- The Department of Education

SchoolMatters
Edition 2 – April 2010
Revving up
the Pilbara
Big hitters
on board
Brain Food
Tuning in
to language
Western Australian Museum
So many ways to explore
Visit the Western Australian Museum and discover our State’s fascinating natural and social history in exhibitions
that explore contemporary Western Australia and journey right back to the beginning of time.
The Western Australian Museum services metropolitan and regional areas with sites located in Perth,
Fremantle, Albany, Geraldton and Kalgoorlie. Our Museums are open daily, excluding Wednesdays.
Visit us online for opening times and site information www.museum.wa.gov.au
Ignite your students’ curiosity and take
learning beyond the classroom…
Our Education Officers will take students on a memorable
learning adventure, bringing the exhibitions and objects of
the Western Australian Museum to life with programs that
will inform, entertain and inspire. A range of self-guided
experiences are also available for those classes that wish to
explore the Museums on their own.
Visit us online for information and resources relating to school
excursions www.museum.wa.gov.au/education
Western Australian Museum
Education
2010
Our 2010 brochure has now been delivered to
all schools in Western Australia. Please contact
your closest Museum for additional copies, or
download it from our website.
International Year of Biodiversity
Join us as we celebrate Western Australia’s unique flora and
fauna during the International Year of Biodiversity. Find out how
our scientists’ exciting new discoveries and important research is
helping to safeguard biodiversity.
Visit us online for information about the Museum’s programs,
events and lectures for the International Year of Biodiversity
www.museum.wa.gov.au/biodiversity
Biodiversity is life.
Biodiversity is our life.
Biodiversity Education
A range of education programs which encourage understanding
and appreciation of local biodiversity are available during 2010.
School Matters
contents
From the Director General
5
Columns
Looking Back 13
with Pamela and John Paton
Turning Points
15
Paul Leech, Principal of Woodvale SHS, is a reformed character
Where are they now?
16
with Shaka Cook, from Tom Price SHS to NIDA
10 Questions
21
with Uma Jha, representing Australia
at the International Brain Bee Challenge
Opinion
25
Professor Cheryl Praeger argues that maths
teaching doesn’t add up
Viewpoint
School Matters is published twice each term by the
Department of Education and covers the full spectrum of
issues affecting public education: best practice teaching
and learning; professional development; student, teacher
and school achievements; opinion and comment.
26
The magazine is distributed to all public schools and
Department offices in Western Australia, university
schools of education and education commentators. It can
also be viewed online at det.wa.edu.au/schoolmatters.
13
18
Editorial
Articles and suggestions for articles may be submitted by
email to [email protected] or by telephone to
9264 4910 (Maria D’Agostino) or 9264 4239 (Len Horne).
All submissions are subject to editing and there is no
guarantee of inclusion in the next or subsequent editions
of School Matters. Opinion pieces do not necessarily
reflect the view of the Department of Education or the
Government of Western Australia.
Advertising
Advertising is managed externally. Please telephone Faye
McIntosh on 9381 7999 or email [email protected].
au for advertising rates and deadlines. The Department
of Education does not endorse nor take responsibility
for the accuracy of information or claims made in the
advertisements carried in School Matters, including the
online PD Diary and Noticeboard.
with Michelle Scott, Commissioner for Children and Young People
Features
On board 10
Salary packaging
Focus on Independent Public Schools
Tuning in to language
18
Focus on innovation
Revving up Pilbara schools
22
News
In the Loop
Extras
Appointments
6-9
28-32
37
25
Cover photo
Professor Deslea Konza is
working with literacy teachers
at Westminster Junior Primary
School, much to the delight of
Khsan Hill, Year 3.
Department of Education staff acting or intending to
act on any advertisement relating to salary packaging
and novated leases should consult the Salary Packaging
Information Guide on the Policies website and note that
the Department has appointed two salary packaging
providers: Maxxia Australia and Selectus.
Online PD Diary, Noticeboard
and Dates to Remember
To see what is on offer or to add events and diary items,
please visit http://apps.det.wa.edu.au/smclassifieds/
public/index.jsp. All entries will be edited for space and
style considerations. Entries to Noticeboard are restricted
to Department staff with a current ID number.
SCIS no. 981675
ISSN 1323-5710
Experience Hawaiian Alive
Licenced for NEALS
in 2010!
The ‘Hawaiian Alive’ program offers FREE student activities including:
• WA Opera workshops
• Perth Wildcats basketball clinics
• WAAPA music workshops
• STEPS Youth Dance company excursions
• Youth Focus wellbeing workshops
Simply register your details online at www.hawaiianalive.com.au
to receive regular e-newsletters that give you the chance to win!
3
Australian Literacy Educators’ Association
Professi
o
nal
Development
Calendar
2010
ALEA – Perth Local Council
TERM TWO:
TERM THREE:
Workshop on using
Celebrate International
Literacy Day at the
TERM FOUR:
New and exciting
October Book
Interactive
Breakfast
Whiteboards Writer’s Picnic
Venue: Wesley College
Date: To be Advised
ALEA supports the following events:
National Naidoc Week
July 4-11
WA Book Week
August 16-20, Term 3, Week 5
National Literacy and Numeracy Week
August 30 - September 3, Term 3, Week 7
Join Jeanni Wishart at Curtin Uni for this great
event. Watch for further details.
Date: September 8
Speaker to be announced.
Full details will be coming – keep this day free!
Date: Thursday, October 7
ALEA Perth Local Council
Membership information is available from:
Annual General
Meeting
National Reading Day
Wednesday, June 9
National Literacy Day
Venue: Millpoint Caffe Bookshop, South Perth
Time: Commencing at 5.30pm
September 1, Term 3, Week 7
‘Books for Babies’ Wednesday, September 8
Alec Kanganas (ALEA State Director)
Email: [email protected]
Mobile: 0407 924 393
Mary Harvey (ALEA Perth Local Council President)
Email: [email protected]
Mobile: 0402 453 896
Bev Downing (ALEA Perth Local Council Secretary)
Email: [email protected]
Phone: 9359 1848
The English Literacy Educators’ Association is an independent professional association dedicated to literacy development and English language learning at all levels of
education. It supports teachers in their current practices; provides leadership for literacy educators; and influences future development in literacy by building effective
literacy communities. Here in Perth the local council has a credible record of providing relevant and challenging professional development.
022610-585
From the Director General
AS thunderstorms and hailstones battered Perth the other week, I was again
reminded of how well our staff cope with emergency situations caused by the
vagaries of the forces of nature.
Whether it’s a storm in Perth, a cyclone in the Pilbara or a fire in the
southwest, the resilience and dedication of our people are to be commended.
While our emergency management policy sets out the guidelines and
processes, no document can encompass the human drama and commitment
which unfolds as everyone moves into action.
The storm which hit Perth on Monday 22 March – thankfully after normal
classes for the day – forced the closure or partial closure of a number of
our schools. Other schools continued operating but with adjustments to
their activities. Storm damage involved various degrees of flooding, broken
windows, electrical systems failures, fallen trees and debris, and unsafe
buildings.
The decision to close a school is never easy given the disruption it is going
to cause for students and their parents, and for staff. On the other hand,
principals have a duty of care to both students and staff that demands a
safe place to learn and work.
Once the decision is made, a whole host of people works long hours to
ensure that parents are notified, that alternative arrangements are made for
learning programs to continue, and that damage is assessed and repaired as
quickly as possible.
In many cases, including in schools that are able to continue operating
despite some degree of damage, student work and teaching resources may be
lost to water or other damage. That in itself can be devastating – and yet our
people handle such setbacks with compassion, resilience and ingenuity.
Western Australia has diverse climatic challenges. In the northwest, it is
almost commonplace for school staff to recount at the barbeque stories of
being cut off for days by flood ravaged rivers or battening down as cyclones
sweep through. In the metropolitan area and the southwest, there have been
too many cases in recent years of bushfires causing emergency evacuation of
schools.
While much of the initial clean up and repairs has been done since the storm
in late March, there are still some schools which need major work. I would like
to thank all those who have been involved – I know you performed your task
with diligence, with compassion, with initiative and with dedication. Without
exception, we were driven by the immediate desire to do the best for our
students and for others in our care.
Sharyn O’Neill
Director General
5
in the loop
with Maria D’Agostino
Zoe Crisp of
West Leederville
PS with a new
friend.
Snakes
alive!
GETTING close to nature was
on the agenda for 300 Year 5
students from the West Coast
district during a PEAC induction
day at Lake Joondalup.
6
Deputy principal Peter Jakimowiez and students who will run the school’s values program.
Finding their value
DAVE the kangaroo is a valuable visitor at Maddington PS.
The school adopted Dave as a mascot to reinforce
values under the Australian Government’s Values
Education for Australian Schooling program. The
nine values of integrity, care and compassion,
responsibility, respect, understanding tolerance
and inclusion, fair go, honestly and trustworthiness,
freedom, and doing your best are tied in with the
school’s own values and every two weeks one is
chosen as the focus.
Deputy principal Peter Jakimowiez said values
were taught explicitly and implicitly in the classroom.
They are also being taken into homes through parent
competitions in the school newsletter.
“We want to improve standards of behaviour by
teaching values, manners and social graces which
will allow classroom staff to use resources more
effectively in our school to make a substantial
difference to literacy and numeracy standards,”
Peter said.
The Boys Effective Education Program (BEEP),
which focuses on leadership for boys in Years 5 to 7,
helps run the values project.
HONOUR ROLL
PERTH MODERN SCHOOL Student Angel Yu, 13, has been selected to attend the prestigious
Mathematical Olympiad Selection School following his exceptional result in the 2010
Australian Mathematical Olympiad – the highest level maths competition in the country.
Angel is one of 14 students selected from across Australia to attend the Sydney school
in April, and is the first Western Australian representative to be chosen since 2001.
3
Three new
schools opened
at the beginning of
the year: Lockridge
PS, Craigie Heights
PS and Bannister
Creek PS.
1
One more
new school
will open in July:
Roseworth PS.
$
A popular hands-on exhibit allowed students
to handle snakes, frogs and other reptiles. With
activities built around the Year of Biodiversity,
students also went on a scavenger hunt,
acted out a drama focusing on the importance
of trees, and were challenged with solving a
problem in a phys-ed environment.
Ninety primary schools were involved as well
as 15 staff and service providers.
“The confidence gained from taking part
in these induction day activities means that
students can feel comfortable and enthusiastic
in nominating for PEAC courses in the future,”
said Christine Power, PEAC coordinator at
Wembley PS.
District PEAC coordinator Helen Mills said
induction days allowed students to work
interdependently with like-minded peers in a
stimulating and authentic environment that
gave them the opportunity to learn about
higher-level elements of various learning areas.
Snakes had a role in another PEAC session,
this time for Year 7 students in Kalgoorlie who
were greeted by Ralph the carpet python and his
handlers from the Department of Environment
and Conservation.
