The Australian Education Times - September 2015

BLE L EC EAR NDE IAL NIN D PU LL G OU

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Issue 21 • September 2015 • www.educationtimes.com.au

FREE You decide who you are, you like who you are and you get on with your life.

Julie Owens, Labor Member of Parliament for Parramatta

OUTSTANDING SCHOOL

EAST HILLS GIRLS TECHNOLOGY SCAN QR CODE TO READ DIGITAL EDITION

TAFE FOCUS:

GETTING JOB READY WITH TVET

High School

ICT FOR EDUCATION:

WHAT VIDEO TECHNOLOGY IN CLASSROOM?

CAREER OF THE MONTH: FORENSICS

SHARPEN UP YOUR TEST TAKING SKILLS

NAPLAN TEST, OPPORTUNITY TRIAL TEST, SELECTIVE TRIAL TEST

www.onlinepreunicollege.com.au

Success Story

THE NEWS CREW

Contents News and Views: Bilingualism is in

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Outstanding School of the Month:

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East Hills Girls Technology High School

Success Story:

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Julie Owens, Labor Member of Parliament for Parramatta

“YOU DECIDE WHO

YOU ARE, YOU LIKE WHO YOU ARE AND YOU GET ON WITH YOUR LIFE.” Julie Owens, Labor Member of Australian Parliament for Parramatta

JOIN US DIGITALLY VIA OUR SOCIAL NETWORKS….

ICT for Education:

10

Focus on University:

15

Tafe Focus Getting job-ready at school with TVET

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What video technology should I have in my classroom?

Make it tough to get into teacher education

Pull out: 17 Blended Learning

Career of the Month:

Career of 25 the month Forensics

Forensics

Literacy Corner:

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Learning can be fun with Literacy Planet!

FOLLOW US facebook.com/theaustralianeducationtimes

Magic Maths:

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Test Zone:

30

Puzzle Pop:

34 Literacy Corner

Measurement @TheAusEduTimes CONTACT US email : editor@educationtimes.com.au Phone: +61 2 8883 0750 ADVERTISE email: advertise@educationtimes.com.au

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

Tips to survive the HSC

Some Fun Activities and Games

Literacy can be fun!

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The Australian

Education Times

W

elcome to another issue of The Australian Education Times. It has been quite a jam packed couple of weeks with schools and universities starting to pick up again. We hope you guys aren’t too stressed! HSC exams are coming up and we have three very talented university students that will give you some tips on how to do well for them.

In this issue, we focused on blended learning for primary, high school and university level education. It is really interesting that classrooms back then would not even let you use your technology in the classroom but now a “flipped classroom” can create better learners. The idea of this model is that learning for the student is independent as lecture material is given outside of class.

Therefore there is an emphasis on mastering the material in the classroom rather than learning things for the first time as teachers give practical situations for the lecture content the students just learnt on their own.

Read about how Australian education systems need to be more bilingual to adapt to a more international community in our news and views section.

Our wonderful and talented experts have provided insightful articles in the Literacy corner, ICT for education section and Focus on University. Our ICT expert discusses the different technologies that can be used in the classroom.

Read about how the entrance for an education course in universities should be tougher to improve the quality of teaching in Australia. Lastly, we also have an interview with the CEO of Literacy Planet, Adam McArthur in our Literacy corner.

If you would like to see anything featured in the following months or have any feedback regarding articles, we would love to hear from you. Write to us at editor@educationtimes.com.au, your opinion is important to us.

Bye for now,

The Editorial Team

Letters to the editor

Dear editor,

It was really interesting to read about social media and its applications to the classroom. As a former student I bet classes would be a lot more engaging when there is a social media aspect for my learning.

Jessica, Botany Bay

Dear editor,

Good to see that teachers need to be tested on their Literacy and Numeracy skills to prove they are qualified teachers. The improvement of education in Australia starts with them.

Matt, Hawkesbury

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.

Darryl Watson, Director of EDU-IT

Dear editor,

I enjoyed reading the Literacy corner section and what it means to be critical of the technology that you use. This is really something that we should be teaching our kids, to be more aware of since they are going to spend most of their time in the computer.

Eric, Macquarie Park

Acknowledgment

Director of EDU-IT, which provide consulting services to schools for ICT leadership and direction. He worked with technology for nearly 40 years and the last 12 have been in the education sector. Daryl was the manager of ICT operations at All Saint’s in Perth from 2002 until 2014.

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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secure your future

ICICI Education Loan

The Australian

Education Times NEWS AND VIEWS

L

et’s face it. The Australian Education System is largely monolingual. According to a 2013 report in NSW, only 8 per cent studied a foreign language for their HSC. This trend, unfortunately, is the same nationwide as only 12 per cent of students nationwide have decided to study a second language.

Bilingual education is compulsory at certain year groups in most states but interest in foreign languages tends to drop when they are no longer obligatory. Previous reports have stated that learning a foreign language is usually easier at a younger age.

In response, the Abbott Government plans to improve the number of students who take foreign languages by creating initiatives “targeted at foreign language teaching recruitment and teacher training courses”.

In addition, the government is promoting engagement with foreign languages at an early age by trialling 40 preschools across Australia.

As of 2015, the government has been trialling Early Learning Languages Australia (ELLA), which will employ game-based apps to create an interest in learning languages at the early stages of child development. By ‘gamifying’ language learning, younger students will find learning a foreign language more engaging and will be able to practice that language more frequently.

So far, the languages that are being trialled are Mandarin, Japanese, Indonesian, Arabic and French.

While this is no immediate fix for the decreasing number of HSC students studying a foreign language, the trial is looking to develop children that will seek further engagement with languages in later schooling.

Many reports have also found that students that learn a new language prepare them better for the future.

Equally, one of the other challenges that schools have to face is maintaining bilingualism and ensuring that students retain foreign language skills.

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The Australian Education Times

Bilinguali

But why should Australia become more bilingual?

• •

Students will grow to have an appreciation of other cultures.

•

Recognising particular language structures can also strengthen children’s literacy and comprehension skills in English.

•

Researchers have also found that learning another language may delay Alzheimer’s disease.

• •

Learning a new language increases chances of employment.

With a more multicultural Australia, learning foreign languages can create social bridges.

Developed countries such as US and UK have compulsory foreign language studies which puts them at a competitive advantage with transnational industries. Australia could benefit in the international sector if they have a more bilingual workforce.

lism is in

Nicolas Duguay @ nicolas_duguay An excellent initiative of the Australian Ministry of Education which should inspire people in Quebec City

Just Landed @ JustLandedOZ Are students getting enough support in learning new #languages? #education #Australia

ANU Media @ANUmedia Prof Jane Simpson says a declining interest in learning language is seeing Australia fall behind

Georgina @georginaziv @5SOS Greek is now the second most spoken language in Australia maybe u should start freshing up ur greek

What are the best ways to learn a foreign language?

Even though foreign language studies in preschool are still in their trial phases, there are still many methods to learning a foreign language.

Practising language by speaking to native speakers will give the person immediate feedback on how well they expressed themselves in that foreign language. Speaking

to native speakers also allows the student to situate the language they are learning in a cultural context.

Having a clear goal of what you want to achieve with that language helps to gauge how well you have improved with that language.

The Conversation @ ConversationEDU Is the extent of your second language skills hola, ni hao and bonjour?

Australians need to embrace bilingualism

These goals can vary from being able to converse with native speaker about your day to ordering a dish from a restaurant.

Join cultural clubs in university or high school and learn the language together with friends to make it a more fun and engaging experience.

The Australian Education Times

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The Australian

Education Times OUTSTANDING SCHOOL

East Hills Girls Technology High School

E

ast Hills Girls Technology High School, located in Southwestern Sydney has a student enrolment of approximately 1000 students with 66% from backgrounds other than English. The school has an excellent reputation for high academic achievement, innovation and student leadership. The vision is to “Educate Girls for a Technological Future” by offering them a variety of learning experiences. Our school’s focus means that we are committed to embedding technological pedagogies in all teaching and learning programs.

Principal’s Statement Innovative teaching practices and a culture of engagement, participation and excellence strengthen our school’s vision.

Since 1989, when the school was named a “technology high school” and then in 1998 when our name was changed to East Hills Girls Technology High School, the school has consistently embraced 21st century advances in using technology for teaching and learning.

