The Australian Education Times April 2014

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“Learning lP ul l O Types” u

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Issue 5 • April 2014 • www.educationtimes.com.au

Overcoming Learning

Free

Obstacles Why join politics?

I realised I could make a difference.

John Chedid, Lord Mayor of Parramatta

OUTSTANDING SCHOOL "Scan QR Code to read digital edition"

Arranounbai School

ICT FOR EDUCATION:

Literacy Corner:

Magic Maths:

ICT FOR STUDENTS WITH DYSLEXIA

EMPOWERING YOUNG WRITERS

HOW DO YOU MEASURE UP?

Success Story

THE NEWS CREW

Contents News and Views:

3

Outstanding School of the month:

6

Success Story:

8

Focus on University:

9

Is my child finding learning difficult?

Arranounbai School

John Chedid, Lord Mayor of Parramatta

Everything you need to know about internships

“Never forget where you came from, respect those before you and the work that they have done, bring people with you on your vision, and never lose touch with the grass roots.”

- Lord Mayor of Parramatta, John Chedid

Join us digitally via our social networks….

FOLLOW us

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Special Pull Out:

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Learning Types or Types of Learning?

@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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Career of the Month: 25 Guide to becoming a Lawyer

Test Zone:

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Literacy Corner:

28 Career of

NAPLAN

Empowering Your Writers

the month:

Love to be a Lawyer?

Magic Maths:

28

Science Lab:

33

Puzzle Pop:

34

Parenting Page:

38

Global Story:

39 Global story:

How do you measure up?

Solar System Telescope Diorama

facebook.com/theaustralianeducationtimes

Using Dropbox at School

ICT for Education: Supporting Dyslexia

ICT for Education

Some fun activities and games

Are routines helping or just giving us yet another expectation?

Did you know that Richard Branson has dyslexia?

Richard Branson

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The Australian

education times

From the Editor I

Quotes of the Month

can’t believe it is already April. Where has 2014 gone? This issue will be our 5th since we launched in October and we are receiving so much overwhelming support from parents, teachers and experts who are keen in contributing to our growing magazine. Your dedication to education demonstrates that there is a need to share what is happening within schools and their community members.

Our April Issue is dedicated to Learning Types. We decided to look at what support is available to students who are either classified as “Special Needs” or as “Gifted and Talented”.

Schools are increasingly adopting and implementing tailored learning programs for their students which confirms that all students do learn differently and need to be catered for individually.

In addition to our Learning Types Pull Out Special, our ICT for Education section also includes which tools are suitable for students with dyslexia as well as gaming software.

I’d rather learn from one bird how to sing than teach ten thousand stars how not to dance.

E. E. Cummings

Emily Bosco has contributed to our Literacy Corner section and discusses how we should encourage our young children to become young writers.

This month, we look at the Graduate Entry Program in our University section and how to build a solar planet diorama in our Science Lab section.

A nation that continues year after year to spend more money on military defense than on programs of social uplift is approaching spiritual death.

Dr. Martin Luther King

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

Noelene Callaghan

Children don’t dream of dropping out of school, living in poverty, or being homeless. They dream of being ballerinas and doctors and baseball players and firemen.

Always make sure that our children have the opportunity to make their dreams come true.

Anatole France

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

What a great issue. I was taken aback by your comprehensive Pull Out section.

Finally, someone who has explained the new curriculum to us parents. Thank you!

Belinda, Facebook

Dear Editor

I loved the Success Story interview with John Symond. He is such an inspiration and demonstrates that any true hard working Aussie can make it.

Marcus, Bathurst

Dear Editor

I have just stumbled across your magazine and really like it. I didn’t realise that there was so much going on in schools and that I could do more to help my children. Now I can be that effective parent.

Laura, Glebe

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

Is my child finding learning difficult?

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s a parent, I know and understand the complexities that go hand-in-hand with the preparation that takes place to make our precious babies ‘school ready’. But what happens when our child does not respond to our efforts due to no fault of their own?

Many parents often blame themselves or find themselves at a loss when they ascertain that their child has a difficulty in learning new ideas and concepts. Although there are a plethora of parent books, blogs and advice that tell us how to seek further assistance should something be wrong, many students are not diagnosed as having a learning disability until they start school.

It is normal for early intervention to take place during the early years of Kindergarten and year 1.

Students typically attend Speech Pathology, complete surveys by School Counsellors and undergo eye examinations in order to ascertain if there is a reason as to why they aren’t ‘picking up’ the basic concepts taught.

Unfortunately, these ‘tests’ or ‘experts’ don’t always pick up dyslexia, Asperger’s Disease, ADHD and even autism. Furthermore, families from backgrounds other than English are also at a disadvantage as they are unaware that their students are finding it difficult to process metalanguage and higher order tasks.

Regardless of the type of learning difficulty that the child may experience, it is important that you, as the parent, follow these crucial points of advice: It’s not about you. It’s about your child, and what is best for him or her. As much as you can, put personal feelings aside and focus on your child.

have an individualised learning plan that has been designed specific to their learning ability. If your child has an issue with the work they’re doing, and you believe they are sincerely Generally speaking, struggling with the work, talk to blaming the school or your the teacher. child’s teacher won’t do any good.

As much as is possible, work with When your child school administrators and complains about school, teachers. Partner with them don’t join in with them criticising instead of making an adversary out their teacher. By being in that of them. teacher’s classroom, your child is learning an important lesson.

Communicate regularly with the school. At home, Support your child’s sit with your child if possible and teacher. If there is a help them through their homework situation at school, speak to the assignments. teacher and don’t simply rely on your child’s retelling of the story, Your child is responsible because, in most situations, they for their own work; it’s will only see things from their vital that they understand what is point of view. expected from them. They will

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Tweetings It appears that everyone has an opinion about this… @mencap_charity “Imagine a feminist movement dominated by men. People with a learning disability need to be empowered.” http://ow.ly/tOyWw @LDTonline Woman with a learning disability praises ‘Call The Midwife’ storyline: http:// www.learningdisabilitytoday.co.uk/ woman_with_a_learning_disability_praises_ call_the_midwife_storyline_25769807555. aspx#learningdisability @HandiNews From #Dyslexia to CEO: How my learning #disability taught me to be a successful entrepreneur - http://thenextweb.com/ entrepreneur/2013/11/13/overcomingdisability-find-inspiration-startup/ @TheNextWeb @dyslexicsonline Dyslexia and Learning Disability Interviews – School Struggles for kids with ADHD and LD: http:// thecoffeeklatch.com/dyslexia-andlearning-disability-interviews-schoolstruggles-for-kids-with-adhd-and-ld/ @NIDCD Specific language impairment (SLI) is a common learning disability, affecting 7-8% of kindergartners http://1.usa.gov/ tz0cPT @Mark_HJGrainger 9/10 people with a learning disability have been bullied. I’m running the #londonmarathon for Mencap as they campaign to end hate crime @ScholasticTeach Teen with a learning disability realises she doesn’t know less, she just learns differently. http://bit.ly/Kljwnp @NHSChoices Having a child with a learning disability can be devastating. Read our advice on coping with a diagnosis http://bddy. me/1dpNk9d

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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 OUTSTANDING SCHOOL Our Liberty Swing donated by Variety

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rranounbai School, located in the leafy suburb of Frenchs Forest on the Northern Beaches is a multifunctional educational centre for students from 4 - 18 years, meeting the needs of students with physical disabilities, autism and medical conditions.

Our school philosophy is to provide educational experiences that are exciting and stimulating for all students. Our aim is to develop the whole child physically, cognitively and socially. Our staff is committed, caring and sensitive to the needs of all students. The school ethos fosters positive self-image as well as personal and social competence through the implementation of a broad curriculum from all Key Learning Areas. There is a strong emphasis on communication, social skills, independence in daily living, and preparing students for community life. The school culture at Arranounbai guides students towards forming positive relationships and making good choices for a changing world. Our shared values of respect and responsibility are integral to giving our students the supportive platform from which they can build their self-esteem and confidence.

Children are supported and nurtured at our school to develop into confident, successful and happy young people. In collaboration with families/ caregivers we strive to prepare our students for successful transition into their local community and post school life.

There are 41 enrolled students making up 7 classes within the school K-12. One is an Autism Intervention class that caters for students from Kindergarten to Year 2. These students attend Arranounbai for 4 days and their mainstream school for 1 day. This program runs over two years with days being gradually increased at the home school until the student is attending full time. We encourage all students, if applicable, to make the transition to a mainstream Music setting if and when they are ready. Integration opportunities are available to students through our alliance with The Warringah Community of Schools. We support students from local high schools in their work experience programs and community service activities. These provide valuable

Arranounbai School

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experiences for our students as well as those from local schools.

Our community links are strong.

Volunteers come in their lunch hour from Ricoh, a local business, to interact with our students in the playground. We also have volunteers who come at regular times throughout the week to help in the classroom.

Arranounbai School is a truly unique learning environment. Our students are academically extended through innovative programs within the NSW

syllabuses for the Australian Curriculum.

Our emphasis on literacy, art, music, and technology enhances each student’s ability to communicate across all environments.

Through the use of technology Arranounbai school enables students to explore and develop their potential and possibilities for independence. Students are guided by a professional, experienced and caring staff that is committed to working together for the benefit of every student.

Arranounbai students are successful and independent learners who enjoy life and are building bright futures. Each student’s diverse needs are approached through individual learning plans, structured experiences and challenges. Arranounbai caters for the individual needs of the

student. We offer Distance student’s being involved in a range Education subjects from of physical activities throughout Sydney Distance Education the school year. We offer a horse School. One of our students riding program at Riding for is studying his HSC over 4 the Disabled, which is a positive years, completing English experience for both students and and Maths last year, gaining staff, achieving great social and a Band 4 Music and Band 2 physical improvements. We provide English. a swimming program, which has We have a focus on been a great success with students, Visit to the National gallery technology for learning. All developing water safety skills and classes are equipped with having fun in the water whilst interactive whiteboards, learning to swim.

Visit from Ryan O’Keeffe iPad’s and computers.