The presentation was about the Great
Western Woodlands and threats to our local
environment,” said Kalgoorlie PEAC coordinator
Sue Webber.
1.13b
Primary
Schools for
the 21st Century
funding for more
than 1000 projects
at 673 schools.
Guten tag
IT was not all monkeying around for 800 students who
headed to Perth Zoo for a German Big Day Out.
“Students were given a zoo trail activity booklet
written in German and they explored the zoo using
cross curricular activities like maths, geography,
language, writing and art,” said Bull Creek PS teacher
Tanja Colgan.
All the tasks were written in German but came
with a dictionary booklet to cater for individual
levels of the students.
The event was organised by the Teaching
Association of German in Western Australia to
support the learning of German in a meaningful
context. The five public schools taking part were
Bull Creek, Parkwood, Willetton, Baldivis and
Roleystone primary schools.
Baldivis PS
students wore
their animal
masks to the zoo
for the German
Day Out.
Right, Year 3 students Courtney and Jackson of Baldivis
Primary School work hard while observing a tree kangaroo.
Modern mentors
FORMER students now at
university are helping current
students at Perth Modern School
as mentors and tutors.
“Our students are high achieving young people
who constantly seek extension and enrichment
in their academic endeavours,” said principal
Robyn White.
“By helping out at the afternoon homework club,
our former students are providing a unique and
valuable teaching and learning resource to
support the diverse talents and interests of
our current students.”
HONOUR ROLL
WIRRABIRRA PS Teacher Erin Svean won a
Regional Best Practice award for
content on 11 March at the APAC
Innovative Education Forum in
Singapore. Erin was recognised
for her innovative use of
technology content in the
classroom and was presenting
at the conference
as the State winner
of the Microsoft
Innovation Award.
See last edition of
School Matters
for her story.
1300 25
Maintenance
projects
at 773 schools
as part of the
National School
Pride Program.
Schools to have
refurbishments
projects for
Science & Language
Centres for 21st
Century Secondary
Schools.
$
HONOUR ROLL
SHENTON COLLEGE Students Emily
Philimore and Francis Harvey have been
named the 2009 BioGENEius grandfinalists.
The challenge takes some of WA’s top high
school students from the classroom to the
laboratory, giving them the opportunity
to work alongside
experienced scientists
to complete their own
biotechnology research
project. Francis and
Emily will now fly with
their mentors to the
USA and compete in
the sanofi-aventis
International
BioGENEius Challenge
2010 in May.
Celebrating
International
Women’s Day
Morley SHS marked the day with
a breakfast for former students,
members of the community, local
parliamentarians and current
staff and students.
7
Guest speaker Nadia Battistella was the school
co vice captain in 2004 and was recently appointed
branch manager of the local bank.
Morley students also attended the inaugural
Women in Resources awards breakfast run by the
Chamber of Minerals and Energy of WA.
Hamilton Hill SHS teacher Rosinda Seara, 2008
WA Premier’s Teacher of the Year, was guest speaker
at her own school’s breakfast celebration. Rosinda
spoke about education as the key to success and
opportunities.
Students and teachers from Balga, Lockridge,
Bullsbrook, Governor Stirling, Swan View and Kent
Street senior high schools attended an event
hosted by SKM and the Beacon Foundation.
The Beacon Foundation is a not for profit
Australian organisation that helps young people
build self esteem and reach
their full potential.
Presenters shared their
career achievements and spoke
to students about successes,
motivations and aspirations.
434m
The WA
Government’s
investment this
year in building,
refurbishment
and improvement work
in schools.
in the loop
HONOUR ROLL
All the world’s a stage
THIRTY teachers battled Shakespeare at a teacher forum this month
aimed to make the Bard’s works more fun for teachers and students.
“We’re trying to give teachers practical
approaches that work and let them know what
resources we have available for teachers of
Shakespeare,” said Bell Shakespeare’s Matt
Edgerton.
The Shakespeare Battleplan at Shenton College
helped drama and English teachers deconstruct
and re-imagine famous scenes – and discuss new
readings and interpretations.
Shenton College drama teacher Jenni Ridgwell
said it was an excellent opportunity for teachers
to get together and learn inspiring ways to help
students appreciate Shakespeare.
“We were given practical teaching strategies
to add movement and rhythm to the language
of Shakespearean texts so our students can
more easily understand complex meanings,
characterisations and plot structures,” she said.
Meanwhile, Bell Shakespeare announced a
partnership with the University of Sydney to
give teachers who have undertaken professional
development with Bell Shakespeare the opportunity
to complete a Master of Education.
HEDLAND SHS Principal Carolyn Cook
has won the 2010 Women of Achievement
award presented by the Department.
“Her resilience and ability
to lead and positively
influence others
while building and
sustaining a quality
learning environment in
a challenging setting
is a remarkable
achievement,” said
Director General
Sharyn O’Neill.
In Simpson’s
footsteps
GIRRAWHEEN SHS teacher
Jacqueline Bolt will accompany
students to Gallipoli this month
after winning the Simpson Prize.
8
Bell Shakespeare’s Matt Edgerton directs drama teachers Jenni Ridgwell from Shenton College, Kerry Kelly from
Rockingham SHS and Tenielle Clarke from Canning Vale College, in a scene from King Lear.
The awards for Year 9 and 10 students honour
John Simpson Kirkpatrick, famous as the man
with the donkey, for his bravery as a stretcherbearer at Gallipoli in 1915.
Two teachers are selected from nominations
across the country. Jacqueline was selected
for her passion for the subject and her ability to
chaperone the students on a trip.
Student applicants are asked to write an
essay of 900 to 1200 words, or prepare an audiovisual presentation of not more than 15 minutes,
about the ANZAC tradition.
Denmark High School student Jariah Knuckey
is a Simpson Prize runner up and will travel to
Canberra for the three day educational tour for
her essay Are there voices missing from the
ANZAC legend?
W: simpsonprize.org.
Students steal the show
SAFETY Bay SHS students stole the show at the KIC Nufarm Art Awards last month.
The annual youth art exhibition is recognised
as the most prestigious exhibition of young local
talent. Some 1200 entries from both public and
private schools were processed culminating in
85 nominations making it through to the finals,
each vying for the top art and technology design
award.
Sharnee Reid received the Rockingham Council
for the Arts President’s Choice award for her
painting, while Alexander Parker and Rockingham
SHS student Nicolas Campbell received Judge’s
Choice awards for their work.
Alexander and fellow student Tegan
Newton also received highly commended
Teagan Newton of Safety Bay
SHS with her artwork.
acknowledgements in the Nufarm Youth
Encouragement award category.
Sam Lyndsay from Warnbro Community High
School, Jessica York from Comet Bay College
and Justina Michael from Hamilton SHS were
highly commended in the KIC Design for Industry
Photography category.
The students’ art work was exhibited in
Rockingham throughout March.
The community partnership involves industry
members of the KIC, Nufarm, Rockingham Council
for the Arts and Crafts and Kwinana Industries
Education Partnership, and is in its 15th year.
W: kic.org.au/kicart.asp
Salty sculptures
STUDENTS from Dwellingup PS were among
more than 1000 youngsters from Perth and
the southwest who experienced art by the
ocean last month.
They attended the Alcoa
school education workshops at
Cottesloe Beach run by exhibiting
artists from this year’s Sculpture
by the Sea.
Principal Colleen Sing said
it was a great opportunity for
students to experience learning
in a different environment.
“They were exposed to a
wonderful cultural event and
had the chance to work with a
professional artist and create
their own sculptures. It was
good for them to see the wider
world,” she said.
Meanwhile, students at Pinjarra PS are among the first in Australia
to take ownership of a new resource developed by major local
company, Alcoa, in partnership with long-time sustainability partner
Greening Australia.
The Make an Impact Toolkit helps students and their families
reduce their personal greenhouse footprint and find ways to reduce
household water and energy.
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10
board
unlock your school’s future
IT’S not just a smart mind and business acumen that
Annie Fogarty brings to the boardroom; it’s also her
commitment to public education and her passion to
make a difference. A new breed of school board members are bringing
business savvy and community spirit to Independent
Public Schools to improve learning in the classroom
and beyond. Jane Machin-Everill reports.
The boardroom is the staffroom of Roseworth Primary School in Girrawheen where
Annie is joined by others equally committed to the education and wellbeing of
children.
With one of the lowest socioeconomic indices in the metropolitan area, Roseworth
will receive additional funding from mid-2011 under the Australian Government’s low
socioeconomic school communities program. A lack of big business in the area means
unemployment is high; and most students are from single parent families.
Annie is executive chair of the Fogarty Foundation, a private foundation which she
and husband Brett set up in 2000 to “deliver education opportunities that support
people to achieve their potential and inspire community leadership”.
“The Fogarty Foundation began working with Roseworth a few years ago and we
were very impressed with the leadership in the school and the commitment of staff,”
Annie says.
“Through our partnerships in the foundation, we brought together key
organisations at a Fogarty roundtable including The Smith Family and Edith Cowan
University to see how we could share our knowledge and skills to support the school
and the community.
“I will continue to bring people to the table who can help, and my role on the board
may assist the school and support the progressive teachers and staff who are so
willing to be involved.”
For principal Geoff Metcalf, this is the pinnacle of 21 years of leadership in public
schools. With key people in business, the community and academia now on the
school’s board, he is already seeing tangible benefits from being an Independent
Public School.
“It’s so exciting being able to take advantage of the opportunities presented
through being an Independent Public School – opportunities which will directly impact
on the education and wellbeing of our 300 students and their families,” he says.
“Since 2008, when the school was first set up following the amalgamation of
Hainsworth and Montrose primary schools, we have been looking to do things
differently. With our diverse student population, the challenge is clear – we must
ensure that our school continues to be a stable and positive influence in this complex
community.
“We partner with organisations so we can use the capacity of the community to
help the school. The Smith Family, for example, runs workshops for parents, funds a
Learning for Life officer at the school and provides scholarships for students from
Kindergarten through to the end of secondary school.
“My staff and I are always driven by how we can wrap services around the school.
Our parents are not going to websites to find out about school; they’re going where
they can push their prams. We are making sure we have health and support services
on site which is why we are so excited about moving to our new location in a few
months.”
That new location is a brand new $15 million school on the old Montrose site down
the road. It includes a research facility funded by Edith Cowan University and working
areas for speech pathologists, and dental and child health nurses.
ECU’s partnerships director Kevin Pilkington is also on the board and says the
research facility will benefit both the school and the university: “This is an incredibly
complex school community and the university can provide expertise and support
in areas identified by the school. In the new school there will be an observation
classroom where pre-service teachers can view classes and see experienced
teachers in action.
“We already have six of our student teachers doing a residency program at the
school and we are working in the areas of behaviour management and early childhood
development. A key focus for the school is to raise literacy and numeracy levels of
students.”
