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ec ia

Issue 6 • May 2014 •

Free A school is a partnership; you can’t run a school in isolation so it has to be a team approach. Megan Connors Principal, James Ruse Agricultural High School


l o o h c S a Ajug

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Geography Corner:

It is all about Apple TV

Apprenticeships and Traineeships

Why Geography Rocks?

Success Story


Contents News and Views:


Outstanding School of the month:


Success Story:


Does External Testing have a place in today’s society?

Ajuga School

Megan Connors Principal of James Ruse Agricultural High School

Focus on University:


ICT for Education:


Special Pull Out:


Apprenticeships and Traineeships

Apple TV

“A school is a partnership; you can’t run a school in isolation so it has to be a team approach.” Megan Connors Principal, James Ruse Agricultural High School



Guide to becoming a Pilot

Test Zone:


26 Education Apple TV

Science Corner:



Puzzle Pop: Some fun activities and games

34 @TheAusEduTimes

Curriculum Link:


Global Story:


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Apprenticeships and Traineeships

Career of the Month: 25 NAPLAN and ESSA

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The World’s toughest woman – Sheryl Sandberg

Career of the Month Becoming a Pilot

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25 The Australian Education Times

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The Australian

education times

From the Editor T

erm 1 is already over and we have just celebrated our first set of school holidays for the year. Now we are looking forward to the next set of critical dates. In education, this next set of dates fall in May which is synonymous with NAPLAN. Many base the three calendar days that occur within this month to accurately depict the capabilities of their child. There are many strong views on the relevance of external testing which I will elaborate upon in both our News and Views section as well as in our monthly Pull Out section. As a mother of four young children, I am very cautious of advice or propaganda that may influence my decision or knowledge about whether these tests are suitable for my children. This month’s special Pull Out section looks at the skills students are expected to possess in order to achieve academic success in both NAPLAN and ESSA. We have also included some examples of what these tests look like as I have found that although parents know of the tests and are able to decipher their child’s results, they have never actually seen a copy of the test papers. This month, we assess at how Apprenticeships and Traineeships can support tertiary learning and in our ICT For

Quotes of the Month One person can make a difference and everyone should try. John Fitzgerald Kennedy

Education section, we look at Apple TV as well as Dropbox and the latest phenomenon – Snapchat. We have also done something different for this month only. We have dedicated a section to HSIE subjects - Geography and History. These compulsory subjects are amongst the first of those to be taught under the Australian Curriculum. If there is something that you would like to see featured in The Australian Education Times, please email me at Noelene Callaghan

A teacher in search of his/her own freedom may be the only kind of teacher who can arouse young persons to go in search of their own. Maxine Greene

Public education is bountiful, crowded, messy, contradictory, exuberant, tragic, frustrating, and remarkable. Mike Rose

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

Love this page! (Technology Treats) Looking forward to the next issue for some more apps and metalanguage! Thanks to The Australian Education Times Team! Kathy Wathson (via Facebook)

Dear Editor

Thank you so much for the wonderful gift. I received my voucher today! You guys are doing an amazing job! Love reading every section of the magazine! Already looking forward to the next issue! Bella Hannah (via Facebook)

Dear Editor

My child has serious anxiety surrounding her NAPLAN test. Thanks for the top tips and hints!

Gemma, Ultimo

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 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

Does External Testing have a place in today’s society? T he most infamous academic tests that our children complete are the Higher School Certificate (HSC) and National Assessment Program Literacy And Numeracy (NAPLAN). There are many other external tests that students are expected to sit yet they receive minimum media exposure. NAPLAN takes place in years 3, 5, 7 and 9. Students are expected to demonstrate their literacy and numeracy skills over three consecutive days in paper-pen format. Many students, particularly those in high school, no longer use paper based testing to complete any class work. With technology aside, what do these test results mean for schools and their teachers, students and families? Educationalists believe they place undue strain on teachers and students and say they must be considered with a range of other measures to assess school and individual student performance.

Although the tests provide schools with useful performance data, they are also thought to place considerable pressure on students and teachers. While academic performance is important, there are a significant number of other skills that students should learn such as social skills, collaboration and creativity. Parents need to get a sense of the school and whether it will provide a friendly, safe and happy learning environment for their child. The best way to do that is to visit the school and speak with staff. Additionally, the relationship between a school and the parents is pivotal. Furthermore, it places a lot of pressure and stress on teachers and the children in those schools which affects their behaviour and attitude. It’s definitely not worthwhile if it’s causing tension, and placing too much stress on those children.

What the Assessors say: An understanding of the NAPLAN tests provides pre-service teachers with an understanding of the importance of teaching well and to the curriculum in order to ensure that their students are achieving to a minimum standard, if not above it. Pre-service teachers not only need to be able to access curriculum documents that they can refer to in order to guide their teaching but also a means of assessing the standards of their students against other students in their state and country as a whole. This allows them to gauge not only what they are teaching but how well they are teaching. (ACARA Website)

Tweetings @Frugcam CT publishing NAPLAN ‘rank’ is a symptom of people and pollies not getting the point of NAPLAN (cont.) @Prue_G NAPLAN, League tables & valuable - 3 words that shouldn’t appear in the same sentence. @GlennFowlerAEU Parents warn about limitations of #NAPLAN. … @canberratimes 4h Another round of NAPLAN testing has come and gone - and the sky has not fallen in. … @trentdriver Reading, writing, arithmetic, and league tables. This debate needs to avoid simplistic conclusions. au/national/education/schools-site-receivesmore-crosses-than-ticks-20140307-34chq. html … #NAPLAN #edchat @ACARAeduau #NAPLAN results give schools & systems the ability to measure their students’ achievements against national standards.  @GuardianAus Putting NAPLAN grades on My School is stressful for pupils, says Adrian Piccoli  @CL_Journal #NAPLAN results “show public versus private gulf”.  @MansourNatalie @Borto74 @canberratimes absolutely! You and I both know that there is a whole world outside of NAPLAN! But enjoy the good press! @TanyaChilcott When it comes to similar schools, some of our elite GPS schools lag behind their public counterparts.  The Australian Education Times

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education times News and Views The Australian

Saving Lessons

Last a Lifetime


any families worry about covering educational expenses, with the cost of uniforms, text books, laptops, sports equipment, music tuition and TAFE courses sometimes leading to a budget blow-out. Since it was first piloted in 2003, Saver Plus has motivated more than 20,000 Australians to save by matching their savings dollar for dollar, up to $500. Participants remain on the program for ten months, and attend MoneyMinded financial education workshops. An initiative of the Brotherhood of St Laurence and ANZ, Saver Plus supports lower income earners in their development of a savings habit. The program is now delivered in more than 60 communities across Australia. Saver Plus encourages participants

to set a savings goal, save up to $25 a fortnight and attend financial education workshops. When participants reach their savings goal after 10 months, ANZ matches their savings up to $500 towards the participant’s nominated educational costs. Empowered by the encouragement and support provided by Saver Plus, participants develop vital financial skills with long-term benefits. ANZ’s Head of Corporate Sustainability and Financial Inclusion, Jane Nash, said having a savings buffer is crucial to helping families manage school costs and other expenses. “The $500 that we offer through Saver Plus helps parents ensure that their children don’t miss out on educational items and opportunities,” she said.

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

If I could use one word for Saver Plus, it would be empowering. -Caitlin, Albury, NSW The Brotherhood’s Senior Manager of Financial Inclusion, Tony Robinson, said Saver Plus helps families prepare for the future by building their financial skills to save small amounts over the long term, using techniques like budgets and spending diaries. “We see the positive effects Saver Plus has on our community, empowering participants to build their financial future,” he said.

I have reached a savings goal during the most financially difficult and challenging time of my life. Saver Plus taught me to plan, be patient, and allowed me to be excited about future possibilities. -Monique, Mandurah, WA Independent research by RMIT University found that 87 per cent of past Saver Plus participants continue to save at the same rate or more, three years after completing the program. Participants also reported an increase in their satisfaction with life after developing the ability to save on a regular basis, having more control over their finances and by reducing their debt level. You may be eligible if you have a health Care or Pensioner Concession Card, are at least 18 years old, have some regular income from work (you or your partner), and have a child at school or study yourself. Saver Plus is an initiative of the Brotherhood of St Laurence and ANZ, delivered in partnership with local community agencies. The program is funded by ANZ and the Australian Government Department of Social Services, with ANZ providing matched savings for participants. To find out more, call or SMS your name and postcode to 1300 610 355, or email

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The Australian Education Times

The Australian

education times OUTSTANDING SCHOOL

l o o a h g c u S j A Together we achieve

About the school


juga School is a school for specific purposes (SSP) that provides an integration program for 49 students from Kindergarten to Year 12 who have a severe emotional disturbance. The school has four primary and three high school classes in operation. One of our primary classes caters for students in Years 3 to Year 6 who also have an Autism Spectrum disorder. Each class has seven students and is staffed by a classroom teacher and a school learning support officer. Â The majority of our students usually attend Ajuga School for six school terms with a view to returning to their mainstream school. Our role is to provide individualised support to assist the students with their return. During enrolment at Ajuga School students

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The Australian Education Times

continue to attend their mainstream school; initially for one day a week and then gradually increasing to full-time over the enrolment period. For that reason our program has an emphasis on working closely with home schools, along with parents and carers, to facilitate students’ return with minimal difficulties. We provide a range of services including individual educational and behavioural programs and the opportunity for high school students to access subjects through Sydney Distance Education High School. Classroom teachers and school learning support officers provide weekly support to students in their home schools. Our student welfare program has a focus on celebrating the success of all students. Students work hard to earn certificates and move through our level

system. Rewards are earned along the way; however there is no bigger reward than earning an extra day at home school, participating in NAPLAN, receiving their RoSA or completing the HSC - all regular occurrences for students at Ajuga School!

