The Australian Education Times June 2014

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“Indigenous ial Pu Education” ll O ut

Issue 7 • June 2014 • www.educationtimes.com.au

Free

What the budget means to education.

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SCHO G N I D N A T S T U O

Rooty Hill ol High S cho

Scan QR Code to read digital edition

ICT FOR EDUCATION:

LITERACY CORNER:

MAGIC MATHS:

Indigenous Based Apps

Writing Expositions

Show me the Money

Success Story

THE NEWS CREW

Contents News and Views:

3

Outstanding School of the month:

6

Success Story:

8

Focus on University:

9 Universities

The rise and rise of Indigenous Education

Rooty Hill High School

Matthew Keevil, AFL Indigenous Academy Leader

University Opportunities and Pathways

12

Special Pull Out:

17

Indigenous Education for all Australians

Matthew Keevil, AFL Indigenous Academy Leader

Join us digitally via our social networks….

FOLLOW us facebook.com/theaustralianeducationtimes @TheAusEduTimes

Career of the Month: 25 Media and Communications

Test Zone:

26

Literacy Corner:

ICT For 28 Education

Preparing for UMAT

Experiencing Expositions

Advertise email: advertise@educationtimes.com.au

Indigenous Apps

Money Matters

Science Corner:

33

Puzzle Pop:

34

Global Story:

39

Firing up Fireworks

Michael Hansen - Cairns West State School principal and winner of 2012 Australian Government

Literacy Corner Experiencing Expositions

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

12

Magic Maths: 30

Some fun activities and games Contact us email : editor@educationtimes.com.au Phone: +61 2 8883 0750

9

University Opportunities and Pathways

ICT for Education: Indigenous Apps

“It’s important to talk about the problems indigenous kids face at school and how we can better their future”

Focus on

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www.educationtimes.com.au The Australian Education Times

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education times

From the Editor We are well into Term 2 now and although this is only a 9 week term, it feels as though the Winter Holidays will be upon us in no time. This term, teachers are busy marking assessments and writing reports and parents are busy with extra curricular activities and attending parent-teacher/information nights. Some of us are even considering applying for Semester 2 intake at Universities and TAFE Colleges.

In recognition of NAIDOC Week, we have dedicated this issue to learning about and understanding Indigenous education. There have been some incredible substantial and progressive improvements in this area that don’t simply effect Aboriginal students, but all Australian students regardless of background. This month, we look at Indigenous programs that schools are implementing. We have a special Pull Out section dedicated specifically to Indigenous based programs as well as including case studies from students who are completing Aboriginal Studies as part of their HSC. Additionally, we were fortunate to interview Matthew Keevil, an AFL Indigenous Academy Leader about his role in mentoring young Aboriginal students in sport. One of the schools that this program is implemented in is Rooty Hill High School who is this month’s Outstanding School.

Quotes of the Month

Our ICT For Education section also looks at indigenous based Apps that can be downloaded onto your devices as well as attempts to dispel the myths against Talking about Angela – an App that all parents should know about.

In our Literacy Corner, we look at how you, parents can help your children write Expositions and in Magic Maths, we look at the topic of Money as many children appear to struggle in this particular area.

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

Tips, tricks, and techniques are not the heart of education — fire is. I mean finding light in the darkness, staying warm in a cold world, avoiding being burned if you can and knowing what brings healing if you cannot. That is the knowledge that your students really want, and that is the knowledge we owe them. Not merely the facts, not merely the theories, but a deep knowing of what it means to kindle the gift of life in ourselves, in others, and in the world.

- Parker Palmer

Engage me or enrage me.

- HS student

The aim of education should be to teach us rather how to think, than what to think – rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.

- Bill Beattie

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

Just discovered your magazine and love it. Finally there is information for parents and students to help them with their schooling that isn’t biased or created by the school. Keep up the fantastic work!

June Watson (via Facebook)

Dear Editor

I particularly liked your Literacy Corner article on how to help my children write at home. This has always been a struggle and now, after adopting your ideas, I feel that my children want to write and create masterpieces of work. Thank you

Dear Editor Great article on Snap Chat. I finally know what my kids are doing on their phones!

Belinda, Warriewood

Jason Crimsin (via Facebook)

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 News and Views

The rise and rise of Indigenous Education

N

ever has a focus on education for Aboriginal children been so strong. We are entering an era where there is a sense of unity between politician’s, local communities, schools as well as the average Australian individual as all are collectively working together to help our Indigenous population attend and enjoy schooling.

An abundant number of programs have been launched and implemented nationally, each which have worked with Aboriginal parents to improve the attendance of their children, as well as increase their literacy and numeracy levels.

In 1982, the first policy for Indigenous education was created and included both Aboriginal and Torres Islander populations. The overall purpose of this policy was to ensure that all children living in Australia was attaining the same education. However, 32 years later, we are still working towards this goal.

It should be known that there are many factors influencing this slow attainment and it certainly does not reflect that insufficient funds are being used to support such programs.

A key factor of low enrolment rates is the geographical locations that

many indigenous families reside in.

For these families, attending school is not as simple as it is for our children.

Walking to school or catching the bus is neither available nor possible. Many indigenous families live in extremely remote communities and unless there is a designated driver (without work commitments) who is able to drive for hours to take their children to school, children are often stuck at home with nowhere to go.

Additionally, it is now also well researched and documented that on a whole, the Aboriginal population suffer from more health issues that the average Australian which could affect school attendance and participation. A significant number of programs in this area are in place and already making a tremendous impact.

As Australian’s we should continue to support our Indigenous population with their education as well as educate our own children about Indigenous values and cultures. With such knowledge and compassion, our children will grow only to empower themselves with the knowledge of how to integrate and embrace their brothers and sisters regardless of race.

Did you know: While Australia as a whole faces an ageing population, the Aboriginal and Torres Strait Islander population is younger and growing at a faster rate.

Young people aged between 15–24 years comprised 18% of the Indigenous population in 2001, compared with 14% of the non-Indigenous population.

Successful transition in youth from school to work and/or further study enables young people to gain the necessary skills and experience to participate in long-term employment. Both education and employment outcomes for Indigenous youth have improved over the past 10 years, with more Indigenous young people continuing their education beyond Year 10, and higher proportions participating in the labour force.

However, young Indigenous Australians remain disadvantaged across a range of areas of social concern when compared with non-Indigenous youth (Courtesy of the Australian Bureau of Statistics, 2014).

Tweetings It appears that everyone is willing to support each other online with Indigenous teaching and learning resources…. ‫@ ‏‬JennyBlackbird TONIGHT: Centre for Indigenous Governance/ Ryerson Aboriginal Education Council ‫@ ‏‬kimbowa Aboriginal people – how to misunderstand their science | @scoopithttp://sco.lt/95Raan ‫@ ‏‬EFNewsOnline New director Aboriginal strategy appointed @SIASThttp://ow.ly/w5tLz #EFNews ‫@ ‏‬AGreeneTeacher Bernie Smith & Rebecca Chartrand addressing @7OaksSchoolDiv staff on the importance of Aboriginal education. pic.twitter. com/OinqX7sn4U ‫@ ‏‬SassoYK Love it @LeaLamoureux !: "student-produced video: https://www.youtube.com/watch?v=jOz gFIeOIpw&feature=youtu.be …#iteachnorth#y zf#nwt#edtech#aboriginaleducation#dettah# fnmi” ‫@ ‏‬EFNewsOnline @SIAST appoints new director Aboriginal strategy: http://ow.ly/w5tIx #EFNews ‫@ ‏‬LeaLamoureux Check out this #elemchat student-produced video: https://www.youtube.com/watch?v=jOz gFIeOIpw&feature=youtu.be …#iteachnorth# yzf#nwt#edtech#aboriginaleducation#dettah #fnmi ‫@ ‏‬adamrodgersNS The @nsccstrait is showing leadership in Marine training, aboriginal education, and industry engagment. @StraitAreaCoC is proud to partner. ‫@ ‏‬SCDSB Sudbury Catholic Schools - Professional Learning to Support Aboriginal Education at Sudbury Catholic http://www.scdsb.edu.on.ca/ showstory.php?3368&30101 … via @SCDSB ‫@ ‏‬OnTopicAus Do we expect less of #Aboriginal kids due to persuasive Aboriginal deficit discourse? #Racism#Education@warrenmundine. @ StrongerSmarter. ‫@ ‏‬PairsonnalitesA NT Education Minister meets Noel Pearson on tour of Cape York's remote Indigenous schools - n the final… http://goo.gl/fb/06Eca #Aboriginal ‫@ ‏‬AusLessons Aboriginal Dreamtime Stories Unit of Lesson Plans - Year 3 and 4 http://bit.ly/1aeVxhC #edch at#learning#education#ausvels

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education times News and Views The Australian

A lack of Budget for T

he hot topic at the moment is certainly linked with the budget and its effect on education.

Unfortunately, education came out as a big loser in this years budget announcement and although a significant amount is still being invested into the future of our children, critics, parents, and our teachers believe otherwise.

Unfortunately, our very own minister, Christopher Pyne is receiving much negative attention, as even more unfortunate, is that much of his new found fame is not even linked to his role as Education Minister. However, Mr Pyne blames the decrease on

education spending on the face that the “Australian Government will focus on the programs and projects the Coalition thinks are “more important”, suggesting that education is simply not a priority area for Australians. Premier Barry O’Farrell supports this statement and has described the cuts as “difficult but necessary”.

More disturbingly, the SMH has reported that the government sector would be expected to shed 600 staff in state and regional offices over four years - as part of a total cut of 1800 from the Department of Education.

A massive blow to education resides in tertiary education where universities

and tertiary based institutions will be able to set their own fee structure commencing in 2016. This could potentially triple fees making it more difficult for future students to attain a university degree.

Universities would be able to charge a student contribution up to a maximum of $3,900 per equivalent full time student (EFTS) for high cost courses and $1,700 per EFTS for low cost courses.