That’s where Annie Fogarty has made a difference. She advocated for the school to
not just to be part of the Perth International Arts Festival but to be the focus school
for 2010.
Throughout February Year 4 and 5 students went to see a vast array of festival
events as the Children’s Choice jury and this culminated in an awards ceremony. As
the festival website sprouted: “Get a no-nonsense, fresh take on the festival with
11
CALL FOR
SECOND INTAKE
12
Roseworth Primary School Board
Geoff Metcalf Principal
Carol Coumbe and Sue Brockman Deputy Principals
Carol Foley Aboriginal and Islander Education Officer
Glen Purdy and Julie Woodhouse Teachers
Dawn Sutherland President, P&C Association
Jessica Biggs and Jim Leighton-Jones
Parent Representatives
Pat Watt Principal, Roseworth Education Support Centre
Annie Fogarty Executive Chair, Fogarty Foundation
Kevin Pilkington Partnerships Director,
Edith Cowan University
Craig Stewart Regional Program Manager, The Smith Family
ROSEWORTH Primary School
hosted the announcement
on 22 February of
the second intake of
Independent Public Schools.
Education Minister Liz Constable said
feedback from the first 34 schools had
been overwhelmingly positive and the
schools had already experienced a surge in
community involvement.
“This call for schools to join the second
intake signifies the Government’s
continuing drive to hand more control to
schools and their communities,” she said.
“The strong interest shown demonstrates
the desire for moving decision making,
responsibility and accountability closer to
where they matter – the classroom.”
22 February
Expressions of interest open;
consultation by schools with
their communities
27 April
Expressions of interest close
May/June
Independent panel assessment
and recommendations
End July
Second intake schools
announced
July to December
Induction and transition
January 2011
Schools begin operating as
Independent Public Schools
Timeline
this unique awards ceremony – where the only opinions that matter
are those of the kids!”
Festival act the Portico Quartet also visited the school and the
Mammalian Diving Group worked with students throughout the
month, including running a hair cutting event with local celebs.
“We used the festival as an opportunity for our students to
discover a whole new world, and the teachers used it to integrate
literacy and numeracy teaching and learning across the curriculum,”
Geoff says. “The students will remember these experiences for
many years – and the learning that went with them at the time and
will continue throughout their schooling and beyond.”
For Geoff, one of the greatest benefits of more independence
is in the area of staffing: “Although we were a merit select school
we never actually got to the point of being able to select our staff
because the system requirements were always paramount. Last
year we advertised for one full-time and one part-time teacher for
2010 and we got 91 high quality applications – and this is in what
used to be referred to as a ‘difficult to staff school’.
“I want people who want to be here and who want to stay for
the long run – it’s about the stability our school provides to these
students who often don’t have any stability at home and in the
community.
“I have terrific staff who are really excited about the flexibilities
we now have as an Independent Public School and who want to
continue supporting the Roseworth community.”
The critics
Perth International Arts Festival’s most exacting critics
delivered judgments at the Children’s Choice Awards at His
Majesty’s Theatre.
The Children’s Jury from Roseworth Primary School made dance sensation Happy
As Larry the big winner, with a haul of eleven chocolate trophies, including the
prestigious categories of Happiest Show, Most Loveable, Coolest Moves and Prettiest
Girl/Handsomest Boy. The show also beat out tough competition in Most Gross, Most
Flexible and Best Shoes among others.
Other notable wins were 66a Church Road for
Most Talented (shared with Amadou & Mariam),
Most Dirty Language and The Person Who Talked
the Most in One Act. As expected Jeppe Hein’s
great outdoor installation Appearing Rooms won for
Most Water ]and Most Interactive. And thanks, says
PIAF, to the great kids who made up the jury!
looking back
A rewarding trek
Pamela and John Paton look back on their 78 combined years in education.
FOUR years into retirement and Pamela and John
Paton are busier than ever. And not just with the
freedom of walking and camping and gardening and
travelling and keeping fit and enjoying the company
of family and friends … but also with opportunities
to contribute their experience and energy to a
diverse spread of education projects.
“We never imagined there would be so much work
to do when we retired,” said Pamela. “We walked
the Bibbulmun Track – all 1000 kilometres of it from
Albany to Kalamunda – to mark the change in our
lives when we retired and after that the work offers
started coming in.
“We never asked for the work and we don’t seek
it out. It arrives through meetings and calls and
contacts. We also had great respect for those who
were asking us to help out or contribute.”
The Patons take on work if it is intriguing,
challenging and uses their backgrounds and skills.
It also helps if the project means they can work
together and it can be done, in large part, at home
out on the deck. So far, projects have included
policy reviews, coordinating vacation schools,
serving on panels, and teaching in schools in Broome
and Kalumburu.
Just for something completely different Pamela is
now part-time at Notre Dame University in teacher
education and John has just completed another of
his many short term stints in Staffing at central
office. Later in the year they could be heading
to the country to relieve principals and teachers
in small schools so they can undertaken off-site
professional learning with colleagues.
“We work because we can, we choose to and we
still feel connected to the public school system,”
said John.
Both Pamela and John look back on careers which
started in the classroom but embraced school and
district leadership, policy reviews, specialist roles,
teacher exchanges in Canada and, for Pamela, a
stint as director of the WA College of Teaching.
“We both thought, as we set out for our first
postings after teachers’ college, that we were
about to embark on a career firmly and forever
based in classrooms. Each step from that, not
necessarily onwards and upwards, has been a
journey of discovery, of learning about yourself,
people you meet and what you can contribute,” said
Pamela.
To those starting their teaching careers, John
advises to work to become a competent and
enthusiastic teacher (putting kids first) firstly in
your classroom or specialty area. Then be a good
mate or colleague and a good and contributing
staff member, and finally aspire to be a professional
representing yourself and all teachers.
Pamela points out that teaching will use all your
energy, enthusiasm, intellect and goodwill if you
want to be the best – so you need to be healthy and
fit.
She also recommends, as she and John have, to
take up interesting opportunities to broaden your
teaching skills and knowledge and enhance the
learning for students. One of her favourite quotes is
Thomas A Edison (1847–1925) who said: “Opportunity
is missed by most people because it is dressed in
overalls and looks like work.”
The Patons follow their own advice by keeping fit
and interested in the profession they shared for so
long and which gave them so much fulfilment. After
78 years in education between them, they finally
found time not only to walk the Bibbulman Track but
also Milford Track in New Zealand, Machu Pichu and
the high Andes Trails in Peru, and Jatbula Trail in the
Northern Territory.
The weeks ahead will see a trip to visit an art
exhibition at the National Gallery, camp and walk
in the Flinders Ranges, visit the South Australian
wineries and take in the Great Ocean Walk. Later
in the year comes a drive across Canada from
Vancouver to Newfoundland and meeting old
friends.
In unison, they say that their careers have been
wonderful and rewarding. Retirement is going the
same way.
13
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turning points
Character
As told to David Mitchell.
Reformed
I sympathise with some of our at-risk kids in
Years 8 to 10 – because I was one of them.
I was born in Canada but did most of my early
schooling in Ireland before coming to Australia in
1970 when I was 13. It was a difficult age to settle
into a new country and school wasn’t something I
particularly enjoyed. The differences in content and
approach between Ireland and Australia made it a
very challenging experience. My main goal was to
leave school and get a job as soon as I finished Year
10 – despite disappointing my mother who wanted
me to go on to university.
Five months working in a factory soon
changed my attitude.
I got a job as pre-apprentice and hated it. Life was
tough in a factory in those days and the experience
became my greatest source of motivation to be
successful. I went back to school as a reformed
character – from being lazy and unmotivated to
having a clear focus on being successful. Teachers
handed tests back to me thinking “Has this kid
cheated? He’s gone from certain failure to getting
the highest marks in class.” I became the first
person in my extended family to go to university
and I worked my butt off – with my background,
being a drop-out wasn’t an option!
Teaching at-risk students in Gnowangerup
reinforced my belief that every student has
the ability to succeed.
I had a group of Aboriginal students in Years 8
to 10 who challenged every teacher and who didn’t
want to be at school. I soon realised my lesson
content was far less important than the need to
make learning relevant to them, to link in with their
interests and develop a positive relationship with
them. Those kids – disengaged and disruptive in
every other class – really responded to me and most
went on to become positive, productive members
of the community. I bumped into one of them at
a basketball game years later when I was deputy
principal at Katanning and I ended up employing him
to work with at-risk Aboriginal students. So it really
came full circle.
While teaching in England I worked from
students from one end of the social
spectrum…
My most challenging experience was at an inner
London school in 1986. The kids came from difficult
backgrounds and none of my previously successful
strategies seemed to work. I was at the point of
giving up one day when a girl shouted out “If you’re
Australian you must know Home and Away. So what
happens to Mitch?” I’d never seen the show in my
life but I said something like “He got blown up”.
Suddenly there was total silence. I found out later
the streets of London went quiet when Home and
Away came on TV each day. I used fictional stories
about what happened to characters on the show
to engage with the students and develop a positive
relationship. I was counting on the fact I’d be long
gone when they actually realised the truth!
...to the other.
From there I went to a posh, private school in the
Windsor area. The students were in a class of only 16
and were dropped off every day in chauffeur-driven
limousines. But just like the kids at Gnowangerup
and in inner London, they had needs. They came
from absolute wealth, most of them had nannies
because their parents were full-time socialites
or business people, and they really craved a role
model. I developed a bond with them and felt
quite sorry for them because they didn’t have the
most important thing in their lives – their parents’
attention.
At Willetton Senior High School I saw the
impact a good leader can have on the culture
of a school.
I became year coordinator in 1988 under principal
Brendan Davies and that proved to be a career
and life-changing experience. I watched him
almost single-handedly transform the structure
and culture of that school. I loved being year
coordinator and got to know the kids very well from
the beginning of Year 8 to the end of Year 12 – many
of them are still in touch with me now. It was the
first time I realised I had the potential to make a
difference to students’ lives beyond the classroom.
When I was first appointed principal of
Woodvale Senior High School I
thought to myself “Do they
know what they’re doing?”
I hadn’t dare set my
ambitions that high but, after
being deputy principal for a
number of years, I was offered
acting principal at Bunbury
Senior High School for six
months and thoroughly enjoyed
it. I remember sitting back at
the end of 2005, when I had just
been appointed to Woodvale, and
thinking “What’s happened here?” I
had come from never believing
I was even going to make a
successful teacher – and
thinking it was going to be
a challenge just to survive
in education – to being
principal of one of the
biggest schools in the
State. At Woodvale
I learned the
From struggling student to
principal of one of WA’s biggest
schools, Woodvale Senior High
School principal Paul Leech
proves persistence pays off.
power of great teamwork and the value of a strong
community.
I was shocked to be nominated for the WA
Education Awards in 2009.
