CONCERNEDABOUT ALCOHOLAND DRUGS?Have The Other Talk with your child today.It’s never too early to start the conversation.The Other Talk website and booklet equips parents with facts and adviceto help them talk with their children about alcohol and drugs.A Safe Partying Guide for children aged 10+ is also available. It covers safepartying tips, facts about alcohol and drugs, teen drinking laws, and why youshould delay drinking.To order your free booklets, visit TheOtherTalk.org.aucall 1300 858 584 or email [email protected]
Health and WellbeingTravel insurance –countries, claims and confidenceONE OF THE MOST IMPORTANT ITEMS YOU CAN TAKE WITH YOU ON A TRIP IS TRAVEL INSURANCE. TEACHERSHEALTH FUND TRAVEL INSURANCE SHARES THE TOP TRAVELLING DESTINATIONS AND TRAVEL CLAIMS DATAFROM THEIR CUSTOMERS THROUGH JULY 2013 – JUNE 2014.Many situations can occur while travelling like the loss of luggage, the WHAT WERE THE TOP TRAVEL INSURANCE CLAIMS IN 2013*?cancellation of a flight or a medical emergency. Being prepared and protected 1. C ancellation fees and lost deposits – over $170,000 was paid outwhile travelling could save you a lot of stress and additional expenses. 2. Medical and hospital expenses 3. Luggage and personal itemsWHAT ARE THE MOST POPULAR TRAVEL DESTINATIONS*? 4. Alternative transport arrangements that had to be made The top five travel destinations for Teachers Health Fund travellers were One THF customer was able to understand the value of travel insuranceAsia with 24% of customers travelling to this region, 21% travelled to Europe, when they had to be medically evacuated from Fiji at a cost of over $50,000.18% travel worldwide (usually meaning multiple destinations), 15% to thepacific and 8.5% travelling domestically in Australia. WHY CHOOSE TEACHERS HEALTH FUND TRAVEL INSURANCE? Our travel insurance provides:WHAT ARE THE TOP CLAIMS PER DESTINATION*? • 24/7 emergency assistance; Worldwide policy cover travel claims totalled over $300,000 between July • A n Australian call centre and Australian nurses on the phone; • Unlimited medical and hospital expenses;2013 and June this year, with the medical and hospital expenses making up • U nlimited overseas medical emergency assistance;most of that figure. • Theft of luggage, cash and credit cards; • Cover for travel delays and cancellation; and, Keeping an eye on your luggage and personal items is something all • Cover for pre-existing conditions.travellers should be conscious of, particularly with figures for Teachers Health * Limits and exclusions apply. Please see the PDS for full details of cover.Fund travellers between July 2013 and June 2014 showing that lost and You can tailor your travel insurance with:stolen luggage was the highest paid claim type in Asia, Europe and the Pacific • Options for budget, singles, families, frequent travellers, domestic orwith tens of thousands of dollars in claims. Even domestically, travellersshould always be prepared with thousands of dollars claimed for cancellation overseas travel;fees and lost deposits. • Variable excess options; • Variable cancellations benefit limits; and, • Optional additions such as ski, golf and business packs. Travel insurance through Teachers Health Fund is available to anyone working in the education community. *Information based off Teachers Health Fund customer claim data between July 2013 and June 2014.52 education matters primary
Get peace of mind withTravel Insurance throughTeachers Health Fund.Be prepared and protectedif things don’t go to plan.Choose the cover that suits you: maeHTom1een0PaabIl%tlunctehhhssrde,useFiisrrrruacseTnnocrdaceuveinvetel Comprehensive (international or domestic) Essentials Multi-trip Cancellation & LuggageOur comprehensive travelinsurance cover provides: Unlimited medical & hospital expenses^ Unlimited overseas emergency assistance^ Customisable cancellation fees & lost deposits* Cover for your luggage & personal effects^For more information or to get a quote visitteacherhealth.com.au or call 1300 728 188For the well-being of teachers & their families.^Sub-limits apply - refer to Your Policy Cover section of the PDS for details.* You must nominate the benefit limit for Section 2.1 Cancellation Fees & Lost Deposits from theoptional amounts made available to you when you purchase your policy. The benefit limit selectedby you will be shown on your Certificate of Insurance.^^You only have cover for these sections if the relevant Pack has been purchased.Terms, conditions and exclusions apply. Any advice provided is general advice only and has nottaken into consideration your individual objectives, financial situation or needs. Before making adecision in relation to these products, please consider the Teachers Health Fund Travel InsuranceProduct Disclosure Statement - available at teachershealth.com.au or by calling 1300 728 188.Teachers Federation Health Ltd ABN 86 097 030 414 AR 270 604 is an authorised representative of AGAAssistance Australian Pty Limited ABN 52 097 227 177 trading as Allianz Global Assistance (AFS LicenceNo. 245631). Teachers Health Fund Travel Insurance is underwritten by Allianz Australia Insurance LimitedABN 15 000 122 850 (AFS Licence No. 234708) and issued and managed by Allianz Global Assistance.Teachers Federation Health Ltd. ABN 86 097 030 414 trading as Teachers Health Fund. TI-EM-10/14
FurnitureCreating flexiblelearning experiencesDURING 60 YEARS OF PROVIDING QUALITY SCHOOL FURNITURE,WOODS FURNITURE HAS BEEN INSTRUMENTAL IN CHANGINGTHE WAY STUDENTS LEARN.Established in 1953, Woods Furniture is Australia’s “All schools have access to the Woods furniture, Woods has been instrumental inleading designer, manufacturer and provider of Furniture website, where they can search, browse changing the way students learn.high quality durable educational furniture. and submit online requests for quotes, including a full selection of products and colour options,” “Our strategic partnership with VS, a German “We create flexible furniture that inspires and Rogers said. company and arguably the world’s best designerenables students to fulfil their learning potential and producer of ergo-dynamic and flexible schooland empowers teachers to achieve the best “We are learning outcomes focused – we furniture, ensures Woods is always at the forefrontteaching outcomes,” Tony Rogers, Director of not only offer an extensive range, but we also when it comes to innovation and design within theWoods Furniture, said. provide schools with the knowledge to integrate Australian education system,” Rogers said. it into their environment to best meet individual Woods Furniture currently supplies flexible, learning needs.” With its own research and developmentinnovative, 21st century educational furniture to team, Woods is constantly expanding andschools in every state throughout Australia. During 60 years of providing quality school refining its line of products to ensure it constantly provides current furniture designs, relevant for today’s school environments, teaching practices and pedagogy. During the process of developing new products, Woods integrates design options that offer the best possible value over the life of the product. “By incorporating our design philosophy with products that are produced to Australian Standards in an environmentally sustainable way, we are creating furniture that not only enables students to reach their full learning potential, but also contributes to a better future for them and the planet,” Rogers said. Woods has client managers in each state across Australia to provide support, knowledge and understanding to equip schools, students and teachers with flexible options relevant to 21st century flexible learning. Taking a “hands on” approach, the Woods sales team travels to regions all over Australia to work with educators and design the best possible learning and teaching outcomes.54 education matters primary
Creating FlexibleLearning Experiences Woods Furniture Educational Furniture Specialists www.woodsfurniture.com.au
Professional LearningBut is it any good?Professional development inschools todayBOB BURSTOW LOOKS AT WHAT COULD BE DONE TO MAKE CONTINUING PROFESSIONAL DEVELOPMENTMORE APPROPRIATE AND EFFECTIVE. Earlier this year, I was given the opportunity Looking at this range in another way, the to take a very small sample of the variety most frequent comments made about cpd fell of continuing professional development into three categories: (cpd) practices around the world. A group of • Teachers have to attend imposed professional Education Masters students I was teaching happened have representatives from almost development programmes to introduce them every major land-mass around the world and, to a new technique, recent development or as they were all practising teachers, this was process. This was not always related directly too good a chance to miss. to teaching or pedagogy – it might, for example be an update about the correct use The outcome was fascinating. The range of Epi-pens or a new form of data collection of experience about as diverse as you could or pupil monitoring. What was noticeable imagine. It ranged from “nothing” in some was the treatment of all teachers as identical European countries (typically those where for the purposes of the training – “one initial teacher education lasts for more than presentation fits all”. five years), to a written exam every three years • M ore rarely there were accounts of (in South Korea) to check that the teacher was professional development based on keeping up with developments in their subject developing and increasing shared knowledge, area. In between there was a wide-ranging set through coaching or seminar groups. These, of accounts given to the group as we shared our in their turn, ranged from an imposed system, countries varying approaches, with very little where the coach or seminar chairperson was obvious commonality. invariably a senior leadership team member56 education matters primary