Our commitment to driving technological innovation in the classroom by using iPads has been very successful with the school being recognised twice as a “Apple Distinguished Schools Program School”.

Using 21st century skills, and learning strategies, we have developed a digital curriculum that supports learning that supports students’ learning which involves collaboration and sharing. The introduction of digital portfolios for students will enable them to reflect on their learning and present their perspectives on what they have learnt.

The focus by all staff on improving practice has had the biggest impact on our greatest achievement: authentic student engagement.

“Our teachers are passionate about ongoing learning and are often searching for more enriching and enticing ways of teaching and learning. They know and use a rich array of digital tools at just the right time to heighten students’ curiosity and inquiry. They create learning experiences that encourage critical thinking skills.” Veronica Necyporuk

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The Australian Education Times

Achievements As stated the school prides itself on student engagement in the learning opportunities that are offered at the school. This engagement is clearly evident in the school’s consistently high academic results; last year 38 students were placed on the Distinguished Achievers List, with the highest ATAR of 98.25. A survey of HSC destinations is conducted every year and in 2014, in Year 12, 147 students completed the HSC with 70% of the eligible students gaining entry for study at university. Of the 147 students who sat for the HSC, 141 students followed a pattern of study which allowed them to apply for university. These results follow on from a significant focus on increasing school retention rates Our school’s retention rates are consistently high and are above State and our School Education Group (SEG) . This allows us to commit the time to student engagement programs that are complemented by an extensive student support program to ensure students have many opportunities to experience success.

Our successes include students achieving highly competitive awards across a variety of areas. These awards have included: Minister’s Award for Excellence in Student Achievement- Community Languages in Japanese. And the HSC Australian Defence Force Long Tan Leadership and Teamwork Awards.

Certificate of Recognition for Community Service by The Order of Australia Association, NSW Branch Victor Chang Cardiac Research Institute School Science Award for Outstanding Achievement in Science.

UBS Finance Academy Aboriginal Student Achievement Awards- Leadership, Citizenship and Community Service

Sydney South West Blue Pierre de Coubertin Award for outstanding Sportsmanship National Computer Science School.

Nanga Mai Award National Art School, Board endorsed Visual Arts extension courses in Intensive Studio Practice Course and Intensive Critical/Historical Study Aboriginal Vocal Identification Program VET RTO Awards Director General for a Day

Student Leadership

Staff

Our staff has teachers at different stages of their careers and this is reflected in the school’s commitment to differentiated professional learning activities. This is clearly reflected in the staff’s passion for their own learning and their willingness to participate in a variety of learning teams that operate in the school. Teachers work not only as a member of their faculty team but also as members of career stage teams based on new accreditation requirements and professional support teams based on implementing open classrooms. While all teachers belong to these three teams they also have the opportunity to join teams focussed on improving student outcomes such as The Gifted and Talented Team, The East Hills Community of Schools Team and The iPad team.

While technology is embedded in all teaching and learning programs it is the Technology Expo that clearly demonstrates the collaborative relationship that exists between teachers and students. The introduction of the Technology Expo created a venue for educators and outside agencies to connect with our school and view the dynamic relationship that exists between our teachers and students.

Educators from across the Ultimo Network visited our school to view the integration of iPad technology into teaching and learning.

Our teachers opened their classrooms to present the amazing teaching and learning that is taking place every day

in classrooms. Our students spoke with visitors who were very impressed with our students and the work they are doing on their iPads. Later in the day students from our local Primary schools, teachers and parents also toured the school. The use of technology in our classrooms allows our students to collaborate and create assignments that engage them in learning anywhere, anytime.

Teachers from over 30 schools attended the Expo and were invited to join an online iTunes U course. Through this course they could actively engage in discussions about technology and the way it is used in our school. The tour of the school was also delivered online. Groups of teachers, parents and students visited English, Mathematics, Science, History, PDHPE, Social Science, Visual Arts, Music, Drama, Languages, Information and Technology and Technology and Applied Sciences classrooms.

The Technology Expo will be an annual event to showcase the continued innovative use of technologies for teaching and learning. Our school welcomes visitors who are interested in seeing the success of using digital technologies in the classroom.

Varied co-curriculum opportunities and a diverse curriculum are the cornerstones of student engagement, as it becomes individually significant, and student leadership. Our students are offered every chance to experience success and become leaders in their fields. These opportunities exist in curriculum areas as well as sport, the creative and performing arts, outdoor education, and debating and public speaking.

A flexible approach to the teaching of VET framework courses from Stage 5 has allowed students to access HSC patterns of study and increase successes in these curriculum areas.

Our school offers VET courses in Business Services, Entertainment Industry, Hospitality, Information and Digital Technology, Retail Services and Sport, Fitness and Recreation.

We also promote student leadership through our Aboriginal Education Program called INSPIRE. This program aims to promote our Aboriginal students as exemplary role models. It aims to increase the confidence of our Aboriginal students to accept leadership roles while promoting pride in culture and connections to communities. The school runs this program for students across a number of local primary and high schools and recognises them as aspiring and inspiring student leaders.

Student engagement and leadership is also promoted through increasing awareness of social justice issues and the responsibility of our students to be caring and informed citizens of their world. The leadership opportunities that exist in the Student Representative Council, Peer and Senior Mentoring Program, Environment club and Volunteering program are augmented by a new Interact club and our CARE committee.

These two groups, in particular, keep our students engaged in community projects. At the moment the Interact club is working to support the Global “Days for Girls” initiative and other local events.

The support of a very dedicated School Council and P&C association provide students with an opportunity to have effective leadership skills modelled for them.

The Australian Education Times

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The Australian

Education Times SUCCESS STORY When I was in the record industry, it was just the record industry and now it’s almost every area.

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10 F

Insightful Questions to Julie Owens

rom small business owner to CEO of the Association of Australian Independent Record Labels (AIR) to a Member of Parliament, Julie Owens gives us an idea of how challenging it is to be a good leader. She also tells us about her contributions to the education programme and what change she would like to see in the future. The Australian Education Times’ very own New’s Crew had a very wonderful opportunity to interview Australian Labor Party Member Julie Owens and as about her success story.

1

What led to your political career and what was the role of education in achieving your goal?

When I was in high school, I wanted to be an engineer. I actually loved maths but I also played the piano so I ended up actually going to the Conservatory of Music where I studied piano playing.

I’ve always been interested in politics since I was quite young but I didn’t really have a goal of being a member of parliament until I was older and they asked me to run, so I did.

Education is incredibly important no matter what you decide to do. For me, it sort of opens the mind and taught me more about the world and it gave me some very good skills which I use every day.

2

What would you say is the best part of the education system in Australia and what is lacking?

I think we have a really good education system particularly because every child can get a good education in Australia. I would like to see more effort in science and maths, that’s really important for the future and

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we’re a little bit slow in science and maths at the moment. But I think on the whole, we have a good education system.

3

Tell us a bit about your contribution to the education programme and its campaign to strengthen our community and what would you like to see changed for better education?

We worked really hard, when we were in government, to increase the funding for schools and particularly in disadvantaged areas. Because we found that children from poorer families weren’t getting the same opportunities as children from families that were better off. So we tried to find ways to make sure the money went where it was most needed. I think that was good work, it’s been on hold at the moment, while the new government works out what they’re going to do. For me, I think the next thing would be really young children. I think that time from when a child is born, until they’re about 4 or 5 years old is really important because that’s when they learn so much. They learn all about language, they learn to read, they learn about numbers, so I think we still have got a lot of work to do there so when a child arrives at school, they are better prepared for it.

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What do you enjoy being the most, being a CEO or a Parliamentarian?

Both are fun. Running the Association of Record Labels was great because I got to solve problems and make things happen.

Being a Member of Parliament is also great because I also get to solve problems and make things happen but it’s a different layer.

Have there ever been any gender issues for you personally in your career? If so how do you handle it, and who is your greatest inspiration today?

I think there are always. For a woman of my age, there have been periods of my life when women weren’t seen as competent or as smart or as efficient as men so I had to fight those perceptions early on. You still occasionally find it but I just get on with life really. I think there expectations on men as well, that men should behave this way or will have these qualities. So we all have it to some extent but you decide who you are, you like who you are and you get on with your life.