It is a great honour and privilege just being
principal of Woodvale so I was literally blown away
to have been nominated by the P&C for WA Principal
of the Year. I am thrilled that the community
recognises I am genuine about what I am trying
to do, and that I am doing all I can to get the best
out of each individual in the school. I think it’s
important for a principal to develop a strong sense
of common purpose with staff and the community
and it’s an exciting work in progress here. The school
was already working very well when I came into it,
and that gave me the opportunity to move towards
getting everyone involved in making decisions and
putting strategies in place for the school to become
the very best it can be. I think we’re moving in the
right direction and have a very optimistic vision for
the future.
Some teachers advise their own children
“Whatever you do, don’t go into teaching.” I
think that’s wrong.
My eldest son Justin has become a teacher
this year and my other son Ben – guess what? – is
studying to be a teacher. I think both have seen
that I have had such a wonderful experience out
of education and it has opened up the world to a
range of opportunities. I’ve been lucky enough to go
overseas with my work and research education in
other countries. They can see the benefits beyond
the salary, and how rewarding education can be if
you have the right attitude. It’s a nice compliment
that they have seen me as a role model.
I feel privileged to be a principal and to
work with so many great young people.
It’s a little bit like being the conductor
of an orchestra – you have to pull all the
component parts together to work towards
the same common goal. Everyone has
different yet complimentary roles to play. If
I feel down at any time, I go around the
school and chat to some of our
students because they
are really inspiring and
most have great
hopes for their
futures. That’s
when I realise
how lucky I am
to do this job.
15
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where are they now?
With fellow students at The University of Western Australia before
leaving for the Enrichment Centre camp in 2008.
One for all
I am Shaka Bagadu Cook. I am an
Innawonga man from the Pilbara.
17
After a successful year studying at the West Australian
Academy of Performing Arts – Aboriginal Theatre (WAAPA)
last year, I auditioned and was accepted into both WAAPA
and the National Institute of Dramatic Art (NIDA) courses.
I accepted the NIDA Bachelor of Dramatic
Art offer. Many people think that this is what
I have always dreamed of doing and how lucky
I am but they are wrong and they don’t know
the burden I carry or the sacrifices I have
made. Not many people know the reason why
I have done what I have done. People think all
I have achieved was for myself; I did it for my
people and for others like me.
I grew up feeling as though I was nothing,
a nobody, like a shadow forgotten. Most
of my primary school education was at
Roebourne Primary School and when we
moved to Wakuthuni Community I went to
Tom Price Primary School and Tom Price Senior
High School. I was the first person from my
Community to graduate Year 12 doing TEE
subjects. I knew that, to make a difference,
stereotypes needed to be broken and to make
a change I could never give up.
During high school I developed a mind of my
own - I thought of things differently and more
in depth. I thought about the two worlds I
live in and I met a great friend who was able
to help me. Her name is Debbie Douglass. She
has helped me to get to the point that I am
at now. At the Tom Price Enrichment Centre
we were always supported, encouraged and
believed in; one big family together.
With the help of the Graham (Polly)
Farmer Foundation and the partners
(Department of Education, Gumala
Aboriginal Corporation and Rio Tinto Iron
Ore), the Enrichment Centre helped make
opportunities for me to create my own path
and I thank them a lot. While getting help with
our school work at the Enrichment Centre, we
formed our own dance group, went to acting
workshops and were challenged in many
different ways. My talent was seen by others
and I knew that this might be one way that
I would be able to make a difference for my
people and others.
It is my culture that gives me strength,
identity, meaning and purpose and I see
acting and movies as a vehicle for me to
bring pride back to my people and to educate
others about the power of Aboriginal culture.
I am still adjusting to life here in Sydney after
being in the bush for cultural reasons during
the Christmas break. I have had no rest but
know I have a responsibility to keep going on
for my people and there is so much more to
do.
I have already been successful in the eyes
of many; still it is not enough. I will make more
sacrifices and suffer for the purpose that I
am fighting for; for all. I worry about others,
watching and waiting for me to make the path
for them to follow – if I falter then it is me
they blame rather than looking at themselves.
I want them to not wait or rely on others; to
do what they can do and for each person to
make and take responsibility for themselves.
It’s my life, my choice but I cannot think
just of myself. Sometimes I feel trapped by
the expectations of others and by my own
success but that is how it is. I am proud
though of who I am… Shaka Bagadu Cook.
Shaka’s tip
Take every opportunity that comes
your way and make the most of it.
Don’t be shy of your talents. Don’t
take the easy way out by giving up.
Better yourself.
18
innovation
with Jane Machin-Everill
Tuning
in
to the sounds of language
From building the skills of paraprofessionals so they can better support young
students’ literacy development to giving older students the chance to experience
food production from pasture to plate, innovation is flourishing in our schools.
Jane Machin-Everill reports on two projects under the School Innovation Grants
2010 which are helping to give students the skills they need for life.
DESLEA Konza is passionate about
language. Associate Professor
at Edith Cowan University, her
research and interest are in early
literacy development – and she
is sharing her expertise with
Westminster Junior Primary School.
She began working with principal Peter Mulcahy
last year under the Principals as Literacy Leaders
project. Now the innovation grant is allowing
essential work to continue on improving student
literacy.
“It is only through a more systematic and explicit
teaching of the letters of the alphabet that we can
overcome some of the low levels of literacy evident
in many children,” Deslea says. “Children need to be
taught how to hear sounds and then how to relate
those sounds to the alphabet.
“If we don’t do this, the evidence shows that
children who are struggling with literacy will be even
more disadvantaged. We need to get children tuning
in to the sounds of language – recognising that ‘cat’,
as well as being an animal, is a word made up of
separate sounds.”
The suburb of Westminster, created in 1995 when
Reid Highway was completed, lies between Balga
and Nollamara. About 20 per cent of the school’s
240 students from Kindergarten to Year 3 are from
backgrounds where English is not the first language,
and a further 30 per cent are Aboriginal.
The school shares an ESL teacher and ethnic
teacher assistant with neighbouring schools and
has a chaplain, community liaison officer, nurse and
psychologist to support the school community.
Peter says the school looked at its data and
identified reading as the main area for improvement:
“We want interventions that not only work in the
short term but have a lasting impact on student
outcomes. Our staff know that a successful
intervention is not a one off program, nor is it about
maintaining ordinary classroom practice. We are
committed to researched strategies and building
the capacity of all staff.
“To deliver these improvements, we have
made changes across the school. There is now
an emphasis on phonological awareness from
Kindergarten to Year 1 and on phonics and early
reading from Years 1 to 3 – based on The Big Six.
“We have a literacy teaching block four mornings
a week as well as sessions for parents to help them
read with their children. There is even a professional
reading club for interested staff to meet regularly
after school. Each month teachers get together to
plan, they have access to a literacy mentor and we
have a new reading policy.”
A key aspect to improve literacy
is a reading intervention called
Riding the Waves.
The first wave is for all students; the second is for
students needing more intense support; and
the third is for students not responding to waves
one and two who need very specific monitoring and
support.
Education assistants and Aboriginal and
Islander education officers, essential to the waves
approach, are receiving professional learning in
phonics and First Steps
so they can better help students.
Deslea Konza is helping these staff gain the skills
they need to deliver high quality small group reading
programs.
“I am helping the school assess exactly what
each student can and cannot do.
We need all staff in the
school involved – the
paraprofessional
staff are crucial as they
will work closely with
teachers and provide
intense support to
students,” she says.
19
LANGUAGE IS ALSO PART of another innovative
project. At Cyril Jackson Senior Campus, Intensive
English language, education support and Year 11 and 12
food production students are producing 200 meals a
week for Foodbank to give to families in need.
Involving students in the cycle of giving as well
as giving them skills for the real world – including
the world of work – are essential. For principal Karen
Woods, working with Foodbank started last year and
resulted in the production of 1000 meals.
“We wanted to give students from the education
support campus more opportunities to develop their
skills and knowledge as well as enhance their self
esteem and boost employability skills,” she says.
“Certificate II students in Years 11 and 12 worked
with these students, we invited chefs to the school
and took students on excursions to see the hospitality
industry in action.
“We set up a community garden to grow our own
vegetables – and teachers and education assistants
used their creativity to develop the curriculum in
horticulture and hospitality.”
Foodbank supplies 270 schools across
WA with food and Cyril Jackson
is the only school giving back
in this tangible way.
Foodbank operations manager Hamish Dobie said
the relationship benefits everyone: “We get meals for
needy families and the students get to work in a real
situation. Some of the education support students
have secured part-time work and one is now an
apprentice.”
Cyril Jackson Education Support students harvest vegetables for the Pasture to Plate program.
From bottom left/clockwise: Matha Dech, Chance Moa, Daisy Cudlipp, Amanda Pitcher, Gary Dawe.
With the innovation grant, the school is extending
the garden and buying equipment including a
freezer, griller and pots and pans.
“We have brought together a really diverse group
of students and each group is benefiting from
this innovative project,” said coordinator Cath
McDougall.
“Education support students are gaining
horticulture skills and using these skills in the garden
for planning the planting schedule, preparing beds,
tending and harvesting. They are also preparing,
cooking and serving food – wearing their chef uniforms
with pride. They then have the opportunity to do work
experience at Foodbank. We are seeing engagement
increase through this holistic approach to learning.”
Students who have recently arrived in Australia are
getting to understand Australian foods and what is
available in what season. The curriculum includes using
the planning and harvesting schedules to teach them
English.
At the same time, Year 11 and 12 students are
working towards the Certificate II in Hospitality – and
some students in the student housing complex are so
taken with the whole concept that they have started
their own garden.
“Of course, everyone is learning how important
nutrition is and developing good eating habits which
will go with them throughout their lives,” says Cath.
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10
questions
as told to Maria D’Agostino
Brain food?
Uma Jha, 14, of Shenton College travels to California in August
to represent Australia in the International Brain Bee Challenge.
She won the national final of the neuroscience competition in
front of a live audience in Sydney after outsmarting more than
4000 competitors along the way.
What’s it like being named the brainiest
student in Australia?
If you think of every generic word to describe
success than they all apply. It was exciting. The
competition involved an anatomy section, then a
written section followed by a patient diagnosis and
then a live question and answer section in front of
everyone. There’s not a lot that makes me nervous
or frightens me but getting things wrong in front
of everyone is pretty nerve racking. Plus they have
your score up on a board behind you. But Associate
Professor Jenny Rodger and Dr Avinash Bharadwaj,
my mentors and tutors from The University of WA,
really helped me prepare for it and my mum also
helped keep me on track.
Do you have any words of wisdom for students
who want to achieve academic success?
Doing an assignment the night before it is due is
not a good idea. I do it sometimes but it doesn’t
mean I recommend it and computers have a habit
of crashing the night before an assignment is due
or printers run out of ink. An important thing to
remember is that if you work a little for a long time
it is a lot less stressful than trying to cram it all in
within a short period of time.
Who inspires you?
