploma is awarded (subject to additional regulations) is 24. Clearly, if a student is not confident of being able to achieve a Diploma score of 24 he should consider carefully whether the IB Diploma is best suited to his needs, as without the IB Diploma, students will not receive an ATAR equivalent and therefore they will not be admitted to a university course. The Director of Studies and the Director of the IB can provide guidance on this.

Course Structure IB Diploma • 6 academic subjects studied over two years • Theory of Knowledge (TOK) • Extended Essay (EE) • Creativity, Action and Service (CAS), minimum 150 hours • Mandatory studies in a native language, a second language, Individuals & Societies, Science and Mathematics.

NSW HSC • Yr 11 Preliminary Course: subjects studied to the value of a minimum of 12 units and preferably 13 units • Yr 12 HSC Course: a minimum of 4 subjects, representing a minimum of 10 units with mandatory study in English, though 11 or 12 units are preferable.

The NSW HSC offers the opportunity for achievement to students regardless of their academic ability and for the vast majority of students their HSC results will translate into an ATAR of the necessary standard to meet university entry requirements for an appropriate course of study.

The IB Diploma provides a liberal educational experience across six subjects and encourages specialisation in the HL subjects while offering breadth in the Standard Level (SL) subjects.

The NSW HSC allows students either to follow a broad programme, or to specialise their focus. In Year 12 a student can adjust their programme to a minimum of four subjects providing they are able to study at least one subject at extension level.

The IB Diploma is a course taught over two years in Years 11 and 12.

The NSW HSC is a course taught over one year in Year 12 with the Preliminary course being the foundation course in Year 11.

University entry IB Diploma • IB Diploma score of 24+ converted to an ATAR for entry to NSW universities, a scale between 70.00 and 99.95 • provides direct and recognised entry to universities worldwide including Australia.

NSW HSC • scaled by UAC so that the best 2 scaled units in English and the best 8 scaled units in a student’s remaining subjects are combined to calculate the ATAR, a scale with a minimum of 0 and a maximum of 99.95 • provides direct access to Australian universities and recognised entry to many universities worldwide.

The Australian Education Times

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The Australian

education times

PULL OUT

What cognitive skills do you need for university?

M

eta-cognition is a key ingredient in becoming a lifelong learner. It helps students use compensatory strategies, generalise learning, and seek help when needed. Students need metacognitive skills in order to self-advocate and feel a sense of control.

If you try something and it does not work, will you continue to do it the same way, again and again? The answer is no. However, some students get stuck in the rut of doing something the same way again and again, because they do not have strong meta-cognitive skills for problem solving. The basic steps that students need to learn are as follows: • Identifying and describing the problem, • Observing/documenting specific data, • Developing a hypothesis and possible solutions, • Talking about the problem with the parties that are involved, and • Determining if a resolution was achieved and whether further action is required.

Most people take these steps for granted. Nonetheless, many students with dyslexia need explicit instruction and practice to develop the requisite problem solving skills required for self-advocacy. It is often helpful to apply this sequence to fictitious, academically-based scenarios before moving on to personal challenges.

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Students need to have a “toolbox” of strategies that work for their best way of learning new information (i.e. learning styles). You may wish to review your learning profile and then review a “menu” of strategies to see which ones seem like possibilities. Then, you should be encouraged to experiment with these strategies in a sort of “learning laboratory”. Evaluate the effectiveness of each strategy.

High visual learners (e.g. those with strong visual spatial or visual problemsolving skills) tend to learn information by seeing, whether through reading or watching. With a blue highlighter, mark the strategies that you have already tried. With a yellow highlighter, mark the strategies that you would like to try. The following hints are useful for high visual learners: • Look at people and professors when they talk.

• Eliminate visual distractions.

• Underline main points in an eye-arresting color. eg. neon highlighters.

•

•

Write new vocabulary words on colored index cards (or write in color on white index cards) with short definitions on the back.