Students also enjoy PE lessons ns – Sydney Swa We encourage the each week where they are use of technology for introduced to sports and games communication for our including Bocce, dance, yoga, bush non-verbal students, using walking, t-ball, croquet, cricket, computer-based programs AFL, netball and basketball. We to promote communication are in the process of building two either on a tablet PC or iPad. sensory rooms, one to stimulate We have an intensive literacy the senses with lights and noise, and numeracy program using another to challenge physical computer based software boundaries in a safe soft play where students are room. withdrawn for one-on-one Every morning students start tuition for half an hour 2-3 the day with a fitness program. This days per week. builds fitness and helps students Individual Learning Plans start the day with their minds and are developed by a multibodies alert. disciplinary team, involving Our Art programs offer fun Senior classroom teachers, the and stimulating experiences Photography principal, parents and for all. Senior students have using an adapted therapists ensuring the become confident, competent camera stand optimal curriculum for each photographers producing student. Specialist teaching calendars and cards to sell as staff, therapists and a work experience program. support personnel combine Junior students explore the to offer a wide range of different sensory mediums that creative and engaging produce art. Student’s art work is programs which are displayed around the school giving specifically developed to suit students a sense of pride as well as the needs of the individual recognition of their achievements. student. It is the aim of these Arranounbai School has a strong programs to maximise the focus on music, with every student potential of the individual having music lessons twice a within a pleasant, supportive week. The school believes in the vided Adapted AFL lessons pro and friendly environment. power of music purchasing a large the AFL association by Our Food Technology variety of musical instruments program provides students as well as a sound beam, which with creative foods that taste We try each week enables anyone to create music. The great and are nutritious and healthy. to provide food that students can take music program is an extremely important Students learn how things are made, home and share with their families. component of our school curriculum focusing on nutrition as well as cooking Our vegetable gardens provide fruit, providing many valuable learning terminology. So far we have made vegetables and herbs. Fresh eggs come experiences as well as lots of fun and sausages, cheese, pasta and pizza. We from our hens. enjoyment. The program culminates in adapt our classes to maximise student The PE and sports program at our musical performances from each class at involvement whatever their disability. school continues to develop with the end of the year.

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education times Success Story The Australian

Lord Mayor of Parramatta

The Lord Mayor of Parramatta, John Chedid, has achieved great success in community leadership and implementing a $1.6 million development scheme of Parramatta Square. Two members of our news crew, Rehan and Anirudh, interviewed him. Read below to discover the entirety of his success story.

back and study, maybe in politics or in another area.

Question 7 – Out of all your achievements as Lord Mayor, which are you most proud of and why?

Improving our public domain and river foreshore with such things as: the new state of the art playground, a water fountain, our town hall and the mall. People have been able to see the difference and witness an outcome of our efforts.

Question 8 – What would your goals be for the future of Parramatta?

Make it the benchmark that every city is striving to become. I want us to be the best model that other cities could use.

Just like we learn from other cities, I want other cities to learn from us. I want to raise our standard and become the standard for others to follow.

Question 1 – Can you tell us about your journey to become Lord Mayor of Parramatta?

Back at school, I asked myself, “How can we make a better community? How can we, as a society, do things better?” As life went on I got involved with the wider community. A friend of mine, a police officer, who I volunteered with at the community youth club, said to me, “Why don’t you use your passion for your city and get involved in politics?” At that point I realised I could make a difference.

Question 2 – At what point did you realise that you wanted to pursue a community-focused career?

I was walking through Parramatta and I thought, “Wow, this is a beautiful city that I grew up in” but we could do better, we could remodel, redesign and make this city a better place for people to enjoy, live in and work. Around 2003 I was approached and asked if I would be interested in running for council.

Question 3 – Do you think Parramatta is a potential future hub of Sydney?

Yes, for many reasons. If you look at Parramatta, it is the centre of Sydney, the gateway to all of western Sydney, with great connections to the hills, the west and the south. So strategically, our location is the true hub of Sydney.

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Question 4 – During your career what has been your biggest challenge and how did you conquer it?

Trying to get the community to understand that making tough decisions can lead to a better outcome. We had to educate the community about the large redevelopment of Parramatta Square. They need patience and perseverance, as this will deliver the whole region with an iconic landmark to be proud of and give Parramatta a centrepiece. Explaining that it’s going to take a few years before getting there has been challenging.

Question 5 – As you hold a position of great responsibility, what would your advice be to someone who wants to become a leader?

Never forget where you came from, respect those before you and the work that they have done, bring people with you on your vision, and never lose touch with the grass roots.

Questions 6 – What is your educational background and how has that helped you with your career?

I didn’t study politics, I was in the medical health industry. I studied science and worked at a diagnostic pathology lab for 10 years. I also did a postgrad in IT, as I wanted to try something different. I still have the passion to go

Question 9 – Tell us about your experience and skills in the health and IT industries and how they have impacted your career?

When you work in the medical health industry, it isn’t for the financial return.

It is something you enjoy and are passionate about. You want to see a difference, so I’ve been able to apply that to my career in politics and make a difference to people’s lives. IT has taught me about systems and processes, which are necessary in council, to make sure we do things to a standard and in a timely manner. So, they have truly helped in my role.

Question 10 – What advice would you give to any of our readers who are interested in a career in politics?

I encourage the young generation to get involved in their community. You have to understand the people that make up the region or city you want to represent.

When you understand the people, what their passions, visions and challenges are then I’d encourage them to get into politics. People get into politics without learning about the community; it is the other way around.

To watch the entire interview video, visit www.educationtimes.com.au

The Australian

education times Focus on University

Scholarships

A

scholarship is essentially very similar to a grant in that it doesn’t have to be paid back, and while most educational grants are provided by either the federal, or state government, scholarships are provided by a long list of government, college, and independent third parties.

Scholarships can range in value from only a few hundred dollars, to your entire cost of attendance, and most scholarships are given to students who exemplify some sort of unique trait, skill, or achievement.

The list of reasons why a scholarship may be given to a particular student is quite long, although some of the more popular awards are given to students who achieve academically, are athletically gifted, choose to enroll in a particular program of study, are part of a certain kind of organisation, or choose to enroll in the military and still further their education. These are only a few of the more common reasons why you may be able to get a scholarship, and while most scholarships are provided to individuals for particular reasons, there are numerous scholarships available that will simply be contingent on your ability to successfully fill out an application.

Typically, to apply for scholarships you will have to apply independently for various scholarships.

This should be done via a simple three-step process.

First you should identify where you may be eligible, next you should research and identify any particular awards that may be available, and lastly you should actually go ahead and fill out the specific application.

There are a myriad of scholarships available, and the key is to examine where your interests are, and what organisations you may be involved in. Scholarships are a great way to get a lot of money for university, and if you have any further questions about these awards you should not hesitate to contact your institution’s financial aid department.

Recipients of the Premier’s ANZAC Memorial Scholarship

Types

The most common scholarships may be classified as: Merit-based: These awards are based on a student's academic, artistic, athletic or other abilities, and often factor in an applicant's extracurricular activities and community service record. The most common merit-based scholarships, awarded by either private organisations or directly by a student's intended university, recognize academic achievement or high scores on standardized tests. Most merit-based scholarships are paid directly by the institution the student attends, rather than issued directly to the student.

Student-specific: These are scholarships for which applicants must initially qualify based upon gender, race, religion, family and medical history, or many other student-specific factors. Minority scholarships are the most common awards in this category.

Career-specific: These are scholarships a college or university awards to students who plan to pursue a specific field of study. Often, the most generous awards go to students who pursue careers in highneed areas such as education or nursing.

University-specific: University-specific scholarships are offered by individual universities to highly qualified applicants.

These scholarships, given on the basis of academic and personal achievement, usually result in either a 100% paid HECS and fees to the university, or for a reduced rate of tuition.

Did you know?

The Scholarships and Financial Support Service administers scholarships, student loans, bursaries, and prizes for undergraduates, postgraduate coursework and postgraduate research students.

There are over 700 scholarship schemes on offer and each year the University of Sydney gives out over $65 million in scholarships, not taking into consideration prizes or college and sporting scholarships. Student loan and bursary funds assist students who experience financial difficulties. This assistance is not intended to provide ongoing income support or payment of fees, but to help in emergencies and to supplement other income.

Looking for a scholarship?

Check out

http://www.australianuniversities.com.au/scholarships/

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The Australian

education times Focus on University

Getting into Uni with a Graduate Entry Program (GEP) G raduate Entry Programs (GEP) are specifically designed in duration and content for graduates who have completed non-relevant degrees. For example, if you were intending to study teaching, you could complete a teaching degree based on the units you have already completed in another degree.

Utilising the prior knowledge in your discipline area, you will gain the professional preparation needed to become a professional in that discipline.

Your prior study must be relevant to key learning areas taught in specialist settings.

Graduate Entry Programs are also available to students who have completed an undergraduate degree in the field of exercise & sports science. Graduate Entry Programs allow students to undertake postgraduate studies in numerous areas such as in the fields of exercise & sports science or clinical exercise physiology.

In medicine, Graduate Entry Programs use a systems approach and problem-based learning. Emphasis will be on longer term clinical placements in three clinical schools across the region. Selection criteria has not been finalised but is likely to include academic record, GAMSAT results, interview and may include good communication skills, experience of and empathy with rural and regional living, andcommitment to To apply for work in regional The Graduate Entry and rural areas.

Graduate Entry Programs are for people who already hold a university degree and are seeking to qualify in their profession. The program may result in completing a Masters or Doctoral Program

Program (GEP), prospective students are encouraged to complete the application process early, submitted by a deadline for full consideration.

All application materials, including unofficial transcripts, recommendations, resumĂŠs, and supplemental application forms must be submitted by deadline for full consideration.

Did you know that in 2013 there were over 3,000 Graduate Entry Program positions available to students in Australian Universities?

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The Australian Education Times

The Australian

education times Focus on University

Erin de Permentier Commenced in the Ernst & Young Graduate Program in 2011.

I

feel graduate programs are the best way to transition from university to full-time employment.

The strong support and guidance provided through these programs really helped me bridge the gap between theory (uni) and practice (work). From day one you are provided with extensive training and development opportunities, a mentor and buddy to talk through any problems with and a strong peer network on a national basis. In some cases, you are even provided with

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the opportunity to rotate through different departments allowing you to explore a range of career pathways while developing work-related skills.

However, I believe the best thing is that successful applicants have the advantage of knowing before graduation (in my case eight months before!) that they have a job lined up.

As a result, in your last semester of university you aren’t stressing about finding a job and can instead focus on finishing university with the best grades possible.

Words of Wisdom 4

Take Notes: If you Don’t Overcommit: have lecturers that Start with university t pos notes online, I and a couple of extra g them if recommend printin commitments. Add more m the r ove ’t and writing you have the time but don the iew Rev es. tur lec during tie yourself down. e lecture notes that you hav made.

