The Australian Education Times June 2015

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Issue 18 • June 2015 • www.educationtimes.com.au

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LET’S SEE WHAT’S IN THE BAG FOR EDUCATION!

A LEADER NEEDS TO BE PATIENT WITH PEOPLE, WORK WITH THEIR STRENGTHS, FIND OUT WHAT THEIR INTERESTS ARE AND DEVELOP THEM.

OUTSTANDING SCHOOL

BONNYRIGG HIGH SCHOOL

Lynda Kelly

Head of learning, Australian National Maritime Museum

LITERACY CORNER: PHYSICAL FITNESS & HEALTH LITERACY

SCIENCE LAB: HUMAN EVOLUTION

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Success Story

THE NEWS CREW

Contents News and Views:

4

Outstanding School of the Month:

6

Education Budget 2015-2016: A neutral affair

Bonnyrigg High School

Success Story:

“A LEADER NEEDS TO BE

PATIENT WITH PEOPLE, WORK WITH THEIR STRENGTHS, FIND OUT WHAT THEIR INTERESTS ARE AND DEVELOP THEM.” Lynda Kelly Head of Learning, Australian National Maritime Museum

JOIN US DIGITALLY VIA OUR SOCIAL NETWORKS….

ICT for Education:

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8 Tafe Focus

Lynda Kelly, Head of Learning Australian National Maritime Museum

Pathways to TAFE Qualifications

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Five Worldwide Trends Shaping Digital Technology in Education

Special Pull out:

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Conquer Exams Like a Pro

Career of the Month:

25

Event Planner

Literacy Corner:

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ICT for Education

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5 Worldwide Trends Shaping Digital Technology in Education

Physical Fitness & Health Literacy

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Science Lab: 32 Human Evolution

Puzzle Pop: Some Fun Activities & Games

35 Art and History Aboriginal History

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Education Times

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elcome readers! As always we are delighted to be here with our latest issue. We have devoted this month to all those sleepless nights and never ending study sessions before the exams. We know exams can take a toll on your mental and physical health but it doesn’t have to be that ways.

We have all been through those sweat-pourig exam preparations, but, we eventually found that the key to success during exams is not studying hard but studying smart. We have listed some smart study tips and strategies for you to ace all your exams in our Pull-Out section this month. Do not miss an expert article on whether exams are constructive or destructive!

Another major event that happened last month was Budget 2015-16.

Check out what the budget brings for education this year. Is it enough?

While experts marked it as a neutral affair. We leave it on you to decide.

We would also like you to welcome our new section Arts & History, where we will put focus on Australian as well as World history and arts. How much do you know about Aboriginal and Torres Strait Islander history? Read the history timeline and check what you didn’t know. ICT for Education looks at some broad trends in the digital technology that is shaping education worldwide.

We absolutely love your comments and inputs on the different articles in our magazine. We would love to hear from you. Tell us what you like or would like to read in the next issue by writing to us at editor@educationtimes.com.au See you next month!

The Editorial Team

Letters to the editor Dear editor,

Dear editor,

MEET OUR EXPERTS Anne Shaw, Founder and Director of 21st Century Schools Anne works with educators around the world in designing education for the 21st century. Anne is an international consultant and presenter, as well as an author. Her work with educators worldwide is focused on designing education that is truly 21st century, from policy planning to lesson planning, from curriculum design to professional development programs. www.21stCenturySchools.com Director@21stCenturySchools.com http://issuu.com/anneshaw21/docs/brochure

Nita Temmerman, Higher Education Consultant PHD, M ED Hons, B ED, DIPMUST, ATCL, MACE After an academic career that spanned 4 Australian states and positions as Pro Vice Chancellor Academic Quality, Pro Vice Chancellor Community Engagement, Pro Vice Chancellor Partnerships, Executive Dean Faculty of Education and Head of School, Nita currently works as an independent higher education consultant and advisor.

Dear editor,

The article ‘Why Cloud Deployments are not the answer for ICT in school’ was really good. It was a fresh prospective on technology in schools and what impacts it. We would love to read more such articles.

I would like to commend your series on different literacies by Anne Shaw.

It is amazing to read about what our children need to learn other than just writing and reading. I hope that the government realises it too.

I love how the magazine is always so bright, colourful and informative.

My 15 year old get instantly attracted to the colours and read every article in the magazine. Keep up the good work.

Rohan, Pennant Hills

Renee, Baulkham Hills

Kylie, Strathfield

Acknowledgment 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.

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

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The Australian

Education Times NEWS AND VIEWS

Education budget 2

A NEUTRAL AFFAIR

An extra AU$16.9 million has been spread over a period of four years to improve the quality of teacher education.

It seems as if education in Australia has never been the central agenda in the Commonwealth budget. Yes, that is what the current debate is on. This year’s budget did not have much focus on the education sector. However, there were some new splashes of money as well as some fresh cuts in the Budget 2015-2016. For experts, the education budget was a neutral affair, failing to appear on either side of winners and losers. We leave it for you to decide.

SOME OF THE HIGHLIGHTS OF EDUCATION BUDGET 2015-2016 ARE AS FOLLOWS: AU$1.3 billion will be funded towards providing extra care for disable students in classrooms.

The current funding will add up to more than $5 Billiion over the next four years. This funding, however, does not support disable loading.

AU$843 million over 2016 and 2017 will be funded to preschool programs across Australia to ensure 15 hours of preschool education per week for every child before they start year one.

Gonski is finally gone. This year’s budget confirms that the final two years of Gonski will not be funded.

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The government still plans on deregulating University fees by the 1st of January, 2016.

This is despite the fact that the relevant legislation has failed twice in the Senate over the past 12 months.

2015-2016: Over the next two years, AU$5 million is to be provided to the “Parental Awareness Campaign” to highlight the importance of parent engagement in education.

The Government committed $150 million in the 2016-17 financial year to support the National Collaborative Research Infrastructure strategy.

This is to be funded through cuts in an equally important program SRE.

tweetings Maralyn Parker @ MaralynParker

Not a word about education in Hockey’s #budget2015 speech.

Incredible. Our future lies in a strong quality education for all Australians Janet Giles @unionjanet

Where is education? health?

Community services? Too scared? #budget2015 Jennifer Buckingham @buckingham_j

The Sustainable Research Excellence (SRE), which funds university labs, libraries and helps pay the salaries of research staff, will cut by $260 million over the next four years.

University graduates living overseas will be asked to start paying their HECS debts once they pass the $53000 income threshold

It’s pretty quiet on the education front in #budget2015 Elisabeth Hall

@LeftyLeanyLizzy

The solution seems simple: just stop needing healthcare and education. It’s a ‘want’ and not a ‘need’, obviously. #budget2015#auspol School of Government @Government_UoM

What’s missing from Australian politics is a vision for higher education says @unimelb’s Emmaline Bexley Ai-Media

@accessinclusion

The Government is still planning to cut the Federal contribution to CSP places by 20%.

Federal funding to primary and secondary schools will go up by $4.1 billion over the next four years.

Students with a #disability will receive the extra support they need with a record $1.3B being provided.

Kanga

@Kanga_06

@cpyne plastic diplomas, lowering the education standards of Australia #budget2015#MyLiberal The Conversation @ConversationEDU

Pyne’s higher education “surprise” in the #Budget2015 is a “damn squib”.

The Australian Education Times

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The Australian

Education Times OUTSTANDING SCHOOL

High School ABOUT OUR SCHOOL

ACADEMIC SUCCESS

As a partially selective high school, we have been an integral part of the local community since 1961. We provide a comprehensive curriculum and a safe and supportive learning environment for our students.

Bonnyrigg High School is centered in the suburb of Bonnyrigg, drawing students from the areas of Bonnyrigg, Mount Pritchard, Cabramatta West, Edensor Park and surrounding areas.

The school features a broad curriculum and concentrates on the development of students to reach their maximum potential. This is achieved by providing an excellent learning environment, a caring school community, and a wide range of facilities for students’ use, comfort and learning. The school has outstanding programs, both academic and welfare, which have resulted in many Bonnyrigg High School students achieving individual success resulting from their experiences at this school.