(and hence acted as an evangelist for the school My particular concern is that constant stream of “good ideas” vision) to a much more egalitarian, process and or “new developments” or “important new techniques and knowledge driven, organisation – which allowed approaches” that schools are flooded with. Consultants, staff members to develop their own expertise and to governments and others alike are encouraging or demanding make decisions about the usefulness of any newly teachers to adopt their ideas. considered development. I was struck both by the account of seminar/study groups in Singapore The imposed, all teachers are the same, contrasting methods that is a cause for concern. as well as some of the more whole-hearted instruction sessions suggest a view of teachers as The question here is whether the direction was ever implementations of Teacher Learning Communities technicians, there to carry out instructions without considered during the planning and development question or discussion. phase of the individual cpd programmes. (see the SecEd article – http://www.sec-ed.co.uk/best-practice/ So the method of delivery may betray the It is tempting to suggest that the answer to the-potential-of-teacher-learning-communities-in-education – for viewpoint of the course organiser. The issue, I this question is “No” – that cpd developers will suggest, is not that this variety of stance exists – tend to stick to their own comfort zone and familiar one example). rather whether it has been consciously considered practices, rather than considering what might be the as a factor at the design and preparation stage of the most effective approach to maximise the required• Many of those who responded commented on the cpd. The course content may be important and need effect (which begs the question about how much lack of time or inclination for any impact evaluation to be “delivered” to all teachers – but to jump from the consultant or course designer has considered on the practice of the teachers who had taken there to treating every staff member as identical is a outcomes). part. There seemed often to be a desire to deliver false move and not one that any thoughtful teacher the course and then move on to the next good would ever do in the planning of their own lessons. Thirdly – and weaving through the whole of idea, with little pause between one innovation Why, therefore, should this be applied to cpd? these accounts – is the issue of the content, and the and the next. The most obvious effect of this, said thought that has been given to that. my students, was innovation overload and the Secondly, what is the direction of the cpd? Is continuous dropping of one new approach in favour it being imposed (by government, district or school My particular concern is that constant stream of of the next, to no perceptible outcome. principal) in a top-down manner – or is it of a shared, “good ideas” or “new developments” or “important This, then, is the professional development world collaborative nature and hence bottom-up in its origin new techniques and approaches” that schools are and development? flooded with. Consultants, governments and othersas related to me by 45 enthusiastic and committed alike are encouraging or demanding teachers to adoptyoung teachers from around the world in January You will be able to think of examples of both from their ideas.2014. (You will have noticed, of course, that they were the accounts at the start of this article and from yourall also taking part in some significant professional own experience. Again, it is not the existence of these What consideration is given to the validity ordevelopment – as masters students at my university – the provenance of these inspiring ideas? How is theand so made the sample subject to considerable bias– but this was hardly a rigorous piece of research.) What is beyond doubt is the importance attachedto professional development for teachers by mostcountries education policy makers. What is not soobvious is why this should be so. What is the purposeof all these courses and sessions? How can thepurpose be best identified and then matched with themost appropriate solution? It is these questions that I intend to address here. Before trying for a solution, a little more ground-work is needed. Consider these three issues: Firstly, what does this wide range of cpdprogrammes tell us about the view held aboutteachers and teaching? It is possible to identify the standard twoextremes from these accounts. The seminar andTeacher Learning Community approach tendstowards a view of teachers as independent, informedprofessionals, who are very capable of makingsensible enquiries and considered decisions. education matters primary 57
Professional Learningaverage, pressured teacher (or indeed principal) I am proposing here is rare. More commonly, senior vague or ambitious to be readily addressed, so asupposed to distinguish the genuinely innovative idea leadership teams in England are faced with a series period of discussion may be needed to render thefrom the false? of training “slots” in the year planner, which need original idealistic aim more readily addressable. populating – and a number of ideas and initiatives In this example the team stepped back from Others are concerned about this as well. In that need to be implemented. The result of this is their initial objective to consider what blocksEngland, Tom Bennett, teacher journalist and blogger, often a series of disconnected and isolated training and hindrances were preventing this goal beinghas been worrying at this for some time (http:// sessions that introduce staff to a series of ideas. More reached. They decided that a major factor wascommunity.tes.co.uk/tom_bennett/b/weblog/default.aspx ) and is adventurous schools may be trying a form of Teacher a teaching staff who had become over-reliantbeginning to address the issue with a series of day Learning Community but which too frequently isconferences for teachers aimed at giving them the hijacked by senior leaders in the school who requiretools to make informed decisions. specific areas of school practice (developmental needs as perceived by them) to form the working For those who can’t make events like that, then agenda for the groups.the web (with the usual caveats about validity andrigour) can offer useful thoughts – for example: Bill What follows is an actual example of theCerbin’s 2010 presentation on the subject (http://www. developmental route that I am proposing: 1. The school identified a group (in this case theuwlax.edu/catl/studentlearning/Presentations/5_Ill_Conceived_ senior team in a school teaching 5 to 11 year oldsIdeas_about_Learning.pdf ) – about 220 pupils) responsible for designing cpd and gave them the tools and the time to prepare a So, given the identified problem of cpd today and coherent plan.the three contextualising issues – what might be done 2. The team initially focussed on the desiredto make cpd more appropriate and effective? outcome from the cpd. This might be, for example, “raising the level of teaching in the school to These suggestions may be familiar to many. outstanding” (this is in the terminology of theThe variety of practices around the world that were school inspectorate). It may be – as here – tooidentified in my quick and dirty sample (earlier in thisarticle) make it a near certainty that some regions anddistricts may already be doing this. However, nearly40 years of experience in England suggest that what58 education matters primary
on top-down advice and reassurance, almost to example. It was immediately apparent that this SO WHAT… the point of helplessness and a high aversion to was not an outcome that could be addressed It is my experience that cpd in schools is often risk and failure. So the outcome was revised – in a one hour twilight session. It also meant to improve self-reliance and an active enquiry that the whole staff were focussed on one too short term, too reactive, too prescriptive and among all the teaching and classroom-based aspect of their development over the whole too varied to stand a chance of making a significant support staff. The initial objective was still present, year. impact. but the actual outcome of the cpd programme was • Is the cpd best delivered by an in-house more realistic, attainable and (importantly) open to team, or is an external expert/facilitator a To stand a chance of improving success – and evaluation. better solution? In the case of the example hence being demonstrably cost-effective (we have to the answer was “Both”. I was invited in, as a keep the accountants happy) – cpd should be: well- This latter is highly significant. If the outcome is university lecturer, to introduce the staff to the planned, carefully paced and thoroughly evaluatednot clearly defined, then how can cpd participants or idea of classroom enquiry. We also discussed (preferably before yet another new idea is introducedschool leaders know whether it has been achieved? possible methodologies for observing learning to the school).Unless the outcome is clearly defined, how is it in a class. There was also a hidden agenda inpossible to accurately evaluate its impact? the layout of the programme – early sessions