Buy Used Textbooks: oks tbo Find used tex Don’t Wait: As ) (from previous students… soon as you feel for or look for them online yourself falling behind free. do something about it immediately. Reread Drag Yourself to Class: nd, lecture notes, ask a frie Yes, some lecturers do ok, tbo tex the read post all of their notes extra practice, go to office get can you , yes and online hours/tutorials etc. Don’t notes from your friends/ ore the the wait until right bef classmates, but reading m to exa al fin m/ ter mid notes is not the same as deal with it. actually going to class.

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The Australian

education times ICT for Education

s t n e d ts u t tu r S o fo f T IC IC a exxiia Dyysslle wiitthh D w

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nformation Communication Technology can have much to offer to those who have particular difficulties in writing and/or reading which are not apparent in other areas of their abilities.

Although there may be disagreement over the diagnosis and causes of these difficulties, it is now commonly accepted that some people have a specific difficulty with reading and writing. ICT can be used to help people with dyslexia, both by providing support for writing and reading and to give opportunities for reinforcing and practising skills.

ICT for recording The computer is a valuable tool for helping people to write and store work.

The use of word processors is now widespread and the most commonly used systems also offer an additional feature that can help users with dyslexia.

Additional software and hardware can also be used to provide extra features to help users.

Benefits of ICT When choosing ICT it is important to have a clear idea of the user’s needs and an understanding of how ICT might help. This will help to ensure that the equipment and software chosen is appropriate and can be used. A full word processor may not be suitable for a young child who is just learning to write.

A student studying for a degree however will need to have a suitable system for

their work. Provision for support and training is also required, and a trial period may be needed to fully evaluate the suitability of the equipment chosen.

Keyboard

Structured learning activities The computer is an excellent way of providing word finding and spelling activities. With the use of pictures and the addition of high quality speech, the learner is provided with a multisensory approach. The programs chosen, including the ever popular Starspell and WordShark 4, have all been carefully designed to allow the teacher to select suitable activities for the individual student.

The mechanics of writing

Keyboard skills are essential if anyone is to make effective use of a computer for their work.

Touch Type and UltraKey 5 are excellent programs for older pupils to practice and perfect keyboard skills.

For younger learners, programs such as TypeQuick for Students or Speedy Keys provide structured keyboarding activities that are fun to use too! The response of the keyboard can be adjusted if the user has any problems with repeated letters when typing. Some children may prefer to have lowercase letters. This can be done by using stickers or by buying an alternative keyboard. Attention should also be given to seating and the positioning of the equipment, including suitable lighting.

Many people with dyslexia find that they have problems with the mechanics of writing which can make them slow and reluctant writers. The effort required will often distract them from thinking about the content of their work and final checking will be harder if their writing is hard to read. Some people find that when using a keyboard and screen they can devote more attention to the content and spelling of their writing. They also find it much easier and less depressing to read and correct their work on the screen. Adaptations and alterations can be made to the standard computer and software to give additional support if this is required.

Monitor and display The monitor can be adjusted for brightness and contrast, an anti-glare screen can also help. The quality of the monitor will also affect the picture, better quality CRT monitors have displays that are free of flicker as do all LCD screens. Adjustments to the size and colours of the display can be made using the systems control panels to help improve legibility. With programs such as word processors it is possible to select colours, fonts (shapes of letters) and sizes to suit the individual’s preferences.

Some apps to help students with dyslexia: ChooseIt! Literacy

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ChooseIt! Numeracy

The Australian Education Times

ChooseIt! Science

ChooseIt! Maker 3

The Australian

education times ICT FOR EDUCATION

Playing Games to Learn M

any parents are trying to find ways to bribe their children to get off the computer and attend to their homework, complete their chores or simply play outside. Well, if that doesn’t work, how about you try doing what teachers are beginning to do? That is, encourage them to play in order to learn.

Making learning fun motivates students and helps them pay attention and stay focused on the subject. One reason to promote educational games is to encourage students to learn outside of class. Young adults will go out of their way to play games, even a single game, for hours on end. There is also evidence that games allow students to focus well enough to learn better. There is evidence that suggests that rewriting a lesson with a story context combined with a challenge for the student to overcome (in other words, making it into a game) significantly improves the learning performance of children.

Bridging the Digital Generation Divide Unsurprisingly, 21st-century college students are somewhat different from those of the preceding decades, even as those differed from earlier students.

Games will help us work with them. In particular, 21st-century students have grown up using different technology from that which their professors grew up with. The World Wide Web has had a significant effect on the way they think and learn. Marc Prensky, an educational video game designer, argues that they are used to thinking on multiple tracks at once, but have little patience with linear reasoning or delayed gratification.

Using games, not necessarily video

games, for teaching is one way to shift to a more appropriate learning format for the Digital Generation.

Gaming does three things: makes learning more fun, and students will be more motivated; competition and teamwork are also motivating for students; quick and specific feedback enables students to figure out the right way (or a right way, whatever works) to succeed.

Learning from Mistakes One reason that games (outside of gambling) are such a great escape from the real world is that bad consequences are rarely serious or lasting. Although a common excuse from our children or parents is that “it’s only a game”, there are serious addiction issues that could occur. Games however do permit students to keep trying if they lose.

They simply start the game over and try again. Often, it’s possible to recover within a game, and to use what you have learned to successfully complete a task.

Grades can tell students if they have failed to learn something, but for a variety of reasons, students may not make good use of that feedback. By the time students get their grades, it’s often too late to do anything about them so it’s not possible to correct mistakes.

In a game however, they will be able to identify their errors immediately, enabling them to make instant changes or corrections to the process they are completing.

Time to Teach!

Step 1: Define objectives What do you want the students to learn? It’s very important to keep this idea central when planning your lesson and choosing or designing a game. If not, you may end up using a game in which the material to be learned is bypassed by the players.

Step 2: Decide what sort of game and storyline (if appropriate) You may want to use a game that you already know is fun, like a trivia game, your favourite board game or a relay race and use that as a base for the rules.

Will this be a race, a quiz bowl, a simulation, or some other kind of game? Should the students play individually or in teams? If they have teams, make sure that they come up with cool names. Will they compete against each other or just for a score?

If players are not competing against each other, you will definitely want some kind of storyline for your game.

Are the students playing prospectors, palaeontologists, or explorers? Are the students trying to save a simulated town from a geological hazard? Are players reconstructing changes that have taken place throughout history?

Step 3: Break objectives down into challenges It is also possible and often desirable to have multiple levels of challenge. For a trivia game, the challenges are individual questions. For other types of games, they might be identifications, measurements, or other tasks. Once a certain number of challenges have been accomplished, it’s time to move on to harder tasks or a different kind of task.

The Australian

education times ICT FOR EDUCATION

Using Dropbox l o o ch S at

A

s well as helping life run more smoothly, Dropbox has become a powerful educational tool. The program is what you make of it; there are no limitations to its uses. It’s quick and easy to set up, with no cost for a basic account.

What to do:

1

First you must sign up to have access to your own user account by visiting www. dropbox.com. This will get you 2GB of free storage, which is more than enough for most of your school work/projects. Unless you use an .edu email address, content may be blocked at school. So remember to sign up using your school email address so that access isn’t prohibited.

2

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Once set up, you can then access any of your files through the browser and download/upload accordingly.

The Australian Education Times

3

Additionally, you can get more from Dropbox if you use their application rather than the browser. This way a Dropbox folder is created in your user folder.

The benefits of doing this are: • Easier and quicker access to your files.

• Automatic synchronisation of your files across all devices and within share folders.

As a student you are often required to work on group projects or discuss ideas with fellow classmates.

Dropbox is the perfect tool to aid this process. The first thing you need to do is create a shared folder.

Using the browser, click on the ‘sharing’ icon and you will be asked if you would like to share an existing folder or create a new one. For example, if you are beginning a new group project you should create a new folder and name it appropriately. You will then be asked to provide email addresses of people you would like to share the folder with.

This can be both your project group members and your teacher for feedback/ grading purposes.

It is crucial to remember that in order to share a folder you must operate through the browser.

However, once the folder is shared it can be accessed through the application using ‘file explorer’ in your user folder. You can also provide fellow classmates/team members with a link to your new folder for easy access to files. Note that they must be included in the email list to be granted access to the link.

The Australian

education times technology treats

Apps Review

Snapchat

The Elements in Action

The Elements in Action for iOS lets you learn about the periodic table through video. The Elements in Action is an education app for both iPhone and iPad that lets you explore all the different elements around us through short video clips and descriptions. Tap any element to read a short summary about it and watch a video of how it reacts with other elements and objects. Pulling out the side bar also lets you search for specific elements. Available at $3.99 to download from iTunes.

Pinterest Getting students excited about completing an assessment task can be tricky. Using an app such as Pinterest could be a great way to start students on their way to creating a unique piece of work, particularly if your group of students are creative and are always keen to work on the presentation (and not the content) of their assessment task.

Pinterest permits students to collect images and an overview of information that can be copied and pasted into word documents, PowerPoint presentations and more whilst keeping a link for future referencing. This free app is also available via the internet (http://pinterest.com/), so if you don’t have sufficient iPads or tablets, students can still create a free account and use this fabulous tool.

No doubt the most popular social medium amongst students in 2014, Snapchat allows you to communicate either individually or in groups via your phone or device. Teens are quickly adopting this tool and replacing Facebook with it due to its easyto-use functionality. Snapchat is a free app which allows you to snap a photo or a video, add a caption, and send it to your friends.

DK The Human Body

This app is a groundbreaking look into the human body and offers highly accurate, visual and accessible information.

The wonders of human anatomy are explored and explained in a way that offers hours of learning, fun and entertainment.

Designed for everyone with an interest in the subject, the Human Body app is a must-have reference. With enough detail to satisfy the demanding student, the app also offers rich illustrations and features for the casual browser. This is the perfect gift for yourself or someone who loves to learn.

The Human Body app is one of just 5 Education apps picked

by Apple as their ‘best of 2011’ in the Rewind 2011 promotion.

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: Avatar: A graphical representation of a real person, such as used in a MUVE or MMORPG, a kind of “virtual world”.

Participants in a MUVE or MMORPG choose a name and a visual representation of the character that they wish to adopt as an inhabitant of the MUVE or player in the MMORPG. AVI: Abbreviation for Audio Video Interleave (or Interleaved). A file format for storing video recordings on a computer.

Bluetooth: Bluetooth is a technical industry standard for radio technology which facilitates the transmission of signals over short distances (up to around 10 metres) between telephones, computers and other devices without the use of wires.