However, there is a silver lining for those students who are considering in completing a trade. From 1 July 2014, the Government will provide concessional Trade Support Loans of up to $20,000 over a four year apprenticeship for

What is your opinion It is disappointing that the government clearly views education as a cost to be reduced rather than an investment to be leveraged… University ICT education does not simply provide training in narrow fields but educates them in research and digital innovation, skills that Australia sorely needs. I would have liked to have seen some recognition of this in the budget.

Professor Andy Koronios, head of School of Information Technology and Mathematical Sciences, University of South Australia

We are removing that cap, giving more students in rural and regional areas the opportunity to go to university,

Christopher Pyne Education Minister

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No teachers would lose their jobs, the independent school sector said it would lose teacher numbers as a result of the funding cuts.

Mr Piccoli, NSW Education Minister Adrian Piccoli

Education those learning a trade. It is well known that our youth who often enter trades rely on borrowing money from parents, family or friends to purchase their tools and pay for basic living expenses. In some cases, our youth will only gain an apprenticeship if Education spending in NSW will they have a motor be slashed by $1.7 billion with vehicle license and independent schools expected their own vehicle. to share the pain with the This new loan will public system. assist our 17 year olds to actively pursue a career in this line of work with minimal financial burden.

What does the budget mean for Education?

This budget is “one of the most vicious budgets in living memory”. “Western Sydney low and middle income families are squarely targeted by one of the most vicious budgets in living memory

Ed Husic.

Chifley Federal Labor Member

The people of Greenway have every right to feel betrayed by this Budget of broken promises and twisted priorities, Michelle Rowland, Greenway Federal Labor Member

Tweetings Twitter has been running overtime with nearly every Australian contributing their views on the budget: Maralyn Parker ‫@ ‏‬MaralynParker May 15 The Abbott Govt sees itself as the funder of all private schools with no obligation to public (state) schools at all #budget2014 Liberal Party ‫@ ‏‬LiberalAus May 15 .@billshortenmp - No solutions. No policies. No leadership. #auspol#Budget2014 Australian Labor ‫@ ‏‬AustralianLabor May 15 "We will never tell Australians that the quality of their education depends on their capacity to pay." @ billshortenmp#auspol#Budget2014 RN Breakfast ‫@ ‏‬RNBreakfast May 15 Christopher Pyne says he didn't pay anything for his law degree- but says increased fees won't deter current students #auspol#budget2014 SBS News ‫@ ‏‬SBSNews May 14 Comment: Why #Budget2014 is bad for health and worse for society http://bit.ly/1nKRLTH pic.twitter.com/SGZEESAaOG Joe Hildebrand ‫@ ‏‬Joe_Hildebrand May 13 BUDGET IN A NUTSHELL: There will be uni scholarships for disadvantaged kids but no Gonski funding to enable them to get there. #Budget2014 Australian Labor ‫@ ‏‬AustralianLabor May 13 This budget is built on more than $80 billion in cuts to schools and hospitals. #auspol#Budget2014 Adam Bandt ‫@ ‏‬AdamBandt May 13 Young? Bad luck. #ThreeWordBudget#Budget2014 Rhys Muldoon ‫@ ‏‬rhysam May 15 Road to nowhere. #ThreeWordBudget Jeanette @__eclectica May 13 #auspol#ThreeWordBudget You won’t believe what they’re slashing ... and spending ... in the Federal Budget 2014 http:// www.couriermail.com.au/business/you-wont-believe-whattheyre-slashing-and-spending-in-the-federal-budget-2014/storyfnihpj8r-1226916439095 …

Federal Politics ‫@ ‏‬PoliticsFairfax 15h 'A budget built on lies': Shorten takes aim at Abbott, details opposition to key measures on Medicare and education http://bit. ly/1hNSGhb ACSSO ‫@ ‏‬ACSSOTWEETS May 15 Education union blasts $245m budget funding for school chaplains http://fb.me/2nXQ27Njf Ben Duggan ‫@ ‏‬Ben_Duggan May 14 So much for 'no cuts to education' nekminit $30bn cut to education http://www.theaustralian.com.au/national-affairs/budget-2014/bncurtain-on-gonskis-grand-vision/story-fnmbxsc8-1226916642588# …#edchat#education#AusEdu#Gonski#goneski Herald Sun ‫@ ‏‬theheraldsun May 13 "We want to build a country that values all levels of education." Hockey http://nwspl.us/wMwbF #Budget2014

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education times OUTSTANDING SCHOOL

Outstanding Scho Rooty Hill High Sc Rooty Hill High School is a comprehensive secondary 7 to 12 community school in Western Sydney committed to excellence in learning, leadership and achievement.

As a school based in an ethnically and socially diverse community we have a moral contract to give each of our 1120 students the opportunity to do his or her best.

A

boriginal Education at Rooty Hill High School aims to foster an understanding of ‘First Nations’ cultures in Multicultural Australia. It works under the framework of ‘Dare to Lead’ recommendations and the NSW Department of Education Aboriginal 6 |

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Education and Training Policy. In a diverse school with over 40 ethnicities and just over 60 Indigenous students, these guide us in increasing opportunities for Aboriginal and Torres Strait Islander (ATSI) students and towards a community of

understanding about ATSI cultures and histories.

The school has an Aboriginal Education Committee with representatives from each faculty to implement initiatives and promote events for Reconciliation. With the

ool chool National Curriculum and the crosscurricular priority area of ATSI perspectives; the committee is currently working towards a Moodle-based project to share resources across faculties tied to the National Curriculum strands. The school values community partnerships to carry out goals for Aboriginal Education.

These include: The AFL Indigenous Academy of Blacktown, The Australian Indigenous Mentoring Experience (AIME) and the NRL’s School to Work program in offering extra curricular opportunities for our Indigenous students.

The AFL Indigenous Academy offers a cultural awareness and identity program to support academic success. There is a weekly in-school component and after school component that combines sessions with Plumpton and Doonside High Schools. Students have had the opportunity to connect with the GWS Giants, participate in Video conferencing workshops on leadership and science through the Sydney Olympic Park Authority (SOPA), and other sessions spanning cultural identity, bush tucker, health, art and an investigation into Indigenous servicemen.

2013 marked our inaugural involvement in AIME’S Outreach program based at The University of Sydney. The program offered to students in Years 9-12 is an outstanding opportunity for students to participate in engaging workshops aimed at increasing cultural pride and supporting students through the senior years of High School.

Three of our senior students: Tiana Edwards, Jay Edwards and Carl Ryan were successful in ranking in the top 100 (out of 600) of The Other Election campaign. This competition ran alongside the Federal Election to promote the notion that it is possible to see an Indigenous Prime Minister in our lifetime.

Students were required to record

a campaign speech as part of the online voting process with the aim of winning a trip to Canberra to deliver their speech in Federal Parliament.

Last year, the school partnered with UNICEF to contribute to a video about raising awareness for the need for Constitutional Recognition. The video and related resources about the RECOGNISE campaign currently feature as part of the online campaign for RECOGNISE by UNICEF. The video and related resources can be accessed via: https://www.unicef.org.au/Act/Be-aUNICEF-Advocate/Become-a-UNICEFYoung-Ambassador/Our-Vision.aspx

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education times Success Story

Matthew Keevil Matthew Keevil is one of the many success stories to come out of the Indigenous Academies run by AFL NSW/ACT. Matthew has gone from being a student at the Doonside Academy to a School Mentor Trainee and now plays for the Blacktown Magic in AFL’s Sydney competition. Two students from the Indigenous Academy, James and Kyle, sat down with Matthew to talk about his journey so far.

Question 1 – What were you like as a student?

As a student, I was very sporty. I got picked for all sorts of sporting teams. I wasn’t really very academic until I left school in Year 11 and then went back and did Year 11 and Year 12 a year later.

That’s when I really focused on my academics and the HSC. Question 2 – Did you always want to play AFL? How long have you been playing for?

Growing up, I played rugby league all my life. I didn’t really get into AFL until Luke Penrith started the Indigenous Academy at Doonside. While I was doing the Academy, I go picked for the Indigenous Talent Program, and ever since then I’ve been getting into AFL more and more. Last year I also started playing for the Blacktown Magic AFL team in the Sydney competition.

Question 3 – Have you always wanted to be a mentor for younger students?

Yes. I was an Indigenous leader back in high school from Year 8 to Year 11 and when I was at school we would go away once a month to talk to other Indigenous students to discuss the problems they faced and what we could do to better their future.

Question 4 – Who or what has been your greatest inspiration?

My greatest inspiration would probably have to be Anthony Mundine.

He puts his opinions out there. He’s straight out and he’s himself. I want to be like him and be myself.

Question 5 – Where do you see yourself in 10 years?

Hopefully somewhere higher up in the AFL or any other sporting code. Possibly 8 |

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even a promimnemt leader or mentor in the AFL Academy.

Question 6 – What would you like to see happen with indigenous education in schools?

I’d like to see more Indigenous students stay in school, complete their HSC, get a job, and start supporting themselves.

Question 7 – How do you deal with challenges when you are faced with them?

When I am faced with a challenge, I sit down and think about it. Then I take small steps to achieve that big goal.

Question 8 – What has been your biggest achievement so far?

Helping my sister go through the Academy while she’s completing Year 12 and her HSC. I feel that I’ve not only helped her as a brother, but as a mentor too.

Question 9 – What advice would you give to anyone who was interested in a career in AFL? Once you get a taste of AFL, you’ll love it!

To watch the full interview visit www.educationtimes.com.au

The Australian

education times

University Opportunities for

Indigenous Students

Indigenous and Equity

A

ustralia’s Indigenous population is under-represented in the university system. According to the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People, Indigenous People comprise 2.2 per cent of the overall population, but only 1.4 per cent of student enrolments at university in 2010, including only 1.1 per cent of higher degree by research enrolments. Staffing levels are also low, with 0.8 per cent of all full-time equivalent academic staff and 1.2 per cent of general university staff in 2010 being Aboriginal and Torres Strait Islander people.