There is one final thought – and this is for every3. The next stage is to consider how the potential were delivered in a largely didactic and teacher, everywhere. Do we not owe it to ourselves familiar cpd format – but this changed over and more importantly to the children we teach to participants are positioned with respect to the the year so that the meeting where teachers maintain our own reading and learning so that we proposed outcome. To assume that all teachers brought back the results of their observations can discriminate between the genuinely useful are equally knowledgeable or ignorant is obviously for discussion and advice was run by the innovation and the quick sure-fire cures of the incorrect. It is not an assumption that any teacher teachers themselves as a series of floating “snake-oil salesmen”? would make about their pupils. Indeed, to view discussions within the framework of a poster cpd in the same terms as lesson planning – in session – teachers presented their findings Bob Burstow spent much of his working life as a terms of differentiation, say – is another way of and questions on a poster that everyone teacher of 11-18 year olds. During that time he raising the awareness of the planning group to the else was invited to write on with answers became involved in the first use of computers demands that face them. or comments. This promoted extensive and in schools (in the 1980s) and at that time first intense discussion among small groups that questioned the effectiveness of cpd provision (I was intrigued to learn recently of a school who changed as staff moved from poster to poster. for teachers and began to produce materialsrequire all staff, up to and including the principal, • W hat obstacles to success can be diminished? to reflect on and address his concerns. Uponto deliver any in-house cpd session in a way that Time and capacity are always issues in cpd – moving into teacher education at Kings College,models an outstanding lesson. This is a challenge – in this case the head employed an extra 0.5 of London in 2007 he was able to focus on thisespecially to all those deeply reliant on PowerPoint – a teacher for the year. This time was available long held concern and now researches, lecturesbut is still missing the point – by still being focussed to all staff on request so that they could take and publishes in this field.on the mechanics of the cpd sessions rather than the the time to observe their pupils without tryingdeep developmental part of the process). to teach at the same time. 59 5. The final stage (and the most frequently ignored Consideration of the variety of starting points, – despite the work of Guskey and others) is to planin terms of expertise in the field that is the subject the evaluation of the programme. Most often the onlyof the outcome, will then allow for a meaningful visible evaluation is the reaction sheet handed out atdiscussion about the actual cpd sessions themselves. the end of a cpd session, which is little more than aIn the example, it was realised that the Early Years knee-jerk response to the session itself and too oftenteachers – who, in England, are constantly observing reflects the mismatch between the content and theand recording their pupils’ behaviours, work and existing knowledge of the participant.approaches to learning and other children – were I have found that evaluation over a longerin a different league when it comes to enquiring time serves not only to provide an opportunity forinto their own classroom practice. This immediately progress towards the outcome to be assessed,focussed attention onto the contribution that they but can also act as an extension of the cpd. Bycould make in discussion and analysis. It also had a this I mean that it acts a reminder to participantsmarked effect on the final content of the introductory about the programme, encourages them to keepsessions for the resulting cpd programme. considering its relevance and may provide an4. T he penultimate stage in this process (which is incentive to seriously work at embedding what they have learned in their continuing practice. so often the first in many planning meetings) is to decide what form the cpd should take. Questions education matters primary that might now be considered include: • W hat is the time that will be needed to deliver this programme? A whole school year in our
Professional LearningNext steps inschool reformDR ROBERT J. MARZANO’S HANDBOOK FOR HIGH RELIABILITY SCHOOLS:THE NEXT STEP IN SCHOOL REFORM PROVIDES A COMPELLINGPICTURE OF WHAT SCHOOLS CAN DO TO MOVE TO THE NEXT LEVEL OFEFFECTIVENESS IN TERMS OF ENHANCING STUDENTS’ ACHIEVEMENT.Schools are not typically thought of as high their effectiveness relative to one, two or several essence, level 1 addresses the day-to-dayreliability organisations, but nothing prevents factors. While those efforts are laudable, they operation of a school.a school from becoming an organisation that represent too narrow a focus. All of Hattie’stakes proactive steps to prevent failure and factors need to be arranged in a hierarchy that will Level 2 addresses the most commonly citedensure success. Dr Robert J. Marzano defines a allow schools to focus on sets of related factors, characteristic of effective schools: high-qualityhigh reliability school as one that monitors the progressively addressing and achieving more instruction in every classroom. School leaderseffectiveness of critical factors within the system sophisticated levels of effectiveness. From a high must make sure classroom teachers are usingand immediately takes action to contain the reliability perspective, the factors identified in the instructional strategies in a way that reachesnegative effects of any errors that occur. research to date are best organised into the five all students and are taking appropriate steps to hierarchical levels described below. improve teacher competence when this goal is not To identify and describe critical factors that being met.affect students’ achievement in school, researcher Level 1, a safe and collaborative culture,John Hattie (2009, 2012) synthesised close is considered foundational to all other levels. High-quality instruction is a prerequisiteto 60,000 studies and found that 150 factors If students and staff do not have a safe and for level 3: a guaranteed and viable curriculum.correlated significantly with student achievement. collaborative culture in which to work, little if Guaranteed means the same curriculum is taughtIn some cases, schools have worked to improve any substantial work can be accomplished. In by all teachers so that all students have an equal opportunity to learn. Viable means that the amount of content in the curriculum is appropriate to the amount of time teachers have available to teach it. Level 4 moves into a more rarefied level of school reform, because it involves reporting individual students’ progress on specific standards. At any point in time, the leaders of a level 4 school can identify individual students’ strengths and weaknesses relative to specific topics in each subject area. Level 5 schools exist in the most rarefied group of all – one in which students move to the next level of content as soon as they demonstrate competence at the previous level. Dr Marzano’s High Reliability Schools’ framework provides a mechanism for school leaders and policy makers to effectively influence the educational landscape in Australia by taking the next steps in school reform.60 education matters primary
High Reliability Schools SUMMIT The Next Step in School ReformSUNSHINE COASTMonday 9 & Tuesday 10 March 201512345
SustainabilityEducation at CERES –heart, head, handsEDUCATION FOR SUSTAINABILITY ENCOMPASSES A VISION FOR SOCIETY THAT IS NOT ONLY ECOLOGICALLYSUSTAINABLE BUT ONE WHICH IS SOCIALLY, ECONOMICALLY AND POLITICALLY SUSTAINABLE AS WELL, WRITESKIRSTY COSTA.Kirsty Costa is the Group Manager of CERES Looking at the site of CERES today you’d never a range of short courses, workshops and trainingEducation and lives in her element combining believe that it was once a bluestone quarry that programs for adults of all ages from bread makingher two passions – education and sustainability. was turned into rubbish tip and then into a vibrant to bee-keeping.Kirsty has over 15 years of experience working community environment park. This expansivein the sustainability sector, including helping 4.5 hectare space is nestled next to the Merri CERES has learnt a lot about Education forGreenpeace with their whaling campaign Creek in Brunswick East, seven kilometres north Sustainability over the course of three decades.in Japan and Oxfam with their eco-forestry of Melbourne’s CBD. Housed on the site is a Education for Sustainability transforms goalsprojects. She also enjoyed five years as a large, award-winning, not-for-profit, community for conservation, social justice, appropriateclassroom teacher before starting her work with organisation that provides an extraordinary array development and democracy into a vision and aCERES. Kirsty specialises in behaviour change of experiences, education programs and social mission of personal and social change. It seeks toprograms and loves to blend sustainability enterprises. CERES inspires over 350,000 local, develop the kinds of civic virtues and skills that canwith pop culture. Her presentation ‘What interstate and international visitors each year. Entry empower all citizens and, through them our socialSustainability Can Learn from Footy’ has been is free 365 days a year and people are encouraged institutions, to play leading