Encryption: A system of coding that helps prevent access to private information on computer networks or on the Web. Flash Player: Software produced by Adobe for the development and viewing of animated and interactive sequences on the Web. Freeware: Software that can be copied and used without payment to the author(s), although there may be some restrictions on distribution.

Google: Google is a great source if you are looking for definitions of unknown terms.

Simply enter define: in the Google search box, followed by the term, e.g. define:OCR. Gopher: A pre-World Wide Web method of presenting information on the internet.

Gopher servers present a hierarchical set of menus, descending from one main menu, which lead to files and documents.

The spectacular rise of the World Wide Web is driving the gopher into extinction.

Vodcast: A contraction of Video Podcast.

A type of Podcast that incorporates video as well as audio.

Wikipedia: A collaboratively written general encyclopaedia that is constantly updated. It contains many useful entries on technical terminology.

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 The Australian Education Times

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Music by Jane Bodie, Kings Cross

MONDAY

7

TUESDAY

8 The Dreamers Market Autumn 2014, Parramatta

Journeys at Hambledon Cottage House Museum, Parramatta

1

2014 Calendar April SUNDAY

6

Ferrari Racing Days Sydney, Eastern Creek

Easter Sunday

Easter Monday

Staff Development Day

A Total Eclipse will occur today

Sydney Comedy Festival Gala, Sydney

Term 2 begins for Sydney students

Mercedes-Benz Fashion Week, Eveleigh

Twelfth Night, Chippendale

WEDNESDAY

2 9 Did you know that on April 16, The Great Train Robbery took place in the UK?

Last day of the Royal Easter Show

Did you know that on April 30 1789, George Washington was inaugurated as the first President of the United States of America?

27 28 29 30

Caravan, Camping RV and Holiday Supershow, Rosehill

My Reminders:

Bernadette Peters in Concert, Sydney City

THURSDAY

3

Camden Show, Camden

FRIDAY

4

Last day of Term 1

ANZAC Day

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education times

The Championships Day 2, Rosehill Racecourse

Grey Hound Racing, Glebe

Tooheys New Golden Slipper Day, Rosehill

SATURDAY

5

10 11 12 Sydney Royal Easter Show opens

Learn your history while you lunch, Parramatta

Did you know that on April 24, 1898, Spain declared war on the United States?

Schweppes Stakes Day, Randwick

20 21 22 23 24 25 26

Perambulations Through Parramatta with Patrick, Parramatta

13 14 15 16 17 18 19

Sydney’s Working Truck Show Penrith and Family Fun Day, Penrith

A p r i l

Cyber Smile

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

www.cybersmile.weebly.com

A special pullout that parents should read to help their students regardless of their ability level

Milestones

Learning Types or Types of Learning?

Number Smart (logical/ mathematical) People Smart (Interpersonal)

Picture Smart (spatial/visual)

Nature Smart (Naturalist)

Picture Smart (intrapersonal)

Word Smart (Linguistic)

Body Smart (bodily-kinesthetic) Music Smart (Musical)

Learning Types Understanding learning from Special Needs to Gifted and Talented

Support Available Support available in and outside of school

Famous Australians with Disabilities Learn about wellknown Aussies who found school difficult

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W

hat do Walt Disney, Alexander Graham Bell and Winston Churchill all have in common?

The answer, they all had learning disabilities. Learning disabilities (LD) are a group of varying disorders that have a negative impact on learning. They affect the brain’s ability to receive, process, store, respond to and communicate information. As a result, learning disabilities may affect one’s Learning ability to speak, listen, disabilities think, read, write, spell or can affect a person’s compute. Although being ability in diagnosed with a learning the areas disability may be scary of: as first, it is important to remember that a learning disability has no correlation with a person’s intelligence.

The most commonly found and widely recognised learning disability is dyslexia. Dyslexia is a developmental reading disorder characterized by difficulty with learning to read fluently and with accurate comprehension.

Despite being the most prevalent LD in the area of reading, dyslexia is actually one of the least prohibitive difficulties that Australian students can suffer from. If found early enough, a child with

dyslexia can be taught to overcome their innate reading difficulties. It is when students are left for long periods without intervention that the ease of solving their issues is made more complicated.

Other common learning disabilities include dyscalculia, which affects one’s abilities in the area of mathematics and computing, and dysgraphia, which effects written expression.

Intellectual disability, autism and behavioral - Listening disorders are not - Speaking learning disabilities - Reading although these - Writing conditions - Spelling are frequently - Reasoning confused with LDs. - Mathematics In 2009, an Australian study1 of children with learning disabilities revealed that 7% showed difficulties between the ages of 0 and 14 years. Of the 4.1 million children studied for the report over 89, 000 were found to have a profound disability while 73, 771 had severe, 10, 840 had moderate and nearly 40,000 had mild limitations.

These results painted a startling picture for not just parents but for carers, medical professionals and educators.

1 http://www.abs.gov.au/AUSSTATS/abs@. nsf/Lookup/4102.0Main+Features30Jun+2012

So, how can you identify if someone has a learning disability? The hallmark sign of a learning disability is a distinct and unexplained gap between a person’s level of expected achievement and their performance. Learning disabilities affect every person differently and they present differently at various stages of development. LDs can range from mild to severe and it is not uncommon for people to have more than one learning disability.

Learning disabilities are for life and cannot be cured. The effects of an LD can however be mitigated in order to support learning, living and earning, particularly when identified early and dealt with effectively. Although they will never ultimately go away, LDs should not stop an individual from achieving their goals.

A learning disability is not a disease, and there is no single course of treatment or intervention that works for everyone. The first step to overcoming the challenges posed by a LD is to recognize that a problem might exist. Then seek help from qualified professionals who can provide guidance through a personalised evaluation process. Working with a trusted team of professionals, it is then possible to identify the types of accommodations, services and supports that will lead to success.

What is a Learning

Disability?

Techniques to assist students with learning disabilities: - create colour categorised timetables for older students to keep them organised - talk to them and ask them to identify areas where they have trouble - give them checklists for classes or subjects to keep them organised

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The Australian Education Times

- if they have trouble with English, read to them, with them, listen to them read and encourage them to do it on their own - if they have trouble with mathematics spend time with the basics, counting, grouping, times tables, adding, subtracting and counting in 2’s, 4’s, 6’s etc.

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PULL OUT

What Are Gifted and Talented Students?

T

he difference between gifted and talent is that gifted students are most likely classified as exceptional and would be considered as capable of a greater performance than a talented student. A talented student is perceived as having some type of natural propensity for an activity. One does not need to be gifted to be very successful.

It is hard work, discipline and perseverance that truly make gifts and talents a success.

Gifted and Talented Who, What, How?

Is your child Gifted and Talented?

There are three characteristics of gifted children that can help you tell if your child has exceptional intelligence. Keep in mind that these characteristics aren’t the final word on whether or not you have a gifted child. Bright children will show some similar traits; gifted children may not exhibit all of them. If you want to know how to tell if your child is gifted, start by looking for these characteristics. If you see them, it’s worth having your child evaluated by a professional to find out if they are truly gifted.

Behaviour Gifted children tend to learn to read early, some before entering school.

They also have better language comprehension. Gifted children also read quickly and intensely. They tend to have large vocabularies.

Gifted children learn basic skills quicker than the average child. It takes them less practice to master basic skills. They can also handle abstract concepts with ease.

A gifted child seeks the hows and whys and does not take anything for granted.

They can concentrate for longer periods of time than a non-gifted child.

Gifted children interpret non-verbal cues, while non-gifted children need to have certain things spelled out for them. They can also work independently at an earlier age.

Learning Gifted children may be extremely observant, and have a sense for what is or is not significant.

They tend to pick out important details.

A gifted child reads on their own and prefers books written for older children. Gifted children prefer intellectual activity and can see cause-and-effect relationships easily.

A gifted child’s attitude is always questioning; they often seek

information just for the sake of learning something new, whether that information is useful or not.

Gifted children may be sceptical, evaluative and critical. They spot inconsistencies quickly. A gifted child is often a perfectionist when it comes to his school work.

Gifted children often make valid generalisations about any subject, whether it is an event, an object or a person.

Complicated material is attacked by separating it into components, then analysing the components.

A gifted child has eclectic interests and is intensely focused on those interests.

Gifted children have endless energy, which may lead to a misdiagnosis of hyperactivity. They respond well to adults, including parents and teachers.

The gifted child prefers adult company, rather than the company of peers her own age.

The Australian Education Times

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The Australian

education times PULL OUT

I suspect my child has a learning disability.

How do I get my child tested?

I

f you have concerns about your child’s development or progress at school, it is important to discuss your concerns with relevant professionals such as, in the first instance, the school principal, teacher or school counsellor. Your family doctor or your child’s paediatrician may also be of assistance in this process.

Interpreter services and Aboriginal education assistants are available to assist parents or caregivers to obtain relevant information and support where required.

Identification of a child with a disability or a learning difficulty can occur at any age or stage of the child’s development.

Access to specialist resources is facilitated through the student’s school. For some students with disabilities, the type and nature of the disability needs to be initially assessed and confirmed using a

disability criteria (see right) through the school counselling service. For these students, a range of specialist services related directly to the needs of the student can be sought.

If you believe your child has special learning needs that require additional assistance please contact the principal at your child’s school. The principal will consider your child’s needs in consultation with the school’s Learning and Support Team. The Learning and Support Team assists classroom teachers to address the educational needs of students with a disability, learning difficulty or behaviour disorder. Parents or caregivers have a vital role to play in the work of the Learning and Support Team through discussing and planning for their child’s needs.

Disability Criteria that Sydney Schools use Language Students must have an assessed receptive or expressive language disorder which is documented within a current speech pathologist’s report (in general, the report should be less than 12 months old). At least one of the scales (either receptive or expressive) must indicate a standard score of 70 (second percentile) or less. Difficulties in communication and academic achievement must be the direct result of the disorder.

Physical Disability The student must have a current physical condition involving the motor system that significantly limits the student’s level of functioning and independence in mobility, personal care, and/or ability to physically undertake essential learning tasks. A report is required from a specialist medical practitioner, which details the nature of the condition. The educational impact of the condition must not be due to absences from school.

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The Australian Education Times

Intellectual Disability To meet criteria for mild intellectual disability, students must have a full-scale IQ score of approximately two to three standard deviations below the mean on an approved individual test of intelligence.

There must be information on the assessment of adaptive skills and school performance (where applicable) consistent with, or below this range of scores.