A Finnish soprano named Tarja Turunen. She was
in a metal band but was trained classically. One of
my friends made me listen to a band she used to
be in and I just think she’s a really cool person. She
speaks five languages and did boxing in high school.
My mum also inspires me. I get to learn from her
mistakes. She gave me some of the best advice I’ve
ever received which is whatever you want, if you
work hard enough for it, you can normally achieve
it. And always try your best because that’s what
matters. Not your grades or winning prizes.
What do you do to unwind?
I like to draw pictures, listen to music, play games
and read of course. My favourite book is The Book
Thief by Markus Zusak. I read it last year or the
year before and I’m not sure why it’s my favourite
but it struck me as being a bit different in a cool
way. I haven’t had much time to read recently but
it’s one of my favourite things to do when I get
the time. You have to have a balance so instead
of procrastinating if I’m tired, I do something
completely different and go back to my work later.
How do you keep motivated in your studies?
The things I do well are the things I enjoy so that’s
motivation in itself. But with the mundane things
like tests, for example, I always think that if I study
hard enough now then I won’t have to work as hard
later to get my grades back up again.
What are your career aspirations?
I’m hoping to go in to medicine and am thinking
about psychiatry. The mind is more intriguing than
the body in my opinion. According to my mum
I’ve been saying that I wanted to be a medical
researcher for a very long time but research isn’t
now as appealing as it was back then.
Who are the special teachers who have
helped you get where you are today?
All of my teachers over the years have helped
me get here. Once someone has taught me then
they are my teacher for life. That’s what my mum
says.
Do you play a sport?
Not any more. I did athletics for four years between
the ages of seven and 10 and I had to train a
lot for that. It still has an impact on my
body. I still do inter school athletics
and things like that.
Do you have any unusual
skills? I can tie gummy snakes
into knots with my tongue.
Someone mentioned doing it once
and I thought I’d give it a go and
many, many snakes later I finally
achieved it. I’m the only person I
know who can do this.
What is your favourite food?
I love peanut butter and Nutella
sandwiches. I’ve been having them
since I was quite young and don’t
remember what started me – I think
my neighbours were eating them or
something. Whenever people ask
my mum what I eat to make me so
intelligent, she always jokes that
it’s peanut butter and Nutella
sandwiches.
Try peanut
butter and
Nutella
sandwiches!
21
Revving up
Carolyn Cook
leads the way at
Hedland SHS
22
Resources giant BHP Billiton Iron Ore’s decision to invest millions of dollars into
education in the Pilbara is paying off. Len Horne reports from Port Hedland where
Education Minister Liz Constable officially launched the latest $3 million phase of the
Pilbara Education Partnership.
DEPUTY Mayor Arnold Carter has been a pillar of the Port
Hedland community for more years than he cares to
remember. It is, he says, a great place. But that didn’t
stop him sending his children down to Perth when the
time came for secondary school.
Times have changed. Those same children who went
to boarding school in Perth now have children of their
own approaching secondary school age. This time, the
decision is to stay in Port Hedland.
Hedland Senior High School services five primary
schools in Port Hedland and South Hedland. While there
was an earlier push for a private secondary school to
be built, that has faded with the growth of Hedland
SHS into a school offering high quality academic
opportunities and training pathways.
Principal Carolyn Cook’s leadership over the past
three years has earned her the awards of WA Principal of
the Year 2009 and Woman of Achievement 2010, not to
mention legendary status at the local speedway track
where her students race quarter midget cars that they
build and maintain themselves.
Carolyn shrugs off the gongs – although she does
acknowledge they bring a community focus to the
improvements at the school. Instead she pays tribute
to her staff, to her parents and importantly to the
staff and parents of the primary schools:
“It’s a team effort
and I always
spread that message,”
she says.
Since 2005, BHP Billiton Iron Ore has joined the team,
forming the Pilbara Education Partnership with the WA
Government to enhance education and training in the
region.
Newman SHS principal Alan Curtis checks out the new
milling machine funded by BHPBIO.
Pilbara schools
The $11 million investment over five years
is carefully framed to attract and retain
the best teachers as well as improve the
outcomes and aspirations of students in
Port Hedland and Newman. The deal funds
22 separate programs, including sister
school arrangements with Shenton College
and Mt Lawley SHS in Perth to provide more
opportunities for students and teachers to
develop skills and share resources.
“We believe a strong
education system is
fundamental to sustainable
communities,” says company
vice president of sustainability,
Carl Binning.
“The partnership supports a diverse mix of
programs such as mechanics, dance, music
and mining – there’s something for everyone.”
Speaking at the function to celebrate
the latest $3 million two-year agreement,
Carl said there were already significant
achievements: “We are helping to retain
talented teachers who in turn are
contributing to significantly improved
academic results of students.
“The schools are also educating our future
technicians and there are now fantastic
career paths to training. Most importantly,
there is a new community expectation of
achievement. Our staff see that they have
positive choices in primary and secondary
schools – and we get to retain people for
longer and they are happier to be part of the
community in which they work.”
Newman SHS principal Alan Curtis says
the partnership is the icing on the cake: “We
can do a lot of things well but we are doing
them better because of the extra funding
that comes from the Pilbara Education
Partnership.
“We’re punching above our weight in TEE
and NAPLAN results and we have had a 100
per cent graduation rate for the last five
years. BHP funding provides those extra
opportunities for both students and staff
which would otherwise not be there.”
He points particularly to the Mining Alliance
Program which fosters university aspirations
for students who might head for a mining
career; to the student teacher subsidies
for practicum experience which hopefully
lead to a teaching job; and to the academic
extension programs which include sister
school relationships with Shenton College.
There is also a strong transition to the
secondary school with primary students
visiting on each week for specialist science,
technology, drama and music lessons. A
specialist music teacher funded by BHP and
based at Newman SHS also teaches at the
two primary schools.
The success stories
of the schools in Newman
and Hedland are the
buzz of both towns.
As more houses are built,
the balance of resident workers
and fly in fly out workers
will change and more and more
families will be making
the choice of where
to send their children.
Report card so far
• The expansion of TEE subjects sees Hedland SHS
with 24 students studying TEE subjects this year
compared with six last year.
• Sister school relationships with Shenton College and
Mt Lawley SHS are improving opportunities for both
students and teachers.
• Indigenous attendance at Hedland SHS is well above
the national average.
• Some Year 8 students at Hedland SHS improved
more than two years of age in literacy levels in just
one term.
• Attendance levels have increased and behavioural
issues have reduced significantly at Hedland SHS.
• Funding of practicum teachers has resulted in more
student teachers requesting permanent placement
in the Pilbara when they graduate.
• Newman SHS has maintained 100 per cent
graduation for five years running.
• One in three students in the specialist mining
program at Newman SHS is Indigenous and one in
three is female.
• 64 per cent of Indigenous students at Newman SHS
recorded improvements in numeracy and literacy.
• Early childhood programs are running for the Martu
Community at Newman.
• A drama specialist teacher now works at Hedland
SHS and a music specialist teacher works at
Newman SHS.
As Arnold Carter puts it:
“The Pilbara has always been
a marvellous place to live
and work. What’s changing is
that our community now has
confidence in the choices of
secondary education.”
The Kicking Goals
program, supported
by West Coast
Eagles and Swan
Districts, has
seen significant
improvements
in behaviour
and student
achievements at
Hedland SHS.
23
Midget cars, big results
SURPRISINGLY for a self-confessed rev head, Hedland SHS principal Carolyn Cook has yet to join her
students at the wheel of a quarter midget and race around the local speedway track at 115 kilometres
an hour. But she is a pit crew member and she has driven the bigger cars.
Carolyn brought the idea of quarter
midget race cars from her previous
posting at Narrogin to Hedland SHS
where, for three years, it has been
one of the more dramatic programs
funded by BHP Billiton Iron Ore.
The cars cost about $5000 each to
build and there are also $1000 racing
suits and trailers. Students work with
Pilbara TAFE to build and maintain the
school owned cars. They also form the
pit crews and race them around the
local speedway track.
“It’s an automotive training
program with our students getting
the opportunity to achieve both
Year 12 graduation and nationally
recognised trade qualifications,” says
Carolyn.
The chance to drive the cars is
linked to attendance and the program
achieves an 88 per cent attendance
rate. The latest plan is to donate a
car to the primary schools as part of
the transition program which helps
primary students get a taste of
what’s on offer at the ‘big school’.
School Council president Rob
Fry says the quarter midget program
enthuses students who might not
otherwise engage in education:
“It develops a hands on
approach to learning
and a flow on is fewer
behaviour management
issues,” he says.
A similar program is underway
at Collie SHS where students
are building and racing their own
speedway car in conjunction with the
Collie Police and Citizens’ Youth Club.
Self-confessed rev head Carolyn Cook is particularly keen on the
quarter midget cars program at Hedland SHS.
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Solar Model Car Challenge
Solar Model Boat Challenge
www.westernpower.com.au/solarcar
www.westernpower.com.au/solarboat
It’s a fun, practical and innovative way of getting your students
involved in renewable energy and sustainability. Competition
held October 2010. Metro and regional teacher’s PD available.
For further information or to register your interest, please contact:
9425 5020 or [email protected]
opinion
It doesn’t
add up
Mathematics education in Australia is in crisis according to a review published last month
by the Go8 group of Australian universities. One of the contributors to the review was
Winthrop Professor Cheryl Praeger* of The University of Western Australia who argues
that the massive drift from senior mathematics in schools must be addressed.
AS THE vital role of technology in modern
society increases, the mathematical
sciences are becoming indispensable.
Many disciplines such as physics
and economics have always relied on a
foundation of mathematics, but now virtually
every area of our lives depends on the
mathematical sciences – from health care to
telecommunications, and from understanding
climate change to making secure financial
transactions.
Mathematics is more than
just important. It is a critical
skill that every Australian should
have to improve their lives and
the lives of those around them.
To face future challenges, Australia, and
in particular my state of Western Australia
with its resources boom, needs people
who not only have a broad mathematical
understanding but who are highly skilled in
science and mathematics. It has been found that
mathematics is the only science subject whose
study in secondary school consistently enhances
performance across all science disciplines. An
important reason is that a mathematical training
promotes clear logical thinking.
We need to ensure a strong mathematical
education for our young people to underpin their
other skills – whether in science,
medicine, engineering or technology.
This requires a new educational
focus on nurturing mathematically
talented young people to ensure
they realise their potential.
To achieve this we must address a current serious
shortfall of well qualified mathematics teachers
in schools. The most recent study of staffing in
schools revealed that the highest rates of unfilled
vacancies are in mathematics, with 10 per cent of
secondary school principals reporting at least one
unfilled teacher vacancy. Perhaps more seriously,
many mathematics teachers have studied a less
than ideal level of mathematics at university.