We also provide: individual and group counselling sessions for students; individual music therapy sessions for students; services for parents and carers; professional learning activities for mainstream school staff; and links to local health agencies including Liverpool and Campbelltown Child and Adolescent Mental Health Service, paediatricians and psychologists.

Principal’s approach During my leadership at Ajuga School my staff and I have worked hard to create a quality learning environment where all students can achieve success. Our Shared Vision ensures high expectations, inclusivity and success are paramount:

Shared Vision The purpose of Ajuga School is to provide an individualised approach so that each child can become independent, resilient and confident. On completion of the Ajuga program our aim is for students to successfully integrate into the most suitable environment, such as high school, primary school, an alternate educational setting, TAFE, university or the work force. Our Shared Vision is to offer a high quality educational program in a caring and safe environment. Using a range of quality student-centered teaching and learning programs we provide students with the opportunity to learn the skills and strategies to enable them to reach their full potential socially, emotionally, academically and physically. To ensure our students benefit from the current best practices in education, Ajuga School continues to be at the forefront of education through participation in Public School Education Reforms and National Partnerships. Local School Local Decisions has provided the school with the opportunity to be one of the 229 schools selected to be a part of the initial implementation of the Learning Management and Business Reform program. As a result Ajuga School has received a range of new processes and tools to support education and learning. Also, our inclusion in the Every School Every Student National Partnership has allowed us to develop a product to assist all public schools in ensuring all students have access to quality education. Ajuga School is currently developing an online Manual to Assist the Development of Student Support Plans (MADSSP).

The manual will assist schools in designing support plans for assisting all students to engage in learning.

Leadership opportunities Students at Ajuga School are regularly afforded the opportunity to participate in activities to build on their leadership skills. We hope that once students learn skills in our specialised setting that they transfer what they have learnt into their mainstream schools and beyond. Our Student Representative Council (SRC) leaders have the opportunity to attend regional SRC conferences, lead whole school initiatives, and raise funds for our school. They are exceptional role models for our entire student population. Our weekly assemblies are run by our students, on a class by class rotation. Students have the opportunity to lead our assembly which always begins with them acknowledging the traditional custodians of our land – the Dharawal people. Assembly leaders introduce class showcases and assist with the presentation of achievement certificates. Our high school students have a significant leadership role to play too; they are role models to our younger students and regularly take up leadership positions such as leading teams during whole school sporting activities and events.

Extra curricular activities At Ajuga School we offer a variety of learning experiences to enhance student learning outcomes. Students attend excursions related to their teaching and learning program. Our primary school population attend swim scheme in Term 1, students from Kindergarten to Year 8 participate in fortnightly Kitchen and Garden classes as we are a Stephanie Alexander Kitchen Garden school, and our school bicycles aren’t just fun, they are great for developing students fine and gross motor skills. Students in Year 9 to Year 12 benefit from visits to Sydney

Distance Education High School, travel training where required, attend TAFE to complete TVET courses and enjoy getting on the job training at work experience. The location of Ajuga School provides a therapeutic environment for students to develop socially and emotionally. Our environmental education and gardening program is pivotal here. Students benefit from a range of activities in the grounds of the school; we even have two silky chickens and a frog pond. Students enjoy caring for these during their placement with us.

Sense of community We build strong relationships with our families, local schools and the student’s home schools through numerous and exciting initiatives. In particular we have recently revamped our traditional parent group to connect families more closely to their child’s education and our school. Connect:ed sessions are run three times each term. During the sessions parents are invited to the school to get involved in activities similar to those their children participate in during the school day. This term our parents will be learning about our Kitchen and Garden classes, where they will have the opportunity to grow, harvest and prepare food in our garden and kitchen. Our school counsellor, assistant principal and school learning and community support officer run the sessions. The third Connect:ed session each term is held just before our end of term whole school assembly and family barbeque. Parents and carers help preparing salads for the barbeque. Once the food is prepared they join us at the assembly to help celebrate our students learning and achievements. After the assembly staff, students, parents and carers enjoy an afternoon of talking, eating and playing. Ajuga School, Glenfield Park School and Campbell House School (The Hilltop Schools) arrange an annual Parent Retreat at the Quest of Life in Bundanoon. The retreat provides the opportunity for parents and carers to learn new skills and build on their capacity to support their children. The Hilltop schools were recognised for this community initiative; receiving a certificate at the Director’s Choice awards. The Australian Education Times

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education times Success Story The Australian

Megan Connors, Principal of James Ruse Agricultural High School

“Megan Connors, the Principal of James Ruse Agricultural School was interviewed about her teaching history and talks about her dedication of being in her current role as a High School Principal”. Question 1 – Miss Connors, as a child, did you always want to be a principal? I don’t think I always wanted to be a principal but I wanted to be a teacher. My mother was a teacher, I had wonderful teachers at school and I went to a lot of schools. School was an important part of my life particularly as we moved around towns. Although, when I was in year 12 I didn’t really know, so I went to uni with a lot of options in my head. Question 2 – What is your typical daily routine at work? I start work about 7-7:15 and that’s when I have quiet time to get paper work done. This could be sorting out our school budget or writing newsletters. Once the students and staff arrive at about 8-8:15 then I like to start talking to people. I spend most of my day talking to students and teachers. There are lots of meetings; schools are run by teams so I try to get to as many team meetings as possible. Question 3 – As an ambassador of education, what do you think makes a good school? Any school that meets the needs of its students is a good school. We have so many wonderful schools in Australia. A school is a partnership; you can’t run a school in isolation so it has to be a team 8 |

The Australian Education Times

approach. The parents, students and staff have to work together for it to be successful. Question 4 – What would you consider to be your proudest achievement at James Ruse? My proudest achievement is seeing the successful development of students. You watch students start in year 7, they are so small and just waiting for the world to happen. It is wonderful to see young people develop into successful and happy individuals. Whether it is watching them perform at Shakespeare Festival, debating or when they return as ex students with successful careers. Question 5 – Recently the ‘bring your own device’ program has been implemented. Can you share your thoughts? Students have had the choice of bringing their own laptop or borrowing one of ours for the year. In terms of equity we managed that really well so that hasn’t been problematic. In terms of discrimination, there hasn’t been anything. In terms of handwriting, we still advocate the use, especially in essays and English particularly. Note taking is a process that works better with a pen in hand. Technology is about collaboration and creation, not just writing an essay or note taking. Question 6 – Do you think the HSC will ever be online or is it more likely to stick with the tried and true old school style? I think it will evolve, however, there are equity issues across Australia associated with it going online. So I can’t predict, it may go online but I don’t think it’s going to go online in the next few years. So I think students should still focus on their handwriting. I do think the whole HSC could change though, that is a more likely outcome, to see different style questions being asked. Question 7 – Should universities have more prerequisites rather than take high ATARs? The ATAR is one component of success in terms of getting into the course, job or scholarship you want. It is a significant part at the moment

but there are certainly other things. For example if you wanted to go into media and communications, a portfolio would be required. Universities are giving credit to things like the Duke of Edinburgh program, student leadership and volunteer work. Question 8 – Miss Connors, is it expected that every high achieving student has a tutor? When talking on an individual basis with students they talk about getting feedback from their teachers. Getting that one on one support from teachers is much more important. Culturally, tutoring has become very acceptable amongst our community and I think it is a little bit like a security blanket. We need to give the parents confidence that we are going to deliver what they need. Question 9 – So what can be done for high achieving students in rural areas? The department of education has put together a wonderful policy document, recently, called rural and remote strategy. This looks at how we can better service students in rural areas. We already have distance gifted education programs. So students have access to many programs that connect them with other high achieving students. With the latest technologies, high achieving students in the country aren’t as isolated as they used to be. Question 10 – Some primary students received tutoring before the selective examination. What are your views on this? We ask students in year 6 not to do any more tutoring as they move into year 7 at James Ruse. We say just come to school and enjoy school and if there are any worries, let us know and we will help you. However the selective test is a difficult, time-framed test. I think you do need practice. Whether it is at home or with a tutor, you do need practice in that setting.

To watch the full interview visit

The Australian

education times Focus on University

Apprenticeships and Traineeships; Is it for you? A ustralian Apprenticeships encompass all apprenticeships and traineeships. They combine time at work with training and can be full-time, part-time or school-based. Australian Apprenticeships are the best way to combine training and employment and they can lead to a nationally recognised qualification. Australian Apprenticeships are available to anyone of working age and do not require any entry qualifications. Australian Apprentices are available to schoolleavers, those reentering the workforce or those wishing to change careers.