You decide who you are, you like who you are and you get on with your life.

6

What has been your greatest inspiration?

I don’t think that there’s a single person that inspire me more than others. I found Julia Gillard very inspiring when she was Prime Minister. My mum is pretty special; my mum is a very smart woman who knows how to be happy and that’s one of the most important things in life is knowing how to be happy person.

7

On your road to success, is there any decision you had to make but were reluctant to take and regretted it afterward?

There are some decisions that you make when you are a Member of Parliament that aren’t everything you wished it could be. Where, in order to get agreement of something, you’d have to pull back to where you want to be.

It’s quite common in politics, actually, because you need to get support from a range of people. There were times when I wish I could have achieved more than I did but that’s the nature of working in the field where you need people to agree with you in order to get what you want. That’s the way it is unfortunately.

8

Which would you say is the most important ability a leader should have and what are the key factors required to be successful?

I think to be a good leader, for me, and there are different kinds of leaders. For me, to be a good leader you need to be able to bring people with you and you need to be able to give credit where credit is due. Most leaders don’t do things on their own, most people, if they want to achieve something, need many people to help them do that. So if you see one person getting the credit, you should consider that there are probably lots of others that did the work as well.

9

What is a typical day like for Julie Owens?

Very long. I usually get up early in the morning at half past 5 so I could do some exercise and then I come in to work at about 8 or 8.30 and I will usually have meeting or appointments at work all day until about 5.30 and then I start going to events at night.

So I might go to two events in the evening as well, so I get home in the evening at about 10 o’clock. They are very long days, but lots of different things in them, lots of people who care about different things from people who care about education, people who care about health, people who care about their soccer club in school.

10

What advice or words of wisdom would you give to our readers who are planning their career?

You will spend a lot of time at work so choose something you like doing and something that makes you happy. My father always said “you spend too many days at work to do something you don’t like doing”. The other thing, I think, is to choose something that is right for you as you are as a person. We each have characteristics. You might be a person that makes a lot of friends and is the kind of social person that keeps people together, you might be a person that’s very efficient, you might be a person who can do things really fast, you might be a person who is better at doing something that takes longer and slower, you might be really creative, you might be really fussy about things when it comes to detail. You might have all these different characteristics but you should try to find a job that really makes the best out of who you are so that the things that are in you make you stronger.

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

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SEARCH IS N! The Australian Education Times is on a hunt for talented school kids to become a part of their News & Crew family.

Join our amazing team of super talented and ambitious young reporters and get a chance to interview some big Australian personalities.

WHY YOU SHOULD ENCOURAGE YOUR CHILD? • It will boost their confidence to new levels.

• Gain substantial experience at a very young age.

• An opportunity to work as a reporter.

• Encourage them to take journalism as a profession.

• Young starters are big achievers.

• Boost up their confidence.

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You could be our next star reporter!

The Australian

Education Times ICT FOR EDUCATION

WHAT VIDEO TECHNOLOGY Should I Have In My Classroom?

I

’m writing this as a guide for classroom teachers as to what common video technologies are being put into classrooms. I know a significant number of technology decisions are made without consulting the classroom teachers, but if you’re asked, it’s good to know some of the alternatives and the advantages or limitations of each one. I was going to include various technologies other than video into this article but quickly realised there are far too many options to cover in one concise article. I will continue this as a series of articles that I hope will be of value to classroom teachers.

Fitted Technology Projectors The variety of projectors available is immense with lots of jargon such as long throw, short throw and ultrashort throw, all of which indicate how far the projector needs to be from the screen. There is VGA, XGA, HD and Ultra HD, all of which lets you know how fine the resolution is. There are also many different measures of brightness and various input sources, which should be taken into account.

Leave all of those decisions to the technical types. However, there are some things you should have some 10 |

The Australian Education Times

input into such as positioning the projector and where you connect to the projector. To use a projector you will need either to connect your device (laptop, iPad, Tablet) or have a Computer installed which is always connected to it.

Interactive Whiteboards (IWB’s) The first technology to harness the value of a large computer surface were the IWBs, which provided a surface to interact with a Computer attached to a Projector.

With this input device being large enough to have several students share the space, they have created opportunity for innovation in the delivery of curriculum digitally without needing devices in every student’s hands.

Interactive Projectors Interactive projectors are relatively new and allow a learning experience to be delivered and captured without a device being connected. The interactivity is normally provided by active pens that ‘talk’ to the Projectors indicating their position on the screen and pressure on the

surface and are usually provided in a variety of colours. There are various options for creating content for these boards on a computer and then delivering them via USB drive. They still have the option of connecting to a Computer and indeed normally increase the power of that connection with software loaded onto Computers, enhancing the value of the interactive pen.

Televisions The digital television revolution has changed the landscape for what can work in a classroom. About 10 years ago, if you wanted to connect a PC onto a TV, it required an adaptor and big home televisions had 72 cm (28 inch) to 78 cm (30 inch) screen sizes. Now most homes have screens over 127 cm (50 inch) and these are available for less than $800 and have a HDMI Audio/ Video input, which most PCs now use.

This has changed the suitability of a large Television to be used as the big screen in a classroom. A 65 inch LCD Television may be purchased for a little over $1,000; a commercial grade of the same size will cost considerably more but is still quite inexpensive given the life expectance of these screens.

Interactive Televisions Of course, the best value for technology in schools is when the student can interact with that technology. Only a few years ago Microsoft and SMART Technologies both sold a screen you could interact with. These screens cost anything up to $20,000 with screen sizes of about 70 cm. The progress with interactivity and the increased expectation of being able to interact with technology using touch has driven significant reductions in the price of these technologies.

There are now many distributors selling LCD screens with touch overlays for under $8,000 and sizes up to 75 inches.

Advantages and Disadvantages There are some advantages and disadvantages to each way of showing information to students.

Size Projectors have a huge advantage when it comes to size. The cost of LCD screens currently starts to increase logarithmically after about 165 cm

(large home TV screen size) the start point for projectors is about 250 cm and can easily increase from that.

Reliability Television screens have some advantages over projectors but many projector manufacturers have helped with the option of fixed price replacement lamps. Traditionally a very expensive replacement part normally changed in less than 2 years on regularly used projectors.

Interactivity The television sets have several advantages over the IWB and Interactive projectors. The only way to get touch (no need for pen) interactivity on projectors has been by using an IWB; I have discovered that these surfaces have a limited lifetime of about four - five years. The built in touch on the Televisions should have a longer life expectancy as they use different technology. The dependency on active pens as used on both IWBs and Interactive projectors can be limiting, they’re dependent on battery life and the pens not being removed from the classroom.

I would currently provide the following advice, if you only need to show data

(no need for interaction with the presentation) for class sizes up to 30 I think a 165 cm Television is suitable, with great visibility for the entire classroom at reasonable cost. For a classroom designed for 30 or more, I would still recommend a projector and talk to your AV supplier as to the best size for bigger/brighter venues.

If you’re going to interact with the technology, I now recommend Interactive Televisions for smaller classes and those where the seating is more informal. For full size classrooms and areas where a very formal class format is utilised I recommend Interactive Ultra-short throw projectors with 250 cm low sheen whiteboard as the screen.

The best video projection systems I have seen was in a very high end Melbourne school. They were using multiple TVs around the classroom connected to a video controller, which enabled them to be showing the same image. When the classroom was being used in unconventional configurations they were connected to their own individual sources wirelessly and could even be a student’s laptop.

About the Author:

Darryl Watson

Director, Edu- IT PTY Ltd

The Australian Education Times

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The Australian

Education Times ICT FOR EDUCATION

App Review

ICT FACTS Contrary to popular belief, toddlers who use technology have heightened levels of communication and social skills.

Nearly one in five apps are appropriate for young children

55%

3D brain This app is ideal for primary and secondary school students. It teaches children the function of each region of the brain, what happens when a section is injured and anything involves mental illness. It is perfect for children with a little curiosity as to why we do the things we do.

of teens using social media have witnessed bullying

70%

of students say they learn most in blended learning environments More than one-third of teachers and students say they use a tablet or e-reader in class. This has grown by 20% compared to last year

123 Sheep This app is only available for iPads. It allows older students to view the news and identify values such as fairness, tolerance, understanding and respect. It allows students passionate about journalism to analyse the media, even before their journalism career has commenced.