In addition to the shortage of mathematics
teachers, demand by Australian employers for
mathematics and statistics graduates continues
to outstrip supply. Both the CSIRO and Australian
Bureau of Statistics have grave concern about
their ability to recruit graduates simply to cover
retirement replacement let alone growth. This
demand for high mathematical skills comes at
a time of desperate shortage of well trained
mathematicians and statisticians in Australia. The
percentage of Australian students graduating with a
mathematics or statistics major is 0.4 per cent, less
than half the OECD average of one per cent.
Australia needs to at least
double the number of mathematics
and statistics graduates it produces
to properly equip itself for the future.
Support at all levels is required. I was especially
delighted that, in awarding me 2009 Western
Australian Scientist of the Year, the Western
Australian Science Awards recognised the central
role of the mathematical sciences.
The mathematical sciences have been described
as a ‘hidden achiever’, perhaps due to the universal
nature of mathematics. Mathematical research
rarely focuses on solutions to a single applied area
but rather tries to develop generic but still complete
solutions to wide classes of problems.
The generality and power of mathematics may
unwittingly contribute to the invisibility of the
mathematical sciences to the
community at large. Even though
the application of mathematics
and statistics provides tangible
benefits to all areas of life, those areas, and those
sectors of the economy, each have their own names:
modelling climate change, secure communications,
imaging, defence research, the Human Genome
project. The list is endless, and most do not
clearly identify themselves as involving a high
level of mathematics.
The community at large does not see
mathematics and statistics as critical to
the vast majority of technologies in use
every day. Neither do our secondary school
students who are migrating
to easier options from senior
mathematics courses. The
massive drift from senior
mathematics in secondary
schools must be addressed if universities are
to be able to produce anything approaching
the required number of graduates in
quantitative disciplines.
The UK recently turned its performance in
mathematical sciences and education around
in a remarkable way by combining aggressive
teacher recruitment with substantial
inducements; regulation of teacher education
numbers to match demand from schools;
an impressive careers program supported
by the government and professional societies; and
the designation of mathematics as part of the
strategically important subjects program. If the UK
can do this, so can Australia.
I invite and welcome our political leaders to join in
reinforcing the importance of mathematics to the
future wellbeing of Australia and Australians. This
will inspire students and their parents to appreciate
both the importance of the mathematical sciences
and the many exciting career options that depend
on developing good mathematical skills.
*Professor Praeger is Director of the Centre for Mathematics
of Symmetry and Computation at The University of Western
Australia, an Australian Research Council Federation Fellow, and
the 2009 WA Scientist of the Year.
Recommendations of the Group of Eight
universities’ review focus on equipping primary
school teachers with mathematical skills
and the need for remedial maths courses at
the tertiary level. The review highlights some
startling statistics:
• From 2001 to 2007 the number of students
enrolled in a mathematics major in Australian
universities declined by approximately 15%.
• The number of students taking advanced
mathematics at secondary school dropped by
27% between 1995 and 2007.
• Demand for mathematics and statistics
graduates is predicted to grow by 3.5% a year
until 2013.
W: go8.edu.au
25
viewpoint
with Michelle Scott
Commission for Children and Young People
Public education is leading
AS Commissioner for Children
and Young People, one of my
key statutory functions is to
promote the participation of
children and young people in
wider society.
26
This fits with the commitment of
governments to build a society where all
Western Australians feel valued and have
the opportunity to participate fully in their
communities.
Public education is playing an important
role in building a socially inclusive Australia.
It is charged with offering a high standard of
education to all our young citizens to enable
them to participate economically, but also so
they can participate fully in social and civic
life.
As noted by Professor Fiona Stanley in the
last ‘viewpoint’, universal access to quality
education is essential to both the wellbeing
of our children as they grow into adults and to
the social health of our community.
In my travels throughout the State
over the past two years, I have seen many
outstanding examples of public schools taking
the initiative to respond to and meet the
particular needs of children and their families
in their local communities. Many of these
efforts require an extraordinary commitment
from principals, teachers and support staff.
These initiatives take different forms
from one off student projects to long term
collaborations and partnerships.
One example is Roseworth Primary School’s
participation in two productions I supported
in the recent Perth International Arts
Festival. It required an enormous commitment
from students and staff, and a flexible
curriculum, to accommodate the hectic
schedule in February. But feedback from the
school suggests the benefits were well worth
it. Haircuts by Children and the Children’s
Choice Awards, produced by Toronto-based
company Mammalian Diving Reflex, featured
Year 4 and 5 students from the school.
In Haircuts, the nine to 11 year olds were
taught styling skills and learned how to
interact with customers – and then offered
free haircuts to adults. In the Children’s
Choice Awards, students attended 14 festival
productions, learned how to evaluate what
they had seen, write up their opinions and
give reasons for their decisions. Their views
were aired to the wider community through
a blog and an awards ceremony. It was a
huge learning curve for the students that
broadened their skills and experiences.
Being able to evaluate issues, articulate your
views, accommodate others’ opinions, take
responsibility for your actions and negotiate
with others are essential abilities for an
active and engaged citizen.
The festival experience also boosted
confidence, improved communication skills
and gave the children an enormous sense of
self worth and achievement. Much of this
Michelle Scott joins in the
fun at Challis Early Childhood
Education Centre.
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the way on social inclusion
sense of self worth came from the children
feeling valued by their community – trusted
to cut adults’ hair and having their views
taken seriously by others.
Balga Senior High School is another public
school that is successfully encouraging
student interaction with the wider
community. It supported students in its
Swan Noongar Sports Education Program
to work with FilmBites Youth Film School
to produce two short films on issues that
affected them.
The results were The Feud and Crash.
Both films were finalists in the prestigious
Australian Teachers of Media (ATOM)
Awards and Crash was a finalist in this
year’s secondary school category of the
WA Screen Awards. The films depict real
life scenarios of family feuding and risky
behaviours and work through studentled resolutions to the problems faced.
They were viewed throughout the wider
community.
The experience helped to empower the
young people involved to have a voice on
serious issues that impacted on them,
and demonstrated that the students were
capable of delivering effective solutions to
the problems they faced.
In other instances, schools are responding
to local needs by establishing themselves
as holistic early years’ hubs for families. One
example is Challis Early Childhood Education
Centre which opened in March last year. The
principal has brought together playgroups,
parenting and child health services for
children under four and their families so kids
can have access to a full range of services
before they start school.
Wyndham Primary School also has an
early learning activities eentre on site and
Koondoola Primary School and Parkwood
Primary School operate similar services for
non-English speaking and migrant children.
Extensive research confirms that early
life experiences have a major impact on the
development of the brain and play a central
role in favourable or unfavourable health and
development outcomes for children. These
schools are also providing a supportive
environment to improve parenting skills
and build trust between the school and the
wider community.
These are just a few examples of innovative
public school programs – driven by dedicated
staff – that are having enormously positive
impacts on students, families and local
communities across the State.
Public schools need the flexibility
and support to explore initiatives that
effectively engage students and families
within and outside the school grounds.
Principals, teachers and school support
staff are well placed to understand the
needs of their students, their students’
families and their local communities.
We should be harnessing this unique
knowledge and enthusiasm, and supporting
public educators as they take the lead in
creating a more socially inclusive society.
27
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extras
May it please your
Most Gracious Majesty
YEAR 12 Perth Modern School student Trilokesh
Chanmugam presented a message from the youth
of Western Australia to the Queen on Commonwealth
Day last month.
The message begins: May it please your Most Gracious Majesty.
Reflecting on the Commonwealth Day theme, Science, technology, and
society, Trilokesh said in his message that the benefits of technology
must be balanced with the danger when technology is not supported with
careful planning.
He said it was up to the youth of the Commonwealth nations of two billion
people to remember “our core values and ensure that science and technology
empowers us in our future”.
The youth message to Her Majesty was a highlight of the youth rally held at
Government House in the presence of the WA Governor, Dr Ken Michael, a former
student and now patron of Perth Modern School.
The event also featured students from Morley SHS, Applecross SHS,
Rossmoyne SHS and the senior choir of Nedlands PS.
As the current winner of the prestigious Sir Francis Burt speech and
leadership contest, Trilokesh was invited by the Royal Commonwealth Society
to present the message to the Queen.
28
One for the album. Pictured with the Governor are, from left, Trilokesh Chanmugam, Perth Modern School; Tara Thillainath and Jack Looby of Applecross SHS; and Antony Huynh and Tirna Cahill of
Morley SHS, all of whom were speakers at the Commonwealth Day youth rally at Government House.
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Ahoy
there!
Principal Susan Oliver with her students
at Menzies RCS where resident ghost
Molly is not on the staff register.
JUNIOR crews are
setting sail across WA
thanks to a new project
to increase awareness of the
importance of safety on the water.
The education package introduces students in Years 3,
4 and 5 to water safety with hands on learning activities
and the requirement to log completed activities to
become a member of Junior Crew. While these activities
are conducted in the classroom, Department of Transport
marine officers also visit students on a patrol vessel
as part of the program. A resource pack for teachers
includes books, posters, work sheets and flash cards.
Eight primary schools including Alinjarra PS, Hillmans PS,
Lancelin PS, North Mandurah PS, Richmond PS, Rockingham
Beach PS, West Busselton PS trialled the program last year.
W: transport.wa.gov.au/juniorcrew
Molly haunts
Menzies school
MENZIES Remote Community School’s resident ghost Molly
has spooked and baffled staff for nearly a century.
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on fire while she stood in front of an
open fire to read to her class. She tried
to beat the flames with her hands but
quickly became enveloped in them.
A young boy sounded the alarm
and when the headmaster arrived, he
grabbed some flags and other material
to extinguish the flames. Doctors arrived
soon after but despite all the medical
care, Molly died a couple of days later and
was buried in Kalgoorlie in July 1924.
Molly may have played an invisible hand
in preserving the school’s important place
in WA’s history. The school, built in 1898
during the population explosion in the
Goldfields, was permanently listed on the
State’s Heritage Register late last year.
Heritage Council executive director
Graeme Gammie said the school was
iconic of its era when buildings were put
up as quickly and cheaply as possible.
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Richmond PS students Solomon French and Lauren Holiday with marine
education officer Rod Marton at the launch of the Junior Crew program.
Richmond PS students are the first Junior Crew members.
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Published by THRASS Australia Pty Ltd 2009
ISBN 1 876424 79 6
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Two-Day Course: $418 (Inc. GST, Catering & Comp. Resources)
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Principal Susan Oliver was working late
one night setting up the junior classroom,
by undoing a lacing frame and pinning
curtain covers over a bench. She left the
room for a short while and returned to
discover that “the frame was tightly laced
up, the curtain was on the floor and the
pins were at the other end of the room”.
Susan was philosophical about what
happened and said Molly “obviously didn’t
like my choice of curtain material.”
Similar spine-chilling accounts abound
of doors slamming shut on stagnant
nights, footsteps walking the hallway at
night, the sudden brush of cool breeze in
enclosed rooms, and the feel of someone
touching your shoulder or tugging your hair.