Australian Apprenticeships offer a range of benefits, they: • are a great way to get a head start in a chosen career • involve paid work and structured training that can be on or off the job; or a combination of both • represent ‘competency based’ training which means individuals can complete their training faster when they reach the required skills level • enable existing skills and prior experience to be recognised and course credit granted, potentially reducing formal training time. • they are available as full-time or part-time, also as school-based part-time in many schools • lead to nationally recognised qualifications and skills which provide the basis for further education and training over the course of a person’s working life • are also important pathways from school to work.

Apprenticeships exist in over 500 areas including: Agriculture, horticulture and related industries Automotive Building and Construction Business services Finance services Food Hairdressing Community services and health Information technology Light manufacturing

School Based Traineeships and Apprenticeships School Based Apprenticeships and Traineeships (SBATs) were introduced in 1998 as a distinct pathway within Vocational Education and Training in Schools (VETiS). They are available to secondary school students over 15 years old and enrolled in the Australian School System. A SBAT offers students the option of combining part-time employment, school and training. The program is undertaken under a training contract with an employer, has a Training Plan signed by the school and formally registered and leads to a nationally recognised qualification.

A SBAT forms an integral part of the student’s school learning program and study timetable and a minimum of one day of the normal school week (which may be averaged over three periods of four months duration in each year of the training contract) must be spent in employment and/or structured training as an apprentice or trainee. Schools should only endorse a Training Plan for a SBAT under these circumstances. Students whom are interested in completing an SBAT should speak to their school’s Careers Adviser.

Local government Metals and Engineering Printing Process manufacturing Property services Public services Retail Seafood Sport and recreation Telecommunications Tourism Transport and distribution Utilities and energy

The Australian Education Times

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The Australian

education times Focus on University

Apprenticeships and Traineeships Still a great start for young people


oday’s labour market is very different to what it was when our parents (or maybe even we) joined it years ago. The idea of a ‘job for life’ no longer exists with most young people today expected to change careers several times within their working life. Having said this, an apprenticeship or traineeship is still a great way for many young people to kick start their career. An apprenticeship or traineeship takes an inexperienced and relatively unskilled person, trains them and gives

them the invaluable work experience they so desperately need. Provided they meet all the necessary requirements and complete their apprenticeship or traineeship, candidates will finish with formal qualifications allowing them to continue working at a skilled level, undertake further training or in some cases even set up their own business. Sounds good? So, how does a young person go about securing an apprenticeship or traineeship? This process is the same as it has

always been – they need to find an appropriately qualified employer who is prepared to take them on and sign the relevant training employment and training contracts. One major aspect of the apprenticeship and traineeship arena is the growth of Group Training Organisations (GTO’s) over recent years. GTO’s employee apprentices or trainees then ‘lease’ them out to employers. GTO’s take care of all the government paperwork associated with the apprenticeship or traineeship and enable the employer to ‘send back’ their apprentice or trainee if work slows down or if things just don’t work out. Employers pay GTO’s slightly more than the hourly rate for their apprentice or trainee with the difference being used to help run the GTO. What does a young person need to do to get an apprenticeship or traineeship? Start early, do your research, make sure your paperwork (resume, cover letter etc.) is ready to go by July. Find out which GTO’s offer the apprenticeship or traineeship you are interested in. What are their recruiting procedures? Do you have to sit any tests to be employed by them? What can you do to prepare for these tests? What sort of questions are they likely to ask at interview? Your schools Careers Adviser can help you with all of these questions – that’s their job. The opportunities are still out there and being organised, prepared and proactive is the best way to make the most of what is on offer and kick start you career.

By Jeanette Camillos Careers Adviser, Rooty Hill High School 10 |

The Australian Education Times

The Australian

education times Focus on University

Case Study Life as an Apprentice Ben Clarke Superior Seals Engineering

boy to a confident, mature and driven individual striving for the best in whatever I did,” he continues. “My Apprenticeship was instrumental in building qualities such as technical skills, my approach to problem solving, remaining calm under pressure, prioritising tasks, time management, working independently and working within a team; it’s an endless list of skills that you cannot learn from any other process.”

On the property ladder Continuous learning

“At sixteen I wasn’t really sure what career path to take,” says Ben. “I didn’t have any desire to study at university but wanted to continue learning. My father suggested I consider an Apprenticeship as I would be training and earning money.” Ben is positive that his decision to embark on an Apprenticeship is the reason behind his accelerated career path. “My Apprenticeship was the foundation of my career,” says Ben. “Apprenticeships are character building for life – they help you develop many personal and professional skills. I still use many of the skills I learnt as an apprentice in my every day role which involves dealing with leading global organisations. My Apprenticeship transformed me from a quiet and shy school

Ben also feels that financially his Apprenticeship has been very rewarding. “At 24 I was able to buy my first property. I’ve been able to save money since I was 16, while still progressing my education and knowledge to a degree level through an Apprenticeship. However, the biggest benefit has been the life skills I’ve acquired.”

Career development Tim Brown, Ben’s manager at Superior Seals, says Ben is “living proof of how an Apprenticeship can develop you as an individual. Although still a young man, he is already Quality Manager within the business and the main contact for many leading customers.”

Professional Learning Opportunities The Australian Curriculum 1 May, Melbourne, Victoria

National Adult Language, Literacy and Numeracy Assessment Conference (ACER) 1-2 May, Melbourne, Victoria

AITD 2014 Conference 14-15 May, Sydney, New South Wales

Careers, Education and Employment Expo 15-18 May, Perth, Western Australia

Early Years in Education Society 16-17 May, Perth, Western Australia

EPPC 2014 16-17 May, Melbourne, Victoria

Round Table Conference 17-20 May, Brisbane, Queensland

Australian Network on Disability Conference 2014 21 May, Sydney, New South Wales

2014 Early Childhood Education Conference 30-31 May, Melbourne, Victoria

Words of Wisdom I am thinking about applying for Uni for 2015, Will I be contacted if I need to provide supporting documentation? In the first instance, you should endeavour to supply all necessary documentation with your application.  The online course brochure will guide you in the supporting evidence needed for your application.  You can also contact the Admissions Office once you have

submitted your application to receive a list of mandatory requirements. If further documents are required for assessment they will contact you by email.  However, such delays may result in you not being able to receive an offer for the coming intake. What is the difference between a session and a term at University? Some academic calendars have three sessions commencing in March, July and November. Others have 2 semesters which typically run from February to June and August to November. Some Universities offer terms that follow the school calendar. How do I know if I am eligible to apply for University? To be eligible to apply you must meet the admission requirements of the institution offering the course, and meet the entrance requirements of the course – some courses have course prerequisites or additional selection criteria.

I have studied overseas. Can I apply to study in Australia? If you are applying on the basis of overseas secondary or tertiary qualifications only, contact the relevant institution/s to discuss your eligibility before you apply through UAC. I have never studied at University before and am a Mature Aged Student. Can I still apply? There are a number of alternative pathways available for people with no formal qualifications. There are also pathway courses for applicants who don’t meet the entry requirements for a degree course.

The Australian Education Times

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The Australian

education times ICT for Education

in the Classroom Although some teachers are hesitant to embrace YouTube in the classroom, it is proving to be a valuable educational tool. Creative teaching strategies that incorporate innovative technology actively motivate and engage learners who are technology savvy and are accustomed to the online environment. Founded in 2005, YouTube has quickly become a leader in online media. YouTube is an Internet application in which people can upload, share, and watch videos for free. This makes it a perfect platform for students to use when presenting class work and assignments to their peers. In the classroom, set assignments encouraging students to present their

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The Australian Education Times

work in video format. They could be asked to investigate a news story by conducting interviews and reporting back to the class with their findings and footage. Alternatively students could film a debate or even shoot their own short film to share with the class. In order to complete these tasks, students will need to be able to create a video and save it as a file that can be uploaded to YouTube. This will involve access to a video camera as well as some form of movie maker software. Many computers are already equipped with Microsoft Movie Maker or iMovie. Next, they will need to create an account on YouTube. Minimal information is required and the account is free on charge. Finally,

students should upload their file as a private video, meaning that it can only be seen by users they select. Creating content for YouTube allows students to develop a deeper understanding of the course material as students are engaging in new, innovative technology applications as well as processing content.  YouTube has the potential to expose learners to new insights and skills such as technology-based resources, as well as engage students in social networking. YouTube also provides an ideal platform for high school students to learn the fundamentals of project creation and presentation which serve to better prepare learners for skills needed at university.

The Australian Australian The

education times ICT technology treats FOR EDUCATION


Review is a video sharing website that started in 2005 and has since exploded into worldwide popularity. YouTube videos can be uploaded by virtually anyone and video content can range from animation, to vlogs, to instructional videos about cooking, artwork, makeup and an assortment of other specialties. When YouTube first launched it was mostly used by people who wanted to share information on a specific hobby or talent but as the website gained substantial audiences, bigger organisations noted its potential and signed on.