The school mission is: To create a positive and supportive learning environment, which realises each individual and self worth of all students. To achieve this, Bonnyrigg High School is working towards being a learning community, to which students want to belong; to which parents want to send their children; in which staff enjoy working; striving to promote excellence in achievement amongst our students; providing high levels of educational outcomes and opportunities for all students; and preparing students for future careers and lifelong learning.

The recent 2014 HSC results were the best ever in the school’s history. Twelve students achieved an ATAR above 90, which is an outstanding result for the school. The overall strong performance and results of the students placed Bonnyrigg High School at a ranking of 165 overall in NSW schools, an improvement of 160 places. Bonnyrigg High received a mention in the High Achievers list for the HSC. The school had 62 band 6 scores spread across twenty different subjects, once again the best the school has achieved, and our proportion of students

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gaining entry into tertiary courses is above the state average. The Dux of 2014 achieved an ATAR score of 99.65.

EXTRA-CURRICULAR ACTIVITIES Bonnyrigg High School offers a wide range of extra-curricular activities to meet the variety of needs and interests of the students. Our diverse staff members host these activities. They include drama

clubs, a choir ensemble, martial arts classes, debating and public speaking groups, after school fitness and a range of sporting groups. Our students have had many opportunities to participate and present their work in local and state wide activities in debating, music, visual arts, dance and drama, including involvement at the State Drama Festival, Sydney Dance Festival, and the School Spectacular.

Of special note on the school calendar, is the upcoming school production, a performance of the musical Hairspray, slated to be performed in the second semester of the year at the community’s local club. The musical combines the efforts of the Music, Dance and Drama units at the school, offering students the opportunity to showcase their creativity in one event.

Auditions have recently been completed and rehearsals are currently under way.

Bonnyrigg High School also boasts the first school division of the St John’s Cadets in the country, leading many other schools to adopt the program.

The program is dedicated to training students in first-aid life saving skills and leadership skills and is currently led by a formerBonnyrigg High alumni and past school captain, with sessions held weekly after school.

a relationship will allow our students the opportunity to visit China, from this year onwards.

In conjunction with the 100th Anniversary of ANZAC this year, Bonnyrigg High received a grant towards the installation of a Memorial garden, hosting a special ANZAC morning tea to commemorate the event. ANZAC artefacts were on display and special guests including Nick Lalich, the local council member, were in attendance.

Bonnyrigg High School also has very strong ties with its local Indigenous Community, namely the Cabrogal clan, whose members are often special guests at the school for ceremonies and services, who had representatives present at the Anzac commemoration.

SPECIAL FEATURES OF THE SCHOOL

LEADERSHIP & OPPORTUNITIES

Bonnyrigg High School has been developing a relationship with a sister school in China from the Jiangsu Province, with approval from the Department and the Chinese government.

This has enabled the development of a Confucius classroom, an online learning community and language-learning centre between our language students and theirs. The successful nurturing of such

Students at Bonnyrigg High have many opportunities to be involved in student leadership, with students in Years 7-10 participating in the High Resolves Global Citizenship and Leadership program. The program instils in student leadership skills and qualities, enabling them to aspire to make a positive difference in the world.

The program has contributed to the leadership success of many students at the school, with many moving forward to become involved in things such as: being invited to present to peers from other schools at various summits, one student being selected to be a part of the Youth Ambassador Program (with the Global Volunteer Network Foundation), involvement in various exchange programs (both nationally and internationally), attending Camp Gallipoli in Moore Park, and one student representing the school in New Zealand.

In addition, the school’s involvement in the ABCN Goals and Aspirations program has led to numerous students being honoured with the opportunity to

be mentored by members of corporate firms, in the fields which interest them, and for which they feel an inclination to explore once they begin tertiary studies.

This has provided students with a jumpstart and an insight into how things are progressing in their field of interest, and has enriched their understanding of their potential future trajectory.

SPORT In the recent years Bonnyrigg High School has achieved huge success through sporting events and participation, with many students and sporting teams achieving sporting excellence and reaching new heights. The staff and students of Bonnyrigg High School dedicate their time in competing in sporting events such as knock out competitions; competing in 25 state events in 2014 - a record for Bonnyrigg High School – and grade sport; with 9 teams being crowned champions and 5 as runner ups, in 2014 alone. Currently in 2015, the school’s students have reached an incredible accomplishment, with six students progressing to the Regional Swimming Carnival. From there, many students have progressed to represent Bonnyrigg at state level.

Bonnyrigg is also proud to say that two students will be competing in the All Schools Competition on the 18th May. Bonnyrigg High School offers its students a huge range of sporting options, to cater to the growing preference of sporting events including Athletics, Hockey, Tennis, Basketball, Water Polo, and Table Tennis. Bonnyrigg High School has also established an afternoon fitness class on Monday and Thursday for students who are interested in keeping fit and healthy.

These classes include circuit training and long distance running. Bonnyrigg High School has improved in many aspects of its sporting events and hopes to accomplish much in 2015 whilst providing many opportunities for its students.

The Australian Education Times

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The Australian

Education Times SUCCESSS STORY for ten years and we get a lot of students giving us feedback and we listen and act on that feedback and provide experiences for them. Understanding museum goers, whether it’s to the site or to our website, is extremely important for me and giving people what they want and in the way they want. The key to good communication is standing in the visitor’s shoes, listening to what they have to say and meeting their needs.

Q5

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INSIGHTFUL QUESTIONS TO

LYNDA KELLY

ith many feathers adorning

her cap, from being Human Resource Manager at Australian Museum to online editing and audience research manager, to a lecturer at University of Sydney and managing director to now being Head of Learning at Australian National Maritime Museum, Lynda Kelly is an inspiration for one and many. Our News Crew members, Milvia and Tanish, got to ask few insightful questions to Lynda Kelly, who breathes in museums and digital environments. Let’s get on board with her journey.

Q1

Tell us about your educational journey, how you ended up at the Australian National Maritime Museum today?

I didn’t know what would I do after finishing school. My father advised me to start working while studying part-time in University. So, I enrolled at Macquarie University and started working in the NSW government public service at the age of 18.

I did a psychology degree and realised I like to work with people, so, I went into human resource management. After working for several government departments, I got a job at the Australian Museum as human resource manager. Ever since I took that job, I was hooked on museums and went on to do different roles at the Australian Museum. Later in my career, I decided to do a doctorate in Museum Education and Learning and became the Head of Learning at the Maritime Museum.

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Q2

How do you feel your extensive education helped you in your career?

I didn’t know where my psychology degree would lead, eventually. I don’t feel I used it until I became involved in education and learning. Education also means learning yourself and in order to stay up to date with trends, you’ve got to be on board with things like the Education Times, social media, reading blogs etc. When I think about education, I don’t think about it as formal education but also as me educating myself.

Q3

Was working for the museum industry something you always wanted to do?

No, it wasn’t until I saw this job ad and started at the Australian Museum that I knew I really loved this environment. It’s interesting, people are really interesting to work with and there’s really interesting content. It’s a rewarding job because you are doing lots of great things for visitors. My job is done when I see people coming into the museum and loving every bit of it.

Q4

Your job requires you to plan programs and engage with visitors. What do you think is the key to managing good communication and keeping people interested?

I’ve had extensive experience in audience research, asking visitors what they are interested in, how they learn and what keeps them interested in topics so we can meet their needs better. I’ve worked with students

Tell us about the online teaching resources and education programs held at the museum.

We’ve got many programs that we run here at the museum. We do lot of working histories, like the Endeavour. It’s a replica of the ship in which captain Cook sailed to Australia. We do a program with schools on the Endeavour, so they learn about history, immigration, life aboard a tall ship and more. We also do programs around transport, we look at the curriculum and add topics that you do at school. We do things on gold and shipwrecks. One of our fun programmes is called pirate school, where you get dressed as a pirate, you go aboard a tall ship and you act out crazy things.

We also do a program for 5 year olds and under, called Mini Mariners. They do a mermaid tour, they might do a blue tour or they might do something around waterways. For online teaching resources, we have a lot of material on our website and are also working with Apple to put materials in the iTunes store. We are hoping to launch that this year.

taught at a university in the Q6 You past. How is that experience compared to being the head of learning today, and what was more exciting?