Carry these with you and review them whenever you have spare time. eg. before class or when waiting in line.

Ask your teacher or librarian for videos on the topic that you are learning.

High auditory learners (eg. those with strong auditory processing and auditory memory skills) benefit from hearing the information and processing it accordingly. Auditory learners focus easily on sounds and have good memory of what they have heard through lectures or on tape. The following hints are useful for auditory learners.

• Try studying with a friend or family member so that you can talk out loud and hear the information.

• Recite out loud the things you want to remember.

• Record yourself reading the notes and listen to these notes while cleaning, walking or waiting in line.

• Record your lectures and review your notes while listening to the your tape.

• Sub-vocalise as you read your textbooks or notes.

Kinesthetic learners acquire knowledge best through manipulation – doing, touching, feeling, and writing. In addition, kinesthetic learners remember best from experiences they’ve had, so hands on learning can be done through building, cooking, experiments, crafts, gardening, going on a field trip, etc.

Kinesthetic learning involves use of the whole body rather than just handson. The following hints are useful for kinesthetic learners: • • • • • •

Use manipulatives for problemsolving.

Provide a demonstration for the class.

Find or make models whenever possible.

Take a 5-minute stretch break every 25 minutes.

“Volunteer” to help in class.

Take notes to stay focused.

education times Career of the Month The Australian

Jobs Within Accounting Some of these include: • Corporate Accountant • Auditor • Actuary • Financial Analyst • Professional Accountant • Forensic Accountant

What to Study There are three main professional accounting bodies in Australia, the most prestigious being CPA Australia (Certified Practising Accountants) and the others being The Institute of Public Accountants and the Institute of Chartered Accountants in Australia. Focusing on becoming a CPA, it is important to remember that you can become an accountant regardless of your academic background. The CPA program is designed to cater for students and young professionals in order to teach candidates everything needed to know about accountancy, including three years practical experience. It is recommended to study an Accounting degree or diploma at university. Additionally, if you are considering the program while at school, studying subjects such as mathematics and economics will equip you with useful knowledge for your accounting education.

However, recommendation aside, obtaining any form of accountancy qualification before beginning the CPA program isn’t mandatory.

Everyone is aware that we are living in a time of financial insecurity. Profitability is no longer the main focus of businesses and corporations.

Cutting costs and developing an expert understanding of their accounts has become crucial for economic survival. You may think that accounting is boring or just “number crunching”, however the truth is, accountants are invaluable assets to all

employers.

If you have a comprehensive understanding of numbers and the ability to interpret them as well, becoming an accountant is a sensible way of gaining a “recession-proof” career.

Becoming a chartered accountant can leave you with many career options. Once qualified, you will have the opportunity to specialise in particular areas.

@ WORK

If you decide to focus on any of these specific areas of accounting you aren’t exclusively bound to that particular area for your entire career. The skills obtained during the program allow accountants to be somewhat malleable. Any skills or experiences gained are beneficial, as it can be applicable to any area of accounting.

DID YOU KNOW? accountant Becoming a chartered career options. many with you leave can have the Once qualified, you will in particular areas. specialise to opportunity

…that the average salary for an Accountant is $83,875 The Australian Education Times

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The Australian

Education Times TEST ZONE

Last Minute Hints And Tips For The Selective

High School Placement Test

You have spent months practicing for the Selective School Entry Test. What can you do now leading up to the big day?

fail. Think positively and don’t embrace failure as an outcome. Don’t think that you might fail, know that you will succeed, and your performance will be the better for it.

Set the alarm Eat a well-balanced meal It’s a proven fact that what you eat will have an effect on your physical and mental performance. Avoid high sugary foods like donuts, pizza and soft drink the night before a test. Eat a healthy dinner and a healthy dessert before going to bed.

Get your stuff ready for the morning Make sure you have all the materials that you’re taking into the test ready.