Minecraft Minecraft is a global phenomenon spawned from a very simple indie building game. It has wowed critics and players alike across multiple platforms – including the most robust version on Mac (and PC) and a streamlined iOS release – via a LEGO-esque creation vibe tinged with zombie survival mechanics, all within a blocky 3D world of infinite permutations. In the process, it has spawned a cottage industry of apps and games for people looking to get more out of the experience. Minecraft Pocket Edition ($6.99, Universal) is the next best thing to its big brother on the desktop. Each update adds more of the features that have made Minecraft such a phenomenal success. You get Survival and Creative modes, local multiplayer, crafting, monsters, and loads more. Its touch controls are still a bit awkward, however, particularly in confined spaces.

YouTube has also been noted as being one of the most famous social media platforms for showcasing new and creative work for all age ranges. This free App would certainly assist students in increasing their understanding of many topics that are taught in schools.

Root Explorer Perfect for Uni Students who do the majority of their work on the go (phone or ipad), the Root Explorer App is the ultimate file manager for root users. Access the whole of Android’s file system (including the elusive data folder!). The free App includes features such as multiple tabs, Google Drive, Box, Dropbox and network (SMB) support, SQLite database viewer, Text Editor, create and extract zip or tar/gzip files, extract rar archives, multi-select, execute scripts, search, remount, permissions, bookmarks, send files (via email, bluetooth etc), image thumbnails, APK binary XML viewer, change file owner/group, create symbolic link, “Open With” facility, MD5, create shortcuts.

Clean Master

Another great app for uni students, The Clean Master manages system resources while you’re playing a game. Say goodbye to game stuttering and freezing from now on! Start your games from the Game Boost section of Memory Boost or directly from the games folder on the homescreen for an average speed-up of 20%. New for 4.0, now you can easily see an exact breakdown of your device’s storage situation. Simple charts and statistics show you what file types are taking up space, allowing you to better plan your cleaning and storage strategy. This free app is available on iOS and on Android.

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: Motherboard: The main electronic circuit board of a microcomputer to which other circuit boards (also known as cards) can be connected in order to fulfil special functions, e.g. a Sound Card or Video Card. Plug-in: An extra piece of software that a Web Browser needs to run certain elements of a Web page. Sites that require a plug-in usually provide a link to a site from which the essential plug-in can be downloaded. Troll: Someone who intentionally posts derogatory or provocative messages in an online community such as a Discussion List or Forum or Blog to bait other users into responding. Video Memory: The dynamic memory available for the computer’s Display Screen. The greater the amount of memory, the greater the possible colour depth and resolution of the display. Also known as Video RAM (VRAM). XML: Abbreviation for eXtensible Markup Language. XML is a specification emanating from the World Wide Web Consortium (W3C) that allows Web designers to create their own language for displaying documents on the Web. XML is an extension to the standard language for creating Web pages, HTML, and makes it possible to create websites containing more complex interactivity. Zip Disc: A portable type of disc used to store around 100MB of data. Zip discs have become obsolete since the arrival of smaller and more convenient storage devices with much greater storage capacity. Zip Drive: A type of disc drive that accepts portable zip discs. Zip drives themselves are also portable and can be connected to almost any computer. Zip: Used as a verb to describe the process of compacting files or programs in order to cut down the amount of storage space they require by compressing them into one tightly-packed file and thus to make it easier for them to be transported on floppy discs or transmitted electronically to other locations, e.g. via the Internet.

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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The Australian

education times ICT FOR EDUCATION

Snapping and Chatting on

Snap Chat

Things you didn’t know about Snapchat


Inspiration for the disappearing messages came to Spiegel and Murphy after a friend regretted sending a photo to someone else.


It’s been reported that Snapchat’s more than 100 million users share over 400 million snaps daily. That surpasses the photo-sharing activity on both Facebook and Instagram.


According to the Institutional Venture Partners, Snapchat is valued at $800 million thanks to impressive funding drives.



ver the last several years, Snapchat has become one of the most buzzed and controversial social media apps available. Teenagers

can’t get enough of it. Investors love it. Parents fear it. Hackers are having fun with it. In short, it hasn’t exactly been the smoothest of journeys for Snapchat.

Why has Snapchat become so popular? That’s easy: Because it gives people a way to send messages that will be automatically destroyed soon after recipients open them, which means that you can send people confidential information without fear of it getting passed around. It captured the ‘Best Mobile App’ at the 2013 Crunchies. The NCAA announced that it will permit coaches to use Snapchat as a recruiting tool. The Association of Surfing Professionals has used the app to provide followers with real-time updates on waves and upcoming competitions. It is estimated that teenagers spend between $200 billion – $300 billion in the U.S. alone, and are the largest demographic on Snapchat, brands are embracing the photo and video-sharing service as a part of their social media strategy. 14 |

The Australian Education Times

Venture capitalist firm Lightspeed Venture Partners provided $485k of seed funding in May 2012 after one of the partner’s found that the three most popular apps in his daughter’s high-school class were Angry Birds, Instagram and Snapchat. Since then, Snapchat has raised $123 million in funding.


Zuckerberg tried to acquire Snapchat for $1 billion in October 2013. Spiegel and Murphy rejected that offer. Zuckerberg returned a month later with a $3 billion offer, which was again rebuffed.

What makes it so great? users say that they and their friends send funny and unflattering pictures of themselves to each other via Snapchat for laughs

“it’s cool, the pictures disappear, and you can just send them like you’d send a text.”

The Australian

education times ICT FOR EDUCATION

Apple TV

in the Classroom


nstructional technology takes so many forms. In some buildings that may mean simply having a computer lab of desktop computers. In others, you may find SMART Boards and laptops in every room. And, in some of the more advanced classrooms, you may find an Apple TV serving as a media hub for a teacher (and possibly students) with an iPad. The question, “What can I do with an Apple TV in the classroom?”.

What is Apple TV? Before we talk about how to configure/ set it up, it makes sense to get a working understanding of what the device actually does.

The Apple TV:

lets you stream the movies and TV shows available on iTunes to the HDTV or Projector connected to the Apple TV

stream Netflix content

allows you to stream content from iOS devices using Airplay

Display your iPad 2,3/iPhone 4S screen on your HDTV or projector via Airplay Mirroring

The Apple TV points of consideration:

• The Apple TV really is most beneficial if you have iTunes, an iOS device, or are a Mac based school. • The Apple TV is not a computer. It really does rely on other devices to make it most functional. • Connection possibilities are limited. HDMI is the main output. There are ways around this, however.

How to Set it up in Your Classroom First things first. Determine what you will be connecting it to – and that will determine how you will set it up. If your classroom has an HDMI enabled device (HDTV or a projector with HDMI input) you are good to go, setup will be a breeze. If you do not have an HDMI capable device in your classroom, consider purchasing this device to convert the signal to VGA so you can output from the Apple TV to any screen that has a VGA input. The majority of projectors and interactive whiteboards have this type of connection, making this accessory a great little product. Also, note that the accessory has an audio out port, preserving the audio from the HDMI cable, something that many devices like this do not do well (or at all). The next step is connecting the Apple TV to your network. Obtain the wireless key from your IT coordinator and simply enter that when prompted when you first plug in your Apple TV. If the ATV has been setup before, just navigate to Settings -> Network and enter the setup for a new wireless network. If your IT person is not interested in telling you the password, see if they will set it up for you. If this even fails, all hope is not lost. If you have a Mac, you can quickly create an AdHoc network to which you can connect your iPad and your Apple TV. Mind the fact that you will no longer be connected to the internet, but many of the uses don’t require an active connection.

Uses in the Classroom This i`s when the Apple TV gets fun. Each person I talk to has a different use for their Apple TV, but the general method of use is pretty much the same. I will take you through some of the logistical methods of use that will then let you apply your own needs of use to the ATV easily. The most common use of the Apple TV in a classroom is iPad screen mirroring. Thanks to AirPlay, the iPad 2 and above and the iPhone 4S will let you wirelessly display your device’s screen on a HDTV/ Projector that is connected to your Apple TV. This is great for the classroom as sharing Apps and tutorials via the iPad are becoming more popular.

Starting up iPad Mirroring

So, you have some good uses in the classroom. Here’s how you being mirroring your iPad’s screen to the Apple TV.

1 2 3 4 5 6 7

Turn on the TV/Projector connected to the Apple TV. Ensure each device is on the same network. Double tap the home button on the iPad. Swipe to the right until you see the options below:

Tap the button that is blue in the image above. This displays the available devices for use with AirPlay. Tap on your Apple TV’s name and then slide Mirroring to ‘On’.

That’s it – your iPad should now be showing on the screen connected to your Apple TV!