I think both jobs are very exciting in different ways. At the Maritime Museum, you actually go out and see people in exhibitions and doing our programs and really enjoying it.

Whereas, at the university, I loved working with students. It’s very satisfying to know that the students I taught are now working in museums. It really excites me when I see students learning and move on to good things in their life.

A leader needs to be patient with people, work with their strengths, find out what their interests are and develop them

Q7

In your opinion what does it take to be a leader?

A leader needs to be patient with people and work with their strengths and find out what their interests are and actually develop them. You’ve got to be very positive and a happy person and be quite fair and honest with people. It’s important for a leader to deal with problems and issues at work. Another important thing is to celebrate success. Whenever our team achieves something great or gets a fantastic response to a program, we celebrate. We use our failures as learning curves and do it better next time. It takes a combination of many virtues to be a good leader.

Q8

How do you cope with the pressure of pleasing visitors and promoting the museum so that people keep returning?

Since we’re located in Darling Harbour, we get more tourists and it’s hard to get them to return because they are in Australia for a short while. With our regulars, we have a members program, which provides them with special benefits. I’ve been interviewing members for a project to find out what their interests are and what makes them come back. I think if you please visitors and give them a great experience, they will come back and will tell others as well.

The bigger pressure, however, is to bring money in. You want to provide great experiences and access to the museum content and collections without pricing yourself out of the market.

Q9

There are a lot of children that look up to you while learning at the museum. Who is someone you look up to and why?

I look up to the people that work on the floor everyday with visitors. During holidays we all take turns at cloaking, which means, we take visitor’s bags. We are on our feet the whole day, talking to people and being nice to everyone. Every time I do it, I think to myself, I couldn’t do that five days a week. I really appreciate those who do it. They’re the kind of people I look up to and those who really love what they do and are passionate about their work. There isn’t one particular person that I look up to.

have come a long way from when you first Q10 You graduated. Are there any more goals you hope for the future and what are they?

I would like to do something completely different in a couple of years’ time. I’m contracted to work at the museum until the end of next year and I’m thinking to move to a different city and try doing some contract work or something different.

I’ve been in the museum industry for a very long time now and I’ve built up a lot of skills. I might like to work for myself for a while, do short term contracts and come in and help people with a particular problem, write reports, do a study or something like that. That would be my long term goal and also to cut back a bit on work pressure. We’re looking at buying a house somewhere in the country or a different state and actually doing something different.

advice would you give to students who Q11 What are interested in museums and want to potentially begin a career in one?

It’s very competitive to get into a museum because there are not many jobs. A lot of people that work in museums stay there because they love what they are doing and some of them can’t get jobs elsewhere since they are so specialised. So my advice is to go and volunteer at the place you are interested in, talk to people that work in the industry, do some study e.g. a master’s of museum studies. I encourage people to do a general degree as it gives you general skills for working in places like museums. The number one way is to volunteer or do an internship at a museum and meet people and network.

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If it sounds like you, we would love to hear from you.

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The Australian

Education Times ICT FOR EDUCATION

FIVE WORLDWIDE TREN DIGITAL TECHNOLOGY I

H

aving listened to experts who chart trends in education and through our conversations with educators, students, parents and Ed-Tech companies worldwide, we cannot help but note the following observations on factors that seem to be impacting the national school systems in developed countries.

BROAD TREND 1:

Penetration of Mobile Devices NMC Horizon Report 2011 placed the time-to-adoption for mobile devices to be one year or less, noting that in developed countries, one could expect practically all students in the upper grades to carry a mobile. NMC Horizon Report 2013 observed that mobile learning (along with cloud computing) are two key technologies that will impact the education landscape. K-12 schools are also increasingly seeing the potential of mobile devices and noting that not only are the devices themselves less expensive than most laptops, they need less infrastructure to support them.

On the other hand, it is worth noting that the PC penetration in households with at least one schooling child could reach as high as 100%, due largely to government-subsidised schemes that enable computing devices to reach even the poorest of households. It is thus expected that schools with such support in IT infrastructure are constantly looking at ways to leverage on the affordances of IT to offer learning experiences that are engaging and promote deeper levels of understanding in their students.

BROAD TREND 2:

Learning Anytime, Anywhere This desire follows the observation that there are now devices that are portable, although not necessarily connected to the internet perpetually. The fact that 10 |

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computers (in the form of tablets and smartphones) are more portable than ever, presents the possibility of having content that can now come to life (as compared to the flat representations in printed and even some digital textbooks), yet remaining extremely light (in the form of the weight of the tablet or smartphone).

The answer proposed by many content providers has been to offer content that is accessible online and so negates the requirement for device-specific access - but this has its limitations: the devices need to be continuously plugged onto the Internet with sufficient bandwidth to allow for seamless consumption of heavy content, which often are the parts of the content repertoire that are highly engaging to students.

As a result, educators seek solutions that must first allow offline access to great

content, and offer the opportunity for online interactions, where available.

BROAD TREND 3:

Less Rote, More Understanding Student-centered learning has been the talk of the day for many educators; with the emphasis on engaging students and helping them understand concepts rather than merely recalling them (in examinations, for example). These are bold aims that challenge the very same educators and their less-than-enthusiastic colleagues (who believe that we shouldn’t fix something if it isn’t broken, at least for now) to transform their methods of teaching, monitoring, assessing and grading of their students. For many, this involves too much change with too much risk since, they figured, that the current methods of assessing understanding through examinations have not really caught up with the increasingly loud calls for changes in the way they should be assessed.

The general sense of many educators has therefore been to take baby steps towards

this grandiose goal, starting perhaps with content that engages and is relevant to the learner, and supported by a system that

allows them to check regularly if their learners have understood a concept (or have been on task) without necessarily inhibiting his/her learning experience.

BROAD TREND 4: Formative over Summative Assessments

The call for assessment for learning (or formative assessment) echoes the desire to first help learners understand and therefore learn. Paul Black and colleagues (2003) outlined several key elements of formative assessment with the ability to provide feedback by marking and effective questioning as some of the more doable tasks for teachers in the short term feedback by marking essentially involves the teacher providing a feedback / comment on the students’ works rather than a final mark.

But this process demands a continuous

‘back-and-forth’ interaction between the teacher and student, albeit not in real time. The way learning resources are structured today, it would mean that a teacher will need to constantly collect students’ workbooks, provide feedback, return the books to the students, recollect the students’ books to review their comments, and repeat the process as necessary. Each time a student submits his/ her book to the teacher, that resource is not available for the student to refer to, making the learning process discontinuous.

Online-based learning management systems (LMS) promise to address the

NDS SHAPING IN EDUCATION issues surrounding this interaction. Based on our conversations with teachers and LMS providers in Singapore, Hong Kong and Australia, it seems to us that many teachers are less than lukewarm in adopting the LMS as part of their regular teaching practice.

BROAD TREND 5: The Dire State of Learning Management Systems’ real adoption

Imagine trying to review one of your students’ work through an online learning management system (LMS): you first need to ensure that you have access to a device that has a stable internet connection, then you need to log-in, then find the class of that student, locate the name of that student in that class, then find the subject that you taught the student, and locate the very assignment that you have tasked the student with - this is a relatively long process that requires several clicks, each taking possibly 2 - 3 seconds to get through,

depending on the internet bandwidth you have access to. The entire process of just getting to the students’ work could take up to 1 minute, if nothing fails. But as many educators would relate, it typically takes longer than that.

Now imagine you teach 3 classes of 40 students each - you could take up to 2 hours (or 120 minutes) just to get to the work that you need to review!

Online and browser-based learning management systems have the power to transform how we manage learning, but in our opinion, the process of providing such power has resulted in a system whose design discourages the user from tapping into that power - it is far too complicated and takes too long to use.

handling a 1:1 deployment and 40 percent of classrooms with no Wi-Fi at all.

The Federal Communications Commission (FCC) Chairman, Tom Wheeler, reported in June 2014 that nearly 60%

of schools in America lack sufficient Wi-Fi capability to provide students with 21st Century educational tools. Far too many schools have no Wi-Fi at all and (recounting a first-hand experience at a school in Oakland, California) when and if they did, the connection was often slow

due to a lack of sufficient bandwidth.