Have your uniform ready, your bag packed, two black pens, a letter or email from the High Performing Students Unit showing your student number, and remember that items such as rulers, calculators and mobile phones are not permitted in the exam. If you

like, also pack some tissues and a clear plastic water bottle just in case you feel very stressed during the test.

Talk to someone in your family about the exam Talk to either mum or dad or one of your siblings about the test. This will help you relax and perhaps learn new and important things that you will need to remember the following day.

Speaking to someone who has gone through the day will help relax you.

Visualise a positive outcome Attitude affects test scores. Even with proper planning, too many people hurt their performance on a test because they just know that they’re going to

No-brainer, huh? You’d be surprised how often this happens to wellintentioned people. Check your morning plan and get up early enough not to be rushed. Don’t rely on others to get you up. Your test starts at 9am.

Get a good night’s sleep Don’t burn the midnight oil the night before a test. The extra effort put into late-night studying will be offset by reduced mental performance due to lost sleep. It won’t help, so don’t try it. Call it a night and go to bed; your morning will be better for it.

Reward yourself Treat yourself right. Remember to schedule a little post-test celebration or other reward for all your hard work preparing for the test. Make it special.

After all, you are worth it!

Imagine with all your mind.

Believe with all your heart.

Achieve with all might.

Pre Uni College

www.preunicollege.com.au contact 8678 2722

The Australian

Education Times INSIDE SCHOOLS

Too Cool @ Schools

Primary School

W

ooranna Park Primary School have spent the new year developing a new vision for their garden.

Their amazing parents and staff have been looking for a way to make the garden and outside spaces as interesting as the interior ones with the help of landscape architect Justin Staggard. Although the plans are still in concept stages, the school will provide students with a great ambiance and external learning environment for all students.

Secondary Tertiary School School

A

t Glenwood High School, Year 7 students became Ancient Egyptian scribes for a period. They beautifully decorated cartouches with their names written in hieroglyphics. They also experimented with inscribing hieroglyphic messages or images in plasticine that replicated clay and wax tablets used by the Ancient Egyptians when they sent messages to other countries. As they worked the students experienced first hand how difficult it was to inscribe the hieroglyphics legibly and discussed the problems scribes faced doing it. The students enjoyed the tactile experience and were eager to take some home.

O

-Week (also known as Orientation Week) is vital to learning about and settling into the university that you have chosen to study at for the next 3-5 years. This was certainly the case for students starting uni at the University of Sydney as they were thrown into a range of activities that included exhibitions, gigs, comedy shows, and more. They also offer students that chance to join near 200 clubs and societies stalls such as Drama, Quidditch, Politics, Dance, Chocolate, IT, Arts, History, Science, Law, Business, Social Justice, Video Games, Anime, Fashion and Film.

Is your school doing something fabulous? Why not share it with us. Simply write a 200 word article on your event and attach an image (in a jpeg format) and send it to editor@educationtimes.com.au The Australian Education Times

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The Australian

education times Magic Maths

Fractions such as 22/7 are commonly used to approximate however no common fraction can represent its exact value. Since is irrational, it has an infinite number of digits in its decimal representation and does not end with an indefinitely repeating pattern of digits.

Pi Day P i Day is an annual commemoration of the mathematical symbol pi ( ). It is celebrated on 14 March because one, three and four are the most significant numbers of pi in its decimal form.

The first ever large-scale celebration of Pi Day was held in 1988 at the San

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Francisco Exploratorium in the United States, and was organised by physicist Larry Shaw. Twenty years later, on March 11, 2009, the House of Representatives passed a resolution proclaiming March 14 to be National Pi Day.

Common ways that people celebrate Pi Day include making, eating and throwing pies, as well as discussing the importance of the mathematical symbol.

Some schools around the world hold competitions to see which student can recall pi to the most number of decimal places.

Pi is used in mathematics to represent a constant (the ratio of a circle's circumference to its diameter) and is approximately equal to 3.14159. Because is closely related to the circle, it is found in many formulae from the fields of geometry and trigonometry, particularly those concerning circles, spheres, or ellipses. Other branches of science also include in some of their important formulae, including statistics, fractals, thermodynamics,

Pi is an irrational number. This means that it is impossible to be represented as a fraction or ratio between two integers.