Final Thoughts For $99, you really can’t beat it. If you don’t have an interactive whiteboard, but you do happen to have an iPad, this is a really cheap way to enable whiteboard functionality. The freedom the Apple TV gives you to engage with students around the classroom (since you’re not tethered to a cable) is invaluable. For those who rely on technology in the classroom but also love moving throughout the room, this is the device you needed yesterday. The Australian Education Times

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5 CeBIT Australia Event


6 In 1937, the Hindenburg Distaster took place in New Jersey


2014 Calendar May

Now and Then Markets

Mothers Day

The Sydney Writers’ Festival


Head On Photo Festival

Tour De Bourdeaux



Australian Boxer, Anthony Mundine was born on this day

Enrique Iglesias Birthday

In 1707, The Empire State Building Opened on this day


1 8

2014 UWS Sculpture Award Exhibition



The Australian

education times

Day out with Thomas the Tank Engine



In 1893, The Supreme Court (USA) ruled that a tomato is a vegetable

10 The Girlpower Goddess IGNITE Conference

The St Ives Show


The New South Wales Orchid Society presents Orchids Out West


In 1919, Charles Strite files Patent for the Popup Toaster

In 1570, the 1st atlas with 70 maps was published

Pro Hart, Australian artist was born on this day

Vivid Sydney begins

Your Northern Beaches Expo

18 19 20 21 22 23 24

In 1949, an early crisis of the Cold War comes to an end when the Soviet Union lifts its 11-month blockade against West Berlin

11 12 13 14 15 16 17



M a y In 1910, the Earth passed through the tail of Halley’s Comet

In 1805, Napoleon was crowned the King of Italy

Inala Golf Day

World Business Forum

Taste of Manly

25 26 27 28 29 30 31 Great North Walk Stage 4 - Hornsby to Galston Gorge

My Reminders:

Cyber Smile

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

A special pullout to help parents and students understand NAPLAN and ESSA

Your Guide to


External Testing



Why do we still rely on External Testing?

Literacy and Numeracy explanations and examples

Science explanations and examples

The Australian

education times PULL OUT

What is included in NAPLAN - Literacy?


he National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. It has been an regular part of the school calendar since 2008.

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The Australian Education Times

NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading, writing, spelling and numeracy. The assessments are undertaken nationwide, every year, in the second full week in May.

NAPLAN is made up of tests in the four areas (or ‘domains’) of: •



Language Conventions (spelling, grammar and punctuation)


The Australian


education times

NAPLAN tests skills in literacy and numeracy that are developed over time through the school curriculum. NAPLAN is not a test of content. Instead, it tests skills in literacy and numeracy that are developed over time through the school curriculum. Excessive test preparation using previous tests is not useful.




Example test

NAPLAN tests identify whether all students have the literacy and numeracy skills that provide the critical foundation for their learning, and for their productive and rewarding participation in the community. Students are assessed using common national tests in Reading, Writing, Language Conventions (spelling, grammar and punctuation) and Numeracy.

YEAR 3 READING 2 of the magazine Read Koalas on page 1 to 6. ns stio que r and answe Where do koalas spend


in the trees

a lot of time?

in the water

on the ground

n to the ground?

Why do koalas come dow


the ground because they sleep on m swi to like y because the to move to a new tree to eat gum leaves

Which sentence is true?



Use 2B or HB pencil only

to ves. entslea for stud lable avaiala Time Ko gum s eat tes complete test: 45 minu awake most

of the time. Koalas are e in the water. tim ty of Authori s spend a lot Assessment and Report Koingala © Australian Curriculum, erent foods. diff of lots eat to like s Koala


best for them to eat. The young leaves are the The word them refers to water.

gum trees.




young leaves.

NAPLAN tests broadly reflect aspects of literacy and numeracy common to the curriculum in each state or territory. The types of test formats and questions are chosen so that they are familiar to teachers and students across Australia. ACARA provides example tests so that teachers and students can get a sense of the ‘look and feel’ of the tests and to understand what types of questions are asked. NAPLAN tests are not tests students can ‘prepare’ for and previous NAPLAN tests are not available on this website. Students should continue developing their literacy and numeracy skills through their school curriculum because the tests contain questions similar to those that are undertaken in regular classroom learning and assessment.

The Australian Education Times

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The Australian

education times PULL OUT

What is included in NAPLAN


? y c a r e Num

he NAPLAN Numeracy tests measure the achievement of students in numeracy. The main reference for numeracy as well as mathematical knowledge, skills and understanding is the Statements of Learning for Mathematics (MCEECDYA 2006). This document identifies five broadly defined and inter-related aspects of mathematics curricula that are considered essential and common: 20 |

The Australian Education Times

number; algebra, function & pattern; measurement, chance & data; space; and working mathematically (eg knowing, applying and reasoning). The Numeracy tests contain two types of questions: multiple-choice and constructed response. In Years 7 and 9, students sit two numeracy tests; one which does not allow the use of a calculator and one in which a calculator is permitted.

The minimum standards for numeracy describe some of the skills and understandings students are generally expected to demonstrate at their particular year of schooling. The standards are intended to be a snapshot of typical achievement and do not describe the full range of what students are taught or what they may achieve.

The Australian

education times Year 3

Year 5

Year 7

Year 9


In Number, students at the minimum standard at Year 3 generally recognise, compare and order whole numbers with up to three digits, recognising standard representations and different ways of partitioning one- and two-digit numbers. Students meeting the minimum standard have typically developed computational fluency with addition and subtraction of small whole numbers. They generally add and subtract twodigit numbers, add the value of coins and use partitioning and grouping to solve simple problems. In Number, students at the minimum standard at Year 5 typically understand and recognise relationships between numbers and perform simple calculations with the four operations. Students meeting the minimum standard have developed number sense of whole numbers with up to three digits, and use the understanding of the four operations to solve routine problems in familiar contexts. They generally interpret the symbols for common fractions and decimals, and they add and subtract decimals with the same number of decimal places. In Number students at the minimum standard at Year 7 identify, represent, compare and order integers and common fractions using a variety of methods. They perform calculations using all four operations (addition, subtraction, multiplication and division), both with and without the access to a calculator. Students meeting the minimum standard can solve routine problems involving simple rates and proportions, and they can use strategies to form reasonable estimations. In Number, students at the minimum standard at Year 9 identify, compare and order integers, decimals, key percentages and common fractions. They can identify equivalent representations of common fractions, key percentages and decimals. Students, meeting the minimum standard, can apply common strategies to calculate simple proportions, percentages and simple rates used in familiar practical situations. They can use common methods to form estimates and approximations of rational and irrational numbers and simple expressions.

Teacher of the Month

Deborah Hennessy Question 4: What is most satisfying thing about helping students in Mathematics? Teaching the students who struggle and have already given up, and rewiring their thought process and attitude to maths so they begin to achieve success and want to try again.

Question 1: What is your Job Title? Classroom teacher Question 2: How long have you been teaching? 10 years Question 3: What is the key function of your role? Improving students understanding and hopefully increasing their joy in mathematics. Also teaching students how to learn so they can continue to be lifelong learners.

Question 5: What are your dreams and ambitions in the space of education? I have an idea for an online teaching model that I would love to get up and running, and I would also like to be a year advisor one day and contribute to the welfare side of students development.

n o i t s Que OCTOBER








































nday on e third Su

is th What date r 20 Octobe r e b to c O 7

this calen

13 Octobe


dar? 6 October

The Australian Education Times

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The Australian

education times PULL OUT

What is included in



SSA is a statewide Science assessment program based on the NSW Science Years 7-10 Syllabus. ESSA mandates the teaching of science in contexts that assist students to see the relevance of science and to make meaning of scientific knowledge, understanding, skills, values and attitudes. The ESSA test is an interactive multimedia assessment called ESSAonline ESSAonline is for students who have completed two years of secondary schooling and learning in science. It is mandatory for all Year 8 students in NSW government schools. Non-government schools inside and outside NSW and home schools are welcome to register for ESSAonline.

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The Australian Education Times

The Australian

education times

PULL OUT Students are asked to demonstrate their: knowledge and understanding in science skills in planning and conducting investigations, including a simulated experiment skills in understanding and responding to a range of scientific information in a variety of media (including video, audio, animation graphics and text) skills in critical thinking and problem solving.

ESSA online contains: three extended response tasks approximately 80 multiple choice and short response items.

What are the results used for? The test results provide information about student achievements which are used to support teaching and learning programs. Analysis of these results assists school planning and can be used by schools to monitor development of scientific knowledge, understanding, skills and attitudes through time.