roles in the transition towell-received by audiences across Australia. to explore the local and community projects, sustainability. As such, education for sustainabilityKirsty’s work as a consultant, coordinator of gardens and food systems, ecosystems, water encompasses a vision for society that is not onlynetworks, supporter of international projects and trails, venue hire spaces, café, nursery, market and ecologically sustainable but one which is socially,mentor for other environmental educators led to grocery. economically and politically sustainable as well.her being awarded the Victorian Environmentaland Sustainability Educator of the Year 2013. From its inception over 30 years ago, CERES Deeply embedded in CERES’ approachShe also recently completed her training with has focused on providing education opportunities to experiential education is the framework forAl Gore to become a Climate Reality Leader. for people of all ages and abilities. Through its Education for Sustainability – education in theKirsty supports communities through positive programs, CERES provides learning experiences environment (heart), about the environmentpartnerships and meaningful on-the-ground that explore Sustainability, Food, Biodiversity, (head) and for the environment (hands). Thisaction. Energy, Waste, Water, Traditional and Contemporary straight-forward way of structuring teaching and Cultures, Social Justice, Leadership, Behaviour learning about sustainability can be used by early62 Change and Community Engagement. Excursions childhood, schools, tertiary institutions and anyone and incursions are provided to school and considering undertaking a community project. tertiary students, including programs focused on We’ve introduced the framework of ‘heart, head, sustainability and cultural education. Over 300 hands’ to hundreds of teachers and their feedback schools are being mentored by CERES to develop indicates that it is a holistic approach to creating sustainability projects through ResourceSmart engaging and effective Education for Sustainability Schools. Vocational Education and Training (VET) experiences. programs support youth and young adults. We host a range of volunteer groups including those Here is a brief outline of each element of with intellectual disabilities. CERES also provides Education for Sustainability for you to consider when undertaking a project or campaign at your home, organisation, school or community. education matters primary
“…unless we properly start reducing climate change, our overuse of natural resources and our impact on the natural environment we are really putting ourselves and our planet in a compromised position.”HEART – EDUCATION IN THE ENVIRONMENT and beautiful and wonderful and an amazement and even if it’s sitting under a tree while reading a book Think of your favourite childhood memory. Most a pleasure”2. Education in the environment helps about trees. CERES also helps people understand that people emotionally connect to nature and appreciate we (humans) are part of nature – we exist as an animallikely it was outside playing with friends and family, its value, beyond its economic worth. We have found in an ecosystem and wouldn’t survive without shelter,exploring your garden, being on a holiday, playing that if someone doesn’t emotionally value the beauty safe drinking water, food and clear air.in school grounds, going on camp etc. Within one of trees, they are less likely to care about using andgeneration, however, there has been a dramatic shift recycling paper. If someone doesn’t emotionally engage Education in the environment can also motivatein childhood activity in Australia from outdoor play to with their local waterways, they are less likely to care learning and inspire new ideas. This is the case withindoor activity. As part of National Tree Day, Planet Ark about littering. Without an emotional connection, it is children as well as adults. The overwhelming feedbackhas commissioned a string of independent research much more difficult to engage anyone in sustainability from a CERES short course was that participants valuedabout young people’s relationship to the natural projects or campaigns. CERES encourages an emotional a, “natural environment to learn new things.”environment, the time they spend outside and how this connection in many ways including maintaining aaffects their personal development. Planet Ark found beautiful space, providing hands-on learning for HEAD – EDUCATION ABOUT THE ENVIRONMENTthat the amount of increased screen time, ‘stranger students and adults that help them physically connect Education about the environment is the facts anddanger’ and safety concerns, smaller backyards, in way that still feels safe (germs seem to have becomefamily structures and changing community landscapes a concern for many people). Schools are supported to information that we teach our children and studentshave reduced the amount of time young people spend get their students outside and ‘plugged in’ to nature, and share with our community. Information andoutside. facts can engage people in an issue and help them understand the reason behind an environmental project This is a concerning trend as there is an emergingbody of hard evidence that links childhood contact withnature with a range of health and wellbeing benefits1,including:• P ositive mental health outcomes – reduced stress levels and depression as well as increased confidence and self-esteem;• P hysical health benefits – reduced risks of obesity and myopia, and improved recovery from certain medical conditions; and,• E nhanced intellectual development – improved creativity and imagination, and improved academic performance. David Attenborough recently tweeted, “People mustfeel that the natural world is important and valuable education matters primary 63
Sustainabilityor program. Facts can be a catalyst for someone to take action without an emotional connection (heart) and CONCLUSIONconsider their impact on the natural environment. understanding of facts (head). You’ve heard it all before but it’s true that unlessRecently, a group of students explored their ecologicalfootprint at CERES. Through the footprint survey and CERES encourages the people it connects with to we properly start reducing climate change, our overuseclass discussions, the teacher commented that, “We consider three key aspects of citizenship: of natural resources and our impact on the naturalwere able to evaluate how our daily habits contribute • G lobal Citizen – a sense of belonging to and environment we are really putting ourselves and ourto global warming. We later exchanged ideas about planet in a compromised position. We face, however, amodifying our lifestyles, so that we can reduce our responsibility within local, national and global ‘sustainability fatigue’ that is permeating our societyimpact on the natural environment.” And this from a communities; due to a lack of connection with nature, an abundancestudent who participated in an Australia 2030 school • B iosphere Custodian – a sense of stewardship of the of overwhelming information and a confusion aboutincursion, “It’s really important to use the resources natural environment; and, where to start making changes. Education forwisely now, then see a bad future.” • C hange Agent – the capacity and motivation to act as Sustainability helps to overcome this and is vital to an agent of change towards sustainability. change in our society. The best news is that it’s not This concept of a ‘bad future’ is not uncommon rocket science when you use a framework like ‘heart,amongst young people. They are growing up in an CERES encourages young people to find which head, hands’ that balances the different ways thatinformation rich society – at a click of a button we types of citizenship resonates most with them. There people engage with sustainability.can research anything we like. This means, however, is a particular focus on skilling up young people are tothat young people are also exposed to negative stories become change agents. CERES’ successful program CERES is a model for a future with sustainability,and strongly conflicting opinions about the state of called Do More with LESS (Leaders in Environmentally innovation and connectedness at its heart. People arethe environment and the future of our planet. For this Sustainable Schools) is evidence of the need to support encouraged to tap into their passions, start small andreason, sustainability education faces a challenge of students to understand their leadership potential then expand into a larger comfort zone in order to helpkeeping young people optimistic about the future. Too and carry out effective and meaningful projects in create a sustainable future for all. Drop in next timemuch information can overwhelm. When someone is their community. There is an emphasis on creativity, you’re in Melbourne as you never know what you willoverwhelmed, they can start to disengage and this can innovation and using simple behavioural psychology find on our rambling paths.lead to despair and apathy (“the issue is so big that to create change. Every day we hear amazing storieswhat I do won’t make an impact”). Education about the of young people creating change in their community CONNECTING WITH CERESenvironment has its place as part of the framework for through projects and campaigns. Schools share some CERES websiteEducation for Sustainability, but we need to be careful of these stories on the Sustainability Hub website under www.ceres.org.authat we don’t spend our teaching and learning time the ‘Member Blogs’ menu – there is no need to reinvent CERES Education websitesolely on information and facts. the wheel when you can learn from others. Sometimes sustainability.ceres.org.au we hear people say, “Teaching about sustainability in CERES Facebook page –HANDS – EDUCATION FOR THE ENVIRONMENT schools is important as young people are the leaders www.facebook.com/CERES.Environment.Park Education for the environment is about taking of our future.” CERES believes that young people CERES Education Facebook – are already the leaders in our community and many www.facebook.com/CERESeducationaction and behaviour change. If relied upon alone, of them are doing much more to help the natural CERES Twitter – @ceresbrunswickhowever, it can be challenging to encourage people environment than their older counterparts. CERES Education Twitter – @CERESeducation Kirsty Costa Twitter – @kirsty_costaReferences1. Planet Ark (2012), ‘Planting Trees: Just What The Doctor Ordered’, http://treeday.planetark.org/documents/doc-812-planting-trees-report-2012-06-25-final.pdf2. David Attenborough, Twitter, https://twitter.com/SirDavidBBC 64 education matters primary