The Review noted the poor recognition given to Aboriginal and Torres Strait Islander studies, the

lack of visibility of Aboriginal and Torres Strait Islander cultures and knowledge on many campuses, and the low levels of participation of Aboriginal and Torres Strait Islander people in university governance and management. The most important factors identified as leading to Aboriginal and Torres Strait Islander students’ premature withdrawal from studies included financial pressures, social or cultural alienation caused by the academic demands of study, and insufficient academic support.

Education (including higher education) plays a vital role in improving the overall state of Aboriginal and Torres Strait Islander communities, particularly their health and economic wellbeing.

The Review proposed numerous recommendations to improve the higher education outcomes for Aboriginal and Torres Strait Islander people, many of which involve systemic change to the ways universities conduct their business.

The Government is currently working to implement these recommendations.

Did you know that there are Australian departments that are working to ensure that Ab original and Torres Strait Islander people with the desire and capability to attend university have the oppo rtunity to do so?

These departments admi nisters several programs and ini tiatives to support equity in higher education in Australia.

To achieve this, the following approaches are adopted:

is aimed at increasing Indigenous participation and success in higher education; includes greater collaboration with Indigenous people in higher education policy development; and works with university leadership to ensure that Indigenous perspectives and knowledge are embedded into curriculum, teaching, and graduate attributes.

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education times Focus on University

Pathways Opportunities for Indigenous Student Are you an Indigenous student and don’t know what you would like to do after year 12? Did you know that there are ample pathways opportunities for you?

Opportunities in TAFE NSW Most TAFE NSW campuses have an Aboriginal Coordinator and many also have Aboriginal Support Officers. These specialist staff can provide: • advice on courses that might be right for you • help with enrolment • advice on applying for ABSTUDY financial assistance • information about literacy and numeracy programs.

The Institutes of TAFE have run successful leadership programs since 2010. These programs creates

educational pathways for NSW Aboriginal school students and provides them with access to leadership training and cultural education in a safe and nurturing environment. HANDS ON — to Reach your Potential (TRYP) provides participants with three levels of certification from a Statement of Attainment up to a Certificate II level and has had an 88 per cent successful completion rate over the four programs. The program has demonstrated examples of individual re-engagement with education and employment.

Whole of Institute approach; established an Aboriginal Community Reference Group and improved cultural competence of staff…

TAFE NSW - Western Institute (WI) The Institute established an Aboriginal Community Reference Group; created positions with dedicated responsibilities (Educational Leaders, Community Consultants and Student Support Officers); and developed a Statement of Intent. An internal reference group was set up to encourage communication and a shared understanding and all executive position holders have a specific performance indicator relating to improving outcomes in Aboriginal education, especially completions.

The Institute established scholarships for Aboriginal people to gain the basic teaching qualification and introduced the teaching of Aboriginal Languages.

It also conducted research (funded

by NCVER) about completion of qualifications by Aboriginal Students.

The Institute realigned its organisational commitment to Aboriginal Education through campus signage, flag flying and email signature blocks.

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Western Institute renewed its emphasis on aligning training to employment – partnering with industry to deliver employment outcomes for Aboriginal students such as through its IPROWD program with NSW Police Partnering with Industry for Training and Employment. The Institute also provides more choices and more places – through TAFE Western Connect which links, coordinates and promotes mobile, online and flexible delivery options, including connected classrooms. It also led to following achievements • Aboriginal enrolments increased by close to 17 per cent • Aboriginal students enrolled at AQF Certificate III level and above increased by 42 per cent • annual training hours for Aboriginal students increased by 22 per cent • course completions for Aboriginal students increased by 29 per cent.

Within the Government Sector, pathways opportunities in 2015 of traineeship, cadetship and scholarship exist in the following departments:

Attorney-General’s Department Australian Bureau of Statistics Australian Crime Commission Australian Customs and Border Protection Service Australian Electoral Commission Australian Financial Security Authority Australian Institute of Health and Welfare Australian National Audit Office Australian Public Service Commission Australian Taxation Office Australian War Memorial Bureau of Meteorology CrimTrac Department of Agriculture Department of Communications Department of Defence Department of Education Department of the Environment Department of Finance Department of Foreign Affairs and Trade Department of Health Department of Industry Department of Infrastructure and Regional Development Department of the Prime Minister and Cabinet Department of the Treasury Department of Veterans’ Affairs Migration Review Tribunal and Refugee Review Tribunal Murray Darling Basin Authority National Library of Australia Office of the Fair Work Ombudsman

The Australian

education times Focus on University

Will It Your Way is a campaign to encourage young people to have the conversation and to take the first steps in preparing a will of their own.

It may seem daunting and unnecessary to most people but I have experienced a mother’s worst nightmare after Kay Catanzaritilost her son in a work place incident in 2012. The campaign was launched 12 months from Ben’s death July 2013, and has since gained support from many celebrities including Evonne Goolagong Cawley, Better Homes & Gardens Host Johanna Griggs, Richard Wilkins, Layne Beachley and sporting celebrities such Laurie Daley, John Eales, Kane Douglas, Alex Blackwell, Richard Wilkins, Michael Guest and many more.

This is a plan to continue promoting the importance of young people having a Will. Join us to help todays youth!

By Kay Catanzariti Will it Your Way info@willityourway.com.au

PROFESSIONAL LEARNING 2014 Skills Tasmania Conference 2-3 June, Conference Centre, Tasmania EduTech 3-4 June, Brisbane Convention and Exhibition Centre, Queensland QLD Early Childhood Annual Conference 2014 6-8 June Brisbane Convention and Exhibition Centre, Queensland IEEE ICC 2014 10-14 June, New South Wales Working Effectively with Parents 16 June, Victoria Western Sydney Careers Expo 19-22 June, Sydney Showground, Sydney Olympic Park, NSW ECTA Annual Conference 2014 28 June, Queensland Literacy Intensive 2014 30 June-4 July, Rawson Village, Victoria

Words Of Wisdom Are lectures and tutorials compulsory?

Even if they're not compulsory, it is recommended that you attend as work is covered under a strict time constraint and catching up can be challenging. The course outline will provide details regarding tutorial and lecture attendance.

I am an international student travelling to Australia to study, how do I go about finding shared accommodation?

Check for accommodation advertised on notice boards at your institution. Make sure that you conduct a thorough inspection of any accommodation before you move in as you may not be familiar with the area you should ask a fellow student to go with you. This way your friend can provide safety and a second opinion. Don’t pay money to secure the place unless you are absolutely certain that it is the place for you. Before moving in, discuss with potential flat mates responsibilities regarding rent and come to an agreement on such things as household expenses. Finally, never commit to anything you don’t understand.

Especially when signing leases and/or legal agreements.

I am an international student who has previously completed a course in Australia and would like to enrol in another one.

My previous IELTS result has expired. Do I need to sit the IELTS test again?

This is dependent on the course you have completed and what you wish to study next. Some institutions will ask you to take an IELTS test again. However, the majority of institutions won’t require you to provide an IELTS result if you provide them with your academic transcript and certificate.

Do I need to accept my enrolment offer before I apply for a HELP loan?

Upon receiving your enrolment offer, your provider will either include the relevant Request for Commonwealth assistance form (that you must be completed and returned) in the same package as your other enrolment documentation, or direct you to complete the Request for Commonwealth assistance form online. Both processes allow you to accept your offer of enrolment and apply for a HELP loan. If you are unsure about any other details, contact your provider directly.

What is 'census date' and why is it important?

It is the official deadline for finalising your enrolment and fees for each teaching session. It is vital that you have completed your enrolment process and provided sufficient financial information by this date. Make sure you ask about and read up on any information regarding the census date at your institution.

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education times TECHNOLOGY TREATS

Indigenous Apps Indigenous Australian: Art Gallery of NSW Indigenous Australian: Art Gallery of NSW lets you explore a selection of artists and artworks from an Aboriginal and Torres Strait Islander art collection, on

an iPad. View high-quality images in extraordinary detail, discover stories of the artists and the art, get simple explanations of art terms, and go behind the scenes with interviews and videos.

Ranging from bark paintings to photography, sculpture to shell work, weavings to watercolour, the App includes work by significant artists such as Emily Kam Ngwarray.

The Gallery’s Indigenous Australian app is available free on iOS. It works with all versions of the iPad. An internet connection is needed to view some content. Free WiFi is available at the Gallery. As new content is added, the App will automatically prompt you about updates.

First Voices Chat FirstVoices Chat is a brilliant multilingual texting app with keypads serving over 100 Indigenous languages. The app was developed in response to First Nation youth who want to communicate via social media in their own languages. Most Indigenous writing systems use unique characters previously unavailable in mobile technologies.

This is a free App that is available via iOS and is definitely a resource that students and their teachers should use when learning about indigenous content.

This new piece of technology, which allows First Nations people to return to the everyday use of their heritage languages using their mobile devices,” said Peter Brand, FirstVoices manager at the First Peoples’ Cultural Council (FPCC) in B.C. Brand said there was a strong uptake of the language, particularly among youth, in the local community where the App prototype was tested.

NACCHO App Australia’s first Indigenous Health App created by National Aboriginal Community Controlled health organisation (NACCHO) “Our App promotes the sports healthy futures program that will give Aboriginal youth the opportunity to improve their overall health and wellbeing through active participation in sports.

Research shows that if a young person is happy and healthy they will be able to get the most out of their education, build their confidence and their self-belief and hopefully one day become a well-educated “Indigenous All-star” in the sport or employment of their choosing.” Mr. Mohamed said.

Mr. Mohamed said he is encouraging all 150 NACCHO members and stakeholders to promote the App to their 5,000 staff and over 100,000 clients so that our community members can really have 12 |

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Aboriginal health in Aboriginal Hands.

All ready in first few days over 1,000 Apps have been downloaded from the App Store and Google Android store.

Ngurrara

Australian Aboriginal Storybook: Ngurrara follows the journeys of three young Australian Aboriginal Ngarluma men as they fish, hunt and carve their own stories. It is set on Murujuga (Burrup Peninsula) As the landscape, the people and culture change over millennia, one thing remains the same, the Ngarluma people ‘were always here.’