ESSAonline marking Extended response tasks are marked by trained, experienced science teachers. Multiple choice and short response items are computer marked.

n o i t s e Qu

rder of o l a e r e h t What is rgest a l m o r f e siz t? to smalles n, Ear th o o M , n u S h, Moon t r a E , n u S , Sun n o o M , h t r Ea th, Sun r a E , n o o M

Reporting Schools receive detailed diagnostic analysis of the achievements of individual students, various groups within the school and the school’s performance as a whole. This feedback is provided by an innovative web-based centralised software system called School Measurement, Assessment and Reporting Toolkit (SMART). Reports are also generated and printed for each student. Reports will be distributed to schools early in the year following the test. School staff will advise parents as to how and when the parent reports will be distributed. The Australian Education Times

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The Australian

education times PULL OUT

n a i l a r t s u A s e o d Why y l e r l l i t s n o i t a c Edu ? g n i t s e T l a n r e t on Ex E

xternal Testing is considered to be a structured, centralised, standardised approach to literacy education and appears to be the path of the very near future. Its rhetoric is seductive - it’s been portrayed by the Government as a useful national snapshot of our students to chart their progress against a national benchmark. The philosophy behind External Testing appears to be “one size fits all”, the view that useful measurements of students throughout the country in both highlyresourced and disadvantaged schools can be achieved through a single test. National assessment data may be useful, but it should not be a sole determinant of teacher or student success. Some teachers and principals expressed concern with the notion of an external snapshot assessment being used to make judgments about a student, a school or its teachers (under the National Education Agreement, there is a proposal that funding and teacher pay will be attached to meeting these performance benchmarks). Teachers said that the context of a school community - its socio-economic culture, its individualism - needed to be considered in any assessment. The NAPLAN literacy test was not designed or equipped to do this. They said many learning advances, especially in culturally diverse schools, were not measured by such tests. They also had concerns about the possible flow-on effects, including the narrowing of the curriculum and a negative impact on teacher autonomy. Teachers to whom I spoke wondered about the future role of the teacher if we begin valuing external tests as a reflection of a teacher, school or student ahead of daily classroom teaching and learning.

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The Australian Education Times

Benefits of External Testing The Federal Government has said ted financial incentives would be associa with detailed reports of school performances from these tests. External tests provide accurate These comparisons between sub-groups. nicity, eth sub-groups can include data on socioeconomic status, special needs, a to etc. This provides schools with dat cted dire ices serv develop programs and ups. -gro sub at improving scores in these

Concerns with External Testing

the NAPLAN literacy With a bias towards written skills, literacy, with test seems to offer a narrow idea of er thinking skills. The limited consideration of higher ord re than meaning and focus seems to be on mechanics mo comprehension. ut where we A single test won’t tell us a story abo chmark for certain are in schools. It will provide a ben ge of others, less achievements and ignore a large ran e to how easy to assess. Its limitations as a guid y are being students are learning, and how the point the to taught, reduce its effectiveness ned. where its usefulness must be questio

education times Career of the The Australian


Pilot T

hinking of becoming a high flyer? Being a pilot is an incredibly demanding career, and the journey to becoming qualified is competitive and will require patience. So, where to start? As pilots and all flying related activity in Australia is controlled by the Civil Aviation Safety Authority (CASA), their website ( would be the best place to begin your research.

What to study In the past, pilots were required to study Physics and Mathematics up until the end of year 12. Mathematics is still a necessity but Physics is not, although it is highly recommended that you study both in order to give yourself the best chance in the field. A background in both will prove very useful during pilot training and studies. It is important to note that the lowest level of year 12 Mathematics isn’t a

What next The next step for any budding pilot is to enroll at a flying school. There are many to choose from but it is important to choose wisely. Before enrolling it is important to realise that it will take a lot of time and money to become qualified. With that being said, the training process usually transpires as follows:


General Flying Progress Test (GFPT). Although it isn’t a license as such, it allows you to take passengers (under supervision) in the vicinity of the training area. It can take from 15-30 flight hours and can cost around $8,500 to gain these hours.


Private Pilot’s License (PPL). If you pass this test you will be able to fly anywhere in Australia, solo or with private passengers in daytime visual meteorological conditions. CASA require a minimum of an

high enough standard to be eligible. It is recommended to consider studying Aeronautics at university, but once more this isn’t essential. Alternatively, you can apply for a cadetship, which is extremely competitive. For example, if an airline, such as Qantas, is interested in your application they will call you in for an interview and psych test. Following this, they will train you after year 12, put you in the industry to gain experience and hire you at the end of an undisclosed period of time. additional 10 flight hours, however, realistically, it will take more. They also require you to be at least 16 to take the test.


Commercial Pilot’s License (CPL) and Air Transport Pilot License (ATPL). The CPL test is similar to the PPL, with a more comprehensive cover of knowledge and skill areas. Once again, to be eligible for the CPL test, a further 40 flight hours (approximately) will be required. To obtain an ATPL, further study in aerodynamics, air law, advanced navigation etc. will be required. You will need to pass a theory test and have a total of 1500 flight hours experience, as well as being at least 21 years old before taking the ATPL test. The process outlined above covers only the basic elements of training. For a comprehensive cover of the process, visit under the ‘Stages to becoming a pilot’ section.

Job Prospects claim that Boeing are looking to recruit 13,600 new pilots for the Australia/New Zealand area by 2030. Boeing have also stated that “As an industry we must make a concentrated effort to get younger generations excited about careers in aviation…”. So, embarking on the long and expensive journey to becoming a pilot would seem to be a worthwhile career choice. Employment level: 13,200 as of November 2011 (compare to 11, 100 as of November 2000) Employment by region: The top three regions for employment as a pilot (Air Transport) include: NSW – 32.3%, QLD – 24.8% and VIC – 21.2%

Salary Structure and Working Hours • Starting salary: • Senior salary: • Average salary:

$70,000 P/A $109,000 P/A $94,500 P/A

ng to skill level, *Wages will vary accordi r experience and employe s: Average weekly • Average weekly hour e pilot (Air hours worked for a full tim Transport) is 36.2 hours The Australian Education Times

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The Australian

Education Times TEST ZONE

Opport unity

Class Placement S

ince 1931, opportunity classes have catered for gifted and talented students in New South Wales by providing them with a more intellectually challenging learning environment. Evidence gathered by the NSW Department of Education and Communities supports the need for opportunity classes, suggesting that students who are intellectually superior could underachieve and become socially and academically isolated if their educational needs are not met.


There are f fo u r t y p e s o oppor tunity c l a ss e s : • Year 5 lass opportunity c • Year 6 lass opportunity c • Year 5/6 composite lass opportunity c class • Composite consisting of nd opportunity a ity non-opportun class

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The Australian Education Times

The Opportunity Class Placement Test is designed for school students in NSW who wish to apply for placement in a Year 5 or Year 6 opportunity class. The test consists of two parts with of a mixture of multiple choice questions in English, Mathematics and general ability. Each part takes 30 minutes to complete. Students are selected based on the results of their OC Placement Test as well as their academic performance at school. There are 74 OC classes and more than 17 hundred places available to students each year in schools across NSW. Students from either government or non-government schools are eligible for selection. For more information on how to apply and prepare for the OC Placement Test, please visit the NSW Public Schools website at http:// www.schools.nsw. ocplacement.php.

The Australian

Education Times INSIDE SCHOOLS

Too Cool @ Schools Primary School Harmony Game Schools Pack for every primary school in Australia


resource kit using the world game of football to promote cultural understanding will be rolled-out to primary schools across Australia as the nation gears up for the 2014 FIFA World Cup in Brazil. To mark Harmony Day, Senator the Hon Concetta Fierravanti-Wells today announced Australian Government sponsorship of The 2014 Harmony Game Schools Pack, a resource for primary school teachers to teach young people about the value of cultural diversity to Australian society. The Schools Pack enables schools to harness the power of the world’s most widely viewed sporting event in order to teach students more about the cultural diversity of their local, national and global communities. It provides teachers with a fun, stimulating and engaging classroom kit to equip them with all they need to teach their students about Australia’s multicultural society. By taking lessons from the field to the classroom and focusing on cultural appreciation, inclusion and respect, the pack is designed as a complete cross-curricula unit of study for Years 3-8. It includes information, ideas, lesson plans, quizzes, learning games, maps, homework assignments, further research and pathways to a range of additional resources. Teachers can tailor the activities to suit syllabus requirements and set the tasks as individual student or as classroom group activities.

Tertiary School

Secondary School Rooty Hill High students celebrate Harmony Day


he school’s Harmony Day celebrations, which recognise the cultural diversity of the school and wider community, began with a lesson on cultural harmony for all grades. This was followed by Chinese, Polynesian, Filipino and Indian musical and dance items at a series of concerts. ‘‘A concert is a positive way to showcase the different musical and dance traditions that exist in our school community in a happy, energetic environment,’’ teacher Angela Reyes said. ‘‘The students who perform gain confidence through cultural expression and the student audience also learn about the richness of different cultures.’’ More than 200 primary school students watched the first concert, which was followed by two more for students in years 7 to 12. The performances moved outdoors to the quadrangle at lunch time so students could enjoy the entertainment while tasting foods from different regions of the world. Almost half of the school’s students speak English as a second language. The theme for Harmony Day 2014 was ‘‘Everyone belongs’’.

University saves Campbelltown Koalas


AMPBELLTOWN’S koalas will be among the main benefactors from a $400,000 grant to establish a koala health hub at the University of Sydney’s faculty of veterinary science. The funds will support specialist clinical care for koalas at the Wildlife, Avian, Reptile and Exotic Pets Hospital at Camden. “The three main health issues with koalas are chlamydia, dog attacks and being hit by cars,” hub director Damien Higgins says. “If locals come across a koala, the clinic will be there to help.” The cash comes from dormant funds originally collected in the 1980s by the Koala Park Sanctuary in West Pennant Hills. “The koala health hub is dedicated to supporting veterinarians and researchers working to improve koala health and welfare, including the 950 sick or injured koalas hospitalised in NSW each year,” Dr Higgins said. He said the university’s investigations into the diagnosis and treatment of infectious koala diseases that can cause respiratory and neurological disease, blindness, infertility and death, as well as management of burns and trauma, have created new knowledge and diagnostic methods. “This is a great opportunity to bring the research and expertise to the people who need it.”