Two thousand years ago, Archimedes gave it a shot and found that was somewhere between 220/70 and 224/71.

The Great Pyramid at Giza, constructed c.25892566 BC, was built with a perimeter of about 1760 cubits and a height of about 280 cubits, giving the ratio 1760:280 which is approximately equal to 6.2857, or 2 .

Based on this ratio some Egyptologists believe that the pyramid builders had knowledge of and deliberately designed the pyramid to incorporate the proportions of a circle.

The mirror image of 3.14 is ‘PIE’.

mechanics, cosmology, number theory, and electromagnetism.

Pi has been represented by the Greek letter “ ” since the mid-18th century, though it is commonly spelled out as “pi” when foreign fonts are not available. The mathematical use of the Greek letter pi was popularised by William Jones, an Anglo-Welsh philologist in 1706. It was chosen for being the first letter of the Greek word for perimeter.

The value of pi has now been calculated to more than two trillion digits.

Pi Day Classroom Activities

Pi Day also happens to be Albert Einstein’s birthday.

In the Palais de la Découverte (a science museum in Paris) there is a circular room known as the ‘Pi Room’. On its wall are inscribed 707 digits of . The digits were based on an 1853 calculation by English mathematician William Shanks, which included an error beginning at the 528th digit. The error was detected in 1946 and corrected in 1949.

I’m a Middle School Math Teacher, and with my Grade 7 class, we read the stories: “Sir Cumference and the Knights of the Round Table”, a story about the introduction of the circle vocabulary (circumference, diameter, radius, etc.), and “Sir Cumference and the Dragon of Pi”, a story about the discovery of the value of pi. They loved it! We then did an exploration activity, where students had to measure the circumference, the diameter and the radius of various circular shaped objects that they had brought from home, and find the value of the circumference divided by the diameter, and the circumference divided by the radius. They were amazed about the similarities of their answers! In all, they had a wonderful time with the storytelling and exploration activity! I’m proud to say it was a very successful period!

The Australian Education Times

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education times literacy corner The Australian

Author of the Month The News Crew exclusive interview – Aleesah Darlison.

Sienna and Tianna from ‘The News Crew’ sat down with Aleesah Darlison, author of the ‘Ash Rover’ series, to ask her a few questions about what it is like to be a successful author.

She shared her advice to young budding authors…

“Keep practicing, keep writing and keep reading as much as you possibly can. Any books that catch your eye, if you are at the library or the bookstore, take them home and read them. What you’re doing is absorbing, even if you don’t realise it, how other writers work.

This will show in your work and it can be quite inspirational, reading other author’s work.

It can give you ideas and help you improve your imagination. There are competitions you can enter, at your age, which are perfect for practicing and winning some great prizes too!

The big one for me is, never give up because you never know what’s around the corner.”

Singing the

Praises of Reading

By Aleesah Darlison

L

earning to read is one of the most crucial milestones in a child’s development. Parents can assist in this process by encouraging children to enjoy the act of reading and to love books. Ways to do this include: • Reading to your child – the prescribed time is ten minutes a day; • Keeping plenty of reading material around the house – books, magazines, comics, anything; and • Leading by example – ensuring children see you reading for pleasure regularly.

Reading is important for a child’s social, emotional and educational well-being.

Imagine a world where you couldn’t decipher things such as road signs, food labels or warning messages. Life would be confusing, stressful and potentially dangerous. When we’re able to read, the world opens up for us and we can better understand how things work.

Top Ten Reasons Why Reading Is Important

1 2 3

Knowledge – books can teach and guide us our entire lives.

Tranquillity – it’s especially important in today’s busy world to relax, withdraw and reflect.

Imagination – reading opens the mind to fresh and unusual concepts. A healthy imagination helps us play, laugh, be adventurous and carefree.