In the end, many teachers contend with having the LMS around to perform very rudimentary functions - the interactions between students and teachers haven’t changed significantly and a typical online LMS is still far from achieving what it has been conceived to be in the school, even as they are present in most K-12 schools in many countries worldwide.

This is compounded by the reality that the broadband infrastructure worldwide is not catching up with the incredibly rich content that leverages on the affordances of computing devices today. Take U.S. for example: the Consortium for School Networking (CoSN) survey results in 2013 reported 57 percent of districts reporting their wireless networks incapable of

ERIC LAM Eric Lam is a specialist in inquiry-based learning and digital publishing, having authored more than 10 textbooks currently read by more than 300,000 students in secondary schools throughout Singapore and parts of Africa and Asia as well. He is also the Founder and Chief Executive Officer of Amdon Consulting P/L, a multiple award-winning e-learning company that specialises in digital publishing and promoting inquiry-based learning through sound pedagogies, gamification and interactive digital media.

The Australian Education Times

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The Australian

Education Times ICT FOR EDUCATION

DID APP YOU REVIEW KNOW? 50%

of students aged 10-18 do their homework online at least once a week

74%

of teachers say digital content in schools increases student engagement

PLAY 123 This app is a fun and interactive geometry game for preschoolers or young children in general.

There are different games about colours, numbers and shapes, giving young children the opportunity to get ahead before they even begin school!

BrainPOP Featured Movie BrainPOP offers educational movies for children. It is often short documentaries and a quiz about the topic learnt. This app is great for primary school students wanting to test their current knowledge or simply looking to learn something new.

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The Australian Education Times

76%

of teachers say technology allows them to respond to a variety of learning styles

READ ME STORIES This app is the children equivalent of an eReader for adults. It offers several children stories and a voice to read each story out loud. Each word is highlighted as the voice reads, giving children a chance to read along and practice their reading skills.

75%

of students aged 5-7 regularly use technology to play educational games

69%

of teachers believe technology has allowed them to do much more for the students now, compared to when education was without technology

60%

of students support the ‘flipped classroom’ model

29%

of students and academics have relied on YouTube to learn one or more topics

The Australian

Education Times PROMOTION

Kindle for

A

new app that gives you access to the world’s largest selection of eBooks on your compatible Samsung device is here*. Kindle for Samsung is great for Australian primary, secondary and tertiary students who want to read on the go. In partnership with Amazon, Kindle for Samsung has everything students can expect from the standard Kindle app, plus they can download a free book every month from the Samsung Book Deals selection. **

Samsung So why use Kindle for Samsung?

Kindle for Samsung can provide students with the opportunity to read from virtually anywhere, with downloaded books available offline.

Kindle for Samsung can be downloaded from the Samsung Galaxy Apps store on compatible Samsung smartphones and tablets^. Existing Amazon users simply use their Amazon account details to login and begin exploring. For new users it’s easy and quick to create a new account.

With the Kindle for Samsung app, you can choose a free book every month from the Samsung Book Deals selection!**

Access the world’s largest selection of eBooks Time to Read estimates how much time it will take to finish a chapter or a book based on your personal reading speed.

Whispersync synchronises your reading across your compatible devices^.

Worry-Free Archive automatically backs up your Kindle books in the cloud,# including all your previously purchased Kindle eBooks.

There are several benefits to using Kindle for Samsung in classrooms and in education: -Students are able to download books at virtually any time on their compatible device* -Students are able to focus on the vocabulary within the book or article they have selected, as they are a click away from finding out the definition of the selected word -Learning new vocabulary can help support improvement in reading comprehension skills, as well as understanding more difficult texts.

* Internet connection required. Data charges may apply. Content within Kindle for Samsung must be purchased and is subject to availability. ** Internet connection required. Data charges may apply. Kindle for Samsung app only available on compatible Samsung devices. Samsung Book Deals only available to customers who sign in with a Samsung Account. ^ Internet connection required. Data and subscription charges may apply. # Internet connection required. Data and subscription charges may apply. Usage is subject to cloud provider agreement.

The Australian Education Times

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The Australian

Education Times TAFE FOCUS

Pathways to TAFE NSW qualifications

I

f you’re looking to gain practical skills in an industry you are passionate about, look no further than TAFE NSW. TAFE NSW offers more than 300 Certificates, Diplomas, Advanced Diplomas, Associate Degrees, Bachelor Degree courses. All courses are nationally recognised are developed to ensure practicality, relevance and job-readiness. With a variety of industries reflected in our course offerings, there is something for everyone.

Whether you are still at school and need training for your first job, looking for additional skills to re-enter the workforce, wanting to change jobs or accelerate your career or want to go to university, the path you take will depend on your personal situation and preferences.

Whatever your stage of education or career, TAFE NSW can provide you with valuable skills.

What’s the best path for school students?

TAFE NSW provides study pathways while you are still at school that may contribute to your School Certificate or Higher School Certificate. TAFE offers HSC VET courses that provide you with workforce skills and can help you gain credit towards recognised qualifications. TAFE-delivered 14 |

vocational education and training (TVET) courses offer workplace skills and experience to get a head start on their career. TVET allows you to gain practical skills to enhance your future employment opportunities and/or units that count towards your HSC. When you finish your TVET course, you’ll receive a nationally accredited Certificate or a Statement of Attainment. Most TVET courses articulate into further studies.

What’s the best path for school leavers?

TAFE offers a range of qualifications, learning styles and durations to suit your needs. The qualifications ensure that the graduates are work-ready with skills required by employers and include industry placements.

Our range of nationally recognised courses includes: • Graduate Certificates and Graduate Diplomas, may help you move to a university degree or gain skills in a new profession.

• Diplomas and Advanced Diplomas, will give you complex and technical skills and knowledge to help you with your career.

• Certificates I to IV provide you with a range of introductory to advanced level skills

The Australian Education Times

Olivia Groome studied Interior Design at TAFE NSW What’s the best path for career upgraders?

If you think you’ve found the right career and want to gain more skills, then TAFE NSW has a number of pathways to help you upgrade. There are short courses for professional development or to meet regulatory requirements.

You can also access ‘skill sets’, nationally developed programs containing one or more nationally-recognised units of competency. There are also TAFE statement programs and TAFE Certificates of Attendance which are developed to meet specific training needs. These qualifications show employers your formal understanding of skills and could be the right stepping stone to a new position.

What’s the best path for university bound students?

By studying at TAFE first, you can get through your studies faster, enjoy smaller class sizes and can test

the waters of the career area before you commit to further study. Importantly, you can gain real job ready experience by focusing on tangible skills or completing work placement.

If you study a Diploma or Advanced Diploma course at TAFE NSW, you may have the option to study a degree at the same time via an integrated program. Integrated programs allow you to enrol simultaneously in both a TAFE NSW course and a related higher education partner Degree program at a partner university.

Another available pathway is to finish your TAFE NSW qualification then head to university with subject credits via an articulated program.

At the end of the day, you are in charge of choosing the right path. TAFE NSW is there to support you along your journey. To find out more information and source contact details of our highly-skilled TAFE career counsellors, visit www.tafensw.edu.au.

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June

My Reminders:

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Education Times

R E U Q N O C E K I L S M A EX ! o r p a

10

ARE EXAMS CONSTRUCTIVE OR DESTRUCTIVE TO THE LEARNING ESSENTIAL STUDY TIPS FOR EXAMS PROCESS?

STRESS BUSTER:

THINGS TO REMEMBER MS DURING EXA

The Australian

Education Times PULL OUT

I

am not against (all) exams. They can and do serve a purpose.

As an educator, what I am against is the single ‘high-stake’ exam. To fail the exam means to fail the subject, especially when a further hurdle is attached, which expects students to achieve at least, for example, 75% on the exam to qualify to pass the subject.

These critical exams have huge consequences for the student: failure, having to repeat the subject, enrolling in ‘remedial’ study, adding to the number of semesters to complete the degree and incurring ever more costs hardly motivating for students. In fact, some become so disheartened, not to mention traumatised, they leave university altogether. In that case, a profession has potentially missed out on someone who could have helped solve significant challenging problems, or contributed valuable, imaginative new ideas, systems, and inventions or built amazing teams of professionals.