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The Australian Education Times

The focus of this app is to look at various life cycles around us such as the water cycle and the life cycle of animals. It is great for primary and high school students that are passionate about science, or are studying subjects such as science, ecology and sustainability.

74%

agree that educational technology reinforces and expands content and motivates students to learn

65%

of teachers agree that educational technology demonstrates something that can’t be shown in other ways

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.

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The Australian

Education Times TAFE FOCUS

PROMOTION

Getting job-ready at school with TVET What is TVET? If you’re a school student looking to gain workplace skills and experience, TAFE delivered vocational education and training (TVET) courses can help launch your career.

TVET allows you to: • Gain practical, work-related skills to enhance your future employment opportunities • Complete units that count towards your Higher School Certificate (HSC) • Start or complete a nationally recognised TAFE NSW qualification while still at school When you finish your TVET course you’ll receive a nationally accredited Certificate qualification or a Statement of Attainment.

Most TVET courses articulate into further TAFE or university studies and, best of all, you get a head start on learning the skills you will use to build a successful career. TVET student at South Western Sydney TAFE, Cameron, says, “I decided to do a TVET course to further educate myself in carpentry and learn more about the trade. My favourite thing about the course is learning the hands on skills I can use in the future.”

TVET courses are offered across a variety of job areas, such as beauty, children’s services, accounting, construction, marketing, 14 |

fitness, animal studies, digital media, and many more.

Contribution towards Higher School Certificate (HSC) and ATAR All TVET courses count towards your HSC. TVET Industry Curriculum Framework (ICF) courses may contribute to your Australian Tertiary Admissions Rank (ATAR). You will need to study four units of an ICF course, over one or two years, and sit for an optional Higher School Certificate exam. All ICF courses include a mandatory work placement. Only one TVET course can contribute towards your ATAR.

Work placement Many TVET courses include some time working in the industry area of your course.

This is called ‘work placement’ and it gives you the chance to learn new skills and apply the skills you’ve already learned as part of your course. The opportunity to gain real life work experience is something students find very attractive because of the feeling of responsibility you get while learning. TVET student at Hunter TAFE, Hollie, says, “I go to Maitland high school and I study hairdressing with Hunter TAFE. The thing I like about TVET is that it’s an adult

The Australian Education Times

environment and you get treated like an adult.”

Your work placement will help you to: • Gain insights into the kind of career you’d like to have • Make informed decisions about further training and study • Become more employable • Be better equipped for business and employment opportunities

School based apprenticeships and traineeships School based apprenticeships and traineeships give you the opportunity to gain a nationally recognised Vocational Education and Training (VET) qualification as well as your Higher School Certificate (HSC) and gain valuable work skills and experience through parttime, paid employment.

Both school based apprenticeships (SBAs) and

traineeships (SBTs) can be delivered through TAFE NSW.

Where are TVET courses delivered?

TVET courses may be delivered either at a TAFE NSW campus or at school, depending on which course you wish to study and where you are located.

Not all courses are available at all campuses. You attend your TVET course as part of your regular school study schedule.

Applying for credit If you successfully undertake TVET at school and continue your studies at TAFE you may apply for advanced standing and obtain credit for any course containing the units of competency you have successfully completed during your TVET studies. You will not need to repeat any subjects that you successfully completed as part of your TVET course.

If you want to get a head start on your career while you’re still at school, TVET might be for you! To find out more, visit www.tafensw.edu.au

The Australian

Education Times FOCUS ON UNIVERSITY

Make it tough to get into teacher education Quality teachers make a difference – in my view, the biggest difference to a student’s learning journey and overall performance.

T

eaching should be one of the highest regarded (and paid) professions there is – on a par with medicine. Sure, teachers don’t work with life and death situations like doctors, but they certainly have the capacity to influence young minds and help shape the next generation. They carry enormous responsibilities for young people under their care who can spend up to 7 hours a day, 5 days a week at school with one or several teachers.

As a recent past University Dean of a Faculty of Education, I remember only to well the ‘argy bargy’ I had every year with senior colleagues within the University, about what the entry level should be for the teacher education degree awards.

Teacher education places are often where additional student numbers (load) can be found. So every year it was a struggle to stop entry scores being further reduced because load was down in Creative Arts or Business or Sciences.

The long-term impact of such practice is already well documented elsewhere in the literature on teacher education and there’s no doubt that it seriously affects public perception about the teaching profession.

Schools and parents tell the

brighter kids with high scores who were keen to undertake teaching, not to waste their high score. For many who were accepted with low scores, the going could be tough, academically and practically when they undertake mandatory school based placements. There is ultimately a cost to the university, a cost to the student and a cost to the standing of the profession.

It is no wonder that the integrity of university teacher education programs are sometimes called into question, including by the profession itself, who get to see the prospective next generation of teachers through their engagement with student teachers on their school placements. However, nothing will change while universities see teaching as a good prospect for filling needed student numbers and there are always students who nominate teaching as a fallback position.

We have all heard the argument that the brightest kids with the highest score don’t necessarily make the best teachers and qualities such as passion for teaching and good people skills are what make a good teacher. This is so true, but its not an either or proposition. We need to ensure that our future teachers are highly intelligent as well as passionate, creative and caring. Our young people deserve teachers who are both knowledgeable and thoughtful, who know their subject matter well and can effectively communicate with young people.

Put very simply, the role of the teacher is to facilitate learning. However, to do this well is far from simple. In order to fulfill their significant role, teachers should confidently possess sound academic and discipline knowledge. In other words, they should know their stuff and be able to clearly impart that to their students. Teachers are also expected to provide a caring, safe and respectful learning environment, to deliver effective instruction, to cater for different student learning needs, to appropriately assess learners and communicate outcomes to parents, as well as engage in on-going professional development and keep up to date with regular changes in curriculum and education policy.

It is an extremely demanding profession that requires immense commitment and obviously a passion for teaching. So, if Australia is serious about improving the performance of its schools and meeting certain education targets, it’s time to really focus on getting the best and brightest into the teaching profession and keeping them there by supporting them properly to become the finest educators for our young people.

To make a substantial long-term improvement to the quality of education for our young people we need to get really serious about making it tough to get into teacher education.

About the Author

Nita Temmerman

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

| 15

September

My Reminders:

The Australian

Education Times

e h t g n i h t p i p w i Fl room s s a l C

PRIMARY SCHOOLS LOG INTO BLENDED LEARNING

FLIPPING HIGH SCHOOL EDUCATION

UNIVERSITY EDUCATION VIA E-LEARNING

The Australian

Education Times PULL OUT

Primary schools log into blended learning B

lended Learning has evolved significantly over the last twenty years, especially with increased dependence by society on information communication technologies. Educational standards have also risen, which has increased the pressure on schools and educators to ensure that it is entirely possible for all students to achieve higher standards of learning. In the twenty first century it has never been more important.

Blended Learning, the method of utilising multiple media, and multiple teaching methods has been around for decades.

However, it has only been in recent years that online learning has combined face-toface

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The Australian Education Times

learning with online technology based learning. Combining face-toface interaction with online learning is a powerful combination, which enhances every learning moment for both students and teachers. In our increasingly competitive environment, blended learning can help provide every primary school student with the educational foundation needed to succeed now, and in the future.

Teachers are being encouraged to blend traditional classroom learning styles with online individualised instruction, and one-to-one teaching methods, by using a blended learning model, and by generating classroom activities, which encourage blended

learning strategies. This can create a highly personalised, productive learning environment that both increases and improves levels of achievement.

Effective Blended learning occurs in the classroom when teachers familiarise with local and state standards. Then instructors can consciously select educational programs, and content and delivery methods that align with these goals. Once standards are set, data is an effective way of providing feedback to ensure teachers are reaching set goals.

Adopting a blended learning strategy

will help to meet student needs, and this strategy will provide regular feedback to students and teachers. The reason for implementing a blended learning model is to move teachers away from using a standard curriculum, to using one that is personalised and focused on increasing the student’s level of understanding, and continued learning.