4

Mental Stimulation – reading makes us think far more effectively and strategically than television or computer games.

5 6

Stress Reduction – reading offers us time out for ourselves to escape the stresses of reality.

Entertainment – as an author, this is one of the main reasons why I write. I love to make readers laugh or cry or feel something. As a reader, the books that make me feel something are the ones I cherish.

7

Memory Improvement – reading keeps our minds active even when our bodies aren’t. Reading has even been linked to the prevention of Alzheimer’s disease in older people.

8

Improved Concentration – unlike the internet, video games and television with their multiple flashing images and advertisements that bombard us, books calm us, help us focus and teach us to stick at tasks.

9

Extension of Vocabulary – reading teaches us new words and shows us their meaning. These new words and concepts enhance our thought processes and social interactions.

10

Improved Writing Skills – the more we read, the better we become at writing. Sub-consciously or otherwise, our brain learns by example from reading well-constructed stories.

The benefits of reading are undeniable, so go on, pick up a book and start reading today!

For the full interview, please visit our website: www.educationtimes.com.au 30 |

The Australian Education Times

Would you like to WIN A FREE BOOK-PACK PRIZE, containing Aleesah Darlison’s Ash Rover: Keeper of the Phoenix?

As well as four books from Aleesah’s popular Unicorn Rider Series?

All you have to do is answer the following questions and email it to admin@educationtime.com.au before 10th march 2014.

QUESTION: In 25 words or less, state which fantasy creature you would most like to be and why?

www.educationtimes.com.au

The Australian

education times Science lab

The Australian

Education Times Science Lab Volcanoes are cracks or ruptures in the Earth’s surface, which can cause hot lava, volcanic ash, and various different gases to escape from a chamber of magma deep below. They are usually formed at points where tectonic plate boundaries converge or diverge with one another. Alternatively, they can occur due to areas of weakness in the Earth’s crust, known as ‘hot spots’, for example Hawaii.

Not every volcano on Earth erupts on a regular basis. They are generally classified under three headings. Those that erupt on a relatively regular basis are classified as ‘Active’ (for example, Mount Etna), those that have erupted in historical past are classified as ‘Dormant’ (for example, Mount Vesuvius) and those that haven’t erupted in historical past are classified as ‘Extinct’ (for example, Zuidwal volcano).

The effects of volcanic eruptions can be extremely harmful to civilisation. Often, the most catastrophic effects relate to volcanic ash clouds.

Large eruptions can dramatically affect temperatures as ash and droplets of sulphuric acid block the sun’s rays, causing the Earth’s lower atmosphere (or troposphere) to cool. This effect is known as a ‘Volcanic Winter’.

However, they simultaneously absorb radiated heat from the Earth, which then warms the stratosphere. The dramatic impact upon temperature has historically caused devastating famines.

Did you know that there are 500 Volcantoeevesn on land bu our more under oceans?

Volcano Eruption!

Make an explosion using basic kitchen ingredients

A

lthough real volcanoes are the result of complex geological factors, this simple experiment produces an exciting visual reaction from the formation of carbon dioxide bubbles. Children should seek parental assistance.

All you need: • Baking soda • Dishwashing liquid • Vinegar • Red food colouring • A funnel • An empty plastic bottle (soft drink or water) • A shallow tray or dish

Method:

1

Place your bottle in the shallow tray (or dish). You can coat your bottle with play dough or papiermâché to make it look like a real volcano.

4

Add exactly six drops of dishwashing liquid to your bottle.

5

Add two tablespoons of baking soda to the bottle using a funnel.

2

6

3

7

Fill the bottle with warm water, remembering to leave a few centimetres of air at the top.

Add a few drops of red food colouring to your bottle.

Now clean all baking soda out of the funnel and use it again to add a ¼ cup of vinegar to your bottle.

Now step back and keep clear, as your volcano is about to erupt!