To meet criteria for moderate intellectual disability, students must have a full-scale IQ score of approximately three to four standard deviations below the mean on an approved individual test of intelligence.

There must be information on the assessment of adaptive skills and school performance (where applicable) consistent with, or below this range of scores.

To meet criteria for severe intellectual disability students must have a full-scale IQ score of approximately four standard deviations or more below the mean on an approved individual test of intelligence.

There must be information on the assessment of adaptive skills and school performance (where applicable) consistent with, or below this range of scores.

Hearing Impairment Students must have a current audiogram and report from Australian Hearing which indicates a sensorineural or permanent conductive hearing loss of 30 decibels or more in both ears.

Vision Impairment Students must have a current diagnosed vision impairment, which details a permanent vision loss that is 6/24 or less in the better eye corrected, or less than 20 degrees field of vision.

Deaf/Blind Students must have a vision and hearing impairment, both at levels that severely impact on their ability to learn, and which result in unique educational needs. In particular, these students will require an alternative means of communication (generally a tactile system) and/or highly specialised technology to facilitate their communication.

Mental Health Problems Students must exhibit behaviour(s) that is characteristic of mental health problems at a level of frequency, duration and intensity that seriously affects their educational functioning and emotional well-being. The behaviour(s) must be evident in the home, school and community environments. The school must also provide documentation and evaluation of strategies used to address the student’s needs within the school setting.

Autism Students with autism must have a current report from a specialist medical practitioner or registered psychologist with appropriate clinical experience.

The report must detail the nature of the student’s disorder. Documented evidence must indicate a developmental disability affecting verbal and non-verbal communication and social interaction that significantly affects the child’s ability to learn. There must be information of a functional assessment consistent with the student’s disorder.

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Brett and Nadia:

Positive Playgroup Experience for Family of Seven

B

rett and Nadia* are the parents of five children, three of whom are under four years old. One of their daughters, two-and-a-half-year-old Jessica*, has autism and the family have been a part of CatholicCare Sydney’s Wattle Playgroup since May 2013.

Wattle Playgroup is part of CatholicCare’s Early Childhood Intervention suite of programs and provides an environment for children with special needs and their siblings to develop gross motor, communication and social skills.

When they first arrived, Jessica’s favourite activity was to run from one end of the room to the other, picking up and throwing objects on her way.

Occasionally she would sit or stand during an activity and play for a short amount of time, but only when one of her parents or siblings were with her.

Jessica was uncomfortable in the presence of other adults and children and would often remove herself from a situation when a non-family member approached.

CatholicCare childhood educators worked with Brett and Nadia to help Jessica develop her social and other skills by deciding on specific goals she wanted to accomplish and tailoring a unique support program just for her.

As part of its commitment to providing a truly person-centred approach to care, CatholicCare’s Early Childhood Intervention team produce one-page ‘profiles’ for children participating in Early Childhood Intervention programs.

The profiles positively highlight strengths and are unique to each child, and help parents and carers work together to achieve developmental goals.

Now, as her needs and wants are being taken into account, Jessica is beginning to engage with staff members and other children at the playgroup for short periods of time.

Wattle Playgroup invites not only children under school age who have developmental difficulties to attend, but their brothers and sisters as well.

A few months after Brett, Nadia and their children began coming to Wattle Playgroup, one of their sons, Marco*, was also diagnosed with autism.

CatholicCare educators had already gotten to know Marco and established a relationship with him because of his participation in the playgroup as a sibling, and he was able to transition easily into the program. A positive, personalised profile was also produced for Marco.

Brett and Nadia, along with Jessica, Marco and their baby sister, continue to attend Wattle Playgroup and are all enjoying their time with the rest of the group and Brett and Nadia are receiving the support they and connecting with parents in the playgroup.

Read more about the Early Childhood Intervention program, Wattle Playgroup and the range of Children & Youth services offered by CatholicCare Sydney by visiting www.catholiccare.org The Australian Education Times

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The Australian

education times PULL OUT

Sam’s winning

message about including all students

By Melissa Pretorius

B

ehavioral difficulties can be some of the most foreboding signs of mental health problems developing in young children, and in later life.

Despite one in seven little ones experiencing serious mental health problems, the importance of children’s mental well being has remained largely understated.

But one local school has been determined to tackle the problem.

Kendall Public School is supporting student well being and inclusion through its involvement with the national KidsMatter initiative.

As part of the program’s recent Every Face Has a Place campaign, one student’s award-winning artwork has been chosen to promote this ideal.

Eleven-year-old Sam Davison has created a postcard reflecting his view on the importance of social inclusion, helping others and looking past differences.

His inspired design won the Upper Primary Category for NSW. Young Sam has learnt a monumental life lesson at a very young age, that caring for others is just as important as caring for yourself.

If you don’t, you can feel lonely, and you can feel sad.

“Everyone belongs in this world, and it’s definitely important to feel like you belong,” he said. “If you don’t, you can feel lonely, and you can feel sad.”

The school parliamentarian admitted some of his peers experienced situations where they felt isolated, bullied and alone.

It was a situation the young man described as frustrating.

“I think it’s definitely possible to stop it,” he said. “It makes me angry, there are definitely things we can do to change it.”

Many of the problems experienced by primary aged school children can, without intervention, lead to significant mental health problems later in life.

About half of all serious mental health problems begin before the age of 14, and although many mental health problems can be effectively treated, many children don’t receive the professional help they need. KidsMatter Primary national director Jeremy Hurley said preventing mental health problems starts with early intervention and education.

“When we focus on the well being of our kids we see great results not only in

When we focus on the well being of our kids we see great results not only in student behaviour but in their ability to learn as well.

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The Australian Education Times

student behaviour but in their ability to learn as well,” Mr Hurley said.

Poor mental health, he said, affects behaviour, feelings, an ability to learn, social relationships, and physical health.

He said students around the country were tasked with designing a postcard which explored Every Face Has a Place and Sam’s image reflected the heart of this message.

“Our aim was to help children express in their own words and drawing just how important looking after your own well being is.”

Steps to support a child’s mental well being: * Listen to children’s concerns.

Having a caring adult to turn to is a critical protective factor for children’s mental health. * Provide reassurance when children worry or are fearful. * Regular routines help children to feel secure and minimise disruption. * Build children’s strengths and allow for their vulnerabilities.

Provide encouragement and positive feedback. * If you are concerned about your child, seek additional help from your child’s school.

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Sundance London winner

Teacher of the Month

teams up with Central Coast Grammar School

H

ow do students see their world around them and what inspires their learning? That’s the question being asked in an exciting new collaboration between local filmmaker Jason van Genderen and Central Coast Grammar School (CCGS).

As a film maker I’m inspired by so many different things and by sharing my stories around the world.

“As a film maker I’m inspired by so many different things and by sharing my stories around the world,” said Jason.

“But there’s nothing like coming home and discovering a real inspiring story right here on my doorstep… that’s how ‘Student Voices’ evolved.”

‘Student Voices’ asked CCGS students to nominate an element of school life that inspires them to excel, to push beyond.

Jason visited CCGS and addressed students during assembly to launch the challenge, with students asked to initially submit a 100 word outline of their inspiration. Six lucky students would then have the opportunity not only to see their story made into a short documentary, but to work alongside van Genderen

in making their story into a film. Each student would also receive their very first ‘Executive Producer’ credit for their contribution.

“They were so enthusiastic that we received 122 entries,” said Christine Hodgkinson who works in community relations at the school. “It’s so humbling and uplifting to experience the school through their eyes. Each voice captures something of the positive, caring, creative and talented individuals who learn and teach here. You’ll get a genuine inspirational top up if you spend a few minutes in the company of these students.”

They were so enthusiastic that we received 122 entries.

11 year old Skye Norton’s story was the first to be filmed and was launched this week on the school’s website.

Documenting the work & teachings of local Environmental Artist Judith Price (exhibiting currently in 4+1 = 1+4 at Gosford Regional Gallery). Skye’s story is an uplifting look at caring for our environment through clever recycling.

More stories will follow in the coming weeks.

You can watch Skyes story on www.ccgs.nsw.edu.au

Margret Wilkins Learning and Support Teacher (LaST) Rooty Hill High School How long have you been teaching?

26 years.

What is the key function of your role?

Making adjustments and accommodations to provide improved access to learning for students.

What is the most satisfying thing about helping students with special needs?

Knowing that students experience more success and that school becomes a less scary, more enjoyable place for them to be.

What are your dreams and ambitions in the space of education?

I love my school. The most amazing teachers work here.

I enjoy what I am doing and hope to continue in this role.

The Australian Education Times

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Famous Aussies with disabilities P

Currently, eople with disabilities have made major contributions to Australian society. sports and ners entertai be to seem es disabiliti with Aussies wn the only well-kno blind people. These include people like wheelchair athlete Louise Sauvage and of millions other the of some indigenous singer Geoffrey Gurrumul Yunupingu. But surely society? our to tion contribu major a made have Aussies with disabilities throughout history A bit of research reveals they have.

Henry Lawson Most Australians probably do not know that iconic Australian author Henry Lawson had a disability. When he was nine he went to bed sick with an earache and woke up the next morning unable to hear properly. His hearing diminished further when he was 14. He visited the Victorian Eye and Ear Hospital when he was 20, but they could not help him. It was about this time he began to write poetry and newspaper articles. Stories like ‘The Drover’s Wife’ and ‘The Loaded Dog’ have been read and loved by millions of Australians.

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Kerry Packer No doubt many reprints of Lawson’s stories and articles have appeared in magazines and newspapers owned by Kerry Packer. Most people would remember Packer as the man who created World Series Cricket after the Australian Cricket Board refused to give his television station the broadcast rights. Packer always appeared to be powerful and ruthless, a man not to be

Saint Mary Mackillop If she had the opportunity, Mary Mackillop would probably have spent Packer’s billions helping the poor. She and Reverend Julian Tenison Woods founded the Sisters of St Joseph of the Sacred Heart.

The Australian Education Times

trifled with. But he had at least two disabilities during his life.

Packer caught polio when aged six and spent nine months in an iron lung to help him breath. He did not return to school until he was nine.

He also had dyslexia, which probably contributed to his father thinking he was stupid and calling him boofhead.

But Kerry Packer was far from stupid. When his father died he took over and expanded his media empire.

Dyslexia didn’t stop him from controlling over 60 percent of the magazines sold in Australia including ‘The Bulletin’ and ‘The Woman’s Weekly’. He went on to become one of Australia’s first billionaires.

This congregation of sisters established schools and welfare bodies throughout Australasia.