It is important at the outset to state that a profession must be assured that the graduates it employs have the requisite knowledge, skills, understanding and attributes required to make a worthwhile contribution to that profession.

However, employers value employees who can demonstrate more than just content knowledge

18 |

The Australian Education Times

Are High-Stak constructive o to the learnin and those who can exhibit generic attributes such as teamwork, good oral communication, creative thinking, problem solving and leadership.

Do single, high-stake exams constructively and comprehensively measure genuine learning? No. Are there ways to better determine if students have demonstrated deep learning? Yes, absolutely.

I would suggest that for most, the 2-3 hour sit down written exam in which students are not allowed to access notes, texts or any sources of information invariably test how well a student has retained, memorised and can, under the stress, recall a huge stack of factual information. Too many conversations with students have

convinced me that those with excellent memories are favoured by these exams.

Most exams are narrowly focused on asking students to list, describe, identify, or explain. They don’t provide authentic opportunity for creative problem solving, analytic thought or evaluation of concepts. Some students certainly have mastered the skill of how to pass exams and demonstrate a real aptitude for doing so. However, this does not necessarily provide evidence of how capable they really are in a certain area for once they have finished one exam, they busily

ke exams or destructive ng process? cram another lot of information into their head in preparation for the next.

What percentage of knowledge actually sticks with them? Is the knowledge they studied comprehensive or narrowly focused to passing the exam? How much of what they memorised can they really apply?

Students go to school, college or university to learn. Teachers at all levels should be facilitating that learning process and a significant part of that process is providing feedback to students about their learning to help them improve. High stake, single exams do not provide students with a chance to learn from their mistakes and improve. It is not a usual practice to hand back the exam papers or

provide individual counsel to students about where they went wrong.

One particular reason often provided by academics (especially in some discipline fields) for the need for highstake formal, written, sit-down exams is they help overcome the plagiarism, cheating/collusion issues they see in other forms of assessment. These can certainly be huge issues and are given considerable attention by universities who advertise to students the policies and expected practices (for example use of software like Turnitin), along with consequences of engaging in such unscrupulous actions.

Exams have been a part of education systems for a very long time and probably will be with us for many more years. Given the affection some university academics in certain disciplines have with the written end of semester exam, perhaps the merits of other types of exams could be better shared across disciplines. For example, in the Arts, Business, Law and Humanities areas, the open book exam is not an uncommon method of assessment. Students are presented with - say 6 possible exam questions a week or so prior to the exam. Students are able to bring their research notes with them to the exam. The final paper includes 3 of the 6 questions students were given in advance and they are expected to answer all 3.

An alternative to this is where students are presented with the exam paper at the designated exam time, but each has access to a computer, which they can use as a source of additional information to complete the exam as well as their study notes.

In both of the above examples, students are still expected to ‘know their

stuff’, because they only have a finite amount of time to provide answers, but as what might happen in a real-life situation, the student is able to research other sources to verify what they know and provide a more comprehensive response. For example, when you go to a doctor about a rash on your hand, the doctor looks at it and based on his/her training, makes a preliminary diagnosis.

However, it is pretty standard practice for the doctor to then check a chart, book, and/or website or even seek a second opinion to confirm what type of rash it is before advising a treatment.

Another type of exam is the end of semester oral exam or viva voce, again popularly used in some disciplines.

There are different versions of this also.

The one I particularly like is where a subject teaching team forms a panel/ panels of say 3 academics to test student knowledge and understanding spending approximately 15 minutes with each student. Often the viva voce is complimented with a substantial written piece of work and it is against this that questions are framed and responded to. There is nowhere for the student to hide and again, they must demonstrate thoughtful knowledge and sound understanding and it certainly confirms whether the work they have presented is theirs.

The role of the teacher is to provide a valuable, relevant learning environment in which students are fully engaged in their learning. There are many different types of assessment methods, each appropriate for assessing different types of learning outcomes. Whatever the method of assessment used, it should provide students with constructive feedback about their progress and help them improve. I am not convinced single high-stake exams fulfil such a role.

Nita Temmerman PHD, M ED HONS, B ED, DIPMUST, ATCL, MACE The Australian Education Times

| 19

The Australian

Education Times PULL OUT

Study Time MONDAY 8 - 9 am 9 - 10 am 10 - 11 am 11 - 12 am 12 - 1 pm 1 - 2 pm 2 - 3 pm 3 - 4 pm 4 - 5 pm 5 - 6 pm 6 - 7 pm 7 - 8 pm 8 - 9 pm 9 - 10 pm 10 - 11 pm 20 |

The Australian Education Times

TUESDAY

WEDNESDAY

THURSDAY

etable FRIDAY

SATURDAY

SUNDAY

STUDY HARD. DO GOOD AND THE GOOD LIFE WILL FOLLOW.

KEEP IN MIND: STUDING DOESN’T SUCK NEARLY AS MUCH AS FAILING.

IF YOU CAN IMAGINE IT, YOU CAN ACHIEVE IT. IF YOU CAN DREAM IT, YOU CAN BECOME IT. WILLIAM ARTHUR WARD

The Australian Education Times

| 21

The Australian

Education Times PULL OUT

10 Organise your studies:

One of the most important tips for all students preparing for exams is to get organised right away. Make a time table for your studies. Set goals for yourself each week and most importantly stick to your time table. If you do it right, take our word, you will be ready for your exam day.

Work out what times suit you the best, when you will get uninterrupted study time and utilise it to the most. Look at this sample time table below.

You can work out your own times and subjects, taking inspiration from this one, in the blank time table that we have provided for you in this Pull Out.

E

Essential st tips for exa

xams are coming! No sugarcoating folks, we all dread exams. While some students bury themselves in books, others take it too lightly. Even though everyone has got their own style of preparing for exams, it is best not to let the stress get to you. All you need is to focus and grab your books now before its too late.

Exams doen’t mean you need to cram everything taught at University. Exams

tests your leaning, which would help you in the longer term, ofcourse. We are very well aware that exams can take a toll on you. But the key to success in exams is to stop procrastinating and start preparing.

These study tips will not only help you to get rid of procrastination but also help you relax during exam preparations– afterall, worrying about bad grades won’t take you anywhere.

Prioritise Subjects: It gets easier to begin studying when you have prioritised the tests that you need to prepare for the most. There might be units or subjects that you are good with and those that you really lack behind in. So prioritise these subjects and rate them in the order of importance.

Study in groups: Are you alone in the library trying to focus but words just aren’t processing through your brain? Text your friends who are studying the same subject and ask them to join.

Who knows, they might be struggling just like you! You’ll find that discussions around the study topic makes it easier to remember and concentrate. Also, sharing ideas about the answers will help in understanding the topic better.

Take appropriate breaks: The weather is lovely outside and you feel like drifting off? Well, that surely means you have been studying for too long. Studying for long hours only tires your brain. Take small breaks often to help freshen up your mind.

Take your study outdoors: Take your books or laptop outdoors for a while and give yourself a break from the monotony. Though it is good to have some time to relax in the sun, it might also distract you. The best thing to do would be to call your study buddy and take all your revision books to the outdoors, like a park, with you. Your study partner or group will help you concentrate on studies while you enjoy outdoor environment.

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The Australian Education Times

tudy ams

Summarise: Sought advice: Do you have an older sibling, an older friend or mentor who has already passed this exam?

Talk through what they know to get a better understanding about the subject. Try to gain ideas from them.

Keep Highlighting: Is there something you aren’t sure about or don’t understand? Highlight or take note of anything you aren’t certain of and ask your teacher. Highlighting also helps you to engage and remember with certain key facts of your study material which might be very helpful.

Make highlighting a habit.

Go ahead and summarise important lessons from every subject. This way, you will have something quick to refer back to. It will also make it easier to memorise.

Test Yourself: You have been studying for long but have no idea if you are making any progress. The best way to know that is to set up a test for yourself. Grab past exam questions, if you can, and try answering them. If you are still stuck on a particular subject and you find that few other classmates are too, ask your teacher for a study day before the exam.

Get enough sleep: Last but not the least, get enough and sound sleep. Don’t study too late and ensure that your mind is fresh and relaxed before the exam.