SustainabilityFeeding minds to growknowledgeTHE LATEST TEACHING RESOURCE FROM THE NOT-FOR-PROFIT STEPHANIEALEXANDER KITCHEN GARDEN FOUNDATION IS A VALUABLE CURRICULUM TOOLFOR ALL SCHOOLS WITH A KITCHEN GARDEN.The fifth set of books in the Kitchen Garden Foundation’s One of the units in the books, ‘Farms and MarketTools for Teachers curriculum resource series provides Gardens’, was written in collaboration with the Nationallesson and activity plans linked to Learning Areas and Museum of Australia.Strands of the Australian Curriculum. The unit is based on historical sources – including Foundation Curriculum Officer Bev Laing, author of the images and video from the museum – to unlock learningTools for Teachers series, said Tools for Teachers 5 activities about history, geography, technologies and mathematics.were designed to combine hands-on learning with skills andknowledge development. “We explore how the size of farms has changed in Australia, and how this relates to changes in technology, “Students take what they have done in the kitchen agricultural economy and land use,” Bev said.or garden, such as transplanting seedlings, then we buildon their experience to understand how plant root systems “We compare farms in the past to farms of today, and lookwork, the needs of plants and why we are careful to keep to the future in terms of urban agriculture and food security.the roots hydrated and handle them gently,” Bev said. “Students undertake food mapping activities and explore how the energy source on a farm relates to farm size.”education matters primary 65
Sustainability A unit for younger students, titled ‘Shape Makers’, in kitchens and gardens with the ‘Rhythm Loop’ unit. Pre-orders will be delivered in February 2015 andhelps students learn geometry through folded and cut The two volumes of Tools for Teachers 5 – one will include a free copy of the ‘Real Kids, Real Food’shapes of food. with Stephanie Alexander DVD (while stock lasts). for Years 3&4 and the other for Years 5&6 –will be “There are samosas for equilateral triangles and released in early 2015. For more information about curriculum resourceswe do pastry cutting to explore circles, crescents and and how schools with a primary curriculum canaggregated shapes,” Bev said. The books can be pre-ordered on the Foundation’s join the Kitchen Garden National Program go to website before 31 December 2014 at a special 25% kitchengardenfoundation.org.au ‘You Are What You Eat’, a unit which looks at food discount price of $29.99.identities and food cultures, provides curriculum linksto health and a chance for students to discuss whattheir families eat. It encourages acceptance of diversity, as well asself-knowledge and includes activities on being a goodguest and a good host. In the ‘Heat and Energy’ unit students can designcompost-heated greenhouses or explore heat mapsof cities. They explore the science of cooking as they learnhow heat transfers from one object to another throughconvection, conduction or radiation. Students can also make rhythms come alive inkitchens and gardens by sampling sounds and motion66 education matters primary
DARWIN KAKADU ARNHEM LANDKATHERINE TCERNENAENKTULURU ALICE SPRINGS education matters secondary 67
Scchhooool lCcaammpspasnadnEdxceuxrsciuonrsions A learning adventure with lifetime memories EDUCATION MATTERS MAGAZINE REPORTS ON HOW YOU AND YOUR STUDENTS CAN BENEFIT FROM TAKING YOUR NEXT SCHOOL EXCURSION TO THE NORTHERN TERRITORY. Believing that a hands-on experience is the best learning tool, the Northern Territory government’s tourism body, Tourism NT, has worked uniquely with the state’s tourism operators, schools and universities to create ‘NT Learning Adventures’ that offers school excursions aligned with the Australian curriculum. The unique partnership offers both students and teachers the opportunity to cover key learning areas, general capabilities and cross-curriculum priorities in an adventurous and exciting way in a truly captivating part of Australia. In particular, this educational tourism program links with science and history and the cross curriculum priorities of sustainability, Aboriginal and Torres Strait Islander histories and culture. Earlier this year some Australian teachers were given the opportunity to experience their own learning adventure in the Northern Territory. Incorporating experiences such as a night with the stars at the Earth Sanctuary, Uluṟu-Kata Tjuṯa National Park and sunset camel tours, they walked away with a greater sense of understanding and appreciation for our great southern land, along with everlasting memories. Wendy Kincses, a science teacher from Victoria’s Flinders Christian Community College, said along with the memories there will be many opportunities to enrich her curriculum from her Central Australian experiences. “Much of the information given was probably more relevant to the History or Indigenous Studies curriculum, but I can see many links to science, my curriculum area,” she said. Some examples are: • A t the telegraph station there is the Le Clanche cell which was used to power the signal, this is directly relevant to senior chemistry; • The low energy house and astronomy night, how to find south and north, the emu formed by the black of the milky way; • References to mega fauna in Indigenous dreamtime stories link to evolution; • A daptations of Indigenous flora and fauna as shown in the desert park and observed in other locations; and, • The environmental impact of buffel grass introduced to stabilise the ground but now has led to destruction of habitats. “Some of the best teaching happens when we get off track and ‘hook’ students with interesting titbits of information, I have a wealth of experiences from this trip to share with students. I hope that I can fascinate and inspire them to travel to Central Australia. I would like to encourage students to travel to the NT for their gap year and experience a different culture.” Northcote High School teacher Natalie Wood echoed these sentiments and said schools should place more emphasis on Australian explorations rather than international trips, as she came to the realisation that our own backyard is rich with history and culture. Natalie is in the process of producing a proposal to offer a school trip to the Top End in place of a Gold Coast or international trip. “With everything we participate in on a school level, we need to be able to articulate the impact on 68 edeudcuactaiotinonmmatatettresrssepcroimndaaryry
“I would like to encourage to showcasing to teachers the value in a Northern a sightseeing trip, that the students need to bestudents to travel to the NT for Territory tour.” prepared to engage with the opportunities and needtheir gap year and experience to be prepared to absorb a rich array of information,”a different culture.” Teacher Ken Kincses, also from Flinders Christian Northcote High’s Natalie Wood said. Community College, said he would like to see thethe student learning experience and what NT Learning same educational and life opportunities available to all Flinders Christian Community College’s WendyAdventures has achieved is having the tourism children across Australia. Kincses said there are many resources available foroperators directly inform the schools of the outcomes teachers and students to gain an insight into remoteand clearly identify the educational purposes behind a “I feel the key from an educational perspective Indigenous culture that challenged many of hertour to the NT,” she said. “In addition, this highlighted is to help students to appreciate, understand and presuppositions.to me in a positive manner the partnership between respect Indigenous culture and values, but also intotourism and education, I was thoroughly impressed the future to form meaningful links between European “I was both encouraged and appalled by whatwith the background work that had commenced prior and Indigenous culture,” he said. I saw and heard, and I think more of us urban- based Australians need to see the differences in the All teachers enthusiastically encourage other lifestyles,” she said. “The beauty of the environment schools to take their own learning adventure through needs to be seen to be believed – the desert is truly the Northern Territory. alive with so many unique species. “Complete your investigations before going, “All of the people we met were knowledgeable understand why you are going, that it is not merely and passionate about their work and more than willing to answer our questions. I had been to Central Australia before but one significant difference about the NT Learning Adventures journey was the real emphasis on educating people, especially about the Indigenous communities. The Northern Territory is a great place to holiday but it’s a fantastic place to learn so much!” www.ntlearningadventures.com education matters primary 69