The science behind your experiment The eruption of red-hot lava you just witnessed was caused by a basic chemical reaction. An acid (vinegar), when mixed with a base (baking soda, or more scientifically known as sodium bicarbonate) produces a bi-product called carbon dioxide gas. This gas is then trapped in the dishwashing liquid, causing the bubbling and foaming you saw.

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The Australian

education times

Puzzle pop

0 differences 1the in two pictures?

Can you spot the

Crazy But True!!!!!

There was once a chicken that lived for 18 months after its head had been cut off.

“Mike the Headless Chicken”, also known as “Miracle Mike”, was still able to get to high perches without falling, but his crow was more of a gurgling sound made from his throat. Mike began a career of touring sideshows, and was photographed for dozens of publications, including Time and Life magazines.

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Laughter Zone!

Can February March? No but April May! Q: What did the tree say to autumn?

A: Leaf me alone.

Q: What did one autumn leaf say to another?

A: I'm falling for you.

Q: Dad: Why did you chop the joke book in half?

A: Son: Mum said to cut the comedy.

The Australian

education times

PUZZLE POP

Numeracy Crossword Across

2 4 8 9 10

An equation whose graph is a straight line

The perimeter or distance around a circle

With no end or limit

Two mathematical expressions separated by an equal sign

The answer to a multiplication problem

Down

1 3 5 6 7 Knock your brains 1. Poor people have it. Rich people need it.

If you eat it you die. What is it?

2. What comes down but never goes up?

The process by which a compass and ruler is used to cut an angle in half

In a fraction, It is the number on the bottom

An angle with a measurement that is less than 90 degrees

The answer to a division problem

The product of a number by a whole number

3. I'm tall when I'm young and I'm short when I'm old.

What am I? 4. How can a pants pocket be empty and still have something in it?

5. What is the longest word in the dictionary?

First Hot Air Balloon Crossing of Australia Dick Smith and John Wallington flew over Australia in The Australian Geographic Flyer, leaving Carnarvon, WA on 17 Jun 1993 and landing at Tabulam, NSW the next day. The distance travelled was 3867km (2088 nautical miles) lasting 40hr 23min.

For more info on this record and hundreds more, go to guinnessworldrecords.com *The answers can be found on the contest page at www.educationtimes.com.au The Australian Education Times

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education times

PUZZLE POP

Horoscopes

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The Australian Education Times

Aries Taurus Gemini Cancer Leo Virgo

March will be a busy month for you this year. Try not to be too distracted by smaller things and you’ll still have time to enjoy yourself and relax. The right balance between work and pleasure is healthy and can often improve your performance at school.

Libra

by Aleesah Darlison

Over the next month you will be tested mentally with many new concepts to grapple with. Be sure to stay up to date on homework and assignments and you won’t struggle for long. Perseverance is the key to success.

Over the next few weeks you’ll be very tempted to give up at something that is trying your patience. Persevere and in a little while you’ll see why it’s worth the effort and be thankful that you didn’t quit.

Resilience and self-motivation will guide you through any negativity that clouds your judgment.

Scorpio

The series is perfect for both boys and girls, reluctant readers and fluent readers aged eight plus. With so much fun and adventure and twists and turns throughout, you’ll just have to keep turning the pages to find out what happens.

Although you had a bit of bad luck last month, don’t dwell on the past. Remember to always adopt a positive attitude, as you never know what surprises March will have in store for you. Overcoming doubt and negativity will only lead to great things.

A random act of kindness at school will brighten your spirits this month. Don’t forget to reciprocate this gesture and lookout for others who may not be as cheerful as you. Being thoughtful to others is always a very rewarding experience, don’t hesitate to be caring and make someone’s day.

Sagittarius

Story Synopsis: Ash Rover may be the son of a poor farmer, but he’s determined to do something important with his life. When he discovers a phoenix egg, he gets his wish. But the magical bird brings trouble to Ash’s village.