This is a free App that is available via iOS and is a great Dreamtime story and activity that can be embedded into any classroom.

This App embraces Australian Aboriginal culture that has existed continuously for more than 40 000 years. They have developed sophisticated social organisations, complex legal systems and a numerous practices and ceremonies based around their Dreamtime beliefs.

The Australian

education times ICT FOR EDUCATION

When Parents should be AWARE of Apps A

lthough declared as an ‘online rumours’, the controversy that surrounds some Apps such as Talking Angela are still concerning parents of young children.

Talking Angela is a free smartphone app featuring an animated cat that can carry on rudimentary conversations.

Contradictory to rumours, Talking Angela is not an App susceptible to hackers nor paedophiles. In fact there is nothing insidious behind Talking Angela, just a basic AI (artificial intelligence) program designed to provide an enjoyable, reasonably realistic user experience.

Whilst there are Apps that are created by inexperienced ‘tekkies’ and do not embed sufficient privacy protocols that

What you should know: 1. There isn’t a paedophile ring.

2. Talking Angelais mostly like the other Talking Tom and Friends apps.

3. Yes, it does use the camera.

4. There is a text-chat feature that isn’t for children (use ‘Child Mode’) 5. The Child Mode is easy to turn off.

6. The App connects out to YouTube.

7. There are adverts in Talking Angela that lead elsewhere.

8. Talking Angela uses virtual coins and in-app purchases.

9. Talking Angela isn’t a ‘kids’ game’ and that’s the big problem

protect the user, this certainly isn’t one of those. In actual fact, there is nothing to support the claims that Talking Angela says inappropriate things, stores private information, takes photos of users, or could be used by paedophiles to stalk children.

Online rumours, particularly those spread on social mediums such as Facebook have the potential to destroy organisations that are dedicated to using innovative technologies to educate and entertain children. These skills are in fact those that children learn and develop in the classroom.

The App:

Talking Angela

What is it about?

This city kitty is all about style, glamour and fame. She travels the world, breathing in culture and class, mixing it up with sass. Always battling for a new cause, Angela hates injustice and hypocrisy.

Angela is very nice though and loves giving out advice on how to live your life to the fullest.

Mysterious and beautiful, Angela is the girl Tom can’t get out of his head. In trying to please Angela, Tom finds himself in the middle of complicated conflicts he would never have chosen. But with victory, Tom always gets what he really wanted most: a kiss on the cheek from Angela.

Features parents ought be aware of: 1. Child mode is easily turned off.

2. The app connects to YouTube via links to promotional videos by Talking Angela’s manufacturer, Outfit7.

3. There are in-App advertisements which, if clicked, take the user to an app store external to the game.

4. Talking Angela allows in-app purchases using virtual coins, a certain number of which come free with the game but more of which must be bought from an app store -- linked to within the game -- using real money

Knowledge is

power

Parents ought to supervise their children’s use of computers and smartphones, including that for downloadable games and apps. Parents need to learn at least a little bit about how such devices and apps work in order to properly supervise their use. Ideally, this would entail reading the documentation, downloading the app, trying it out, and familiarizing oneself with all of its features before handing it over to the kids. Some parents may do so and decide Talking Angela isn’t appropriate for their children.

The Australian Education Times

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The Australian

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How BYOD Programs Can Fuel Inquiry Learning L

aunching a Bring Your Own Device program can be both exhilarating and scary. The opportunity to extend access to technology in the classroom and at home is enticing, but school districts can get hung up on important details like providing a strong network, making sure each child has a device, and questions around distraction. Of course, no one answer will work for all teachers or students, but one guiding principle that’s shown to work is for schools to focus on how mobile technology will help shift instruction to be more collaborative, learner-driven and inquiry-based.

“Kids already know how to use their devices, but they don’t know how to learn with their devices,” Clark says in

an edWeb webinar. It’s the teacher’s role to help them discover how to connect to content, one another and learning with a device that they may have only used for texting and Facebook previously. “It’s about the kids being empowered in the classroom to make decisions about the ways that they are learning,” Clark said.

To achieve that level of decision making, school culture has to shift to one that encourages an on-going conversation, often filtered through devices. “Anytime I see students watching a video in the classroom I expect them to be back-channeling,” Clark said. Back-channeling is an ongoing conversation on Twitter or an app like Socrative about what students are watching. The teacher then knows

how students are responding to the material and can decide how to move into the next activity.

Inquiry-based learning grounded in authentic projects go hand in hand with BYOD, Clark said. “What we are trying to do is get to transformative use of tech, where kids are doing things they wouldn’t be able to do without the tech,” Clark said. He recommends using big picture questions to frame ideas and help students identify the many smaller questions within the topic. “I expect that if I go to a student and ask them what’s the big question you are working on they’ll be able to tell me and talk about,” Clark said. “There’s not just one right answer. I want more questions to arise out of that one big question.”

Asking the right questions, developing a research approach, collaboratively deciding on a grading rubric and using all the tools available to complete a project aren’t skills that necessitate the use of technology. But having many devices in the classroom throughout the inquiry process gives educators and students more opportunities, including more authentic ways to showcase student work beyond turning an assignment into a teacher.

The most important thing is to take the focus off of the final product and place it on the process of discovery.

“Find ways to ask the right questions to lead students to discover the apps they need to show what they know,” Clark said. He admitted that while the goal is to use the technology to transform learning, much of the time teachers and students are actually only adapting an old task to the new medium. Often that means work can be turned in more quickly and graded more efficiently.

By Tim Clark Forsyth County School, Georgia

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The Australian Education Times

The Australian

education times ICT FOR EDUCATION

VIzZlE VizZle’s portal called Teach lets you organize, customize and launch interactive instructional academic lessons on the VizZle Player (free in the App Store). Lessons can then be used on PCs, Macs, touchscreens, interactive whiteboards and within Player apps for Android tablets and iPads. Families, school staff and therapists who subscribe can share lessons and data regarding student progress. (Yearly rates start at less than $500.) An extensive

shared library contains educatorapproved audio, video, photos and line drawings that you can customize with appropriate behavioral supports to make it fun for students. These resources cover social skills lessons in addition to an array of academic subjects, many of which are aligned with the Common Core. The App has a visual schedule built in, with a timer in the corner to show how much time is left. Students can track their progress with game boards that list their scores

Abilipad Abilipad ($19.99 in the App Store) is an iPad app for taking notes, creating lesson plans, importing photos and designing customized keyboards. An integrated filing system allows user to create folders to manage their notepads and keyboards. You can create customized keyboard layouts by assigning a letter, word, sentence or picture to each key, as well as an audio recording that plays when the key is pressed. The user can select the font and letter size displayed on the keyboard and can color-code each key. The keyboards are switch accessible.

The Adaptive Notepad provides a distractionfree writing space where you can compose messages. You can also add stock images or your own pictures into your notes. The App also includes a spell-checker and word prediction capabilities to help users with word-retrieval challenges. Users can set the font, size and colour of the text as well as the background colour of their notes. The Adaptive Notepad allows users to use any keyboard they wish.

Abilipad gives students the ability to read letters, words or sentences in their messages with text-to-speech as they compose using one of the 20 Acapela voices. The speaking rate is adjustable, and the words are highlighted as they are spoken.

When students are ready to move from learning vocabulary to writing sentences, Clicker Sentences ($28.99 in the App Store) can enable them to produce work they can be proud of while learning the key skills necessary for independent writing Clicker Sentences allows parents or teachers to create sentence-building activities using grids that contain the words required to build a sentence. Students tap words in the grid (a customized keyboard) to build sentences in the simple word processor, then hear each sentence automatically spoken aloud as

Crack the Books Crack the Books is a standards-based, core curriculum-aligned digital book series, with both interactive elements and universal design accessibility features. Designed for students at all ability levels, the interactive books in the series can be adjusted for reading level, from first grade to eighth grade, so students in a class can experience the same content while reading at their ability level. These books include beautiful photographs; video footage; interesting facts; animations and images; and interactive charts, tables and globes. Comprehension supports are built into the text, along with pop-up definitions for associated vocabulary. Users can adjust print size and customize voice-over options within the app to accommodate students with print disabilities or other limitations

they complete it, helping them identify any mistakes and make corrections. As the App reads the sentence, it highlights the currently spoken words by changing fonts, background color or text colors, depending on the user’s preference. Learners can hear words before they write them to help them find the word they want.

The App provides support for students at a range of levels. For example, in the early phases of learning to write sentences, students can see a completed sentence as a model that they can then copy. Later, the model sentence can be displayed in a pop-up that must be closed before they can continue.

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: Cache: When you download a web page, the data is “cached,” meaning it is temporarily stored on your computer. The next time you want that page, instead of requesting the file from the web server, your web browser just accesses it from the cache, so the page loads quickly.

Cloud:The cloud is a general metaphor that is used to refer to the Internet.

Initially, the Internet was seen as a distributed network and then, with the invention of the World Wide Web, as a tangle of interlinked media. As the Internet continued to grow in both size and the range of activities it encompassed, it came to be known as “the cloud.”

Cookie: A piece of code or data created by a web server that is stores on a user’s computer. It is used to keep track of the user’s patterns and preferences.

Domain Name: An Internet resource name that is universally understood by Web servers and online organizations and provides all pertinent destination information. To access an organization’s Web-based services, website users must know the precise domain name.

Hashtag: A type of tag used to describe topics on social networking websites, most notably Twitter. Hashtags, like all tags, are a type of metadata (data about data).

Remote User: A user who is operating a hardware device or accessing software from an off-site location. IT professionals might also use this term to refer to someone accessing data through various virtual computing models Protocol: The standard or set of rules that two computers use to communicate with each other.

Viral: Is a buzzword used to describe any content or media that becomes widely shared through social networks and online. The concept of “going viral” extends to many mediums, including videos, photos, games, articles, or even advertisements.