ABOUT THE AUTHOR:

ELLE BRACEY Resourcer and Digital Marketer Apprentice at New Horizons.

The Australian Education Times

| 23

The Australian

Education Times PULL OUT

Stress Buster:

Things to Remember During Exams

E

xaminations are a regular part of university life. They aim to find out exactly how much you know about different subjects, and how well you can manipulate this information to answer a given question.

Strategies Crisis = Disaster

No Problem

strategies to help with that. If your stress rates in the disaster zone of our exam stress-o-meter, start with these strategies to reduce your stress level and come out a winner in every exam.

10

Arrange these points logically, and start to write your answer. Make sure you reach a conclusion and summarise what you have written, and then review your work. Make sure you are writing clearly and coherently, and start with the question you feel most confident about answering.

9

Arrange these points logically, and start to write your answer. Make sure you reach a conclusion and summarise what you have written, and then review your work. Make sure you are writing clearly and coherently, and start with the question you feel most confident about answering.

8

Arrange these points logically, and start to write your answer. Make sure you reach a conclusion and summarise what you have written, and then review your work. Make sure you are writing clearly and coherently, and start with the question you feel most confident about answering.

7

Arrange these points logically, and start to write your answer. Make sure you reach a conclusion and summarise what you have written, and then review your work. Make sure you are writing clearly and coherently, and start with the question you feel most confident about answering.

6

Arrange these points logically, and start to write your answer. Make sure you reach a conclusion and summarise what you have written, and then review your work. Make sure you are writing clearly and coherently, and start with the question you feel most confident about answering.

5

Arrange these points logically, and start to write your answer. Make sure you reach a conclusion and summarise what you have written, and then review your work. Make sure you are writing clearly and coherently, and start with the question you feel most confident about answering.

4

Arrange these points logically, and start to write your answer. Make sure you reach a conclusion and summarise what you have written, and then review your work. Make sure you are writing clearly and coherently, and start with the question you feel most confident about answering.

3

Arrange these points logically, and start to write your answer. Make sure you reach a conclusion and summarise what you have written, and then review your work. Make sure you are writing clearly and coherently, and start with the question you feel most confident about answering.

2

Use your performance to tweak your exam technique. If you ran out of time, make sure you leave more time during the next exam. If you didn’t know enough, look at how much and how effectively you revised. Did you answer the question? Then forget about the exam and concentrate on the next one, knowing you did your best!

1

24 |

Most of the knowledge you need will have been taught to you several times before you take the exam, but most students still feel extremely stressed and don’t perform as well as they could during exam time. But there are

The Australian Education Times

Use your performance to tweak your exam technique. If you ran out of time, make sure you leave more time during the next exam. If you didn’t know enough, look at how much and how effectively you revised. Did you answer the question? Then forget about the exam and concentrate on the next one, knowing you did your best!

The Australian

Education Times

CAREER OF THE MONTH

EVENT PLANNER Is this career path for you?

A

re you passionate about helping people? Do you like planning and organising?

Are you a creative person who likes mixing and matching? Event planning is all about the creation and development of events such as festivals, conferences, ceremonies, formal parties or conventions. A job in event planning will be perfect for creative people who love decorating and earning a living out of creating beautiful, special occasions!

Educational qualifications In order to qualify as an event planner, one must undertake a management course at university or a specialised event planning course at TAFE or college. Most universities offer business courses with a major in management, which is more

than enough to qualify! The ATAR requirement differs within different universities; however, the University of Western Sydney offers it with an ATAR of 70%. Alternatively, you could study a diploma at TAFE and become a specialised event planner in less than a year!

Staying up to date There are several ways to stay up to date in the field of event planning. Whether you are a school or university student, it is never too early to start a career in event planning. Maybe you could assist in throwing parties or help a friend in organising their party. It would also be a good idea to grow on your connections.

Get to know people who are already

Career paths

Event planner Event Coordinator Wedding planner Event manager Event organiser Tourist event coordinator Fashion event coordinator Sport event coordinator Facilities manager

successful event planners. Get to know decoration companies. By doing so, not only will you already have knowledge, you could potentially get assistance and discounts when you actually begin your career.

The average event manager earns $58,939 a year.

The Australian Education Times

| 25

The Australian

Education Times

PROMOTION

West End

W

Mazda

est End Mazda is Australia’s oldest independently owned and operated Mazda Dealership having been established and continually operating in North Parramatta since 1963. West End

WEST END MAZDA is also proud NSW with: • 15 Mazda Master Dealer Awards inc 2013 • 5 times Winner of the “Martec Excellence in Dealership • 2 Dealer of The Year awards (Pre Master Dealer Conception) • 2 Parts Dealer of the Year awards • 1 Sales Dealer of the Year award • 1 Service Dealer of the Year award • 1 Commercial Vehicle Dealer of the Year We are proud to have multiple members of our Sales & Parts teams achieving “Master Guild Member” status in the prestigious Mazda Sales Guild. In 2014 both of our Sales Managers, our Parts Manager & 2 of our Sales Consultants acheived this status!

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26 |

The Australian Education Times

Mazda has been owned and operated

In 1998, the current Directors of West End Mazda expanded their operation by acquiring Blacktown Mazda which further strengthened our focus and commitment to the Mazda Brand in NSW.

With the largest Parts department in Australia we also carry a full range of Genuine Mazda Parts & Accessories.

We also carry large

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West End Mazda carry ex Mazda limits, we have the next best option. These vehicles come with the balance of new vehicle warranty so your peace

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WEST END MAZDA

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Service centres with the latest in Mazda Electronic

Contact details and Hours or Operation are: 3 Ferris Street North Parramatta Phone - 9633 8300 Email – pmservice@westendmazda.com.au Monday to Friday 8am to 5.30pm Saturday 8am to 12noon 3 Butterfield Street Blacktown Phone – 9622-9888 Email – btservice@westendmazda.com.au Hours of operation Mon – Fri 7am to 5.30pm and Sat 8.00am to midday.

Bookings can be made online either by our i-Phone app (download via App Store) or here on this Website (just click the service tab and follow the prompts).

Have you checked what your next service will cost?

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maintenance-service-price Input your details and see what your next service with West End Mazda will cost.

Both Service Centres offer a complimentary car wash at time of service, free wheel alignment check, brake check, battery check, customer waiting lounges incorporating Wi-Fi internet access, refreshments, Pay TV, loan cars at a nominal cost, as well as drop off to the nearest train station.

West End Mazda has Mazda Quick Smart Serving.

This is for all Mazda Scheduled Services and can be completed within an hour allowing you to get your Zoom-Zoom back on the road faster.

Spare Parts West End Mazda Parts Division is the largest in Australia and carries the most comprehensive range of Genuine Mazda Parts & Accessories.

If we don’t have it then chances are noone has it.

We operate from our site Monday to Saturday Monday to Friday 8am to 5.30pm Saturday 8am to 12noon 1 Ferris Street North Parramatta

All Service work is Fully Guaranteed and we only use Valvoline Premium Oils and Mazda Genuine Parts to protect the integrity and value of your Mazda and as trusted Mazda dealer we also provide the computer upgrades to your car via our MDS (Mazda Diagnostic Machine).

These upgrades are from the factory in Japan and can improve fuel economy and running. The MDS also allows up to diagnose any issues you are having and repair them in a timely fashion.

For your convenience both our North Parramatta Service Centre and Blacktown Service Centre are open Saturday mornings from 8am to midday. Bookings essential.

Phone – 9633-8383 Email – parts@westendmazda.com.au West End Mazda Parts also offers a Crash Assistance Line open 24 hours a day/ 7days a week. We are on hand to help with arranging tow trucks and ensuring we send your Mazda to a panel shop that is approved by your Parts.

Contact details David Hubbard Business hours - 1300 924 584 or After Hours 0418 613 758

ALL NEW MAZDA3

NEO HATCH 2.0LT PETROL (MANUAL & AUTO) http://www.westendmazda.com.au/vehicles/all-new-mazda3 The Australian Education Times

| 27

The Australian

Education Times LITERACY CORNER

Physical Fitness an According to the World Health Organisation (WHO,) childhood obesity is one of the most serious public health challenges of the 21st century.