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

The Australian Education Times

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The Australian

education times Geography Corner


he study of Geography develops a wide range of skills such as gathering, organising, evaluating and communicating geographical information from a variety of primary and secondary sources. The study of Geography also provides opportunities for students to use a wide range of geographical tools including information and communication technologies. The geography skills required for middle school students (Years 5-8) include the ability to use and interpret various types of maps and flow charts as well as graphing and interpreting data.

Why Geography Rocks! 28 |

The Australian Education Times


Students are required to participate in activities that demonstrate the geographical tools listed below:


Fieldwork • use fieldwork techniques to collect primary and secondary data


• interpret satellite images

use various types of maps and flow charts locate features using degrees and minutes of latitude and longitude calculate the area of a feature calculate the density of a feature measure bearings on a map calculate local relief identify the aspect of a slope calculate the gradient of a slope describe and explain relationships on a map construct a land use map read and interpret synoptic charts distinguish between large-scale and smallscale maps

Graphs and Statistics • construct and interpret population pyramids • construct and interpret divided bar and column graphs, and composite line graphs • recognise and account for change using statistical data

Geography is a fun and hands on subject that engages students with their natural and manmade environment. There are many practical ways to hone geography skills at home which not only improve these essential skills but demonstrated their relevance in everyday life. Next time you drive to a sports game or the supermarket, find a road map for your child to follow. By reading a map whilst in the car, students can develop a better sense of distance and direction. They will also be able topick up topographic map symbols and legends quickly when interpreting a map of a familiar area. Plan a treasure hunt or go for a bushwalk to improve your orientation skills. Write clues and design or modify a map leading to hidden treasure. Clues could be given as compass bearings and distance in metres until the next clue or be a riddle hinting to the next local landmark or geographical feature. Find your house on Google Maps! This activity is not only fascinating but will also allow students to explore urban and rural landscapes by interpreting satellite images. Use graphs to represent and analyse data at home. You could transform your weekly budget into a pie graph,chart the growth of a newly potted plant or even record monthly temperatures and rainfall.

Link to Curriculum:

Geography is a structured way of exploring, analysing and explaining the characteristics of the places that make up our world, through perspectives based on the concepts of place, space and environment. A study of geography develops students’ curiosity and wonder about the diversity of the world’s places and their peoples, cultures and environments. Students examine why places have their particular environmental and human characteristics, explore the similarities and differences between them, investigate their significance and meanings to people, explain how they change over time, and evaluate their futures.

In Foundation to Year 2 the curriculum focuses on exploring the geography of their lives and their own place, to get students thinking about aspects of place, space and environment. They observe, describe and classify the features of their place, using models, maps, sounds, stories and drawings. Learning about their own place, and building a connection with it, also contributes to their sense of identity and belonging. While the local place should be the initial focus for learning, young students are also aware of and interested in more distant places and the curriculum provides opportunities to build on this curiosity. Students find out about the ways they are connected to places

throughout the world through family and cultural groups in their community, the origin of familiar products, travel and world events. In Years 7–10 students learn about the basic patterns, processes and principles that help them to understand the geography of their world. One sequence of topics focuses on environmental geography — on the environmental characteristics of places, environmental processes, and the human significance of the biophysical environment. It progressively develops students’ understanding of the environmental functions that support human life and economic activity, and of the meaning of sustainability.

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The Australian

education times History Corner

Learning Histo

Today History is a relentless master. It has no present, only the past rushing into the future. To try to hold fast is to be swept aside. John F Kennedy


tudents may wonder, “Why should I learn about History?” Well, the benefits of learning about our past extend way beyond simple dates and facts. Learning about History during middle school can provide identity through our ancestor’s story, improve our decision making and judgment skills, show us both good and bad examples of responsible citizenship, and help us grasp the concept of change and societal development. It provides us with a context to relate ourselves to.

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The Australian Education Times


Working Historically

Some specific techniques used in this process include:

When learning about History, a certain number of skills are required of students for effective study. There are a wide variety of skills necessary for efficient learning, but here are some key areas that should be focused upon:

Sequence events within a specific period of time Use historical terms and concepts in appropriate contexts Identify primary and secondary sources Distinguish between fact and opinion Examine the actions, motives, values and attitudes of people from the past Draw conclusions about the usefulness of sources for a historian Identify perspectives of different individuals and groups

There are a number of ways that these particular areas of focus can be completed effectively. All of which require an aptitude for chronological organisation and interpretation of source material.

Construction and interpretation of time lines Use ICT to locate, select and organize from a range of sources, e.g. a website Use an image bank to compile relevant images for a historical investigation Communicate effectively about history via a desktop published document Remember to draw conclusions about the credibility of sources such as websites Outline cause and effect Through the study and interpretation of History, students will develop a level of competency in areas that are applicable throughout life after education. They will learn to collect, analyse and organise information through development of research methods. They will also learn to communicate ideas efficiently in a variety of fields through implementation of oral, written and computer-based communication – all developed during historical investigation. Other additional life skills learnt include: planning activities through both individual and group exercises, problem solving through investigation and evaluation of historical sources, and technological aptitude through application of technology to investigations and use in concluding findings via word processing and data representation.

Link to Curriculum: Did you know that all children whom attend Australian schools learn about Australian History from Kindergarten to Year 10? Students learn both content; historical knowledge and understanding as well as historical skills. By the end of Year 1, students explain how some aspects of daily life have changed over recent time while others have remained the same. They describe personal and family events that have significance. Students sequence events in order, using everyday terms

about the passing of time. They pose questions about the past and examine sources (physical and visual) to suggest answers to these questions. Students relate stories about life in the past, using a range of texts. By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context

for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations. Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame an historical inquiry.

The Australian Education Times

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The Australian

Education Times Science Lab


Other types of Energy energy Mechanical Energy is the rk. An wo the of motion that does y is erg en al example of mechanic ill. dm win wind as it turns the that is pushed Heat Energy is energy A good into motion by using heat. example of this is fire. motion that Gravitational Energy is example of is caused by gravity. An ter flowing wa is y erg gravitational en down a waterfall.

Did you know? The word energy comes from the Greek word energeia.

Energy transfer: See it for yourself! nging forms and Energy is constantly cha jects. Use two transferring between ob ergy from the balls to transfer kinetic en e and see what big ball to the smaller on happens.

l need: Whaget, heyavyouba’l ll such as a

A lar basketball or soccer ball h as a tennis A smaller, light ball suc ball be ball or inflatable rub r


nergy is the driving force of the universe and, as anyone with young kids will tell you, a precious commodity. Energy is the capacity to do work or to transfer heat. We can think of energy as anything that can carry out an action or maintain a process. Without energy, everything

Physicists divide energy into two classes: Kinetic energy Potential energy

Kinetic energy is energy that is in motion. Moving water and wind are good examples of kinetic energy. Electricity is also kinetic energy because even though you can’t see it happen, electricity involves electrons moving in conductors.

comes to a halt. Although energy is not as tangible as mass, distance or force, its effects are just as real. There are many different forms of energy which are constantly changing. The First Law of Thermodynamics states that, “Energy can neither be created nor destroyed, it can only be transformed.”

Potential energy is stored energy. ergy are oil sitting in Examples of potential en e in the mountains. a barrel, or water in a lak as potential energy, This energy is referred to , it would do a lot of because if it were released work. one form to another. Energy can change from r Coaster. When it is A good example is a Rolle kinetic energy since the on its way up, it is using it reaches the top it energy is in motion. When en, when it goes down has potential energy. Th energy again. the hill it is using kinetic


1 2

Make sure you are outside with plenty of room. Carefully put the tennis ball on top of the basketball, holding one hand under the basketball and the other on top of the tennis ball.


Let go of both balls at exactly the same time and observe what happens.

If you dropped the balls at the same time, the tennis ball should bounce off the basketball and fly high into the air. As the two balls hit each other just after they hit the ground, a lot of the kinetic energy in the larger basketball is transferred through to the smaller tennis ball, sending it high into the air. The Australian Education Times

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The Australian

education times

Puzzle POP

Spot The Difference

find 5 differences

Crazy But True!!!!!

There are thousands of people in Britain who fear vegetables. This fear is called Lachanophobia.

This problem often significantly impacts the quality of life. Symptons include rapid breathing, irregular heartbeat, shortness of breath, nausea, sweating and mainly the feeling of dread. Different people have this fear for different vegetables. 34 |

The Australian Education Times

Laughter Zone! Dad: Why did you chop the joke book in half? Son: Mom said to cut the comedy.

yeast and shoe polish? A: Every morning you’ll rise and shine!

Q: What does a nosey pepper do?

Q: “What’s the difference between a guitar and a fish?”

A: Gets jalapeno business!

A: “You can’t tuna fish.”

Q: What do you call a fake noodle?