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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Queens Birthday

Hunter Valley Wine and Food Month begins

MONDAY

9

2

TUESDAY Rotary International Convention, Sydney, Olympic Park

Sydney Film Festival begins

WEDNESDAY

4 Henry Lawson Festival, Grenfell

THURSDAY

5 Great Lakes Event

FRIDAY

6

Tyrannosaurus - Meet the Family

The Australian

education times

Parkes Picnic Races

SATURDAY

7

In 1953 - Civil rights activist Martin Luther King Jr. (24) marries fellow activist and singer Coretta Scott (26)

China Connect Workshop

In 1944 - World War II: First day of the Battle of the Philippine Sea.

Last day of Term 2

Friday Express Painting and Drawing Class

In 2011, a strong earthquake measuring magnitude of 6.3 hits Christchurch, New Zealand

5 Lands Walk, Central Coast

Green Square Markets

Carriage Works 2014

In 1950, the 1st kidney transplant took place in Chicago

Mixed Social Volleyball Competition, Ultimo

17 18 19 20 21 2014 Australian Badminton Open, Olympic Park

In 1940, the Italian bombing of the British at Malta took place

10 11 12 13 14

3

2014 Calendar May

Snowy Mountains of Music Festival

Head on Photo Festival

SUNDAY

1 8 Childrens Craft at Surry Hills Library

15 16 In 1985, Russian space probe Vega 2 lands on Venus

In 930, the world’s oldest parliament, the Iceland Parliament was established

In 1938 , Bradman scores 102* in drawn 2nd Test cricket at Lord’s

22 23 24 25 26 27 28 British and Irish Lions Rugby Union Test 1

In 1994, US Ice Skating Federation bars Tonya Harding for life

29 30 Sydney Duathlon Series Race 1, Parramatta

My Reminders:

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

www.cybersmile.weebly.com

A special pulloutto help parents and students understand Indigenous Education and ‘Aboriginal and Torres Strait Capabilities’ in the National Curriculum

Indigenous Education

Enrolment Rates Indigenous Enrolment Rates are on the Rise

Personal Interest Projects (PIPs) Current year 12 students speak about their projects in Aboriginal Studies

The Indigenous Literacy Foundation Helping all Australians Read

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Indigenous students on rise T he number of indigenous students doing the Higher School Certificate appears to have almost tripled in the past decade, a shift Education Minister Adrian Piccoli said is ‘’fantastic’’ but still

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The Australian Education Times

needs to be matched by an equivalent improvement in performance. Students identifying as Aboriginal or Torres Strait Islander (ATSI) accounted for 1, 736 of the more than 70, 000 students across NSW who received results in at least one

HSC subject this week. In 2004, just 681 students who identified as ATSI reached this milestone.

There were 81 ATSI students on the Distinguished Achievers honour roll this year, which recognises students who have scored in the top band in at least one subject, while just one student made it to the All Round Achievers honour roll, which recognises students who scored in the top band in all 10 units of study.

Mr Piccoli welcomed the gains made in the number of students doing the HSC, but said a large gap still persisted in the overall achievement of Indigenous and non-Indigenous students. ‘’It’s a really positive sign about engagement in school,’’ he said. ‘’Participation is a start - you can’t perform well if you don’t turn up.’’

The Australian

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PULL OUT

What you would you do if your child didn’t have access to books?

Can you imagine not being able to read a newspaper, a road sign or directions on a bottle of medication? Sadly, this is a reality faced by many Aboriginal and Torres Strait Islanders living in remote communities today.

I

t’s hard to believe that there are still so many Australian children who are unable to read and write, not as a result of unwillingness, but due to a lack of resources available to them.

The Indigenous Literacy Foundation (ILF) is an initiative and charity of The

Indigenous homes, particularly those in remote communities, have fewer books, computers and other educational resources than non-Indigenous homes. All of these factors are linked to children’s achievements at school and in the development of English literacy skills.

Australian Book Industry drawing on its diverse range of expertise, skills and resources. It works with the support of the Australian Publishers Association, the Australian Booksellers Association and the Australian Society of Authors.

Indigenous children living in isolated areas have even lower literacy rates. In the Northern Territory, only one in five children living in very remote Indigenous communities can read at the accepted minimum standard. By Year 7, just 15% achieved this benchmark, 47 percentage points behind their urban Indigenous peers and 74% less than nonIndigenous students.

This foundation is committed to transferring dreams into reality by empowering parents to be the first teachers in their child’s life in getting them ready for their first year of schooling as many Aboriginal and Torres Strait Islander children living in remote locations don’t see a book or a pencil until they start school.

Often, schools can be their first exposure to books, print, writing, reading, listening and speaking in Standard Australian English. The Paakantji parents of Wilcannia community certainly voiced their concerns and felt their children were not ready for this Western school system when they began their first year of schooling.

Upwards of 70% of Indigenous children in remote communities suffer from chronic Otitis Media, a serious middle ear disease that can cause permanent hearing loss and inhibit language and literacy development.

The Great Book Swap

T

he Great Book Swap is a simple fundraising initiative for schools, libraries, bookshops, bookclubs and businesses. It’s very simple - and fun! You bring along one of your favourite books so you can swap it for someone else’s. You make a gold donation and all the money raised is donated to the Indigenous Literacy Foundation.

How to organise a Great Book Swap: 5 simple steps Register on The Great Book Swap website. If you are a school we’ll send you an information pack.

1 2

Choose when you’d like to hold your swap - The Great Book Swap recommend Indigenous Literacy Day on Wednesday 3 September 2014.

You need to arrange a space with a table to display the books for swap and arrange some helpers.

3

Invite your participants students, teachers, staff, parents, workmates - to choose one of their favourite books to place in the swap.

Participants can let the new owner know why they cherished the book on a Book Swap bookplate. Ask your participants to bring the book well in advance of your swap. It’s best to give yourself plenty of time before the swap day.

4

Advertise your swap in your newsletter, through Facebook, and through this website. The Great Book Swap love to hear what you are planning.

What can you do?

Participate in the Great Book Swap.

Register your interest at http://www.indigenousliteracyfoundation.org.au

5

On your swap day display the books brought by participants and invite an Indigenous author in to talk about their books.

The Australian Education Times

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The Australian Australian The

education times PULL OUT

Indigenous Education for all Australian Students

How it fits in the Australian Curriculum

R

egardless if you are of Indigenous background or not, all NSW primary and secondary students now have the opportunity to learn about Australia’s history and cultures in depth as part of our new curriculum. The cross-curriculum priority “Aboriginal and Torres Strait Islander histories and cultures” is now required to be taught and learned in all schools.

What your child will learn: The Aboriginal and Torres Strait Islander histories and cultures priority provides the opportunity for all young Australians to gain a deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures, deep knowledge traditions and holistic world views. This knowledge and understanding will enrich all learners’ ability to participate positively in the ongoing development of Australia through a deepening knowledge and connection with the world’s oldest continuous living cultures.

The Aboriginal and Torres Strait Islander histories and cultures priority has been developed around the three key concepts of Country/Place, Peoples and Cultures. Each concept contains a number of organising ideas that provide a scaffold for developing related knowledge, understanding and skills. These are embedded in each learning area according to the relevance of its content to the organising ideas. An organising idea may draw on content from more than one 20 |

learning area. Taken as a set, the organising ideas provide a coherent framework for the priority.

The first key concept highlights the special connection to Country/Place

by Aboriginal and Torres Strait Islander Peoples and celebrates the unique belief systems that connect people physically and spiritually to Country/Place.

The second key concept examines the diversity of Aboriginal and Torres Strait Islander Peoples’ culture through language, ways of life and experiences as expressed through historical, social and political lenses. It provides opportunities for students to gain a deeper understanding of Aboriginal and Torres Strait Islander Peoples’ ways of being, knowing, thinking and doing.

The third key concept addresses the diversity of Aboriginal and Torres Strait Islander societies.

It examines kinship structures and the significant contributions of Aboriginal and Torres Strait Islander people on a local, national and global scale.

The Australian Education Times

The Australian Government is committed to reducing disadvantage in education for Aboriginal and Torres Strait Islander students.

T

he Australian Government is committed to working with states and territories to improve educational outcomes for Aboriginal and Torres Strait Islander children, including: increased reading, writing and numeracy levels for Aboriginal and Torres Strait Islander students a No Excuses approach to school attendance that will promote greater school attendance, learning and positive social experiences for Indigenous Australians use of direct instruction and other forms of evidence-based phonics in remote primary schools, and continuation of efforts to expand boarding school opportunities through existing scholarship programmes.

State and territory governments have primary responsibility for the delivery of school education. The Commonwealth provides funding to states, territories and non-government sectors via the Australian Education Act 2013 to support reform efforts to improve educational outcomes, including for Aboriginal and Torres Strait Islander Australians.

The Department of Education is supporting Indigenous education priorities through delivering on the government’s mainstream school education policy commitments. These include: a stable, simple and sustainable approach to funding a robust national curriculum

improved quality of teaching and related support services, and

a greater say for teachers, principals, parents and the community about how their school is run.

The The Australian Australian

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What it is like studying “Aboriginal Studies” in the HSC M

y Name is Carl Ryan. I am a Year 12 student at Rooty Hill High School and currently studying Aboriginal Studies for my Higher School Certificate. I have recently handed in my major work. My major work focused on Indigenous people in the criminal justice system. The purpose of my major work is to outline the causes of the over representation of indigenous people in our correctional centres.

I attempted to make the reader aware of the barriers that Aboriginal people have to over come to make a change not just for society but also for themselves to receive help. The main key findings were that when the Royal Commission into Aboriginal Deaths in Custody (RCIADIC) was put together they had over 339 recommendations but 0 people were convicted. I interviewed experts working in the field, indigenous and non-indigenous people to seek their opinions and received mixed answers.

This included “RCIADIC didn’t have enough evidence to convict anyone” to “I haven’t looked into the RCIADIC so I don’t know nothing about it “.I believe that Aboriginal culture is rich and powerful that it should not be wasted behind bars. If we all make the issue aware to the general public we can make a difference to try and reduce incarceration rates. The main outcome I would like to see is that I want to see more programs for the indigenous youth to participate in and to reconnect them to the culture again. As an Aboriginal person myself, I believe reconnecting with culture and heritage would make a dramatic difference to individuals and communities.