School Camps and ExcursionsKEN’S NT TOUR HIGHLIGHTSB ush food tours: There is the opportunity to King’s Creek Station: It is possible to house student hire is available with Outback Cycling. Close to theundertake a bush food tour with an indigenous chef groups at this station, which is run by Ian and Lynne resort groups can undertake a Camel ride with Uluṟuand tour guide, Bob Taylor. He prepares traditional Conway. Ian has an interesting story to tell, and has Camels and learn about the history of the cameleers.foods and shares his experiences about being a a passion for educating indigenous children. He has There was also an opportunity to participate in a dotperson of aboriginal heritage in modern Australia. funded efforts to educate children in Adelaide and painting workshop at Yulara Resort with Maruku Arts appeared in an episode of Australian Story about five to learn how different symbols communicate differentEarth Sanctuary: The focus of the Earth Sanctuary years ago. aspects of indigenous life. SEIT Outback Australiain Alice Springs is sustainability. The site aims to took us out to sunrise at Kata Tjuṯa before a shortbe carbon neutral, and offers tours of the site that Lilla: An interesting opportunity for students to live base walk of Uluru and an informative talk. As wegives students an opportunity to understand the and work in an aboriginal settlement, including were driving back from to the resort I was fortunatedesert environment. There are also geodesic dome working with students in the local school. There are enough to witness an eagle catching and flying offhouses on site which are basically self-sufficient, significant sacred sites on the property which Reg with a snake. SEIT also have exclusive access to manyand these are lived in by staff. Students have the from Remote Education Tours, explained to us. remote areas throughout Australia and incorporateopportunity to meet and link with local aboriginal traditional bush foods into their tours, the type wherestudents. A rhythm/drumming/dancing group has Yulara, Uluṟu, Kata Tjuṯa: The Yulara resort has areas what you catch is what you eat.been established and can involve up to 30 students. for group accommodation, and a viewing area forThese students present items to visiting groups and Uluru. Uluṟu and Kata Tjuṯa are a short drive away.encourage involvement. There are walks available with Park rangers, and bikeAlice Springs Desert Park Maruku @ Uluru AustourAlice Springs Desert Park brings Maruku @ Uluru offer students Let Austour help you prepare athe desert to life in Central Australia. hands on workshops with traditional new generation for outback fun andStudents will gain an understanding Aboriginal artists and the opportunity learning. It’s what we have lovedthat the country around them is to create their own art work. We doing for more than 50 years andancient, alive, exciting and dynamic. provide an information session on the Northern Territory is the perfectGuided and self-guided experiences the culture of the desert as well as location for students to learn about -help students to recognise the the meaning of the various icons of and participate in - experiences thatconnection between desert plants, the region including the animals, the contribute to their education underpeople, landscapes and culture. landscape and a background to the the Australian Curriculum. Multiple stories of Uluru and Kata Tjuta. disciplines can be incorporated into onealicespringsdesertpark.com.au fabulous itinerary.08 8951 8788 maruku.com.au 08 8956 2153 austour.com.au 1800 335 009
Territory Wildlife Park Darwin FreeSpirit Resort Adventure BoundThe Territory Wildlife Park is Darwin FreeSpirit Resort situated Adventure Bound makes nature yoursituated on 400hectares of nature 17kms from Darwin city offers a classroom and adventure your tool.bushland. This amazing natural range of accommodation options to Explore Basecamp Wallaroo, offeringbackdrop will inspire students to suit travelling school groups. Resort students the opportunity to explore,explore and learn about the habitats facilities include; Elements Cafe learn, grow and develop in a fun andand wildlife of the Top End while (meal packages can be arranged), 3 safe environment. We offer programsexperiencing the unique camping Swimming pools, Jumping Cushion, that are fully inclusive of campingopportunity offered at the Park. Camp Entertainment programs, BBQ areas accommodation, meals and activities.Calytrix offers school groups a range of and much more - it’s the ideal Enjoy rock climbing, bush walks, bikeoutdoor venues and exhibits that can destination for your school’s Top End riding, abseiling and much more. Ourbe used as living classrooms. adventure! fully trained guides are accredited with Working with Children permits.territorywildlifepark.com.au darwinfreespiritresort.com.au08 8988 7200 08 8935 0888 basecampwallaroo.com 0409 950 444Crocodylus Park Pudakul Aboriginal Cultural Tours SEIT Outback AustraliaCrocodylus Park, Darwin’s premier Pudakul Aboriginal Cultural Tours SEIT Outback Australia providestourist and educational attraction is is 100% fully Aboriginal owned and curriculum-based experiential learninglocated just 15 minutes from Darwin operated family business that delivers programs in the Red Centre to inspirecity. Built upon 30 years of experience an original, authentic, nature based students and provide life skills, within crocodile research and conservation, experience near Adelaide River. Join constructed flexible itineraries.Crocodylus Park hosts over 10,000 + us to learn about Aboriginal history and In partnership with custodians ofcrocodiles, exotic snakes, tigers, lions, culture of the area with an indigenous Aboriginal Lands you are invited toprimates alongside Australian fauna guide. Pudukal can offer personalised participate in a rare and empoweringand an outstanding river cruise. excursions focusing on specific learning opportunity to immerse yourself in a outcomes for a variety of school ages. culture older than time to experiencecrocodyluspark.com.au and understand traditional Aboriginal08 8922 4500 pudakul.com.au people. 08 8984 9282 seitoutbackaustralia.com.au 08 8956 3156
EXPERIENCETHE BIRTH OF THE ANZAC SPIRIT LIVE EVENTS ACROSS AUSTRALIA APRIL 24TH & 25TH, 2015 S C H O O L S G R O U P D I S C O U N T AVA I L A B L E AT w w w. c a m p g a l l i p o l i . c o m . a u
Cyber SafetyCyber safety education is the keyfor keeping students safe onlineUNLESS ALL PARTIES ARE EDUCATED AND VIGILANT ABOUT CYBER SAFETY, CHILDREN CANNOT STAY SAFEONLINE, WRITES LEONIE SMITH.Leonie Smith is an Australian cyber safety Cyber safety education for all parties charged TEACHERS FEEL UNDERPREPARED TO DEALeducator. She educates teachers, parents, with the responsibility for student safety WITH CYBER SAFETY ISSUES AT SCHOOLSstudents, seniors and business groups on safe online is vital. Cyber safety is a communityuse of online platforms and digital technology. responsibility. The safety of students from Educators are also reporting that they feelLeonie is an early adopter of the online world primary school all the way through high school under-qualified to educate children about cyberstarting in 1996. cannot be simply one stakeholder’s duty. Unless safety. This job is often left to outside resources all parties are educated and vigilant about cyber or one of the school’s ICT staff, who often don’t She is one of the founders of Aussie Deaf safety, children cannot stay safe online. have the specialised expertise that a dedicatedKids, an online support group for parents of cyber safety educator has about popular socialdeaf and hearing impaired children which A recent study showed that parents media platforms and other apps that childrenstarted in 2000. She was an ambassador for overwhelmingly see their child’s school as being use1.the Federal Government’s 2013 stay safe online entirely responsible for their child’s cyber safetycampaign, and is a founding board member of education, according to 85 percent of Australian Cyber safety is a specialised field, onethe anti-bullying charity The Community Brave teachers surveyed by AVG Technologies1. In which requires a deep understanding of internetFoundation. leaving their child’s online safety education culture, digital technology and more importantly,www.thecybersafetylady.com.au entirely up to schools, parents are then not how children are actually engaging with thewww.twitter.com/LeonieGSmith seeking out or accepting responsibility for social side of the digital world, including gaming,www.facebook.com/thecybersafetylady educating themselves on cyber safety, and are messaging, blogging, sharing and chatting then not able to adequately protect and supervise online.74 their child online. This is most evident by the reluctance of many parents to attend cyber safety Issues that a cyber-safety educator might or technology nights at most schools. have to address are: • T eaching students how to have an abusive Most of my colleagues and the educators I speak to, readily complain that only a small post removed; fraction of a school’s parent body are receptive • T eaching students about privacy settings and to cyber safety or technology nights. So much so, that some schools have given up holding security settings on apps; them for parents altogether. • E ducation around safe sharing and posting Furthermore, statistics show that most only to friends how to do this; cyber safety issues occur outside of school • Education around which apps are safe or grounds and most often in students’ homes right under the supervision of their parents2. Without unsafe; parents being educated on how to supervise • Issues around cyber bullying how to prevent, their kids online, they are not able to effectively protect their children at home from cyber safety report and block; issues such as talking to strangers online, cyber • Safe downloading of games, and other apps; bullying or unsafe sharing. • Identifying well known scams on social media; • Tips for safe online gaming; and, • Password and account safety, passwords and security. Staying up-to-date with technology in respect to cyber safety is a full time job. And it education matters primary