According to the Eastern Goldfields
Historical Society, Molly Findlater-Smith
was a teacher in the junior classroom in
the early 1900s. Her long dress caught
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extras
Premier drops in for brekkie
PREMIER Colin Barnett paid a visit to
Sevenoaks Senior College last month to hear
about some of the projects that are running
at the school.
Premier Colin Barnett had breakfast with Clontarf Football Academy students during a recent visit to
Sevenoaks Senior College.
Amazing
community
support.
A Foodbank student breakfast was held for the Clontarf Football
Academy students and the Premier joined them for breakfast before
they headed to Kalgoorlie for a football game.
Foodbank provides Sevenoaks with breakfast, which students
prepare themselves, for engagement programs including Fast Track
and the Clontarf Football Academy.
Teacher Kath Murray said Sevenoaks hoped to continue the
breakfast program and extend it to lunch time as well.
“Our students know the importance of a good start to the day
and were happy to share their views with the Premier,” she said.
“They felt honoured to speak with Mr Barnett who was very
interested in their education programs and they were happy to tell
him how important the breakfast program is to them.”
Sevenoaks also runs a successful Workplace Learning Program
which allows for a wide connection with local businesses. The
Premier addressed the annual thank you breakfast which was
attended by business representatives while students served food
and coffee.
Mr Barnett also presented the newly elected student guild with
their badges and talked with them about leadership.
We would like to thank the many staff,
parents, members of the community
and contractors who helped us get
our schools back into shape after
the destructive storm in Perth last month.
Dr Elizabeth Constable MLA
Sharyn O’Neill
Minister for Education
DIRECTOR GENERAL
Long
way from home
EXCHANGE teaching is a chance to become a
better teacher as well as explore another country,
according to five Canadian teachers and one
American who are based in our schools this year.
Beth Deeley (standing)
tries her hand at
dog sledding.
Right: Our six exchange
teachers in WA schools.
“It’s like a year long professional development course,” said Sandi Morris
from Edmonton, Alberta, who is on her third exchange to Australia having
previously been in South Australia and Tasmania.
“It’s entirely different from just travelling because you become part of the
community, establish different relationships and learn new interactions with
students and staff.”
Sandi said Yakamia PS in Albany is twice as big as her school back
home – “I’ve already got lost a few times on campus” – and the class
sizes are bigger.
Cliff Hall from Prince George in British Columbia is relishing the syllabus and
resources experiences he is getting at Middle Swan PS which is about the
same size as his own school. Here with his wife and six-year-old child, Cliff
has also previously exchanged in South Australia.
Three more Canadians in WA schools much bigger than their home schools
are Vicki Adamson from Vancouver Island and now at Landsdale PS, Terri-Ann
Dallimore from Ontario and now at Woodvale
SHS teaching physical education and health, and Cindy Henke from Alberta
and now at Canning Vale College where she is teaching Year
8 and 9 maths.
Making up the visiting sextet is primary school librarian Nancy Carabell
from Colorado who has taken on a teacher librarian role at Busselton SHS.
Apart from the school size differences, all our exchange teachers comment
favourably on the politeness of our students, the open plan learning
environments, and of course, the tourism wonders of
Western Australia.
Meanwhile, reporting from a frozen Canada, Canning Vale College teacher
Beth Deeley introduced her Alberta students to the delights of Australia Day.
“The school day always begins with the Canadian national anthem, but on
26 January we played Advance Australia Fair and then my students became
immersed in Australian culture,” said Beth.
“We watched a video of AFL football, tried Vegemite, ANZAC biscuits and
lamingtons, threw boomerangs, and tried out a few
Aussie words.”
Said principal Ben Galeski: “The touch of Australia that Beth brings to our
Canadian school is awesome. She instantly connected with her students and
colleagues and has become an integral member of the school community.”
31
3672 Sustainability Showcase 19/03/10 11:08 AM Page 1
SHOWCASING SUSTAINABILITY
An Invitation
Water
Join the Australian Sustainable Schools Initiative WA and its associated
program and resource providers at Perth Zoo to explore the many
aspects of sustainability.
• Presentations
• Workshops
• Previews
• Displays
• Resources
• Guided Walks
A full day of professional learning and networking opportunities.
Tuesday 4 May 2010, 9:00am-3:00pm. Free of charge.
Purchasing
and Waste
BioDiversity
Energy
Photo: istockphoto.com/Karen Keczmerski
Transport
and Air
Perth Zoo, 20 Labouchere Road, South Perth
Public Transport: Transperth Bus 30 or 31
Parking: Windsor Park Carpark or Labouchere Road Carpark (fees apply)
For more information phone 9474 0365 or 9474 0457.
Booking is essential by Friday 30 April at [email protected] or 9474 0365.
Mark this date in your diary now!
Indigenous
Culture
Cultural
and Social
Diversity
Community
Partnerships
Economics/
Built
Environment
Student
Wellbeing
Watch
your waste
extras
Pull the plug
MORE than two hours
screen time is too much.
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th
screen an 2 hours
time is
too m
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PM
That’s the message of the Heart Foundation’s
Unplug + Play Campaign which is making parents
aware that children need more active play and
less time in front of a television or computer
screen for healthy growth and development.
Statistics link growing obesity and
behavioural problems among children with
increased electronic entertainment use. The
campaign is supported by the Department.
For more information and to download
practical family resources, visit
heartfoundation.org.au/parentcampaign.
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35
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Pay your WACOT fee
ALL provisionally registered and registered members must pay
an annual fee due each year on 31 March with invoices sent in
February. The fee is tax deductible and may be paid up to five years
in advance. Failure to pay the annual fee will result in cancellation
of membership. WACOT will then advise the Department that you
are no longer eligible to teach in Western Australian schools.
T: 9221 1300 or 1300 652 911 (country).
advert_2010_245x160mm_colour.pdf
1
22/03/10
3:01 PM
A NEW accreditation scheme will
recognise schools that are active
participants in the State Government’s
Waste Wise Schools program.
It’s ti
m
about e to get se
playti
rious
me
Environment Minister Donna Faragher launched the scheme
and new teacher resources at Wirrabirra PS last month.
The program encourages schools to reduce their waste by implementing the three
Rs – reduce, reuse and recycle – while developing positive environmental values in
students and school communities.
More than 600 schools in the State are involved in the program run by the
Department of Environment and Conservation.
New resources for teachers to promote waste reduction and recycling in schools
are also available and include operating practices manual and online curriculumlinked guides for activities on composting, worms, waste and recycling.
W: wastewise.wa.gov.au
T: 6467 5167
For he
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Drug education resources
GETTING it together: A whole school approach to drug education is a new resource from
School Drug Education and Road Aware which offers an effective drug education model
based on the principles for School Drug Education and the Health Promoting Schools
Framework. It includes planning templates, a CD and is supported by professional
learning workshops.
W: det.wa.edu.au/sdera
my classroom
A ll t h e
fun
of t h e f a i r
Watheroo PS teacher Helen Spencer combined
with neighbouring schools to combat the
disadvantage of distance and size for small
schools in the rural Midwest.
MY CLASSROOM will soon transform
into a toy shop as part of a project
I set up last year to work with
neighbouring schools.
Last year my classroom resembled a public
relations/advertising agency as students from
four rural primary schools in the Midwest worked
on our inaugural project, The Fairground.
The four schools -- Buntine, Coorow, Latham and
Watheroo Primary Schools – have 130 students
between them. This year we hope to include
Badgingarra and Miling Primary Schools.
The aim is to provide students with high quality
learning experiences which would not be possible
without the collaboration of the group of schools.
An added benefit is that we share specialist
teachers’ expertise in order to build the capacity
within each school.
The fairground theme involved teams of
students forming public relations/advertising
agencies to compete against each other to
provide the best promotional material for a touring
fairground company. The theme covered maths,
English, science and technology as students
were challenged to manufacture working models
of attractions, and create posters, television
commercials and letters to persuade shire councils
to permit the use of sports grounds.
Each agency was invited to send a limited
number of students to a series of workshops
Teachers Credit Union is proud to sponsor My Classroom, and to support the creative and
innovative teachers whose work is featured. We’ll provide a prize of $100, paid into a new or
existing Teachers Credit Union S1 Everyday Account, for the My Classroom teacher who appears
in each issue of School Matters. Send your My Classroom tale to [email protected]
at Watheroo PS. They learned new skills in
understanding energy forces and technological
construction which they could share with the rest
of their team when they returned to their home
school.
I presented the workshops in collaboration with
Janette Roberts, from the Midwest district office
and teacher Allan Whittome, from Badgingarra PS.
The student, parent and teacher responses to the
workshops were phenomenal.
The students who were enthusiastic and
extremely well motivated achieved high quality
outcomes. Much credit for the success of three
day workshops must go to all the participating
school teachers and a large number of parents who
worked tremendously hard to help the students
reach their goals.
We were particularly pleased to have a number
of dads supporting the students with their
endeavours.
All students prepared their agency’s promotional
materials for evaluation at a showcase day
late last year when awards were presented to
the teams who their peers deemed the most
successful.
They also recorded their financial transactions
and reflected on their performance in a journal.
An award went to the team that demonstrated
cooperation, accurate records, delivery of work on
time, and remaining solvent.
I presented a summary of the Fairground project
to a WAPPA literacy conference during Term 4 2009
and it was well received.
Everyone is really looking forward to this year’s
theme, The Toy Shop, especially with the two more
schools involved.
33
make a note
Key events for your diary
ACTION Calling all aspiring film makers. Enter
individually or as a group a five minute film with
the theme ‘The Kimberley Coast’. Selected entries
will be shown at Broome’s second annual Kimberley
Whale Festival over the weekend of 17 and 18 July.
Entrants in junior categories can use up to one
minute of Kimberley coast footage from a supplied
package. Entries close 25 June.
E: [email protected]
TAKE TWO Schools,
students, game
developers, educational
resource developers, independent film makers,
documentary makers, animators, multimedia
developers and anyone who has produced anything
for the screen are encouraged to enter the 2010
ATOM Awards. Run by the Australian Teachers of
Media, the awards presentation will be in October.
Entries close on 7 June.
W: atomawards.org
34
PM’S PRIZE Nominations close on 21 May for the
Prime Minister’s Prizes for Science, which include
$50,000 awards for a primary and a secondary
teacher. Allan Whittome of Badgingarra PS was last
year’s winner of the excellence in science teaching
in primary schools award while Mark Merritt won
the secondary award in 2005.
W: https://grants.innovation.gov.au/SciencePrize
PLANT A TREE Friday 30 July is Schools Tree Day.
It’s a great opportunity for students to learn
about, and make a contribution to, Australia’s
natural environment while having fun at the same
time. About 200,000 students around Australia
are expected to get on board with Planet Ark
and get their hands dirty!