The Australian Education Times

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The Australian

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Studying Aboriginal Children as part of my HSC

M

y name is Rebecca Borchardt. I am a year 12 Aboriginal Studies student at Rooty Hill High School and have recently completed my Aboriginal Studies major work.

My major work was focused on the topic of Aboriginal Children within the Welfare System. I chose this topic because I wanted to raise awareness of issues and statistics in regards to Aboriginal Children in care. Throughout my research I gained a lot of knowledge about certain things such as why some Aboriginal children cannot be placed with caregivers who are a part of a different Aboriginal Tribe due to different beliefs, languages and possibly warring nations. I met a lot of great people who inspired me to pursue my dream career as a Case Worker who works with children and their families, who are both Indigenous and non-Indigenous. Helping others has always been appealing to me, I would like to see more Aboriginal caregivers being recruited and I would like to see the gap between the Indigenous Community and non-Indigenous community come to a close.

Rebecca has been blogging her journey. Read it here – http://bekkaaahboo.wordpress.com/

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The Australian Education Times

The Australian

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PULL OUT

NAIDOC Week 2014 N

AIDOC Week celebrations are held across Australia each July to celebrate the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. NAIDOC is celebrated not only in Indigenous communities, but

by Australians from all walks of life.

NAIDOC stands for National Aborigines and Islander Day Observance Committee. Its origins can be traced to the emergence of Aboriginal groups in the 1920s which sought to increase awareness in the

wider community of the status and treatment of Indigenous Australians.

NAIDOC Week is held in the first full week of July. It is a time to celebrate Aboriginal and Torres Strait Islander cultures and an opportunity to recognise the contributions that Indigenous Australians make to our country and our society. This is an inclusive event and all Australians are encouraged to participate in a range of activities in their schools and workplaces. Here are some ideas on how to celebrate

NAIDOC Week: • Invite local Indigenous elders to speak at your school or workplace.

• Listen to Indigenous music.

• Study Aboriginal arts and crafts.

• Read a Dreamtime story.

• Learn the meaning of local or national Aboriginal place names.

• Study a famous Indigenous Australian.

• Invite an Indigenous sportsperson or artist to visit your school to talk to the students.

Tell us how your school celebrated NAIDOC Week by sending us a picture and a short description to editor@educationtimes.com.au

The Australian Education Times

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The Australian

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Educational opportunities that change Indigenous lives and communities

Teacher of the Month

Yasodai Selvakumaran

HSIE (Human Society and its Environment) Teacher / Aboriginal Education Coordinator / HSIE Professional Practice Mentor How long have you been teaching?

3.5 Years

J

ust over three and a half years ago there had never been an Indigenous Australian studying for a full time degree at Oxford or Cambridge. During 2013 there were 14 Indigenous postgraduates studying in these leading universities.

In 2012, Charlie Perkins Scholar, Lilly Brown, became the first Indigenous Australian to study for a full-time degree at Cambridge University. She completed her Masters in Education in 2013 with Distinction - which meant she finished in the top 10% at the highest ranked university in the world at the time.

Lilly identifies with her English, Gumbaynggirr and Scottish heritage. This heritage, and coming from a large maternal-led single parent family, in addition to being the first member of her family to graduate from high school, has undoubtedly had an impact not only on the way Lilly sees the world but on how Lilly plans to contribute to it.

In Year 10, Lilly was told that she had plateaued in her studies.

Her sister received a letter in the mail from their school recommending that she not continue through to Year 12. As a result, Lilly’s sister dropped out of school in Year 9 to become a hairdresser. Lilly refused to let the school determine what she was capable of achieving.

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When Lilly reflected on her graduation from Cambridge last year, she said: This is significant not only because I am considered to be one of the first Aboriginal people to attend this world-renowned educational institution, but also because a few years ago I would never have dreamed that attending the University of Cambridge was a possibility. In 2011, my application to participate in the Aurora Indigenous Scholars International Tour was successful. As I visited Oxford and Cambridge for the first time, little did I know that less than a year later my application to both of these universities would be successful and a few months after that, I would be attending my first class as a student Cambridge.

Lilly is now bringing back this overseas experience to the Indigenous Australian context.

She currently works part time at the University of Melbourne, as the principal Tutor, Australian Indigenous Studies (teaching specialist) and part time for The Aspiration Initiative's academic enrichment program for high school students. The Aspiration Initiative program has the goal that every Indigenous student participating will finish Year 12 and be eligible to go to University. Lilly wants to give the students in the program the opportunity to "dream big" – an aspiration the Study Tour gave her.

The Australian Education Times

What is the key function of your role?

In the classroom I currently teach across History, Aboriginal Studies and Society and Culture. As a teacher, this includes collaborating to implement new curriculum in classes and catering for individual learning needs. As Aboriginal Education Coordinator, I oversee programs for our indigenous students and lead our staff Aboriginal Education Committee that works on curriculum integration of Aboriginal and Torres Strait Islander perspectives and events for Reconciliation. As a member of the School Professional Practice Mentor team, I contribute to Professional Learning events for staff and the promotion of best practice linked to the National Standards. The role also required me to mentor beginning teachers in my faculty to reach Proficient status for accreditation.

What is most satisfying thing about helping Indigenous students?

Progress is often so remarkably noticeable.

Having said that, all students have particular needs and differentiating teaching to suit individual styles for active learning and engagement is a challenge that I enjoy; as one knows immediately if a strategy has worked or not and how well! The most satisfying thing about helping students with special needs is that there is a team approach to implement Individual Education Plans. This collaboration, and working with parents, is very rewarding.

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

At this early stage of my career I am very much enjoying the different roles I have been fortunate enough to experience. I am interested in working further in curriculum and have a strong interest in developing communities to be the best they can be.

I plan to complete post-graduate study to further these interests, work with different stakeholders to improve education in Australia, and perhaps one day, to be a Principal.

The Australian

education times Career of the Month

Skills

Media and Communications

I

f you are someone who thrives of a fast-paced work environment, strict deadlines and working independently, then the media and communications industry is a career path you should consider. The industry is extremely diverse, covering a range of fields, such as: radio, television and film, print media, Internet content development, advertising, public relations, speech writing and creative arts and design (to name but a few). The unstoppable growth of the industry, fueled by technological progression and various social/cultural factors, is central to the Australian economy. This has left society with an insatiable desire for information and entertainment.

Studying and Experience It is important to note that success in this highly competitive industry often depends upon your level of motivation and determination. With that being said, the best place to start is with a degree.

Media and communications degrees are becoming increasingly competitive to get a place on. For example, in order to obtain a place on the BA course at the University of Sydney, An ATAR of 98.5 (2013) must be achieved. On the other hand, employers accept applications from graduates with any degree subject;

so don’t worry if you don’t manage to get a place.

It can be very difficult to break into the industry, even for graduates, without relevant work experience. In the past, graduates have been known to spend up to a year or more volunteering or freelancing for little to no money before obtaining a full-time entry-level position.

To gain work experience and build up a portfolio of work, contact radio, television, newspaper, PR or advertising agencies and inquire about openings. It is recommended to volunteer in order to get your foot in the door. Taking an interest in part-time and voluntary opportunities during your course, holidays or evenings/weekends will put you in a good position after graduation.

Another pathway for experience would be to get stuck in with your university radio station, newspaper or publications office.

Further Study A popular alternative, following a bachelor’s degree and work experience, is to enter into further study. For example, many graduates who want to become journalists tend to embark upon a postgraduate course in journalism.

This is a highly recommended option if you are completely set on a specific career you wish to have in the media and communications industry.

After leaving university with a degree and relevant experience under your belt, you will have acquired a specific set of skills, which employers tend to look for. Some of which include: • Critical analysis.

• Research.

• A broad commercial and cultural awareness of the media and creative industries.

• Teamwork.

• Initiation and development of creative work in writing, audio-visual or other electronic media.

• A flexible, creative and independent approach to tasks.

• The ability to work to a brief and meet deadlines.

So when applying for positions, remember to play to your strengths and try to focus on skill areas like those shown above.

Career Prospects It may seem as if a job in the media and communications industry is often unattainable, but it is important to realise that everybody needs communications specialists. In addition, the rapid change in all fields due to technological progression and social media growth, has led to a consistent influx of new opportunities.

‘The beauty of the business and communications industry is that job opportunities are endless. Skills can be transferred across different industries through roles in public affairs, corporate communications, event management and new business development,’ says David McDonald, head of college for APM College of Business and Communication.

The five most popular career paths of media and communications graduates today are: Journalism, Marketing and Advertising, Public Relations, Publishing, and Technical Writing.

Salary Average Average Australian Media, Advertising, Arts and Entertainment Salary

$84,144

The Australian Education Times

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The Australian

Education Times TEST ZONE

Sitting the

UMAT T

he Undergraduate Medical Admissions Test, or UMAT, is used as essential selection criteria for students who wish to enroll in medicine, dentistry, and health science degree programs at undergraduate level. The test was developed by Australian Council for Educational Research (ACER) on behalf of UMAT consortium universities.

Without a high enough UMAT score you will not be granted access to such degree programs. It is important to remember that UMAT scores can be used in application UMAT consortium universities only in the year following the test. For example UMAT scores from 2014 can be used to apply for degree programs commencing in 2015 but not 2016. So if you are planning on taking the UMAT, make sure you are also planning to begin your studies in the following year.

The UMAT consists of three sections, which test your aptitude using multiple-choice questions. Each section looks to test a different specific way of thinking. The sections are as follows:

1

Logical Reasoning and Problem Solving–The logical reasoning aspect of this section tests your ability to evaluate arguments based on material of a scientific nature and draw conclusions. The material may consist of table/graphs and passages. The problem solving aspect of this section tests a student’s ability to solve a logic game or puzzle, given specific conditions or clues. This section is made up of 48 questions and should take around 70 minutes.