is harder to stay up to date if you are not ‘out in the the less reports schools will have to deal with. It is “The better educated yourfield’ dealing with all types of situations that insist imperative that your parent body is educated about parent body is, the lessthat you keep you up to date with the issues that cyber safety. online incidents there willchildren are facing in the digital world. be amongst students and HOW TO EDUCATE PARENTS? the less reports schoolsWHAT ABOUT THE PARENTS? There are a huge amount of resources for will have to deal with.” Educators can certainly help support safe internet educators and parents to help with cyber safety, but a problem – is through education. Achieving thisuse by educating and holding talks and discussions more often the resources are very generic and not through a talk or a workshop that involves some ofamongst students in the classroom, but teachers specific to the issues the parent might have. For the school staff, a cyber-safety educator and possiblycannot be held responsible for supervising students example, “How do I have an abusive post removed from the local police seems to get some good results.when students most need it, outside of school. Student Ask.FM?” General online cyber safety resources areeducation on cyber safety isn’t enough to keep often difficult to navigate for parents who more often Most of my parent talks on the Northern Beachesstudents safe online. Students still need informed and are looking for a link to speak directly to an advisor here in Sydney are done in conjunction with theeducated supervision and boundaries around digital to get help. In many cases parents will simply Google local area command police and the teaching staff oftechnology in and out of the home environment. for an answer to their problem. The most common the school I’m presenting at. This gives parents an question that gets searched for on my website is, “Is opportunity to hear from three involved parties about the It is very important that parents can also help Kik Messenger safe for kids?” This search term links to issues that need to be addressed. Parents want advicein a crisis if, and when, something goes wrong for an article I wrote on Kik Messenger. on the dangers, technical solutions and digital parentingtheir child online, taking some of the burden from tips, but in a very practical down to earth level.schools who are inundated with reports from parents Judging from feedback from my talks and fromof upsetting incidents that happen to students online. what I’m hearing anecdotally, the most effective wayThe better educated your parent body is, the less to help educators, students and parents to stay safeonline incidents there will be amongst students and online – and to know what to do when they have education matters primary 75
Cyber SafetyWHY AREN’T PARENTS SHOWING UP FOR CYBER “…the most effective way the incidents that are happening because they oftenSAFETY TALKS? to help educators, students feel guilty and shamed by it, and they are concerned and parents to stay safe with their child’s privacy. So there is an unintended Within the cyber safety community worldwide, online – and to know what ‘conspiracy of silence’ around cyber safety, withparents are seen as the ‘weakest link’ in keeping to do when they have parents being the ones being kept largely in the dark.kids safe online. Parents expect schools to do all a problem – is throughthe heavy lifting as far as cyber safety goes, and are education.” Some schools are so desperate to have theirthen not equipped to effectively supervise their own parents more educated, that they have resorted tochildren in the digital space. They don’t know how to off from attending the next talk. It’s a fine balance compulsory technology/cyber safety nights beforeenable safe technology or behaviour and cannot help between telling parents the cold hard facts, and they will allow their students to take responsibilityeffectively in a crisis because they don’t know what helping them to put some strategies in place that for a school supplied laptop or iPad. And I personallysolutions are available. will start to bridge the gap between them and their think that it is probably a good suggestion, but only if children. A positive approach to cyber safety has been the outcome of the education creates positive change. When I talk with parents and teachers about why found to be far more effective than an overall negativeparents are not attending cyber safety talks, the types and fear driven approach4. Cyber safety education has to provide:of responses I get in regard to why parents are not • E ducation about dangers, and how to avoid thoseshowing up can be summarised like this: SO HOW DO WE ENCOURAGE PARENTS TO ATTEND• We have it all under control we don’t need it; EDUCATION ON CYBER SAFETY AND DIGITAL dangers;• I’m terrified about what I will learn; EDUCATION? • E ducation on how children are using technology• It’s the schools responsibility;• W e will never be able to keep up with our kids so The community needs to start talking. differently to adults; If parents don’t feel their children are at risk, if • Advice for parents on managing devices at home; we just hope for the best; they feel there is nothing they need to be aware of, • Solutions for finding out more about privacy• Our kids aren’t really using technology that much it’s because no one is really being honest about what is going on. settings, safe search settings, family friendly filters (they often don’t see iPods as an internet connected Students are not telling adults when they have an for modems and devices; device); upsetting experience online. Teachers can’t talk about • Solutions for preventing and dealing with cyber• We are too busy; the issues their students are having online to the bullying;• We can’t get a babysitter; or, general parent population because of privacy issues. • E ducation about online behaviour and self-• M y husband/wife/brother/nephew looks after all that. Parents are not talking to other parents about some of moderation, screen time; • Education around online scams; The first objection is by far the most popular. education matters primary • E ducation on how parents can also stay saferIt’s because parents simply don’t know what they online;don’t know. They often base their understanding on • Advice on how to communicate better with theirthe safety of the internet on their own experience. children about their digital world;The parent may not have had a problem online, • Education about what is coming up in the future,so they feel the internet is safe for their child. The trends new technology; and,biggest problem with this is that children don’t use • Advice on how to keep up with your kids online.the internet in the same way as adults do. Childrenare far more exploratory. They will click on flashingpop ups, search for things that might bring up adultcontent, talk to strangers for a thrill, collect a massiveamount of followers to look popular and appear likea celebrity. And if threatened online may comply witha predators wishes, out of fear and to stay out oftrouble. And according to a recent study 70 percentof them are hiding their online interactions, includingnegative ones3. The second objection is a real problem if youhave had a cyber safety talk in the past where theparents have ended up feeling more fearful andconfused than when they arrived. If the presenter onlyprovides scary stories of pedophiles and strangersand cyber bullies. If parents feel castigated or shamedfor not being vigilant enough, it can put parents 76