Mackillop had a chronic health condition called dysmenorrhoea, or painful menstruation. This often left her bedridden for days.

According to Marie Foale, her official biographer, Mackillop self-medicated with nips of brandy. A jealous fellow nun accused her of being an alcoholic and Mackillop was temporarily exiled from her religious order. These accusations may have delayed Mackillop being canonised, or declared a saint.

Prime Ministers with disabilities

P

lenty of politicians have been accused of not listening to the people; it seems some of them had an excuse.

Billy McMahon avoided overseas service during the Second World War because of poor hearing. But his hearing did not stop him from becoming Prime Minister in 1971.

Billy Hughes had a severe hearing impairment all his adult life. He also had chronic dyspepsia or painful digestion. He was a teacher in England before migrating to Queensland in 1884 at age 22.

He became politically active, joining a number of political groups including the Australian Socialist Party, Australian Labour Party, the Nationalist Party, ending up in the Liberal Party. He was Prime Minister from 1915 to 1923, leading Australia through the First World War and its aftermath.

So there have been many nation-building Australians with disabilities. While remembered for their achievements, their disabilities never made it into the spotlight. It is important that these people and their disabilities are known and acknowledged to celebrate the successes of people with disabilities.

With an estimated one in five Australians having a disability at some time during their life, people with disabilities can only continue to have a major role in shaping Australia

education times Career of the Month The Australian

Love to be a Lawyer?

Core skills: • Analytical and problem solving skills.

• Critical reading abilities.

• General research skills.

• Communication and listening abilities.

• Task organisation and management skills.

• Writing skills.

Educational Qualifications: Becoming a lawyer involves completing a theoretical law qualification, completing preadmission Practical Legal Training, becoming admitted into a legal practice, and obtaining a practising certificate.

In Australia, you will need to undertake one of the following law degrees: • Bachelor of Laws (LLB) • Combined Law Degree, e.g. Bachelor of Arts/ Bachelor of Laws • Juris Doctor (JD) • Master of Laws (LLM) The Combined Law Degree is the most common pathway for students wishing to study Law after completing Year 12. Combined Law is a five-year full-time course that pairs the Bachelor of Laws (LLB) degree with a Bachelor of Arts/Business/Commerce/Science. You receive two bachelor degrees at the end of the five-year course. Students can choose the second degree in an area which suits their interests and career aspirations.

The JD on the other hand is taught at a postgraduate level as a single degree, usually over three years.

The primary advantages of the JD are its global focus and recognition internationally as a postgraduate professional law degree.

As a school leaver, if you are not offered a place in a Combined Law Degree, but still want a career in Law, you may apply for a transfer to Combined Law if you perform very well in your first year of full-time university studies in another degree course.

to A degree in Law can lead e occupations such as a judg a or magistrate, or maybe orate, positionin one of the Corp or Government, Community Legal Aid Sectors.

W

hen people think of lawyers they often imagine silvertongued barristers, pacing up and down before a judge, defending the innocent and condemning the guilty.

Needless to say however, working as a lawyer is not all periwigs and gavels. A career in law opens many doors and not all of them lead to the courtroom.

If you’re passionate about justice, are studious and not afraid of a little (or a lot) of competition, law school might be just your cup of tea. And let’s not forget, there are more than one or two perks when it comes to practicing law. Besides the high earning potential, working as a lawyer is an intellectually rewarding job and puts you in a unique position to help others, be it individuals, groups or organisations with their legal problems.

@ WORK A law degree has now become a passport to work in a wide range of fields, only one of which is private legal practice. Studying law not only sharpens your analytical, reasoning and critical thinking skills but also instils a valuable work ethic which employers seek.

DID YOU KNOW? The average salary for a Lawyer is $90,000.

The Australian Education Times

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The Australian

Education Times TEST ZONE

Naplan I

n May each year, students from all state and non-state schools across Australia participate in testing under the National Assessment Program-Literacy and Numeracy (NAPLAN). NAPLAN was developed collaboratively by the Australian Government, state and territory governments and non-state school sectors in order to replace the previous state and territory based tests conducted prior to 2008. The assessments aim to provide an important measure of how all students are performing against national standards.

NAPLAN assesses the skills of all students in Years 3, 5, 7 and 9 in reading, writing, language conventions (spelling, grammar and punctuation) and numeracy.

The tests are designed to be an opportunity for students to demonstrate what they have learned in class. Students in Years 3 and 5 sit four tests, one for each skill area, while students in Years 7 and 9 sit five tests including two tests in numeracy – a calculator allowed test and a non-calculator test.

NAPLAN results provide vital information about student achievement that can be used to inform teaching and learning

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The Australian Education Times

programs. The tests enable longitudinal tracking of student progress in literacy and numeracy and are intended to complement the wide range of formal and informal assessments that are already conducted in schools.

As such, NAPLAN test results are not intended to be used in isolation from other school-based assessment programs.

National NAPLAN results are released to the public in two stages.

The first stage Summary Report is released in September to coincide with the distribution of reports to parents. This report shows results at each year level and domain - for the nation and by state and territory.

The second stage is the full National Report that includes detailed results by gender, Indigenous status, language background other than English status, parental occupation, parental education, and geolocation (metropolitan, provincial, remote and very remote) at each year level and for each domain of the test.

This report, which relies on more detailed analysis, is published at a later date, usually in December.

These reports are available on the NAPLAN website.

Need a Naplan App?

A

ccess full NAPLAN-based quizzes written by Australian teachers and experts with the SkillsBuilder app. SkillsBuilder is an interactive, engaging way to practice for the upcoming NAPLAN exams. You can access free NAPLAN-based quizzes written by Australian teachers and experts, with instant, personal quiz results.

More than 5,000 expertly-written questions and pre-combined quizzes Includes hints as well as instant, personal quiz results The NAPLAN-style questions creates a familiar experience to build confidence for the exams Approved by Education Services Australia to support Australian curriculum digital learning SkillsBuilder is available to download for free from the Samsung Apps store on compatible Samsung GALAXY Note and Tablet devices. All content within the app is free.

The Australian

Education Times INSIDE SCHOOLS

Too Cool @ Schools Primary School

Secondary School

PSSA Sport in Primary Schools

The AFL Indigenous Academy

T

S

he NSW Primary Schools Sports Association, or PSSA, is a sporting platform provided to students by the NSW Department of Education and Training.

Every primary school in NSW is included in the PSSA, and any student aged between 8 years and 13 years and 5 months is eligible to participate in competitions promoted by the association.

Greg Voss, Executive Officer of the NSW PSSA, believes children who compete in these events develop a healthy body as well as a healthy mind, and form friendships that can last a lifetime.

“PSSA is great for the diversification of education”, he says.

ince 2006, the AFL have introduced two Indigenous Academies to high schools across Western Sydney designed to increase student attendance, their completion of Year 12 and indigenous participation in sport.

The Blacktown and Campbelltown Academies are made up of seven partner high schools – Doonside, Ingleburn, James Meehan, Macquarie Fields, Plumpton, Rooty Hill and Sarah Redfern.

The program is linked to the school curriculum and includes literacy and numeracy, conflict resolution and leadership skills.

There is also a focus on indigenous cultural elements such as traditional language, art and dance, which is presented by local elders.

Tertiary School Let’s study Leopards!

I

t’s a long way from coastal Queensland to the high mountains of central Asia but Gladstone-based Professor Owen Nevin is a key member of a research team helping to conserve the globally endangered snow leopard.

Climate change is a major threat to ‘mountain specialists’ like snow leopards and population numbers in Kazakhstan are not known.

For these reasons, CQ University’s Professor Nevin and his former colleagues at the University of Cumbria intend to use ‘fuzzy logic’ computer modelling of snow leopard populations in response to the climate change threat.

They will collaborate with Kazak National University and the Almaty National Nature Reserve.”Our success in gaining $50,000 research funding from the Snow Leopard Network Conservation Grants Program is the culmination of three years of engagement in Kazakhstan by staff from the University of Cumbria and CQ University,” Prof Nevin said.

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

u o y o d w o H ? p u e r u s a me

By Silvana Rapp, Kemps Creek Public School

M

easurement is finding a number that shows the size or amount of something.

In the Australian Curriculum, the element of measurement involves students learning about measurement of length, area, volume, capacity, time and mass. Students estimate, measure, compare and calculate using metric units when solving problems in authentic contexts. They read clocks and convert between time systems, identify and sequence dates and events using a calendar and use timetables for a variety of purposes. In developing and acting with numeracy, students estimate and measure with metric

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The Australian Education Times

units as well as operate with clocks, calendars and timetables.

Some basic definitions to get you started: Length Length is how far from end to end. Also called distance.

Volume Volume is the amount of 3-dimensional space an object occupies. Also called capacity.

Mass (Weight) Mass is how much matter something contains.

Temperature

Area

How hot or cold something is.

Temperature is measured using a thermometer, usually in the Celsius scale.

Area is the size of a surface: how much is inside the boundary of a flat (2-dimensional) object such as a triangle or circle.

Time is the ongoing sequence of events taking place.

Time

We measure time using seconds, minutes, hours, days, weeks, months and years.

There are lots of other things we can measure, but those are the most common.

The Activity

Measure using millimetres (mm) or inches (in). Try to do both if you can.

Choose 4 other methods of measurement to be your “Personal Measures”. Include at least a small, a medium and a large one, for example your finger nail, finger and arm.

You will need: A ruler (for smaller measures) A tape measure (for larger measures) A measuring cup (optional) Pen and paper Yourself!

Personal Measure

Length

Using the Measures Now you get to use them!

Measure each of the following, first using your “Personal Measures”, then using a ruler or tape measure to see how close you get!

So what should your child know about measurement in each stage of school?

Estimate using a Personal Measure

Item Paperclip (width) Typically by the end of Foundation Year, students

Typically by the end of Year 2, students

Typically by the end of Year 4, students

Typically by the end of Year 6, students

Typically by the end of Year 8, students

Typically by the end of Year 10, students

measure by comparing objects and indicate if these measurements are the same or different.

estimate, measure and order using direct and indirect comparisons and informal units to collect and record information about shapes and objects.

estimate, measure and compare the length, temperature, volume, capacity and mass of everyday objects using metric units and scaled instruments.

choose and use appropriate metric units for length, area, volume, capacity and mass to solve everyday problems.

convert between common metric units for volume and capacity and use perimeter, area and volume formulas to solve authentic problems.

solve complex problems involving surface area and volume of prisms and cylinders and composite solids.