2

Understanding People – This section tests the student’s ability to read and interpret emotion. This usually involves a passage, which describes an interpersonal situation, for example a dialogue between doctor and patient. The student is then asked a number of questions, which require them to infer the thoughts, feelings and behaviour of whoever is in the passage. It tests student’s emotional understanding 26 |

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– an essential attribute for all health professionals. This section is made up of 44 questions and should take around 55 minutes.

3

Non-Verbal Reasoning – This section tests abstract thought process through a series of non-verbal diagrams.

Students will be asked to identify patterns and sequences within diagrams. They will need to be able to draw conclusions in nonverbal contexts. This is known as ‘fluid intelligence’ and can be crucial inhigh-pressure scenarios commonplace in medical careers.

This section is made up of 42 questions and should take around 55 minutes.

The UMAT may seem unnecessary, however, according to ACER, students who take the UMAT are advertising themselves to universities as a multi-dimensional candidate. This also helps to remove any bias that may arise if the selection process was based solely on academic merit.

The Australian

Education Times INSIDE SCHOOLS

Too Cool @ Schools Primary School Learning Aboriginal Languages in Victorian Schools

T

wo Victorian schools are involved in a twoyear Aboriginal languages program pilot that began in 2012 – Thornbury Primary School in Melbourne and Heywood & Districts Secondary College.

Thornbury Primary School students – initially P-2 and now extended to P-3/4 - have been learning Woiwurrung, the language of the Wurundjeri People.

VAEAI is a member of Thornbury PS Woiwurrung Language team, which meets weekly to plan lessons and develop resources, and a member of the Thornbury PS Woiwurrung Language Planning Committee which meets twice a term to support the ongoing development of the program.

Older students at Thornbury PS are also learning language through the schools additional Indigenous Studies Program.

At Heywood Secondary, year 7-9 students are learning the Gunditjimara Languages. VAEAI representatives have visited the school in 2013 and provided advice through email and phone on their resources and program.

A third school – Swan Hill Primary School – is set to commence a WembaWemba School Languages Program in term 4, 2013 and received a Languages Start Up Grant (DEECD) to assist them in its establishment. Initially the WembaWemba program will be delivered to Year 2 students, and will later be expanded to other levels.

VAEAI has supported the Swan Hill primary pilot by visiting the school a number of times in 2013, providing advice, and assisting in the development of local language resources (e.g flash cards, posters and powerpoints).

The pilot Koorie Languages in Schools programs have been developed with the support of the VAEAI, LAECGs, Traditional Owners, the local Koorie community, VACL, DEECD and the VCAA. Classes are for all students in the target levels – both Koorie and non-Koorie.

Secondary School ASPIRE, Equip and Empower

M

ore than two decades of experience has taught us that education is one of the most effective ways to break the cycles of abuse and poverty that can trap so many young people.

Our accredited high schools, for young people aged 13 to 18 years, offer a flexible curriculum with a focus on literacy and numeracy needs, interests and talents of young people who have been disconnected from mainstream education.

Youth Off The Streets recognises that there is a gap in education attainment between Aboriginal and non-Aboriginal youth and as a result has started an Aboriginal Education Program to support Aboriginal students to realise their full educational potential. This is a new program offered at the Chapel School Campus – Merrylands.

The ASPIRE Program works in partnership with Aboriginal Elders, local service providers, government departments and community members with the aim of continual and lasting improvement in outcomes for the young people, families and communities involved. The program is based on Restorative Justice practices focusing on accountability and repairing the harm rather than retribution and punishment.

The program aims to: • Support Aboriginal young Australians to engage in education.

• Encourage and guide Aboriginal people to understand, participate in and implement cultural activities in collaboration with the community.

• Support and guide students to make positive choices in all aspects of their life and strive for the future.

• Ensure all students realise their potential personally and academically.

The program works primarily with students in Years 9 and 10, however all Aboriginal students in Youth Off The Streets Education Services are involved.

Tertiary School University saves Campbelltown Koalas

A

new program has been launched at The University of Queensland to tackle the under-representation of Queensland’s Aboriginal and Torres Strait Islander students at university and in the top tiers of academic achievement.

Minister for Education, Training and Employment John-Paul Langbroek joined UQ ViceChancellor and President Professor Peter Høj to officially launch Solid Pathways – a program that supports Queensland’s high-achieving Aboriginal and Torres Strait Islander students through school and into a career.

Developed in partnership between Education Queensland and UQ philosophers, the program targets top-performing Indigenous students, as well as students who are in foster care or who live independently, building core academic skills to ensure that they are supported throughout their schooling and the transition to university.

UQ President and Vice-Chancellor Professor Peter Høj said it was important for universities to begin engaging with primary school students early in their education to boost their confidence and help them maintain their results through to tertiary study.

“By starting early with high-achieving students, the Solid Pathways program helps students and their families to feel that a university like UQ is a place from which they can build their futures,” Professor Høj said.

UQ Pro-Vice Chancellor (Indigenous Education) Professor Cindy Shannon said the program built confidence in young Aboriginal and Torres Strait Islander students and their families and offered a positive experience of university life.

The Indigenous students from 160 schools began the pilot program in Term 4 last year and will be joined by up to 68 out-of-home care students.

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 Literacy Corner

Writing Exposi W

hat is an exposition? It is a style of writing that is intended to describe, explain or justify to the reader an idea, issue or subject. An exposition is based on factual information and evidence, and is generally written in an objective and logical manner.

The persuasive nature of expositions Expositions are commonly used to persuade readers by presenting and justifying one side of an argument or debate with the truth. The basic structure of an exposition is as follows: 1. Title 2. Statement of idea or point of view (also known as a thesis) 3. Supporting points backed up by factual information such as statistics or evidence 4. Concluding statement that reinforces your point of view.

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Use the PEEL method when writing and structuring your paragraphs: Point – this is the first sentence of your paragraph which states your point.

Expand and elaborate – write about your point in more detail and give reasons for.

Evidence and examples – support the main arguments of your point with factual information.

Link – relate your point to your thesis statement.

itions

Here is an example of an exposition from Literacy4Life (http://literacy4life.wikispaces. com/), an online teaching resource created for the staff of St Bernadette’s Primary School in Sydney’s Lalor Park:

Children Should Learn to Swim at School Children should learn to swim at school for a number of reasons.

Firstly, I believe children should learn how to swim at school because it makes them fit and healthy. Swimming helps build muscles and it is good for asthma sufferers.

Secondly, I think they should learn this because good swimmers can help save other people.

Thirdly, I feel children should do this because they can have fun participating in water sports and water activities.

Finally, my opinion is children should learn how to swim at school because swimming can save your life. If you fall in the deep end, you won’t drown.

That is why I believe children should learn to swim at school.

Narrative expositions In narratives, expositions are used to provide relevant background information to the audience about the characters, the setting or context, and the events that occur before the main plot. Expositions are also effective in creating and changing the mood and tone of

stories. Flashbacks, back stories and thoughts of a character are just some examples of expositions that storytellers can use to better inform their audience and give a deeper insight to their narrative.

Expositions can be employed within a story in two different ways: • Information dumping – this is where background information is not interwoven with the story. This technique is commonly used at the beginning of books or in news articles to update readers on important facts and events that have previously taken place.

• Incluing – this is where the reader is gradually exposed to background information throughout the story.

Exercises for parents For persuasive expositions: encourage your children to form an opinion or a point of view on a topic that interests them (for example, “playing video games is good for you”). Teach them to write a short exposition on their topic using the structure and example provided as a guide.

For narrative expositions: get your children to choose a chapter from their favourite book. Ask them to write a short summary of the events that have taken place in previous chapters of the story.

The Australian Education Times

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The Australian

education times Magic Maths

E

ducating children about money and how to manage it is one of the important life lessons. In a digital age where toddlers are using touch screens and money can be transferred by the click of a button, it is essential to start early when teaching kids to be financially literate, as it builds their maths skills and prepares them for financial responsibility.

Guidelines for teachers First and foremost, students need to learn about the nature and value of money, and understand that it can come from a variety of sources. Teachers should place emphasis on how to manage money in a range of contexts, as well as focus on students’ knowledge and understanding of the personal and social

responsibilities involved in financial decision making. Students should also become aware of the risks associated with managing finances, and learn how to be a responsible and ethical consumer.

Teachers need to design money activities for students that are fun, practical and involve using mathematic principles such as adding, subtracting, multiplying, problem solving, and graphing. There are many great resources for teachers containing information and teaching materials for financial literacy. These websites difficulty offers tailor-made programs for both primary and secondary students that are designed in accordance with each state and territory curriculum in Australia.

Show me th 30 |

The Australian Education Times

How can students learn about money outside of school?

There are various ways for kids and adolescents to expand their knowledge and understanding of money beyond the classroom, including: • Planning to save money for something that they want to spend it on (such as a new toy, computer game, or a car) by setting up a savings account with a bank or buying a money box.

• Counting the money needed to pay for groceries at the supermarket, and then counting the change you receive in return from purchasing them.

neighbours to complete jobs and household chores (such as mowing the lawn and vacuuming the floors) in exchange for money.

• Making a product (such as cupcakes, bracelets or homemade lemonade) and selling it by setting up a stall outside your house or at school.

• Pricing and selling items as part of a garage sale.

• Playing board games, computer games and activities involving money (such as Monopoly or ‘pretend shopping’).

• Creating and managing a budget for their expenses.

• Gaining a casual or part-time job, or arranging a deal with parents or

he Money!

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The Australian

Education Times Science Lab

Fireworks:

Sparking up a Bang!

F

ireworks are a particular type of pyrotechnic device, which are used, most commonly, to symbolise culture, celebration or religious event. When a firework is set off, a number of colours, sounds and visual effects are achieved through various combinations of chemical compounds. Dating back to 7th Century China, the science behind fireworks has progressed to produce awe-inspiring displays.

The visual effects of fireworks are achieved through pyrotechnic stars, which when burnt give off an intense explosion of light. Pyrotechnic stars are made up of five components: 1. A fuel – which allows the star to burn.