T: 1300 88 5000
W: treeday.planetark.org
PRIVACY ISSUES Privacy is not just for grownups. Texting, sexting, cyber bullying, surveillance
and the law, youth in the media and safe social
networking are very real issues that our students
are dealing with every day at home, school, in
the streets and cyberspace. Watch this space:
Children, young people and privacy is a national
one day conference in Melbourne on 21 May.
W: privacy.vic.gov.au/privacy/web.nsf/content/
conferences
SMILE Give seriously ill children
a reason to smile by supporting
Starlight Day on 7 May.
W: starlight.org.au
TRAINING AWARDS School categories are
included in the WA Training Awards 2010 with
applications closing on 14 May. Winners will be
announced at the awards ceremony in August.
T: 9238 2518
W: trainingwa.wa.gov.au/trainingawards
ROCK ON Secondary students rocked by
cancellation this year of the long-running Rock
Eisteddfod have the opportunity to stage a
dance show for a new competition. WA Schools
on Stage (WA SOS) is run by Spirit Events and
Entertainment.
T: 9445 9322
E: [email protected]
GOAL Some of the biggest names in world soccer
have signed up to the campaign 1GOAL: Education
for All, to promote the cause of 72 million children
around the world who are currently denied the
chance to go to school. WA schools are invited
to join in 1GOAL: Lesson for All on 20 April when
schools around the world hold
a simultaneous lesson. The
campaign continues through the
77 days of the World Cup from
25 April to 11 July.
W: join1goal.org.au
SUSTAINABILITY The Sustainability Showcase
Expo at Perth Zoo on 4 May will allow educators
to network with colleagues as well as provide
professional learning from a range of presenters.
Free of charge but booking is essential.
T: 9474 0457 (information)
T: 9474 0365 (registration)
Check out the free Discover Dairy Education Website!
Developed by Dairy Australia, Discover Dairy has curriculum-appropriate
resource material for primary classroom teachers and plenty of fun and
interactivity for students. It includes:
up-to-date nutrition and Australian dairy farming information
es
servry
evey
da
lower and middle/upper primary cross-curricular lesson ideas
student activity sheets
Cooking with Dairy, National Healthy Bones Week and more.
Visit the ‘Teacher’ section of the Discover Dairy website and request
your FREE Education Pack, ‘In Search of the 3 Serves’ animation and
‘From Farm to Plate’ DVD today!
www.dairy.edu.au/discoverdairy
review
Thanks to Fremantle Arts Press
JACK’S ISLAND
Norman Jorgensen
DESTROYING AVALON
Kate McCaffrey
JAKE’S GIGANTIC LIST
Ken Spillman
DAN’S GRANDPA
Sally Morgan
Sometimes funny, sometimes sad
but always enthralling, Jack’s
Island tells the story of Jack and
Banjo during World War II who
have the run of a small island off
the coast of Australia, and have a
knack for adventure and trouble. From exploding hand grenades
and crashing hill trolleys to
sailing in shark infested waters,
there’s nothing these boys won’t
try. But life isn’t all fun, and the
hardships of war and entrenched
prejudices of the time cast a long
shadow.
Winner of the WA Premier’s Book
Awards, Avalon’s life is turned
upside down when she moves to
the city. Starting at a new high
school, she finds herself at the
centre of a brutal cyber bullying
campaign and is inundated with
obscene text messages, and
subject to increasingly vicious
website postings as things spiral
out of control. Miserable and
isolated, Avalon relies on a small
group of new friends. But as the
threats escalate, is anyone safe?
Jake wants it all. His birthday list
is longer than an anaconda and
there is no way he is asking for
a shirt. This birthday he wants a
pirate, a piranha and a dinosaur.
Luckily for Jake, Aunty Lyn knows
where to find all three, and more!
Illustrated by Chris Nixon.
It has been six months since
Dan’s grandpa has died and
he misses him greatly. Dan
remembers all of the things
they used to do together and
discovers that his grandpa
will always be with him. Sally
Morgan was born in Perth and is a
descendant of the Palku people
of the Pilbara. This picture book is
illustrated by Bronwyn Bancroft,
a descendant of the Bunjalung
people of New South Wales.
MISS LLEWELLYN-JONES
GOES TO TOWN
Elaine Forrestal
Scarborough author Elaine
Forrestal tells the story of Miss
Llewellyn-Jones’ ride in to town
and the adventures she has along
the way with her friend Teddy.
This picture book is illustrated by
Moira Court who lives in the Perth
Hills and is a practicing painter.
All books available from fremantlepress.com.au
Vehicle Salary Packaging
SAVE TIME AND MONEY
Talk to people who know the options
Buying and running a car
is expensive. Find out how
everybody else can afford it.
Whether you are looking
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Western Australian owned and operated
Call to see if you
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Department of Education staff should consult the salary packaging policy before entering into a contract.
in focus
Squeaky
clean
Dunsborough PS
Pre-primary stud
ents Ned
Partington and
Monica Peck ge
tting ready to
clean up their sc
hool. Photo cour
tesy of the
Busselton Duns
borough Times.
36
STUDENTS from more
than 100 schools were
getting their hands dirty
last month to clean
up their schools and
surrounding areas.
Woodlupine Primary School
students helped launch Schools
Clean Up Day on 5 March when
Environment Minister Donna Faragher
arrived to congratulate the school
on its seventh consecutive year as
part of Clean Up Australia.
Environmental studies
coordinator Bev Henderson said
the school has an environmental
focus with two rainwater tanks
integrated in the plumbing system,
photovoltaic panels on the roof to
reduce electricity use, and recycling
programs for batteries, mobile
phones and ink cartridges.
Schools Clean Up Day is an
initiative of Clean Up Australia Ltd
and is supported by Keep Australia
Beautiful (WA).
ABOVE: Leda PS ESC students Caitlin
Woodbridge and Zara Mackel help the
Clean-Up Chicken tidy their school.
Photo courtesy of the Sound Telegraph.
students
Woodlupine PS
arby Juniper
ne
up
n
ea
help cl
dlupine
oo
W
Reserve and
ld.
fie
st
rre
Fo
Creek in
Leading our schools
Congratulations to the latest school leadership appointments.
Andrew Host
Margaret River SHS
Rosemary Collins
Booragoon PS
Scott Cumming
Roebourne DHS
ANDREW was principal
of Manjimup SHS last
year and was previously
principal at Central
Midlands SHS from 2006
to 2008. In 2005 he
was deputy principal
of Padbury SHS and
from 2003 to 2004 was
at Newman SHS in the
same role.
Andrew said he applied for the Margaret SHS
job because he knew the school had good quality
teachers, excellent community support and a strong
tradition of academic achievement which had seen it
placed regularly in the top 50 TEE schools in Western
Australia.
“I want to be part of a school community that
challenges students to achieve their full potential
whether those pursuits are academic, social, sporting
or through the arts,” he said. “Every student who
attends Margaret River SHS should be given the
chance to succeed.
“I believe that one of the advantages of teaching
in the country is that you become actively involved
with the community. Country schools have an added
responsibility of developing a strong social awareness
with students as invariably they will become the
future leaders of their communities.”
ROSEMARY came to
Booragoon PS from the
Fremantle-Peel district
office where she was
curriculum consultant
for four years. Before
that she spent two
years in central office
working with the ASP
Trial and 100 Schools
Projects.
Before becoming a teacher, Rosemary was a
programmer/systems analyst and said it was
fascinating to see how technology had evolved over the
years to the point where it now had the potential to
transform education.
“I am excited to be at Booragoon PS as it is a vibrant
school with very dedicated staff and great students,”
she said.
“My passion is information and communication
technologies, and the impact they can have on learning
for all students. This year at school we have launched
a Technology Enhanced Learning Environment (TELE)
project with four classes of students having almost one
to one access to MacBook computers.
“The TELE project aims to provide students with
authentic and purposeful learning opportunities
using the latest technology seamlessly throughout
the curriculum. My goal is to help students become
efficient, responsible and creative users of ICT and, in
doing so, become skilled communicators and problem
solvers ready to tackle the challenges of the twentyfirst century.”
PREVIOUSLY at
Kununurra DHS as
deputy principal, Scott
spent four years
teaching and travelling
overseas after
graduating.
He settled into
teaching health, physical
and outdoor education
in Boddington and
Albany before moving to Perth to take up a health
and physical education position at Mindarie Senior
College. He also spent six months as acting deputy at
Kununurra DHS.
Appointed as the secondary deputy principal at
Roebourne DHS, Scott aims to improve attendance,
literacy and numeracy: “We will be developing and
delivering innovative and appropriate programs as
well as creating a safe and welcoming environment for
students and community members,” he said.
37
DEPUTY PRINCIPAL LEVEL 3
Scott Cumming to Roebourne DHS
Susan Denham to North Lake SC
Rosemary Collins to Booragoon PS
Natalie Bracegirdle to Landsdale PS
Principal Level 6
Andrew Host to Margaret River SHS
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Contact Judy: 0411 115 575
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071409-257
Chick
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SYDNEY OR THE BUSH presents…
“Outback Australia Show”
Australia’s heritage live on stage,
the perfect introduction to our history,
heritage and folklore. Performance
is 1 hour in duration, features lots of
animals and is suitable for all year groups
For more information please contact
Kim on 0418 608 215
[email protected]
www.sydneyorthebush.com.au
*TZPVSTDIPPMEPJOHTPNFUIJOHXPOEFSGVM -FUVTLOPXBCPVUJU
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The Sustainable Cities awards program recognises community
organisations, schools, businesses and local government
agencies that are active in their communities and are making
valuable contributions towards environmental sustainability.
The application requires a maximum of 500 words about
contributions a project or student is making towards
environmental sustainability at your school.
Entries close 1 May, 2010.
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For more information visit www.kabc.wa.gov.au
or contact Tarryn Truscott on 6467 5547
or [email protected]
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Department of Environment and Conservation
Waste Authority
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GOVERNMENT OF
WESTERN AUSTRALIA
NE
W
Solutions Plus Home Loan
6.24
6.29
%
pa
interest rate
%
pa
comparison rate
Call your local mobile lender Travis Rawlins on 0400 377 746 to
arrange an appointment, visit 118 Royal Street, East Perth or
go to teacherscreditunion.com.au/solutionsplus
rewarding you
Interest rate effective from 12/03/10 and is subject to change without notice. Eligibility criteria apply. Solutions Plus Home Loan is only available with the Rewards Package. Fees and charges and lending criteria apply. Consumer lending terms and
conditions available online or from any of our offices. The comparison rate quoted is based on $150,000 for a term of 25 years with monthly repayments. Rates apply to secured loans only. WARNING: This comparison rate is true only for the example
given and may not include all fees and charges. Different terms, fees or other loan amounts might result in a different comparison rate. Teachers Credit Union Limited ABN 30 087 650 459 AFSL No 238981.
A22781003