Soon Ash is not only the unlikely Keeper of the Phoenix, he’s also on a desperate quest to save his family and friends. Can Ash rescue the village and break the evil wizard’s spell in time?

Things are looking up for you socially this month. Be kind to others and your actions will be rewarded by new acquaintances and renewed friendships. Expanding your social circle may prove beneficial for long-term ventures.

Although you will face some challenges this month, do not be afraid to ask for help. You will be grateful of the support willingly offered from your teachers, friends and family. Asking for help is not the same as admitting defeat. The best way to learn is from your own mistakes.

Capricorn

I

f you enjoy fantasy stories with strong characters, fastpaced action, edge-of-yourseat adventure and loads of humour, then Aleesah Darlison’s latest book, Ash Rover: Keeper of the Phoenix, is definitely for you.

This month you will be energised and bursting with life. Make the most of this vitality by signing up for an after-school sports team or dance class. Explore your creativity, you never know what it might lead to.

Embrace change this month. Keep an open mind and something you initially thought would bring unease will turn out to be a positive influence in your life. Optimism is the key to achievement in your life.

Aquarius

Ash Rover 1: Keeper of the Phoenix

Sports carnivals are in full swing and you can’t help but enjoy yourself. Remember to support your house and encourage your friends. Supporting those closest to you will prove very rewarding.

This month will bring new and exciting challenges for you in the classroom. Don’t shy away from hard work and you’ll see worthwhile results.

Pisces

Book Review

March

Although the next holiday is already on your mind, don’t lose focus of the present. Listen to your teachers; pay attention to any advice given to you and you will see improvement.

The Austrailan

Education Times

February in Pictures Facebook Turns 10 Congratulations to Mark Zuckerberg who’s internet revolution has turned 10 years old. The social network powers the digital connections of more than 1 billion users, many of whom have been on the network for years.

First Day of High School It may as well have been kindergarten, but starting high school is just as traumatic for 12 year olds as it is for those whom are just 5 years.

Colour Run Sydney

International Book Giving Day

The Colour Run, also known as ‘The Happiest 5km on the Planet’, is a unique paint race that celebrates healthiness, happiness and individuality that saw many Sydneysiders running for a great cause.

There is something special when tens of thousands of people around the world celebrate International Book Giving Day. International Book Giving Day is a day dedicated to getting new, used & borrowed books in the hands of as many children as possible. It’s never too late to read or share. For more information, go to #giveabook

First Day of Kindergarten It was daunting for some and exciting for many. This year saw our newest cohort of students join the schooling system.

Link to the Australian Curriculum Did you know that pictures help students self-correct when reading does not make sense by using context, meaning, phonics and grammatical knowledge? They also helps high school students to construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values.

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education times

curriculum link

Below are some ideas to get you started and on your way.

1

f o g n i n a e M e Th

ART

S

eeing artworks first hand in an art gallery can be an eye and mind opening experience. Some thinking beforehand can make the trip more likely to be worthwhile and a fun one. For Visual Arts students a family visit can assist in content knowledge and also generate a broader visual literacy.

Is the art gallery too scary for a family visit? Too many unknowns for

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Often children are overwhelmed by the number of works. “Are you serious? There’s like another 37 rooms to go?” Focus on a theme or a small number of rooms that you can enjoy and your child has enough interest and curiosity to be sustained. Remember, if you want to see something important for yourself, make your own time later.

2

Let your child lead the way to works they like or are drawn to. Often there is something that they relate to or find interesting.

Encourage them to spend some time looking at the artwork. Maybe some drawing or written response could be a way of integrating and reflecting on the work.

3

It’s OK not to like an artwork. You and your child don’t have to agree but it is good to have a dialogue (not lecture) about an artwork. Let them say they don’t like it. Ask them which parts? Spend time with the work and let them have time to respond. The conversation is more important than “getting it right”.

your primary or secondary school aged child?