2. An oxidizer – a chemical compound which oxidizes the fuel (needed for combustion).

3. Colour-producing chemicals.

For example strontium produces an intense red, calcium produces

orange and magnesium produces white.

4. A binder – which helps stabilize the structural integrity of the compound.

5. A chlorine donor – which supplies chlorine to intensify the colour of the flame (sometimes the oxidizer can do the same job).

Experiment Fireworks in a jar Although fireworks are extremely spectacular and exciting to watch, they also have the potential to be very dangerous. This simple experiment is safe, fun and gives a similar visual satisfaction using colour and patterns.

All you need: • Big jar/glass of water • 2 tablespoons of oil • 3 drops each of red, blue, yellow and green food colouring • Spoon • Measuring jug

Method: 1. Fill your jar with water.

2. Add 2 tablespoons of oil to the measuring cup. Making sure to choose a jug that will pour easily.

3. Add 3 drops each of the red, blue, yellow and green food colouring to oil in the measuring jug. Be careful not to add any more than this otherwise the experiment will not work.

4. Stir the food colouring and oil mixture so that the food colouring breaks up into smaller droplets.

5. Now pour the oil-food colouring mixture into the jar full of water and watch the colourful spectacle unfold!

How it works This experiment is based upon the fact that oil and water don’t mix. You could even say that oil and water, when in contact, will push away from each other and fight for separation. So when the oil-food colouring mixture is added to the water the food colouring (which is a water-based fluid) will fight to separate or push away from the oil and erupt in a beautiful display of colours and patterns.

During this process, the different colours will mix as well, allowing for the formation of new colours.

And always remember, all science experiments should be done with parental supervision!

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The Australian

education times

Puzzle POP

Spot the 5 differences

Queens B’day

Crazy But True!!!!!

Watermelons that are square in shape exist.

Farmers from the Zentsūji region in Japan began growing fruits in glass boxes and letting them naturally assume the shape of a cube. The idea was designed to make the watermelons easier to stack and store.

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The Australian Education Times

Laughter Zone!

Q: Why was the math book sad?

Q: What is the easiest way to get on TV?

A: Because it had too many problems!

A: Sit on it

Q: What is snake’s favorite subject?

A: Hiss-tory!

Pencils could be made with erasers on both ends, but that would be pointless.

Q: What goes tick tick woof?

A: A watch dog Q: What do you get from a nervous cow?

A: Milk Shake

The Australian

education times

Puzzle POP

Royalty crossword Across 3. What is the name of the Royal family?

5. What is the name of the Queen’s sister?

7. Who is the longestreigning sovereign in British history?

8. Which English King had six wives?

Down 1. Who guards the Crown Jewels?

2. Who was the first British monarch?

4. Where does the Queen live when in London?

6. Who is fourth in line to the throne?

Knock your brains Q: Give me food, and I will live; give me water, and I will die.

What am I?

Q: What goes around the world but stays in a corner?

Q: I’m light as a feather, yet the strongest man can’t hold me for much more than a minute. What am I?

Q: At night they come without being fetched, and by day they are lost without being stolen. What are they?

Q: What planet has the shortest year?

A: Fire

A: A stamp

A: Breath

A: Stars

A: Mercury

Guinness World Record Most Watermelons Chopped On the Stomach In One Minute

Jim Hunter chopped 25 watermelons on the stomach of Celia Curtis (both Australia) in one minute using a machete on the set of Guinness World Records at Seven Network Studios, Sydney, New South Wales, Australia on 16 August 2005.

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

Movie Review

BOOK Review

‘Why We Took the Car’

by Wolfgang Herrndorf

F

or Mike Klingenberg the summer holidays are promising to be incredibly dull. With his mother away at rehab and his father leaving on a two week “business trip” (accompanied by his suspiciously attractive personal assistant) Mike is anticipating a fortnight of frozen pizzas, video games and minimal contact with the outside world. That is until Tschick turns up.

Andrej Tschichatschow is the new kid in town. At school even the teachers don’t know how to pronounce his name properly.

Rumoured to be in the Russian Mafia, Tschick frequently arrives at school reeking of alcohol and doesn’t seem at all fazed when he receives failing grades. Yet Tschick and Mike have one thing in common. Neither of them was

invited to the event of the year, Tatiana Cosic’s fourteenth birthday party. Mike is devastated. The girl of his dreams thinks he’s boring. But what happens next will change that forever…

Why We Took the Car is the story of a road trip like no other. Two young boys set out from Berlin with 200 euros and a boot full of badminton racquets and manga – not a road map or mobile phone in sight. What inevitably follows are the hair-raising escapades of two naive misfits making the most of their newfound freedom. This story is about broadening horizons, unexpected friendships and the exhilarating discovery that there is so much more to life than high school.

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Virgo Libra

There is a project or task that you need to complete. Do not procrastinate. Get started or else your frustrations will get the better of you

Scorpio

You are extremely hard working and all of your efforts this year has and will pay off. Keep up the good work

Someone at school is a major influence to you at the moment. It is wise to listen to their advice as it will certainly benefit you You will feel extremely inspired this month and be open to new ideas and suggestions. You will make a friend that will help you stay inspired

Sagittarius

Gemini

As a twin, you are divided between your social life and study life. It is best to stay grounded and complete your tasks before you have fun.

School is not your main priority at the moment which is unfortunate, however you will do well in other areas in y our life at the moment

If you are struggling at school, you should check all of your paperwork to clarify what you need to do. It could be that you are creating unnecessary stress

Capricorn

Taurus

You have been working very hard on a task which will pay off. Keep up the hard work and stay determined and focussed

Expertly written, impeccably animated and jam packed full of memorable nd Idina Menzel, it turned out to be 2013’s most talked about family film.

When a mystical prophecy ensnares a kingdom in a perpetual blanket of winter, a young optimistic girl, Anna, groups with a mountain dwelling man, Kristoff, and his loyal partner Sven, the reindeer, to embark on a thrilling adventure to find Anna’s sister Elsa, the Snow Queen, to lift her frosty enchantment before the kingdom is ruined. Expect comedy and adventure from a journey that will take you from mountainous peaks of excitement to beautiful realms of the fantastical.

“Frozen” follows Disney’s winning movie formula, which offers near-perfect entertainment for all ages.

Since its release, “Frozen” has smashed records both on and off the big screen.

Grossing over $1 billion (US) in ticket sales around the world and having a soundtrack that has topped the billboard chart for seven straight weeks (with expectations for more time at the top) are just a few accolades accredited to this movie. It has now surpassed “Toy Story 3” in terms of box office earnings to become the number one animated film of all time.

Don’t fall into traps of using text or sms language when completing your school work as these shortcuts will result in disappointment

Aquarius

Aries

This is going to be a very challenging month for you. Stay up to date with all of your assessment tasks to avoid unnecessary stress

Cancer

You are probably already counting down the days until school holidays. Just persist…you will get your well-deserved break

Leo

Pisces

Horoscopes June

“Frozen”

Although there is a lot going on in your social life, it is wise to put this on hold and focus on your school work

The Austrailan

Education Times

May in Pictures

Azzopardi children, Owen, Riley, Courtney and Tianna head down to the Eels game at Pirtek Stadium

Riley Slapp is doing a hand drawing at Pre School. At Riley’s school, students are learning how to use a brail machine.

Division one women’s games at Dot Lamerton Netball Complex, Popondetta Courts, Franklin Crescent, Blackett

It was a great morning for the Glenwood Redbacks Soccer Club when Channel 9 and Shannon Cole from the Wanderers headed down to their oval early on a Sunday morning to celebrate the players skills

North Sydney Boys High School Basketball participate in Falcon Sport which is a parent-run organisation that provides a co-curricular sports program The Australian Education Times

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education times

Global Story

I’ve learned through teaching in disadvantaged communities that it’s really important to have high expectations because without them there is a tendency to accept failure.

- Michael Hansen

Michael Hansen

M

ichael Hansen has been Success Guarantee’ that he implemented teaching for twenty-four in 2009. This entails a trust agreement years now and Principal of in which parents agree to encourage Cairns West State School for six years. their children to attend school 95 per Throughout his teaching career, Mr cent of the time and the school agrees Hansen has been situated in rural and to ensure that these students will obtain remote indigenous communities. For or exceed their year-level targets. Since example, prior to his current its introduction, student position, he was Principal of attainment has improved Michael Doomagee State School in dramatically and over Hansen – the North Western corner of half of the families at Cairns West Queensland.

Cairns West have signed State School His strong leadership up. So much so that principal and style coupled with high last year Cairns West winner of 2012 expectations at Cairns won the Queensland West State School has led Showcase Award for Australian to the transformation of Academic Excellence. In Government student engagement. His addition to the ‘Academic Minister’s Award goals are focused around Success Guarantee’, Mr. for Excellence the idea of bridging the gap Hansen has supplied in Teaching between Indigenous and an innovative solution or Leadership non-Indigenous academic to a problem through in Aboriginal achievement and encouraging his adaptation of the active family involvement assessment-reporting and Torres within the school community. cycle at Cairns West. It Strait Islander The driving force behind this is now designed to cater Education. is Mr. Hansen’s ‘Academic for families that come

to Cairns temporarily from the Torres Strait.

Mr. Hansen strives to create and improve structures in education that will allow expert knowledge of the individual to be beneficial to everybody.

The success of his mantra has led to an environment where parent and school are at one.

His achievements haven’t gone unnoticed as back in 2012 the Minister for School Education (Early Childhood and Youth), Hon Peter Garrett, presented Michael Hansen with Australian Government Minister’s Award for Excellence in Teaching or Leadership in Aboriginal and Torres Strait Islander Education. The Education Minister, JohnPaul Langbroek, praised Mr Hansen for his win and claims that winning the award “…has rightly won him a place among the highest calibre school leaders in the country.”

Mr Hansen is an inspiration to all. His influential ideas continue to improve indigenous education in Australia.

The Australian Education Times

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