Teachers are expected to approach lesson planning in alignment with online learning lessons, which are innovative and creative. Research in Victoria indicates that student satisfaction with blended learning formats depends on the level of interaction opportunities through face-to-face discussion sessions, the use of online games, and by using mobile technologies such as flip cameras and voice recorders.

A series of trials in Victorian primary schools from 2006-2011 provided positive feedback for educators, suggesting student learning, attitudes and engagement had improved as a result of blended learning integration.

The projects adopted in these blended learning trials offered better options for personalising the students study, and placing them in control of their own learning. Students used teacher created vod-casts to review their classwork, practised their knowledge retained from a text by playing online games, and demonstrated their obtained knowledge of principles by recounting their own understanding through Claymation storytelling.

A blended Learning model provides A shift from the teacher lecturing the student, to studentcentred learning where the student becomes an active and interactive learner.

Higher levels of interaction between student and instructor, student and student, student and content, and higher levels of interaction between the student and outside resources.

Integrated assessment mechanisms for the student and the instructor.

BLENDED LEARNING IN ACTION STORIES FROM AROUND THE CAMPFIRE (2010) This learning task was trialled in Victoria in 2010, and is a strong example of primary school blended learning. This blended learning project was produced to improve the speaking and listening skills of Prep to year 2 students in three rural schools, in the Lodden Campaspe Region of Victoria.

The schools involved in the task used information communication technology to Skype, use blogs, interactive whiteboards, flip cameras, webcams, digital cameras and email to improve the communication skills of the learners involved. This project provided situations encouraging language development through speech, and provided student-student feedback.

Blended Learning Models for primary school education 1 Station Rotation The station rotation model can also be referred to as classroom rotation or in class rotation. Within a given course or subject, with at least one station for online learning, students rotate on a fixed time table, or at the teachers discretion among classroombased learning activities. Other stations may include activities including either small-group or full-class teaching, group projects, individual tutoring, and pencil-and-paper assignments. Some teachers implement this model in a way that allows the entire class to alternate amongst activities together, whereas other teachers divide the class into small-groups, or one-by-one rotations.

2 Lab Rotation Within a given course or subject, students rotate to a fixed order, or at the teacher’s discretion to various locations within the school. One location is always a learning lab specifically for online learning, while the other locations are

classrooms for other types of learning.

The lab rotation model differs from the Station Rotation model, because students rotate among locations on the school grounds instead of staying in one classroom for the blended subject.

3 Flipped Classroom Students rotate on a fixed timetable between face-to-face teaching projects within the school during the standard school day, and online content delivery from the same subject, from home after school. The flipped classroom model includes some element of student control over time, place, path, and/ or pace because the model allows the students to choose the exact location where they engage in online learning.

4 Individual Rotation Within a given course or subject, students rotate on an individually customised, fixed schedule among learning modules, at least one of which is online learning.

A teacher sets individual student schedules. These models are better suited for up to grade five.

Rotation models in the K- 5 classroom The four rotation models are the most commonly used blended learning models in k-5 classrooms. The simplest way for primary schools to begin using a blended learning model is by setting up a rotation model, which involves students rotating on a fixed schedule within a given subject between online and off line learning stations. Rotation models are simple for primary schools to implement because a large number of these schools already employ active - centre classroom models that lend themselves to adding online learning stations.

The Australian Education Times

| 19

The Australian

Education Times PULL OUT

T

oday, high-school students have the technical skills necessary to participate in the blended learning experience.

However, high school students still require face- to- face support from a teacher in the classroom. Blended learning combines the knowledge obtained from online interaction provided through information and resources on the Internet, along with the reassurance of the face-to face instruction from a teacher who can further explain the online experience with the student.

What is a flipped classroom?

In the flipped classroom, students complete what is normally covered in the classroom at home in their own time by watching videos, and accessing resources. Class time is therefore dedicated to more hands on activities and interactive, personalised learning, which leads to a more in depth understanding of the subject matter.

Students use class time to apply the theory and concepts discussed in the videos, and to utilise techniques, including group problem solving and team building games, simulations, case study reviews, and group discussions.

Currently, in Australia, blended learning trials support the view that there is no one blended learning model that adequately meets the needs of each and every learning community.

However, some teachers in America on the other hand are putting their desired blended learning models such as ‘the flipped classroom’ learning model into motion as their primary method of learning in their high-school’s.

In relation to Bloom’s revised taxonomy (2001), this means that students are doing the lower levels of cognitive work, which include gaining knowledge and comprehension skills outside of the classroom, at home in their own time. Than they focus on the higher forms of cognitive work, which include application, analysis, synthesis, and evaluation of the subject matter in the classroom, where they have the support and face -to- face interaction with their peers and instructor. This model contrasts from the traditional model in which the first exposure of student to subject occurs via a lecture in class, with students gaining knowledge through homework.

Flipping high school education

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The Australian Education Times

Why use flipped classrooms?

The positive feature of a flipped class is that class time operates more like a workshop where the student is able to enquire about the lecture content, test their skills through the application of knowledge, and interact with each other in more hands on activities.

During the class session, the teacher functions as a coach or adviser, and encourages the student in their individual enquiry of subject information.

ing a Potential benefits of us flipped classroom provides an opportunity Flipping the classroom for reflection ed d methods can be revisit Important concepts an on ati orm inf h dents wit Teachers can assist stu ns cer con accessibility great for students who A flipped classroom is wish to learn a language content Encourages revision of d the use of social an ng rni lea Assists peer ting through projects interaction by collabora take responsibility for Teaches the student to their own learning student engagement Increases student-tocovering the material to Shifts the priority from mastering the material.

ise when Challenges that can ar assrooms include using flipped clpre pared.

• Students may not be ate and effort are needed to cre • Time, expertise and source videos. ion, and requires careful preparat • A flipped classroom nts. me ele ss lass and in-cla the right mix of out-of-c e som for ate ng is not appropri • This method of learni types of content. value of mediately understand the • Students may not im this model. for students to view video • Equipment and access . lectures may be an issue h the availability of class wit ms • There may be proble and collaborative work. spaces that support active roles allows for a change in the • The flipped classroom own ir the n ow dents need to of students and staff. Stu rs. ato ilit fac e ed to becom learning and teachers ne

ively using How can I teach effect flipped classrooionmales?behind the flipped

• Communicate the rat nts. classroom to your stude dents to prepare for class stu for es • Provide incentiv outons between in class and • Provide clear connecti of-class activities fined m activities are clearly de • Ensure that classroo se rpo t the pu and well structured to sui dents to carry out their stu for e tim t • Allow sufficien assignments group d adaptive feedback on • Provide facilitation an and project work t are familiar and easy to • Utilise technologies tha access

SIX PROMISING BLENDED LEARNING FACTS

1

In the year 2000, only 45,000 k-12 students had access to online learning components within the classroom. By 2010, that number had grown to 4 million students. The amount of blended learning classrooms has increased by 30% annually from 2001 to 2011.

2

A 2013 report by the RAND Corporation, completed in conjunction with the US Department of Education, found that a group of high school algebra students who learned via a blended learning model showed significant gains in performance (8 percentile points).

3

Student engagement rates combined with the use of blended learning instruction show a positive correlation. A study completed by the Centre For Digital Education found that 73% of educators who use blended learning instruction models have noticed a marked increase in student engagement.

4

Blended learning, rather than one singular type of learning leads to higher student performance.

According to a 2010 online learning report designed by the US Department of Education, it was confirmed that technology is not the driver of progress, but a strong piece that adds to the ability of the educator to present valuable teaching.

5

Online-based instruction helps students prepare for college and beyond.

The number of college courses utilising online learning has grown from 10% in 2010 to a projected 50% in 2014. Helping students develop post k-12 skills is a large goal of education and it’s clear that providing a blended learning environment is becoming an increasingly important component of reaching that goal.

6

Legislators are increasing online learning support, and they are beginning to notice the value in the blended learning efforts across the country. In fact, 152 bills related to online learning funding were signed into law nationwide in 2012 alone.

The Australian Education Times

| 21

The Australian

Education Times PULL OUT

E

lectronic Learning is a form of distance education used by higher education institutions worldwide. This popular form of learning relies on a strong Internet connection, various audio - visual materials, search engines, electronic libraries and databases supplied by the university or TAFE. Electronic Learning is delivered to the student through a portal for distance education students on the institutions website.