Actual using a ruler or tape measure

3 fingernails = 30mm

32 mm

Teaspoon (length)

Fork (length)

Pencil (length)

Chair seat (height)

Chair back (height)

Table (width)

Table (length)

Table (height)

Door (width)

Door (height)

The Australian Education Times

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education times literacy corner The Australian

P

Stories are narratives artfully ordered to do the serious work of entertainment, pleasing their listeners in the present, then carrying them into the future with something to think about.

Henry Glassie, Folklorist.

eople are storytellers. Whether it is a simple story about what we have done that day or a complex tale carefully constructed to take us into the lives of hitherto unknown people and places, stories are a natural and essential part of our lives.

Since time immemorial, people from cultures all around the globe have communicated their experiences, ideas, beliefs, values and morals through narrative. They have told tales of their past, their present and sometimes even imparted their views on the future. Their stories have ensured the survival of their culture and their history.

Yes, it is true – we all possess the need, the ability and the compulsion to tell stories.

What is a Narrative?

Narratives are stories. More specifically, a narrative is an account of connected events – real or imagined. These events are presented to the reader in a time-ordered sequence, using stylised language, believable characters and a distinctive voice that communicates a message artistically.

Narratives are written for the purpose of re-telling events so as to entertain, emotionally move and even to teach the audience an important lesson.

Why Teach Narrative Writing?

It is certainly true that narrative writing involves a lot of skill and practice. For most of us, in the course of our lives and chosen careers, we won’t really call upon the skills required to construct character or setting. We may never see the need to artfully pen a description of a scene or carefully compose a conflict.

So, why teach narrative writing?

As a teacher I can think of 3 very good reasons: To help students understand the power of language; its ability to emotionally move, profoundly affect and successfully persuade the reader.

To encourage students to enjoy delighting others through playing

1

2

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The Australian Education Times

with language, creating characters and transporting the reader into new and as yet undiscovered worlds.

To empower students by encouraging them to give a voice to their subconscious selves and thus allowing their narratives to become a conduit to their inner worlds. Viewed in this way, narrative writing provides young people with a means of safely expressing their emotions and communicating their experiences.

3

How Parents Can Help With Narrative Writing There is no doubt that the introduction of the Australian Curriculum and NAPLAN testing for Years 3, 5, 7 and 9 students has rendered very clearly the need for parents to actively participate in the development of their children’s literacy and numeracy skills. We are perhaps more conscious than ever of family being the first school and parents being the original educators of children.

So, how can parents help their children develop literacy skills over time and become better writers?

Conversation is the basis of good writing. So, after your child has been somewhere, seen something new or participated in an activity, talk to your child about what they have seen and the new things they have learnt. Once you have spoken about the experience, ask your child to write you a story about it.

Encourage writing for pleasure.

When faced with a reluctance to write, talk through ideas with your child and help them to discover what they want to say.

Give your child gifts associated with writing – a journal, pens, paper etc. Having their own writing materials, along with their own space to write in can motivate children to write and make them feel as though writing is a special activity.

Ask to see writing from school and always affirm your child’s efforts.

When reading your child’s writing, focus on the content first and lead your review of their writing with positive feedback. Always identify three aspects of their story that you particularly liked or were impressed with. Then, if there are spelling, grammar or punctuation errors, talk to your child about them and work through corrections with them.

After doing this, ask your child to re-draft their piece and show it to you again.

“That is such a great story! I bet [mum/dad/grandma/granddad] would love to read it.” Suggest your child share their writing with other family members, perhaps even mailing it to them with an enclosed letter.

Normalise writing. In the same way that observing parents read encourages children to view reading as a normal, everyday activity, observing parents writing normalises writing in the mind of the child. As such, writing becomes a part of their whole lives, not just something they do at school.

Encourage your child to read!

Whilst it is true that we learn to write by writing, we also learn to write by reading. Exposure to the works of authors provides children with a greater breadth of ideas, different narrative voices, innovative writing styles and improves their vocabulary.

Link to NAPLAN In the Year 3, Year 5, Year 7 and Year 9 NAPLAN writing tests, students are given a writing prompt and asked to compose a piece of writing in a specific text type.

One of the text types chosen could be a narrative.

The Purpose of Narrative Writing To entertain the reader.

To make the reader feel a variety of emotions.

To persuade the reader.

To teach the reader an important lesson or influence their thinking.

How to Reach Your Audience Clearly orientate the reader by establishing where and when your story takes place, along with who your main character is.

Engage the reader by using a variety of literary and narrative devices. For example, the creation of evocative imagery through figurative language devices (metaphor, simile, personification etc.) or through making use of narrative features such as humour, suspense or the subversion of genre expectations.

Affect the reader by using language which evokes an emotional response, encourages reflection or inspires a consideration of the values and attitudes revealed in your narrative.

Structure and Organisation Orientation – begin your story by setting the scene. Establish the normal, everyday world of your character.

Complication – disrupt this normal, everyday world by introducing a complication.

A sequence of events (rising action) – add tension or excitement to your story by sequencing further complications.

Resolution – conclude your story effectively. Think about including a ‘twist’ or ‘coda’.

Language Features Use the past tense.

Write using either 1st person (‘I’, ‘me’, ‘my’) or 3rd person (‘he’, ‘she’, ‘they’) narrative voice.

Make use of adjectives, verbs and adverbs to make your story powerful and captivating.

Make use of figurative language devices.

Example NAPLAN-style Writing Prompt Today you are going to write a narrative or story.

The idea for your story is ‘The Mysterious Egg’ What is so mysterious about the egg? Where was it found? Who found it? Is there something inside it? Is it valuable?

Think about:

Your characters – who they are and where they are.

The complication to be solved.

How your story will end.

Don’t forget to:

Plan your story before you begin writing.

Write in sentences.

Paragraph your writing.

Pay attention to spelling, grammar and punctuation.

Leave time to check you work.

g n i r e w o p Em s r e t i r W g Youn Written by Emily Bosco, English Teacher

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Would you like to win a diary of

d i k y p m i W a book box?

Tell us what your favourite book is and why in 100 words or less. email your name, age, address and answer to admin@educationtimes.com.au

The Australian

Education Times Science Lab

Solar System Telescope Diorama Method: A

lthough the scale of our solar system is vast and mysterious, this simple experiment creates a smallscale model that is perfect for exploring the wonders of space. Furthermore, this diorama has a special feature that allows for a unique viewing experience. It is easy to make and requires only basic materials.

All you need: A cardboard shipping tube at least 36 inches long

1

Cut shipping tube in half (length-wise) and paint the inside black.

2

Glue in all the planets in correct order and paint accordingly.

4

Paint black

A paper towel cardboard tube Eight spheres of varying size for the planets.

Styrofoam and ping-pong balls are perfect or just crumpled up newspaper wrapped in tape.

6

A selection of paints and brushes.

8

Glue *Optional extra – glow in the dark paint for the sun.

3

To make the eyepiece cut a circular piece of cardboard with a hole in the middle; push the paper towel tube into the hole and glue into place.

Attach the other half of the shipping tube so that the solar system is enclosed within the tube.

Hold up to the light and view the wonders of our solar system!

5

Glue eyepiece into the shipping tube at the end furthest from the sun.

7

Don’t glue together as you will want to be able to see the planets inside. Use an elastic band to hold in place.

The Australian Education Times

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The Australian

education times

Puzzle POP

Can you spot the

differences in the two pictures?

Crazy But True!!!!!

Iceland has no standing army and is recognised as the most peaceful country in the world.

The country’s defences include the Icelandic Coast Guard, which patrols waters and airspace, and other services such as the National Commissioner’s National Security and Special Forces Units. Iceland also has a Crisis Response Unit, as well as a treaty with the USA and agreements with Norway and Denmark regarding military and security operations.

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The Australian Education Times

Laughter Zone!

Q: Do you know how bunnies stay in shape?

A: Hareobics.

Q: What do you call a rabbit with fleas A: Bugs Bunny!

Q: What happened to the Easter Bunny when he misbehaved at school?

A: He was eggspelled!

Q. Why shouldn’t you tell an Easter egg a joke?

A. It might crack up!

Q. When do monkeys fall from the sky?

A. During Ape-ril showers!

The Australian

education times

Puzzle POP

Easter Wordsearch R E Q U I N O X C Q K M N S K

K N N O I T C E R R U S E R C

J H K T Y K H S B O Q J L V C

M R B E L D R M R I N E R G T

X D Y K D G I C L P N Q A E C

P T M S S N S G V T J G S G S

F E F A U J T T H M O F T M P

Y D N B E Y I T Z O Y O A V S

B Y F T N V A S D O Q V E E I

F C G N E U N F R E B C Z O X

I R N N D C R R N X P K Z D K

P U Y R I I O D A K V S O L E

B C C R D R G S I K M R B W K

G A T A I H P U T Z M Y A C U

U L Y S G G E S A O T Z G R X

BASKET BUNNNY CHRISTIAN EGGS EQUINOX GOODFRIDAY LENT PENTECOST RESURRECTION SPRING

Knock your brains Q: Paul is an assistant at a butcher's shop. He is six feet tall and wears size 11 shoes. What does he weigh?

Q: What do the letter 't' and an island have in common?

Q: What English word has three consecutive double letters?

Q: I'm the part of the bird that is not in the sky. I can swim in the ocean and yet remain dry. What am I?

Q: If you have me, you want to share me. If you share me, you haven't got me. What am I?

Guinness World Record Fastest Journey On Foot Across Australia (Perth to Sydney)

Completed by Donnie Maclurcan, who ran across the Australian continental mainland from Cottesloe Beach, Perth, Western Australia, to Bondi Beach, Sydney, NSW. It took him 67 days, 2 hours and 57 mins from 5 January to 13 March 2002.

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

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The Australian

education times

BOOK Review

Movie Review

The Universe Versus Alex Woods

The Wind Rises

I

by Gavin Extence

A

lex Woods is your average teenager, almost. Like everyone else his age, Alex is struggling to find his place in the universe, or more precisely, his place at secondary school.

Regrettably the odds seem to be stacked against him. Not only does Alex not have the right shoes, but he is in possession of a reading age far beyond his years – neither of which endears him to his peers. Being hit by a meteorite,

The first thing I learned today was this: what you think you know about a person is only a fraction of the story.

having epilepsy and being previously home schooled don’t exactly help either. Nevertheless, it seems that the universe has marked Alex figuratively and literally for an exceptional fate.