The Australia 2014 Report Card on Physical Activity for Children and Youth tells us that Australia, like many other countries, is experiencing an “inactivity epidemic.” This is partly the result of sedentary technologies such as computers, video games and television.

In addition to a lack of sufficient physical activity, the obesity epidemic is also a result of dangerous eating habits. The current generation of students will be the first who are destined to live shorter lives than their parents.

What can you do? Become informed – develop Physical and Health literacies! Here are some specific things you can do that will not only increase your knowledge and understanding but that will also benefit your community! They are good for you, they are fun and they are also excellent ways to help you make the connection between the classes you take in school (science, math, history, etc.) and the real world. You will notice that these activities also utilise some of the other literacies we’ve learned about so far, such as Arts and Creativity as Literacies in February, Ecoliteracy in March, Media Literacy in April and Financial Literacy in May!

MOVE!

Learn and practice yoga, ballet, tai chi or go rock climbing, hiking or swimming; play games like rugby, soccer and/or tennis.

EXPLORE CAREERS

EXPLORE CAREERS RELATED TO PHYSICAL FITNESS AND HEALTH - OR ORGANISE A CAREER FAIR.

TELEVISION PRODUCTION Television Production is a powerful way to educate people and create change. Your studio can be a small room with a green screen, or even your smartphone – in which you can film, edit and publish online!

Create your own channel on YouTube where you can broadcast a variety of programs including: public service announcements, a cooking show, a fitness program, a gardening/farming show!

ORGANISE A HEART WALK Organise a Heart Walk for your community.

Resources Tool kit and ‘how to’ are online at http://walking. heartfoundation.org.au/

BE A FARMER!

There are many possibilities for careers related to health. You could become a doctor or a nurse.

Other fields you may not have considered include interesting careers such as Art Therapist, Medical Historian, Medical Illustrator/Animator, Environmental Health Specialist, Forensic Scientist, and many more. Explore them at http:// explorehealthcareers.org/en/ home

Classroom farms are educational, healthy and fun!

Plant a Kitchen Garden at your school, or create a community garden or window farm at school or at home! 837 schools in Australia have joined the movement at the Kitchen Garden Foundation. www.kitchengardenfoundation.org.au See the amazing Green Bronx Machine – a classroom farm at youtube.com/watch?v=RZ0phO6aKrA 28 |

The Australian Education Times

nd Health Literacy Health literacy .. means that. information …You can understand you know about your health, so urself and yo of how to take care s ion make good decis

Physical Literacy means... and

nce …Moving with confide variety of competence in a wide ments that activities and environ rson. develop the whole pe

START A FOOD REVOLUTION Start a Food Revolution at home, at school or in your community. Watch this powerful TED Talk with renowned chef, Jamie Oliver - http://www.ted.com/talks/jamie_ oliver?language=en#t-157782 Also, please sign and share this petition to have food education in schools, teaching children how to grow and prepare healthy, fresh foods. https://www.change.org/p/jamie-oliver-needs-your-helpfighting-for-food-education-foodrevolutionday

HOST A TWITTER CHAT Host a Twitter Chat – here is a complete guide for how to do a Health Literacy Twitter chat, from how to choose a topic, invite content experts and sponsor as guests to planning post-chat follow up activities!

Guests could include bloggers, media, public servants, organisation leaders, or celebrities — it all depends on the chat’s central topic and its goals and objectives! onduct a Video Survey - find out how much people in your community understand Physical Literacy and Health Literacy. Use the results to plan community education activities. Watch this Health Literacy video survey in New York City; you see they even talked to Spiderman! www.health.gov/healthliteracyonline/Twitter_Chat_Guide.pdf

CONDUCT A VIDEO SURVEY Conduct a Video Survey - find out how much people in your community understand Physical Literacy and Health Literacy. Use the results to plan community education activities. Watch this Health Literacy video survey in New York City; you see they even talked to Spiderman!

PUBLISH A BOOK! HEALTH AND PHYSICAL FITNESS A TO Z! Choose one fact or idea related to health or physical fitness for each letter of the alphabet, write about it and illustrate.

Then publish your book. It can be created digitally, and then sold online.

Customers may purchase your book in print or digital format.

Take a look at this beautiful book, Absolute Zero – Physics A to Z produced by the students at High Tech High in California. www.blurb.com/ books/1069347-absolute-zero

https://www.youtube.com/watch?v=ux6c3wYzRJM

APPS FOR PHYSICAL FITNESS AND HEALTH LITERACIES: A popular app for older students is Zombies, Run! (free) Need more motivation to do that run? How about a pack of snarling zombies snapping at your heels? https://www.zombiesrungame.com/ For more resources on Physical and Health Literacies visit: http://curriculum21csi.weebly.com/physical--health-lit.html Smash Your Food (free) is a highly rated app for teaching young children about healthy eating. http://www.foodnme. com/smash-your-food/

ANNE SHAW

Director, 21st Century Schools

The Australian Education Times

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The Australian

Education Times ARTS & HISTORY

Aboriginal and Torres Strait Islander History…

How mu ch do you kn ow?

A

ustralia has two major indigenous groups, Aboriginals and Torres Strait Islanders.

Amongst these groups, there are over 250 distinct languages and a diverse range of cultural practices. In the 1700’s, Captain Philip estimated a population of 1500 in the Sydney region.

Today, the Aboriginal population is believed to be over 750000 in total. The Aboriginal and Torres Strait Islander communities have come a long way since the early 1770s. Below, we have a timeline, highlighting important events that have occurred throughout Australian history and how far Australia has progressed.

1770: James Cook found Australia

and claimed possession of the whole east coast of Australia for the British Crown.

1788: The first conflict between

the First Fleet arrivals and Aboriginal people takes place

1795: The Richmond Hill Battle

is considered to be the first battle between Aboriginal people defending their country against the British.

1799: The black wars begin in

Sydney

1803: The black wars begin in Tasmania, claiming the lives of 600 Aboriginal people and 200 white settlers.

1810: The policy of absorption began, moving Aboriginal people into mission stations where they are taught European beliefs and used as cheap labour.

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The Australian Education Times

Fastforward to 1886 1886: The protection and control policy commences 1888: The “white Australian Policy” begins, with the Aboriginal population reduced by 220,000 to an estimated 80,000.

1897: The Aboriginal Protection and Restriction of the Sale of Opium Act (Qld) commenced, removing Aboriginal people onto reserves and holding children in dormitories.

1901: Federation in AustraliaAboriginal natives were not counted as citizens and were excluded from voting, pension rights and employment opportunities.

1905: The Western Australia Aborigines Act is passed, making the Chief Protector the legal guardian of every Aboriginal and half-caste child under 16.

1909: The NSW Aborigines Protection Act is introduced, excluding Aboriginal children from public schools following requests from the white community.

1920: The Aboriginal population is estimated to have dropped to 60,000.

The natives are then known as the “dying race.”

1928: The conniston Massacre occurred with Europeans shooting over 32 Aboriginals.

1937: The Assimilation policy came into place in attempt of assimilating the Aboriginal community into a ‘white society.’

1949: Aboriginal people are given the right to vote at federal elections if they have served in the armed forces.

1965: The integration policy is introduced, giving Aboriginal people more control over their lives.

1969: Aborigines Advisory Council is set up.

1972: Self-determination policy is introduced.

1975: The Racial discrimination act is passed in the Federal Parliament and the White Australia immigration policy ends.

1992: The High Court of Australia hands down its decision in Mabo v Queensland and rules native title exists.

1997: The reconciliation policy is introduced.

Post 2000’s: Today, Aboriginal and Torres Strait Islanders have equal rights and opportunities as non-Indigenous individuals.

Aboriginal History is a key component of the 7-10 curriculum and is taught in the subject “Aboriginal Studies” in year 11 and 12. For more information, go to www.boardofstudies.nsw.edu.au

The Australian

Education Times MATHS MAGIC

Crush your

Multiplication Fear!

L

earning your timetable is always a challenging task regardless of the grade you are in. It is often exhausting and time consuming to cram every multiplication, and it doesn’t get much easier as the numbers increase! We have compiled a few techniques and tricks to help you in learning your timetables. It does require some practice, but has proven to be very helpful in the learning process. Good luck!