It is a very common experience to be bewildered in the gallery environment. Discuss ideas after your visit and maybe Even the most experienced arts even plan a return outing or further ideas educator often finds themself in at a new venue. Enjoy the art. similar circumstances and states of mind. It’s lucky then that there are a few strategies that can be used to

By Matthew Hamra make the visit a worthwhile one and is an Art Teacher at Artfulteacher, Willoughby even fun.

The Australian

education times

global story Profile:

Quentin Bryce

Q

uentin Bryce is a woman of many firsts. Over the past twenty years she has inspired and forged a path for women in Australia. With her imminent resignation, we take a moment to look back over an impressive life and career.

In 1942 Quentin Bryce was born to Norman Walter Strachan and Edwina Naida Wetze. She was the second of four daughters, raised in Ilfracomb, which she described as “a little bush town in western Queensland of two hundred people.” Upon returning to Queensland with her family after a year abroad in Tasmania, Bryce attended Camp Hill State School where she met her future husband, architect and graphic designer Michael Bryce. Following high school, Bryce was accepted at the University of Queensland, initially enrolling in a socialwork and art degree. In her third year she transferred into Law, completing her studies in 1965.

Bryce began her career tutoring at the T.C. Beirne School of Law at the University of Queensland in 1968, becoming the first woman to be appointed to the faculty.

She then took up a lecturing position at the law school and continued to teach at the university for another 14 years.

In 1978 Bryce joined the new National Women’s Advisory Council. This was followed by appointment to a number of positions, including the first Director of the Queensland Women’s Information Service, the Queensland Director of the

Human Rights schedule, which included a diplomatic and Equal trip to nine African countries in 2009.

Opportunity After the deadliest bushfires in Australia’s Commission, history ravaged much of the state of and the Federal Victoria in early 2009, Bryce toured the Sex Discrimination area and encouraged relief efforts. She Commissioner in was also involved in the response to the 1988. heavy flooding in 2010–11 that occurred in After finishing several states, notably Queensland. her time as the Nevertheless, Bryce’s time acting as Sex Discrimination Commissioner, Bryce Governor General has not been without became the founding chair and chief controversy. On November 22, 2013 Bryce executive officer of the National delivered the annual ABC Loyer Lecture Childcare Accreditation Council, where where she stated that she would like to she remained for three years before see an Australia where, “people are free changing direction between 1997 and to love and marry whom they choose…

2003 when she became the principal and and where perhaps, my friends, one day, chief executive officer of The Women’s one young girl or boy may even grow up College within the University of Sydney. to be our nation’s first head of state.”

In 2003, Quentin Bryce was appointed This statement did not go unnoticed Governor of Queensland. In the same year and certain commentators voiced their she was made a Companion for the Order disapproval of Bryce expressing personal of Australia. Five years later, Prime views while still in office. The Prime Minister Kevin Rudd announced Minister however supported her that Bryce was to be the 25th right to comment saying, “It’s Governor General of Australia, more than appropriate for the a decision which was well Governor General, approaching received. Bryce was sworn in on the end of her term, to express September 5, 2008, succeeding a personal view on a number Major General Michael of subjects, and that’s what she Jeffery and becoming was doing.” the first woman On the election of Bill to hold the highShorten as Leader of the profile post of Queen Labor Party in October last Elizabeth II’s viceregal year, Bryce offered her representative in resignation to the Prime Australia.

Minster in order to forestall Full name: Quentin Alice In her new position, any perception of bias, Louise Bryce Bryce devoted much of given that Bryce’s daughter Occupation: Governor her attention to human Cloe is married to Shorten.

General of Australia rights issues, placing Although being asked by Date of Birth: December “special emphasis” Abbott to serve the rest 23, 1942 on promoting and of her term, Bryce is due Place of Birth: Brisbane, Queensland protecting the rights of to finish her time in office the country’s indigenous Education: Bachelor of in March this year, being Arts and Bachelor of Laws, peoples. She also succeeded by General Peter University of Queensland maintained a busy travel Cosgrove.

The Australian Education Times

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