In this portal the student has access to their selected course, course material, a virtual classroom per course with other peers and a tutor. In this space, the educational institution makes its programs and materials available online for the student. The tutor and the students interact through either shared, or closed groups to achieve specific educational goals.

More traditional means of learning are exchanged for an electronic learning environment, which is characterized by creativity, interaction, and skills development. Students can access numerous educational materials in different formats whenever they have time, from wherever they are at the time.

The independence, motivation and self-discipline required for Electronic Learning may not suit everybody.

However, the convenience of e-learning, the quality of e-learning provided by higher learning institutions, and the accessibility of e-learning compared to hours commuting to and from universities proves to be an attractive package for any student considering their options.

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The Australian Education Times

University Education via

E-learning TEN EDUCATIONAL BENEFITS OF E-LEARNING

Learning enhances to student, 1andE-student student to tutor

naturally increases. The added element of anonymity motivates students to willingly participate, adding to student empowerment, daring discussion and confrontational conversation in regard to the expression of ideas.

communication

2

Communication between class members and staff has increased through the development of e-learning online forums, discussion boards, chat sessions and emails. Research confirms that with high levels of student to student and student to tutor online interaction required when learning online, the student’s motivation and participation in class discussions and projects

The online course discussion board provides separate sections where students can post answers to weekly exercises, questions for the tutor about assessment, and general course questions. Students can also view one another’s answers to weekly exercises and learn through exposure to the different perspectives of other class members.

Students share perspectives

3

Students experience equality

Students have equal opportunity to post their views and opinions without the usual distractions such as gender bias, noise volume, and student interruptions during lectures or tutorials. Students quiet in nature, and students with anxiety feel far more comfortable in expressing their ideas when posting online instead of speaking publicly in a lecture room.

4

Instructors are more accessible

Students learning in a virtual classroom no longer need to be concerned if they can’t make an instructor’s regular office hours, as students are now able to submit inquiries via e-mail at any time.

This is also of benefit to instructors who can now respond at their own convenience instead of being tied to a desk in their office.

applets, reserved readings, and lecture notes. An instructor can also present these materials in many formats to accommodate different learning styles.

For Example If an instructor puts lecture notes and slides online, both visual and auditory learners benefit. Students who like to listen and watch during lectures no longer need to worry that they are missing out on valuable information, while note taking.

can download readings whenever it is most convenient, whether that be, in the evening once the children are in bed, or at 4 am if they can’t sleep. Continual access to course material removes the opportunity for frustrations to occur such as, the library being closed, the reserve readings being checked out, or the student missing the handout during the lecture.

9

Removes reliance on physically attending

Instructors can provide opportunities for student’s to explore, and actively learn by placing relevant web site links into Course Information’s External Links feature. When instructors reference these websites, student’s can see how course material is utilized in real life situations.

In traditional education, students working on group projects must meet up with one another. In distance learning environments, this most likely won’t be possible, which encourages independence.

When web-based collaborative tools are available, co-ordination is no longer an issue. By providing group members with file uploads, students can work in groups without the constraints of meeting up at a certain date, time and location.

7

10

Different students work better at different times of the day. Scheduling time for homework and group projects can be difficult depending on each student’s course, job, and personal responsibilities.

In addition to the pedagogical benefits of online learning, there are also some time and money saving advantages. Students are able to save some money on buying books, by reading course readings online, and by printing items as needed. The direct result is a reduced expense for the institution, both for the cost and time associated with copying, collating, and distributing materials. Instructors can also use E-mail to send messages directly to students, which is also environmentally appealing.

6

Provide opportunities to explore

For example On Sunday night, a student reviews their assignment, needs to ask a question, and emails the question to the instructor. The instructor reads the e-mail on Monday morning and looks up the answer. The instructor decides the information is relevant to the whole class, and posts the information, on the online course announcement board. If the student had waited until office hours on Tuesday, perhaps the dissemination of information between all of the students may not have occurred.

5

Accommodate different learning styles

Some students are visual learners, and others learn better by doing. Webbased learning environments allow the instructor to build one course. However, the instructor is able to implement a variety of resources. Instructors can post support documents for students, including handouts, audio clips, java

Providing 24 hour accessibility to course materials

8

Continual access to materials

When course content is provided online, students no longer need to worry about accessing course material. Students

Reducing amount of faculty time spent on administration

The Australian Education Times

| 23

Get your school a FREE subscription for the rest of 2015!

Creator of

Fully comprehensive online literacy program Over 15,000 exercises covering all key literacy skills Reading correlation tables including Lexile, Fountas/Pinnell and PM levels Set tasks for individuals or groups for differentiated learning pathways NEW Map feature, student driven learning

Creator of

The Australian

Education Times

CAREER OF THE MONTH

IS THIS CAREER PATH FOR YOU? In today’s criminal justice system, the collection and analysis of evidence plays an important role in determining whether someone is guilty or innocent.

So do you have a strong sense of justice and a passion for science? If so, then you should consider a career in forensic science, which allows you to combine scientific experiments with crime fighting.

Forensics can cover a broad range of subjects including biology, chemistry, psychology and criminology. So if you are interested in researching about criminals or investigating them, forensic science could be an exciting career to start with. If you are unsure about what you would like to pursue a career in, forensic science is still a broad area of study that allows you to specialise in several professions.

EDUCATIONAL QUALIFICATION: In order to begin a career in forensics, people generally complete their HSC, obtain an ATAR of over 70% and attend university. Most universities will offer a forensic science degree but some positions highly prioritise people with postgraduate degrees specialising in forensic science.

While studying, it is also best to consider other areas of forensic science to specialise in. These courses would include biology, botany, chemistry, physics, dentistry or medicine.

The average forensic scientist earns $68,380 a year.

Staying up to date:

The interest in forensics is always incredibly high and because of the prevalence of a variety of crimes, this area of study will not slow down anytime soon. In the fast paced field of forensics there is always something new to learn every day.

Some of the ways you could keep up to date as a student is by keeping up

with current events, criminal trials and studying analytical methods.

Staying up to date on current events helps you identify the nature of the crime as well as learn about what scientific method was used in order to detect the crime. Paying attention to criminal trials and studying analytical methods used by forensic scientists will help you contextualise the information you are taught in university and learn scientific vocabulary.

Another fun thing you can do to keep up to date with forensics would be to watch crime dramas, read crime novels or crime related media.

Maintaining an interest in everything about forensics will help you keep motivated in your learning!

Career Paths: A forensic science degree opens up an array of professions and occupational opportunities focused on tackling crime.

These include:

Criminologist Police officer Analytical chemist Toxicologist Biomedical scientist Laboratory technician Pathology Further/Higher education lecturer Science writer

The Australian Education Times

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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!

New Cars

From the moment you enter our Sales showrooms you’ll be greeted with a friendly Zoom-Zoom smile & sales people who are provided with the best training to ensure that we meet and exceed your expectations every time you visit us.

We have the largest range of new Mazda vehicles in stock, carrying over 400 cars at any given time. Both of our Sales fully registered demonstrators for test drives at your convenience. Our sales teams will, by appointment, even bring our demonstrators to you at any time if you are unable to visit one of our new vehicle showrooms.

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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

West End Mazda is currently

occasions since 1994. We have been the Number 1 selling Dealer for Mazda Passenger Vehicles consecutivley since 2003.

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Click onto our New Cars page to book a test drive or give us a call on; North Parramatta 1300 924 584 Blacktown 1300 874 394

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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

IS AUSTRALIAS BEST MAZDA DEALER

http://www.westendmazda.com.au/about products including highly attractive Comprehensive Motor Vehicle Insurance.

Our aim is to make doing business with West End Mazda enjoyable and hassle free whilst upholding the highest levels of Customer Service Standards in the Automotive Industry.

For more information please refer to our Finance and Insurance Page and click to call one of our team to speak directly to someone during business hours 7 days per week.

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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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.

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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.

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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

Learning can be fun with Literacy Planet!

Should parents be worried that kids are learning through online games?

They don’t need to be, there are a lot of examples of entertainment products that are trying to deliver those educational outcomes that parents and teachers want. Our message is that we are an education company first and not a gaming company. But education doesn’t have to be boring. I think this is why resources such as ours are really important. We notice that parents want to do more for their kid’s learning, they just don’t know how. Literacy Planet allows children to learn some of the more complex elements of literacy and help reinforce those areas in a nicely

Where does Literacy Planet fit in within a teacher’s class plan?

structured way with games.