Nine timetable

9x1= 9x2= 9x3= 9x4= 9x5=

09 18 27 36 45

9x6= 9x7= 9x8= 9x9= 9 x 10 =

54 63 72 81 90

What the teachers never taught us

Four timetable

When challenged with a 4 timetable question, the easiest method of finding the answer is to use addition! 4 timetables is basically double-doubling what the number 4 is being multiplied by.

So, if the question is 4 x 7, you simple double 7 (7 + 7 = 14,) then, you double 14 (14 + 14 =28.) 4 x 7 = 28 Another example: 5 x 4= you double 5 (5 + 5 = 10,) then you double 10 (10 + 10 = 20.) And there you go, 5 x 4 = 20!

Ten timetable

Even though ten seems like a big number, it is also very easy to multiply any number by 10. You simply add a zero to the number it is being multiplied by. For example, 10 x 8 = 80, or 5 x 10 = 50.

Eleven timetable

The eleven timetable is very similar to tens. It is just a matter of doubling the number that 11 is being multiplied by. For example, 11 x 9 = 99, 4 x 11 = 44.

If you look at the first number, it is simply counting by ones (1, 2, 3, 4…) Now, if you look at the second number, it is counting downwards from nine (9, 8, 7, 6…) This is a great trick to remember your nine timetable!

Another trick is by simply using your fingers! Your left thumb is number 1 and your right pinky finger is number 10. Now, if the question is 9 x 4, you begin counting to number 4 and put that finger down (ring finger in this case.) Then, you count how many fingers are up before that finger, and how many after. 3 remains up before, and 6 remain up after, meaning the answer is 36!

If you get confused or have a hard time remembering any of these methods, it could be helpful to have a table like this put in your maths book to help you remember. If the question is 4 x 8, you find the number 4 on the first row, and find the number 8 on the first column. Then you simply see where the two numbers match and there is your answer!

Having this table also helps in making sure your answers are correct when doing homework or studying for an exam.

Twelve timetable The 12 timetable has a similar solution to the nines. The only difference is, it is counting by 2’s in the second number rather than going backwards.

If you look at the 12 x 1 12 image above, 12 x 2 24 the first number is simply going 12 x 3 36 up by 1’s (1, 2, 3, 12 x 4 48 4…) The second 12 x 5 60 number is going up by 2’s (2, 4, 6, 12 x 6 72 8…) This method 12 x 7 84 could get tricky 12 x 8 96 as you approach triple digit 12 x 9 108 numbers, it just 12 x 10 120 takes practice to 12 x 11 132 get used to it!

12 x 12 144

The Australian Education Times

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The Australian

Education Times

SCIENCE LAB

E

volution is the timely change of biological populations over generations. How have we come to be the way we are, today? How have humans changed over thousands of years? What evidence have archaeologists found?

Evolution is commonly studied in primary school, or through a paleontology course at university.

Keep reading for some interesting facts and timelines of the past!

Fun Fac Human Evolut

Biological evolution explains the way all living things evolved over billions of years from a single common ancestor.

Evolutionary changes always occur on the genetic level. In other words, evolution is a process that results in changes that are passed on or inherited from generation to generation.

Scientific finding states, chimps are the closest living biological relatives to humans, but this does not mean humans evolved from chimps.

We are related to other living primates, but we did not descend from them.

Humans differ from apes as, human brains are larger and more complex, people have elaborate forms of communication and culture, people walk upright, can manipulate small objects, and, we can speak.

Scientists believe a common ancestor existed 5 to 8 million years ago. Then, the species broke off into separate lineages- one revolved into chimps, the other evolved into early humans, also known as hominids.

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The Australian Education Times

Fossils show, the earliest humans were found in Africa, 2 to 6 million years ago.

“Lucy” was a partial skeleton discovered in 1974 in Hadar, Ethiopia.

She belongs to the Australopithecus Afarensis specie that thrived over 3 million years ago.

The “Homo Erectus” evolved 1.8 million years ago. This specie was very successful in survival as they survived for over 1.5 million years.

Australopithecine refers to ‘southern ape,’ also known as the African ape/humanlike specie fossils found 6 million years ago.

The “Genus Homo” evolved over 2 million years ago, after the Australopiths.

This specie had significantly larger brains, similar to modern humans.

Lastly, the Homo sapiens, also known as humans, began evolving 195,000 years ago. Modern humans came about 40,000 years ago.

cts: tion

The current human race is only 40,000 years old.

The oldest known fossils are 3.5 billion years old.

The Neanderthals evolved around 200,000 years ago. They evolved large complex brains, leading to strong language and culture.

Earth is 4.5 billion years old.

Fun Facts:

Dinosaurs existed 230 million years ago.

The oldest humanlike fossil is dated to be 4.4. Million years old.

The Australian Education Times

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The Australian

Education Times

PUZZLE POP

Crazy

But True !!!!!

Tsar Nicholas of Russia and his family were abdicated in 1918. It was believed that one of the daughters, Grand Duchess Anastasia Nikolaevna, had escaped and had gone missing as her body was not found with her family’s. Her body was found almost a century later, in 2007!

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The Australian Education Times

LAUGHTER ZONE!

Spot the 5 differences

What did the pencil say to the other pencil?

You look sharp How do you make a tissue dance?

Put a little boogey in it Why did the picture go to jail?

Because it as framed What do you get when you cross fish and en elephant?

Swimming trunks Why did the computer go to the doctor?

It had a virus!

The Australian

Education Times

PUZZLE POP

Find a word

Britain Diana Monarchy Queen Cambridge Elizabeth Prince Royalty Commonwealth King Princess Wales

Knock Your Brains What comes down but never goes up?

Rain How can a pants pocket be empty but still have something in it?

It can have a hole!

In a one-story pink house, there was a pink person, a pink car, a pink fish, a pink computer, a pink chair, a pink table, a pink telephone, a pink shower- everything was pink. What colour was the stairs?

There weren’t any stairs, it was a one story house!

What goes up when rain comes down?

An umberella What word becomes shorter when you add letters to it?

Short

Record of the month Misao Okawa holds the record of the oldest living person, at 116 years old! She was born in the late 18th century, and says ‘eat and seep’ is the key to living a long life. Way to go, Misao!

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

| 35

The Australian

Writing Education Times Competition

ARE YOU A STUDENT WITH A PASSION FOR

? g n i it r w e v i t crea HOW TO ENTER:

Let us reward your hidden talent. Enter The Australian Education Times Creative writing competition and win an exciting prize.

We love to motivate kids who are passionate, and if you are passionate about writing, send us a short story. You can write about everything, from fiction to non-fiction.

Three winning entries will each receive $100 Voucher from Dymocks Bookstore.

entry by email in You can submit your educationtimes.

Word format to editor@ com.au. posted to Editor, Entries can also be on Times at The Australian Educati dress: 207/5 the following postal ad Vista, NSW 2153. lla Celebration Drive, Be upto 1000-2000 words Text entries can be in length. lude entrant’s full All entries need to inc hool and school name, age, year at sc ur or your parent’s name. Also include yo ss, phone number contact details (addre and/or email).

5pm, 26 June, Friday.

The entry deadline is announced in our The winners will be o send emails to the July issue. We will als winners. original and written by All entries must be the entrant. ly open for Primary The competition is on nts. and High school stude

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The Australian Education Times

The Australian

Education Times

INEVYID V 2015 YD

S

The 18 day festival of lights commenced on 22nd May, sharing several beautiful light art sculptures and abstract lights in the city!

May In Pictures

PRINCE HARRY IN AUSTRALIA

The prince of Wales visited Australia and was greeted by thousands of excited Australians in the city.

FIRE STATION OPEN DAY

The 2015 fire station open day took place on the 30th May. The event was a huge success with kids and parents alike!

STATE OF ORIGIN Queensland players celebrating their game one victory in 2015 State of Origins against NSW.

PORT TO PORT RACE

Several passionate bike riders took part in the Port to Port race from 28th May to 31st May in New Castle, Sydney.

The Australian Education Times

| 37

The Australian

Education Times

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