Raised by his clairvoyant mother and Lucy the cat, Alex never had many friends. That was until he met the reclusive and cantankerous Mr. Peterson. Before long an unlikely friendship is made, but it is when Mr. Peterson’s health takes a turn for the worst that this bond is truly tested and Alex must discover just how far he is willing to go for what he believes is right.

The Universe versus Alex Woods is a novel about friendship, morality and free will. This unique coming-of-age story raises poignant questions and challenges social norms, illustrating eloquently that the right thing to do is never the easiest road to take.

n the latest and last masterpiece by Hayao Miyazaki, prepare to be swept away by a thoughtful and visually stunning retelling of Japanese pre-war history.

The Wind Rises is inspired by the life of Jiro Horikoshi, an airplane engineer who designed Mitsubishi’s A6M Zero Fighter. We first meet Jiro as a young boy, dreaming of flying. In his dreams, Jiro meets and discusses aeronautics with his hero, the Italian aviator Giovanni Caproni who shares his vision of the perfect design and birdlike flight.

As Jiro grows up he studies diligently and soon enough finds himself working for an airplane manufacturer. Jiro works tirelessly, constantly meditating on the wind which not only brings him inspiration but also love in

the form of Nahoko, a young girl whom he later marries.

After several disappointments, Jiro succeeds in designing a prototype that will go on to become his first successful aircraft. As his comrades delight in their triumph, one cannot ignore the film’s darker implications, being that although the design is a thing of beauty to be marveled at, it will ultimately lead to destruction. The moral ambiguity of Jiro’s chosen career is not shied away from.

In Caproni’s last exchange with Jiro he imparts that although airplanes are beautiful dreams, they are nonetheless cursed.

Akin to Miyazaki’s previous works, The Wind Rises is a sweet and whimsical film that raises thoughtful questions about knowledge, power and duty. With its breathtaking visual beauty and exquisite storytelling this is a cinematic experience not to be missed.

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The Australian Education Times

Cancer

Scorpio

Keep your head up, success is around the corner.

Sagittarius

Choose your words wisely, it pays to be polite.

Be mindful to listen to your teachers this month.

Capricorn

Don’t forget to pick up a book over the holidays.

Work on structuring you day, it will lead to unexpected rewards.

Aquarius

Trust those close to you, their advice will prove beneficial.

Leo

Taurus

Don’t lose focus of your goals, you’re almost there!

Try something new after school this month.

Virgo

Aries

Over the coming month it will be wise to show some selfrestraint.

Declutter your environment for a clear perspective.

Libra

Pisces

Take a well-earned break from your studies to enjoy the holidays.

Gemini

Horoscopes April

Don’t settle for second best, push yourself.

The Austrailan

Education Times

March in Pictures Taekwondo Wonder Dylan (7) successfully received his yellow 2 tip belt in December, 2013.

At his Taekwondo grading he also managed to Taekwondo kick a piece of wood. He was very proud of himself.

Harmony Day Good Shepard Primary School were amongst the hundreds of schools who celebrated Harmony Day this year. Schools all over Australia take part in taste testing cultural food, watch traditional dances and ceremonial acts and encourage students to wear traditional dress.

Swimming Carnival Nambucca Heads High School took part in their annual swimming carnival last month. Schools participate in schoolbased swimming carnivals for an opportunity to represent their school in Zone Swimming Championships and then, if successful, in statebased competitions.

It’s Soccer Season Soccer Season has officially started and like the Under 7 Glenwood Redbacks Team, kids all over the state can’t wait to demonstrate their kicking, dribbling and teamwork skills.

Triathlon Triumph Whitebelt Wonderland Xavier (4) after he got his white with orange stripe belt. We have found the karate seems to improve his concentration.

Lachlan completed the Sanitarium Weet-Bix Kids TRYathlon challenge in February, 2014. It is the largest kids sporting event of its type in the world. It starts with a 75m swim, followed by a 3km bike run and then they finish with a 500m run.

Lachlan did fantastically!

Link to the Australian Curriculum Did you know that pictures help students self-correct when reading does not make sense by using pictures, context, meaning, phonics and grammatical knowledge? It 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?

The Australian Education Times

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The Australian

education times

parenting skills

Are routines helping or just giving us yet another expectation?

Tracy Ryan-Callaghan very day has its routine in our house. For that matter every week, every term, even school holidays in their own fashion have a different kind of routine – routine laziness!

These routines seem to get us through the days- the rough patches, the running around like crazy people to each child’s activities, the birthday parties, the play dates and the rest - but do they really?

We have many routines in our house when you put us under a microscope but there are two routines that are very important to my kids and I, each in different ways.

Every morning I get up and get ready for work before waking the kids up – shower, dress and pack my bag. I need those few minutes of quiet to start my day with clarity and the hope of success.

My kids are not morning people and they are woken no later than 6.30am every morning. I wake them the same way– with a gentle “Time to get up” and their school uniform. I am usually grumped at and they roll over trying to ignore me. I slide their blankets off. Sure it’s a shock but they’re up! We could be here all morning if I didn’t and we all have places to be. From here they get dressed, do teeth and shoes, I do hair and until recently the argument over breakfast was next, followed by running late. For many years I avoided this by sending them to

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The Australian Education Times

Childcare/OOSH, where breakfast became an SEP (Somebody Else’s Problem). This sounds terrible from a mother but if you are reading this you probably have kids or know kids. One of my kids won’t eat cereal, the other two won’t eat the same cereal, of the cereal eaters one wants cereal with yogurt not milk, the one that won’t eat cereal doesn’t particularly want toast either –thank god they are old enough to feed themselves these days but you can see where I’m coming from.

Late last year the breakfast issue came back into play when they started catching the bus to school. This year I have wised up and fiddled my budget to allow me to purchase the one thing they can all agree on – liquid breakfasts! Considering they have Crunch and Sip before 10am at school this means we are out the door on time, every day without an argument!

So we have a routine but it has required modification and thought over the years to get it right. It’s not always the way I want it but a routine is about function not preferences. It’s about completing a task and in the morning my task is kids on the bus and getting to work on time. My eldest daughter is 10. When it was just us we rocked the mornings but now there are 3 kids and I am totally outnumbered so sometimes I have to cut corners by laying out clothes, packing lunches/bags the night before, diverting funds from frivolous spending to easy breakfasts.

If you are going to have a routine, it absolutely must achieve a positive outcome.

The latest iteration of morning

in our house works better than any previous model.

So off they go to school where the days are filled with routine because as educators we know kids can focus on what they are doing best when you take away the uncertainty of what they are doing next. The routine picks up again after school when they are collected from the bus stop. They eat, do homework, go to activities or just play, bathe, eat dinner.

Fairly loose though that routine may be, it is nevertheless routine. It ensures homework is done instead of the frantic tanty on Friday morning when it’s due, it ensures meals are cooked rather than purchased every night, it ensures I get other stuff done –washing etc., and they can do some activities they enjoy.

Our other big routine is Bedtime- PJs, Teeth and Tuck in. I used to read to them every night too but now they can read, they read to themselves for 30 minutes andI read them a chapter a couple of nights a week. I do the rounds kissing and tucking and wishing sweet dreams.

The routine in this is for the kids – if their father does it or I’m not home there will be no sleep until they fall unconscious, usually in our bed waiting for me. Some nights I feel like I’ve ‘made a rod for my own back’ and as soon as I think that I want to kick myself. This routine makes them feel safe and loved and to be honestmakes me feel loved and happy.

For good and bad there is a definite limit on these routines. The morning routine is built on frustration and the need to be elsewhere and is them entirely conforming to what I need done. Bedtime is built on love and entirely for them, and they deserve it because they are gorgeous and sweet and wonderful despite their sibling infighting and at the very least as a thank you for getting through every morning!

Routines can be great, as long asyou can recognise when they have been met and when to throw them out the window.

These routines have a solid place in my home except when school holidays come around. Don’t come knocking on our door before 8am and breakfast is whatever you want to make it. We haven’t got anywhere to be before lunch, but I’ll still tuck you in tonight, just because I love you! Flexibility and balance will alwaysbe the key to a happy life. Every day can’t be the same, where is the spice in that kind of life?

The Australian

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Global Story

ir Richard Branson was born in Blackheath London, 1950 to barrister Edward James Branson and Eve Huntley Branson. Branson was educated at Scaitcliffe School

(now Bishopsgate School) until the age of thirteen and then attended Stowe School until the age of sixteen.

At school, Branson struggled with dyslexia, a disability that effects reading comprehension. As little was known about the condition at the time teachers thought Branson was lazy as he was often distracted in class. Branson also noticed that he thought differently compared to his peers and from a very young age became focused on trying to set up a business. Branson has revealed that on one of his last days of school, the headmaster made a rather prophetic statement, telling him that he would either end up in prison or become a millionaire.

Profile:

Richard Branson Full name: Sir Richard Charles Nicholas Branson Occupation: Founder and Chairman of Virgin Group Date of Birth: July 18, 1950 Place of Birth: Blackheath, London Education: Stowe School

Upon leaving school, Branson ran The Student magazine from the crypt of a church. The decision to advertise popular records in the magazine was an overnight success and Branson began trading under the name ‘Virgin’, a name suggested by an early employee as they were all new to the business. It seems that Branson has a knack for turning a disadvantage into an advantage as he attributes his success with Virgin Group to his different way of thinking. Branson states that, “my dyslexia guided the way we communicated with customers” and, as such, whenever a new company was launched, he would personally approve all ads and marketing materials. If he could grasp the overall concept quickly then he believed the message would come across clearly at first glance.

Branson also credits the growth and success of his business ventures to his dyslexia. Having learnt to trust others to do tasks on his behalf, including reading and writing, Branson was not afraid to surround himself with people who were better than him at specific tasks. This allowed him to focus on what he was good at, thinking creatively and strategically about new ventures and adventures to grow the business.

Today, Virgin Group consists of more than four hundred companies in 30 countries according to Branson’s book, Like a Virgin: Secrets they won’t teach you at Business School. The book also describes him as “the only person in the world to have built eight, billiondollar companies from scratch in ```````eight different countries.”

Amongst a veritable plethora of honours, achievements and awards, on March 30, 2000, Branson was knighted

by Prince Charles for his ‘services to entrepreneurship’.

Branson also has an interest and active involvement in humanitarian and ecological issues, listing Al Gore’s An Inconvenient Truth and James Lovelock’s The Revenge of Gaia amongst his favourite books. Branson is now exploring the highest of highs (outer space) and the lowest of lows (the deepest crevices of the Earth) – all while incorporating social and environmental responsibilities into his missions.

The Australian Education Times

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