We get asked a lot about cyber bullying from parents and primary school teachers. What we do is ensure that there is no forum or ability to do that.

Kids can play against each other and we only provide supportive commentary.

It’s a very safe environment.

We have really talented game designers who are always looking to apply an element of the games kids are playing like Minecraft or Candy Crush into an education and literacy environment. We’re always asking students and teachers what they like, developing their characters and all these things to tell a story around education, supporting teachers and engaging children. other path is the guided path. Basically, it follows a lot of game mechanics, where you have to complete the level to get to the next.

We have a really detailed teacher dashboard that allows the teacher to align their exercise curriculum and build a lesson plan around it. Literacy Planet is also very helpful around things like NAPLAN, where teachers want to make sure that their year 3, year 5 or year 7 classes have all the support that they need.

We have two modes to our product.

Serious mode is where the teacher assigns tasks and basically locks their student into only doing those activities they can also find out if the student has accomplished them. The the of rt key pa out 7 years ago and the So t.

Literacy Planet started ab ou chers the curriculum to help tea business is aligning with d activities an s me ga ke ma How will it affect the nation’s that time is y what we have done over mechanics to core literac me ga ply ap We g. yin schooling system? that kids love pla t kids get to use t fun engagement so tha skills and building in tha We’ve seen it already where schools and the rning. g digital technology in lea rs who are always lookin ne sig government are being driven by parents to use digital de me ga ted en tal ft or We have really are playing like Minecra s kid tools in the classroom. You can still learn from books s me ga the of nt to apply an eleme y environment. rac lite but that’s not how parents want their d an n tio uca ed an Candy Crush into kids to learn anymore because their d an nts de stu ing We’re always ask professions in the future are going to y teachers what the be heavily reliant on digital tools and ir the like, developing they want to make sure that their characters and all kids are at the forefront of those a l these things to tel trends. n, tio uca story around ed Kids are so involved with d an rs supporting teache their devices so why not . engaging children give them positive things they can do with them like learning.

way to study Digital technology is the net CEO Adam for the future. Literacy Pla us that online ls McArthur agrees and tel educational. d games can both be fun an

Planet and the Tell us about Literacy lp children. he activities designed to

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The Australian Education Times

The Australian

Education Times MAGIC MATHS

‌ s i t n e m e r Measu A number that shows the size or amount of something. It is usually measured in meters, kilograms, liters, feet etc. It is often difficult remember how to calculate the area of certain objects. How is the area of a circle found? How are the perimeters of shapes found? What are irrational numbers? In this issue, we will try to offer easy methods of remembering these measurements!

As part of the K-10 Mathematics curriculum, students are to find perimeters of shapes, investigate irrational numbers and investigate the relationship between features of circles. Here is a little reminder of how to do each!

F E A T U R E O F A C IR C L E

whole mference is around the As you can see, the circu To find le. dd line through the mi circle, the diameter is a ter. me cumference by the dia Pi, you must divide the cir

P E R IM E T E R OF SHAPES

a shape, you To find the perimeter of together. simply add all the sides

al numbebwreitternsin a simple fraction.

Irration number, as it cannot Pi is an irrational

trying to write the irrational numbers when red ve co dis s su pa Hip ct: n’t write the square Fun fa tead he proved you could Ins . on cti fra a as 2 of t Pythagoras could square roo onal. Some followers of ati irr it g kin ma , on cti hment! root of 2 as a fra drowned at sea as punis s wa he id sa is it d an y, not accept his theor

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The Australian

Education Times TEST ZONE

Tips to survive the HSC Are there any tricks to ease the HSC struggle? We asked students who have performed well for their high school examinations about how they balanced tests, extracurricular activities and their personal lives

SAIF ALI, 20 (ATAR 97.9) What was high school like?

It was mostly a frenzy of trying to get work done and a lot of revision. It’s so easy to spend so much time doing random unrelated things. You can for example talk with your friends for too long in social media. But my friends were also my support structure. There needs to be a healthy balance.

What tips can you give students for their coming HSC?

HAOXIANG FEI,

Revise! It’s the simplest tip but the way memory works is by repetition. You look at something when you get home after you have learnt it, you look at it a week later, you look at it a month later and then you look at it before the exam. That constant repetition will make the material so familiar to you that it becomes like second nature to write it down.

You really have to keep your eye on the clock in the exam. You need to figure which questions you need to tackle first and you need to be in a good mind-set before you actually go into the room. With essays you need to have your quotes and techniques down. The thing I recommend doing in the exam is setting a good thesis that really answers the question and going straight into it. You need to structure your essay around the question otherwise you would just be regurgitating information.

What was high school like?

DOMENIC PACE, 20 (ATAR 98.5) What was high school like?

It was mostly good. I liked the HSC because they give you a lot of support. My teachers told me what to do and they gave me a clear outline of what to study.

However, it was a lot of work and everyone overhyped it. They say it’s the biggest exam of your life but it’s not, they just made it too stressful.

What tips can you give students for their coming HSC?

Just have a routine and find a good break. I woke up early to study for an hour in the morning, I would take a break after school and about 2 hours of study at night. I didn’t have too much downtime during the HSC but I don’t recommend cutting out your extracurricular activities. Cut out one if you have too many but I played piano while I was also studying music. As for exams, just plan your time and plan what you are going to write. For English make sure you do a lot of practice essays and for other subjects you do other past papers.

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The Australian Education Times

20 (ATAR 99.9)

The amount of study you have to do in year 12 steps up quite a bit compared to previous years in high school. You just have to put more work into it, less time doing random stuff and more time studying. On weekends and stuff when I was stressed for time I started doing my own thing like playing sport or watching a movie, it’s more things to relax rather than volunteer work or so on.

What tips can you give students for their coming HSC?

It’s all stuff that most people say. Be consistent with your study and when you have assignments, do them in the time that you have instead of thinking “oh I have heaps of time” and leave it all last minute. It works for some people but I think it’s better if I can spread out my study because I had more time to think things through.

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Education Times PROMOTION

New survey reveals parents think young Aussie kids are most creative

M

ums and dads across the country are being encouraged to foster young minds after new research, released by Origin, found that Australian children are coming up with new, creative ideas in technology, music and entertainment at least once a week.

The nationwide survey of 1,000 Australian parents commissioned to launch Origin’s 2015 littleBIGidea competition, showed parents believe the younger kids are, the more creative they are. The survey revealed students in grade three are almost 70 per cent more likely come up with new ideas on a daily basis compared to any other year levels between grades three to eight.

Children born in the digital age are embracing technology, music and entertainment, with the survey highlighting that children are most interested in these topics when it comes to thinking creatively.

Former host of the ABC’s ‘The New Inventors’ and Origin littleBIGidea ambassador, James O’Loghlin, said the touchscreen generation is naturally drawn to technology, music and entertainment.

“Children have limitless imagination, and today there are so many different ways in which they can be creative – building with blocks, drawing and playing outside, and then using a tablet to make a movie and creating their own music on a computer,” O’Loghlin said.

To foster creativity and help unearth the nation’s next world-changing invention, Origin is calling on budding young inventors from grades 3-8 to enter their ideas into this year’s littleBIGidea competition for a chance to win an innovation trip of a lifetime to NASA’s Cape Kennedy Space Center, Epcot Theme Park – Walt Disney World in Florida, USA. The research also revealed: 88 per cent of parents believe their child demonstrates creative thinking or comes up with new ideas at least once a week, with 61 per cent claiming it’s once a day Children gradually lose their creativity as they get older. Students in grades three (69 per cent) are more likely come up with new ideas on a daily basis. This was followed by children in grades four (67 per cent), six (63 per cent), five (62 per

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The Australian Education Times

cent), eight (52 per cent) and seven (51 per cent) A good nights’ sleep (49 per cent), positive praise (44 per cent), playing with toys such as Lego, wooden blocks or play dough (45 per cent), and interactions with family at the dinner table (43 per cent) are all effective methods in building a child’s creative thinking and brain power Learning activities (90 per cent), the people children come into contact with every day and leisure activities (both 86 per cent) have the most impact on a child’s creative thinking Childrens active lives (73 per cent), genetics (61 per cent) and healthy eating (57 per cent) also play major roles in creative thinking 2/3 Now in its second year, Origin’s littleBIGidea competition provides a platform for kids to continue Australia’s rich tradition of innovation, which has seen the black box flight recorder, the bionic ear, Wi-Fi hotspots and the humble notepad, amongst others, invented and developed on these shores.