Q: Why did the student throw his watch out of the school window?

A: An Impasta Q: What do you call an alligator in a vest? A: An Investigator Q: What happens if you eat

A: He wanted to see time fly. Q: Why didn’t the skeleton go to the school dance? A: He didn’t have anybody to take.

The Australian

education times

Puzzle POP

Crossword Find a word C A E Y X Q K N R H W I I D E
















Knock your brains Q: There is a common English word that is nine letters long. Each time you remove a letter from it, it still remains an English word, from nine letters down to a single letter. What is the original word, and what are the

words that it becomes after removing one letter at a time? Q: He has married many women, but has never been married. Who is he?

Q: Take away my first letter; take away my second letter; take away all my letters, and I would remain the same. What am I?

Guinness World Record Widest Tongue Measuring 7.9 cm (3.1 in) at its widest point and belongs to Jay Sloot (Australia). The tongue was measured and the record confirmed again on the set of Lo Show dei Record in Rome, Italy on 18 March 2010.

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

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The Australian

education times

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The Australian Education Times


A world of possibilities awaits as you celebrate success and a new chapter in your life. Choose wisely when faced with temptations.


This month will be a very productive one for you. Your focus and discipline is at an all-time high, helping you move forward in life with purpose.


You will be presented with new challenges and be recognised and rewarded for your hard work. Musicians and writers may find success in their compositions.


This month looks promising as you enjoy life free from routine. You are on a roll and there is nothing that can stop you.


New friendships will give you a broader outlook on life. Pacing yourself and planning ahead may give you a better chance of success.


There is a newfound intensity in your lifestyle as you take on more commitments. Be careful not to burn yourself out.


Your loyalty will be tested this month as emotional situations will unbalance you. Opportunities for growth and expansion will present themselves as you indulge yourself.


This will be a powerful period where you are filled with plenty of energy and ideas. You will be able to relax and spend plenty of time with loved ones at the end of the month.


The month of May could see a change in your behavior as you spend more time at home with family. Be wary that rebelling against restrictions could trigger arguments with those close to you.


Neil Gaiman’s The Graveyard Book is a delightful and charming read that lures you in from the first page. Nobody Owens, Bod for short, is by all accounts a normal boy except for one thing. He was raised in a graveyard. The story opens with the sinister murder of Bod’s family by the mysterious man Jack. An infant at the time, Bod awakes in his crib and escapes, finding his way into the local graveyard and the protective arms of Mrs Owens. The story then follows Bod through his unusual childhood, being raised and cared for by his adoptive parents (both of whom have been dead for decades) and his enigmatic guardian Silas who, like the graveyard, exists somewhere between the living and the dead. Granted the Freedom of the Graveyard, Bod is invisible to most humans and can walk through walls and graves. The inhabitants of the graveyard teach Bod not only his letters but also how to Fade and Haunt. He encounters ghoul gates, befriends witches and discovers long lost treasures. As Bod grows up, he learns about the world of the living and prepares himself for the day when he must inevitably confront his own mysterious past in order to secure his safety and future amongst the living. The Graveyard Book masterfully mixes fantasy with gothic, adding a drop of horror in order to create an exciting and entertaining read for any child who is intrigued by the supernatural or can see the charm and mystery of a graveyard.


You realise that it’s time to clean up your act and discover who you really are. Your search for direction and purpose is an emotional and spiritual one.


The Graveyard Book by Neil Gaiman


Love and laughter fill your life, creating many sentimental moments. Your drive and persistence help you through the hard times.


BOOK Review

You may become impulsive and do things without thinking first. Make sure you take your time and concentrate on the task at hand.

The Austrailan

Education Times

April in Pictures

How did your School Community celebrate ANZAC DAY?

ANZAC Day Anzac Day is a national day of remembrance in Australia and New Zealand that broadly commemorates all Australians and New Zealanders “who served and died in all wars, conflicts, and peacekeeping operations” and “the contribution and

suffering of all those who have served.” Originally 25 April every year was to honour the members of the Australian and New Zealand Army Corps who fought at Gallipoli in the Ottoman Empire during World War I.

Bringelly Public School

Blackburn Primary School Riverside

Primary School

Hermit Park Public School

The Riverina Anglican College

Echucia Primary School

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

The Australian Education Times

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The Australian

education times

Curriculum Link

R E H T O AN or use f g n i k s ma tape!


tudents apply numeracy in TAS in many different contexts: ingredients in recipes, length of timber materials, measuring seam allowances in textiles, file sizes in computing. For many students smaller units of measurements that they can visually quantify is a much simpler concept than working out the area of room or proportionate sizes of furniture.



To make this a physical concept I use masking tape and a builders tape measure to show students what they cannot see virtually. I ask the class the question “how BIG do you think your bedroom is?” – usually they respond with an incorrect answer such as “15 metres long”.


I then use masking tape to

physically mark out an appropriate bedroom size on the floor of the classroom and ask students to fill the space with furniture to see/understand what could fit reasonably in the space. After doing this exercise with the masking tape they are then able to develop ideas that are more realistic in size.

Topic/year/stage: In an Interior Design unit during year 7 students can design their very own bedroom. They use their iPads and an app (Room Planner) that works in “infinite space” – therefore the actual sizes of items and rooms are deceiving in a virtual environment and often the furniture and room sizes that students create are not proportionately correct.

Another example of my masking tape use is when making projects in senior classes, they often do not know how long a timber dining table should be, how tall a grandfather clock could be or how big a outdoor chair needs to be to fit three people comfortably, so in these exact instances I use the same principles with the masking tape! (as pictured) Students are much more competent in using appropriate measurements after this strategy is used because the measurement is contextual and visual. Other examples outside of TAS that this could be used in could be to demonstrate the cramped size of prison cells in Dachau or the area of an Inuit home. The purpose of this exercise is to demonstrate size and space physically so it feels relational to students.

By Monique Dalli Leader of eLearning and TAS teacher: Design & Technology, Building & Construction and Industrial Tech- Timber Gilroy Catholic College 38 |

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The Australian

education times

Global Story



Sandberg Full name: Sheryl Kara Sandberg

Place of Birth: Washington, D.C.

Occupation: COO of Facebook

Education: B.A. in Economics, Harvard University; Master of Business Administration, Harvard Business School

Date of Birth: August 28, 1969


ark Zuckerberg is a name almost synonymous with Facebook. Sheryl Sandberg on the other hand may still receive a few vague looks, but with a career like this it’s only a matter of time before she too becomes a household name. Born August 28, 1969, Sandberg was raised in Washington by her father, an ophthalmologist, and mother, who worked as a French teacher before starting a family. At the age of two she moved with her family to Florida where she attended primary school and was always “top of the class”. In 1987, Sandberg enrolled at Harvard College and graduated in 1991 with an B.A. in Economics. While at Harvard, Sandberg met then-professor Larry Summers who became her mentor and thesis adviser. Summers recruited her to be his research assistant at the World Bank, where she worked for approximately one year on health projects in India dealing with leprosy, AIDS, and blindness. In 1993, she enrolled at Harvard Business School and in 1995 she earned her M.B.A. with highest distinction. Prior to Facebook, Sheryl was Vice President of Global Online Sales and Operations at Google, where she built and managed the online sales channels for advertising and publishing and

operations for consumer products globally. She was also instrumental in launching Google’s philanthropic arm, Sandberg has also previously worked as Chief of Staff for the United States Treasury Department under President Bill Clinton, as a management consultant with McKinsey & Company, and an economist with The World Bank. On March 24, 2008, Sheryl Sandberg was named Chief Operating Officer of Facebook, where she manages business operations including sales, marketing, business development, human resources, public policy, privacy, and communications. Sandberg is responsible for helping Facebook scale its operations and expand its presence globally. But that’s not all; Sandberg also serves as a Director at One Campaign and Leadership Public Schools as well as Director of Google Foundation and directs the Google Grants program. On top of that she has also been a Director of The Walt Disney Company since March 2010 and a Director of Facebook, Inc. since June 25, 2012. In 2008, Sandberg was named as one of the “50 Most Powerful Women

in Business” by Fortune and one of the “50 Women to Watch” by The Wall Street Journal. In 2010, she gave an electrifying TEDTalk in which she described how women unintentionally hold themselves back in their careers. Her talk, which became a phenomenon and has been viewed more than two million times, encouraged women to “sit at the table,” seek challenges, take risks, and pursue their goals with gusto. In March 2013, Sandberg published her first book entitled, Lean In: Women, Work and the Will to Lead. The manifesto sold nearly 150,000 copies in its first week and has held the top non-fiction spot in the bestseller lists since. Sandberg recounts her own decisions, mistakes, and daily struggles to make the right choices for herself, her career, and her family. The book’s release incited a new conversation on feminism in the workplace as Sandberg provides practical advice on negotiation techniques, mentorship, and building a satisfying career, urging women to set boundaries and to abandon the myth of “having it all.”

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At PRE UNI COLLEGE We offer you A good preparation A head start on a successful school year A chance to show the world What you are made of?

The Australian Education Times May 2014  
The Australian Education Times May 2014