PARENT EDUCATION VERSUS PARENT/STUDENT EDUCATING STUDENTS UPCOMING ISSUES FOR SCHOOLS TO BECOMBINED EDUCATION Educating students is ineffective if students feel AWARE OF AND START PLANNING FOR • Violent porn shared/viewed on mobile devices, It’s important for parents to have a separate cyber they are being spoken to by someone who knowssafety education session apart from their children less than they do about the digital space. They quickly potential for legal action;so that parents can hear solutions to help them with tune out if the cyber safety ‘expert’ starts talking • V PN apps – apps used for circumventingparenting a child in the digital age. I call it ‘secret about online platforms that were popular last year, orparent business’. Some educational talks are held ones that students are moving away from. It is vital school Wi-Fi internet filter;in conjunction with students and this can also be that whoever is educating students is honest about • W earable technology – smart watches thatbeneficial to get parents and students both on the their knowledge of the digital world and understandssame page, but it is difficult to deal with ‘parent only’ the needs of students and the world they are living in play games, texting/messaging, photos;issues in this space. online. Fear tactics only work so far, and don’t work • Drones – yes they are getting smaller and on all students. Patronising cartoons with silly songs Note: Many parents want student/parent nights, but don’t really engage students in a way that is realistic smaller with cameras;be warned, it is often because the parents don’t have or relates to their real world issues. • Anonymous photo/messaging/email sharingthe confidence to address the issue one-on-one withtheir child and again are wanting the school to back Students I speak to are overwhelmingly looking apps – sharing a photo anonymously withthem up on cyber safety. I’m often asked if I can pop for practical advice on how to use the messaging random strangers in your school or communityover to see a family to have a ‘word’ with their child apps and online platforms so that they can share has the potential for blackmail and cyberabout their online behaviour. Parents need to find the with friends without being hassled by weirdoes and bullying;confidence and courage through their own education, cyber bullies. • A nonymous confession style apps – Whisper,to parent in the digital space and not outsource it to The Secret & Yik Yak; and,Cyber Safety Lady, or their child’s school. The cyber safety hands on privacy settings • Chat with strangers and hook up apps like – workshops I hold for high school are embraced by MeowChat and Tinder.EDUCATION FOR TEACHERS students because the workshop addresses a need Schools have a responsibility to ensure that their that is almost never covered. How to set up your qualification. There is no cyber safety degree. You social media platforms and messaging apps so that can certainly have other degrees and certificate-staff are up to date as much as possible with how they don’t get hacked and you don’t get hassled by style qualifications that help you to understand thetheir students are using technology. people you don’t want to communicate with. This is a technology or the criminal side of cyber safety, but• W hat apps are students using now or in the future? very new area, and one that most cyber safety experts most cyber safety educators have come into cyber• What are the potential dangers? or teachers are unable to help with, due to the fact safety from another related field.• What can be done if a student needs a post that these settings change all the time, and many cyber safety educators are not technical but work Many cyber safety educators are either working removed from a platform? mainly on behaviour online. for online security companies, or Telcos or ISPs or• Where to go next if you can’t help? government-backed organisations or charities. They• What types of solutions will help prevent cyber A SCHOOL CYBER SAFETY BLOG OR NEWSLETTER may be qualified computer engineers or software Another effective way to educate parents and engineers or police, or psychologists or online bullying between students? community managers like myself.• What is the first thing that needs to be done if a students is to include relevant cyber safety education and alerts in regard to unsafe online behaviour in So who is the best person to teach your school student posts an abusive message about another school newsletters. A few schools have a dedicated and students and parents cyber safety? I don’t think student? cyber safety blog as part of their website where there is one best person. Every cyber safety educator• If a parent won’t protect their child at home on the parents can read weekly updates on new issues in brings their own perspective and experience with internet what do you do next? regard to online safety, this is usually staffed by a them to inform the approach they have to cyber safety cyber-savvy teacher. education. In the same way as you might bring an Schools also need to address issues and place educator or facilitator to your school to talk aboutboundaries around behaviour before it happens. For DIFFERENT STYLES OF CYBER SAFETY EDUCATORS drug and alcohol education, or positive body imageexample, filming and photography by students on Cyber Safety education is so new that you simply education. Deciding on a cyber safety educator veryschool groundsor messaging and texting at school. much depends on the approach that your school wantsStudents posting disparaging posts about staff cannot do a course on it to acquire a recognised to take in regard to this issue. Harm minimisationand other students online consequences. Wearable verses zero policy for example, behavioural or technicaltechnology and smart watches. solutions or both? Many schools vary their cyber safety education and presenters for this reason. Different perspectives and styles can be very helpful and appeal to different personalities and school cultures. The bottom line is results!1. AVG Jul 2014 http://www.newsmaker.com.au/news/31051/aussie-teachers-struggle-under-weight-of-parents-expectations-for-child-online-safety-education-in-schools#.U-8E_Utzqf1 772. AIFS Parental involvement in preventing and responding to cyberbullying http://www.aifs.gov.au/cfca/pubs/papers/a141868/cfca04.pdf3. McAfee Aug 2014 http://www.mcafeecybered.com/cybered/files/McAfeeTweensTeensTechnology-DataSheet-fnl.pdf4. Telstra 2014 http://telstra.com.au/uberprod/groups/webcontent/@corporate/@aboutus/documents/document/uberstaging_279130.pdf education matters primary
MarketingWhich school?WHEN IT COMES THE TIME FOR PARENTS TO ASK THIS QUESTION, HOW DOES YOUR SCHOOL RATE? GOODMARKETING CAN ENSURE YOUR SCHOOL’S MESSAGE WILL GET INTO THE HANDS OF POTENTIAL FUTURESTUDENTS AND PARENTS, WRITES KATHRYN EDWARDS.In Australia parents are empowered with the Managing director of publishing company “Deciding on which school to choose for yourchoice over where to send their children to school. Prime Creative, John Murphy, says it is critical for child is an important decision and as parentsParents have the flexibility to choose any school schools to have a solid marketing campaign to you want to be well informed – I know thiswithin their budget – be it big or small, near or support its reputation and word of mouth within from personal experience as my children arefar, religious or non-religious – and at any stage the community. approaching high school age – so it makes senseduring their child’s schooling years. It could be thelocal primary school for their child’s primary years, “The importance of professional marketing cannot beand then off to a boarding school for their child’s underestimated. In this day and age people reference opinionssecondary years. Or perhaps the local high school and ideas from numerous sources. Word of mouth is strong butand then a private college for years 11 and 12. so is the web, print, radio, television and other mediums.”If you want to enter a parent’s mind during theirdecision making process good marketing and astrong word of mouth is paramount. “The importance of professional marketing for schools to professionally and consistently cannot be underestimated,” he said. “In this day market their point of difference and position in the and age people reference opinions and ideas from marketplace, to set out exactly what their values numerous sources. Word of mouth is strong but are, and for parents to decide if this is the right so is the web, print, radio, television and other school for their child.” mediums. Murphy adds that reputable school guides, such as Prime Creative’s WhichSchool?, form a successful part of a school’s multi-platform marketing strategy as they provide all the relevant information a parent is looking for in one place. “It also gives schools the opportunity to communicate where their values and priorities sit,” he said. Neil Pierson, storyteller at the Centre for Marketing Schools, said parents want to know what is unique about your school and who they are entrusting the care of their children to. “When it comes to school marketing schools should focus on one or two ways, do it well and then add others, rather than being overwhelmed by all the choices.” Prime Creative is the publisher of Education Matters. For more information visit: www.primecreative.com.au78 education matters primary
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Take advanTageof the modern media landscapeToday’s parents are informing themselves on their education choicesthrough a variety of media – websites, apps, print magazines and more.WhichSchool? engages all of these modern mediums of communicationand is now encouraging schools to take advantage of these options byfacilitating the creation of your own customised content. Edition 4 - 2014 WebSite A Guide to Non-Government Schools - NSW NOW AvAilAble IN thIS ISSue meuxplToimsuedreia on ipad® early Learning $11.95 (inc. GST) Dealing With Bullying ISSN 1839-020X International Baccalaureate 01 Principally Speaking: trinity Grammar School 9 771839 020002 print Magazine Social Media appFor more information contact Chelsea Daniel Phone 03 9690 8766 Mobile 0425 699 878 Email [email protected] Edition 4 - 2014 A Guide to Non-Government Schools - NSWNoOWnAviApilaAbdle® IN thIS ISSue$11.95 (inc. GST) early Learning ISSN 1839-020X Dealing With Bullying 01 Principally SpeakIinntge:rtnraintiiotynaGlrBamacmcaalraSucrehaotoel 9 771839 020002
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