Origin Executive General Manager, Phil Craig, said the littleBIGidea competition is the perfect platform to showcase children’s ideas and looks forward to seeing some creative entries.

“Last year, we saw some fantastic ideas, from germ-fighting nail polish and a solarpowered lawn mower with self-

sharpening blades to a tourmaline interim power charger for smartphones. We’re excited to see what this year will bring!” littleBIGidea is part of Origin’s Energy For Schools program — a free, online energy education resource for teachers and students from grades 3 to 8. This year marks the program’s 12th anniversary.

Entries to Origin’s littleBIGidea competition are now open. Go to www.littlebigidea.com. au for details.

Entries close at 11.59pm AEST on Friday 21 August 2015.

How to boost your child’s creative thinking by James O’Loghlin Kids have limitless imagination and come up with amazing ideas! To harness creative thinking, Origin is excited to be inspiring the next generation of kids with the Origin’s littleBIGidea competition.

However, when it comes to thinking up new ideas, many children struggle to get off the starting block. So here are some tips to help foster your child’s creative genius by innovation expert and former host of the ABC’s ‘The New Inventors’, James O’Loghlin.

Tip one: Develop their questioning and problem-solving skills If they have trouble using something, whether it’s a cheese grater or a door handle, ask them what they would change about it. How could they make it easier for people to use?

Tip two: Tap into their interests Encourage your child to discover ideas from the world around them. If they love nature, ask them how they could help save the environment. If they love dancing, encourage them to think about a new shoe, or something to help them practice.

Tip three: Encourage them to experiment Get them tinkering! Give them old stuff to experiment with - styrofoam, fabric, glue, wire, toothpicks, screws or cogs and get them to create something from scratch.

Tip four: Stimulate their curiosity Stimulate their curiosity by buying books.

Encourage them to read a wide variety of genres from science fiction to comedy to books about animals, space travel and the world. You can also watch YouTube videos or documentaries about famous inventors or arrange a visit to the local museum or zoo to help get their brains ticking!

Tip five: Words of encouragement Encourage your child with some positive praise.

Remember that almost every inventor failed many times before they succeeded. Failing is part of the process, and an opportunity to learn. Enlist the help of friends and family to encourage their ideas and their inventions, no matter how big (or small!).

If your child is in grade 3 to 8 and has a brilliant idea for the future, why not encourage them to enter it in Origin’s littleBIGidea competition? They could win an innovation trip of a lifetime to the NASA Cape Kennedy Space Center in Florida, USA. You can help them create a video, draw a picture or take a photo of their idea along with a description in 200 words or less.

Remember, their ideas must be original and practical, so it mustn’t already exist.

To find out more and to enter, simply go to www.originenergy.com.au/energyforschools.

Entries are now open and close on 11.59pm AEST 21 August 2015.

Where Do Ideas Come From?

Summary of Key Findings Australia is raising a generation of bright sparks!

88 per cent of Australian children between grades three to eight show imagination, creative thinking or come up with new ideas at least once a week 61 per cent of respondents claim their child demonstrates imagination, creative thinking or comes up with new ideas once a day Children who showed imagination, creative thinking or came up with new ideas had first names beginning with the letter J (12 per cent), followed by A (11 per cent), M (8 per cent) and E (8 per cent) Almost two thirds (64 per cent) of parents who live in rural areas believe their kids think up new ideas and show creative thinking on a daily basis, compared to parents who live in the city (59 per cent) Children in grades three (69 per cent) are more likely to show imagination, creative thinking or come up with new ideas on a daily basis than any other year level between grades three and eight. This was followed by children in grades four (67 per cent), six (63 per cent), five (62 per cent), eight (52 per cent) and seven (51 per cent) Five per cent said their child shows imagination, creative thinking or comes up with new ideas just once per month, while other respondents said just once every few months or rarely – just once or twice a year (both three per cent) Children are coming up with new ideas in music and technology More than a third (38 per cent) of Australian parents surveyed claim that when it comes to showing creative thinking or imagination, their children’s ideas are normally about music, entertainment or performance or have something to do with technology or the use of technology Ideas around visual arts (37 per cent), education or learning (32 per cent) and sport and exercise (30 per cent) were also top of mind when children showed imagination, creative thinking or new ideas Weekends and down times are the best windows for creative thinking Children think more creatively, imaginatively or come up with new ideas

in low pressure environments. Almost half (48 per cent) of Australian parents say that weekends at home with the family are when their child tends to think most creatively or comes up with new ideas Other key times include after school at home before dinner (49 per cent), ‘vegging’ out on the weekends (41 per cent) and after dinner when they are relaxing (33 per cent) 2/2 Learning, leisure activities and people have the biggest impact on children’s creative thinking The majority of parents claim that learning (90 per cent), leisure activities and the people their child comes into contact with every day (both 86 per cent) have the most impact on their child’s creative thinking, imagination and their ability to come up with new ideas Parents also claim that their child’s active life (73 per cent), genetics (61 per cent) and diet and healthy eating (57 per cent) also play a major role A good nights’ sleep is key to building a child’s creative thinking Half of parents surveyed (49 per cent) said a good nights’ sleep is most effective when it comes to building their child’s imagination, boosting their creative thinking and ability to come up with new ideas Respondents also said playing with engaging toys such as Lego, wooden blocks or play dough (45 per cent), praise or being encouraged with positive words (44 per cent), visual arts such as painting, drawing and colouring-in (44 per cent), and interactions with family at the dinner table (43 per cent) are other more effective methods Mum’s the word!

Mums are number one when it comes to influencing children’s creative thinking (40 per cent), followed by dads (15 per cent), friends or classmates (12 per cent) and teachers (9 per cent) Online resources help develop a child’s thinking and problem-solving skills More than two-thirds (69 per cent) of parents surveyed agree that online learning and access to online resources help build their child’s imagination, creative thinking and ability to come up with new ideas 42 per cent of Australian parents surveyed believe online learning helps develop their child’s questioning, thinking and problem solving skills. 20 per cent claim it helps their child develop a global perspective on topics, while 17 per cent said it helps them develop ‘outside-the-box’ ideas

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The Australian

Education Times

PUZZLE POP

Word ladder

Read the clues, then write the word.

Start at the bottom and climb to the top.

(Change the last letter)

A head that has no hair This is kicked around in a soccer game

(Change the first letter)

The season when leaves drop off the trees

(Change the third letter)

To not pass a test

(Change the first letter)

Small balls of ice that fall from the sky

(Change the last letter)

Hair

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The Australian Education Times

The Australian

Education Times

PUZZLE POP

Guess who?

???

A

B

C

D

E

F

Queen Victoria

Akon

Joseph Stalin

Crazy But True !!!!!

In Australia, the highest mountain is Mt Kosciuszko, which is 2228 meters high. Seems like nothing compared to Mt Everest, right?

Martin Luther

Christopher Columbus

Albert Einstein

Record of the month Kimani Ng’ang’a Murage was the oldest person to begin primary school, at 84 years!

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

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The Australian

Education Times IAAF World Championship (Beijing) – August 20-30, 2015 Usain Bolt wins gold in the 100 metre event in the 15th World Championships in Athletics held in Beijing.

Gwangbokjeol (South Korea) – August 15, 2015 People from South Korea gather and celebrate the 70th anniversary of their country’s liberation from Japanese colonial rule .

Picnic Day (Northern Territory) – August 3, 2015 Picnic day is a public holiday in the Northern Territory of Australia to commemorate the freeing of Chinese labourers who built the Darwin to Larrimah North Australia Railway.

Qixi Festival (China) – August 20, 2015 Couples in China celebrate the Qixi festival by buying roses for each other. The Qixi Festival, also known as Chinese Valentine’s Day, celebrates the romantic tale of weaver maid and the cowherd.

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Education Times

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