the teachers guild of nsw proceedings 2009-2010

3

PROCEEDINGS 2009 ‐ 2010

Introduction by the President .................................................. 5

Mrs. Frances Fleeton

Editorial ........................................................................................ 6

Mrs. Judith McMurrich and Mrs. Frances Fleeton

The Teachers’ Guild of New South Wales Annual Report

2008 ................................................................................................. 13


The Teachers’ Guild of New South Wales Annual Report

2009 ................................................................................................. 21


Presentations from The Teachers’ Guild of New South Wales

Seminar – ‘Insights on the National Curriculum’, March 2009

New South Wales Board or Studies and National

Curriculum Board .......................................................... 32

Mr. John O’Brien

The Opportunity to Contribute: A Teacher’s Perspective

......................................................................................... 44

Ms. Jan Brady

4

Presentation from The Teachers’ Guild of New South Wales

Seminar ‐ ‘Mental Health Issues in Schools’, March 2010

Fostering resilience and wellbeing in young people:

What’s needed… what’s new? ........................................ 50

Clinical Professor David Bennett AO

Report on the ‘Annual Presentation Poster Lecture Evening’

(APPLE), 2010 ................................................................................ 65

Dr. Frederick Osman

Report on ‘Fresh Approach to Education’ (FATE), 2010 ........ 87

Dr. Frederick Osman

The Teachers’ Guild of New South Wales Annual Dinner

Address, 2009 ................................................................................. 94

Mr. Rex Morgan AM MBE

Obituary ‐ Ronald Anglin Elliott ............................................ 104

Mr. Stuart Braga

5

Introduction to Proceedings 2009 ‐ 2010


President, Teachers’ Guild of New South Wales and Head of

Senior School, Arden Anglican School

My special thanks are extended to Mrs Judith McMurrich,

without whom this publication would not be possible. She has

been the sole driving force behind its development and final

printing. The Teachers’ Guild is also indebted to Mrs Deryn

Smyth, whose skill at proof reading commendable and whose

time and energy we value in the production of this publication.

The Teachers’ Guild of New South Wales continues to deliver a

suite of opportunities that enhance the professional

development offerings for teachers in independent schools.

Although it remains a small organisation, it has been able to

attract notable educationalists to present at its various forums,

which has enabled it to remain in the forefront of educational

professional development. I commend the following articles to

you and hope that the material can be of some use.

6

Editorial

Mrs. Judith McMurrich

Chief Editor, ‘Proceedings’

Teachers’ Guild of New South Wales Council Member and

Junior School Teacher, The Hills Grammar School




In this edition of ‘Proceedings’, it was decided to include the

Annual Reports of The Teachers’ Guild of New South Wales

from 2008 and 2009. It highlights the wonderful work this

small organisation does in the life of Independent Schools in

New South Wales. A small, but hard working Council ensures

teachers are continually provided with rich professional

development opportunities, as well as a forum to celebrate

their wonderful profession, through awards and presentations

of current teacher research.

As the National Curriculum nears inception into New South

Wales Schools, Mr. John O’Brien describes the initiatives of the

National Curriculum Board, the proposed and approved

structures to support these initiatives, and the progress made.

In doing this he explains the relationship between the National

Curriculum Board and the NSW Board of Studies. John

discusses the matters arising from the initiatives of the

National Curriculum Board which seem likely to impact on the

development and implementation of curriculum in NSW.

7

Ms Jan Brady, Head of Human Society and Its Environment at

Arden Anglican School, outlines some of the opportunities

teachers have had to contribute to the formulation of the

National Curriculum. Jan also shares her personal insights

based on the opportunities in which she has participated. In

doing so, she highlights some concerns and issues raised in

this process across the 4 main subject areas and in Primary

Schools, and what the new National Curriculum may mean for

our schools. She raises concerns of inclusivity for all students

in all areas and issues with resourcing and accessing new

technologies to make the curriculum work. There are also

ongoing questions over the nature of assessment in this new

curriculum and what will be done with this information.

Many interesting points are raised and Jan provides a personal

perspective in relation to this topical issue.

A real catch cry and ongoing developmental area in schools is

the notion of resilience. Clinical Professor David Bennett AO

presents some interesting research and information on

fostering resilience and well‐being in young people.

Resilience, the capacity to bounce back from adverse events or

experiences, is closely linked with well‐being and plays an

important role in making young people’s involvement in

damaging health risk behaviours, less likely. Healthy

individuals strike a balance between commitment to the self

and commitment to the common good. Drawing upon the

strong evidence base for the benefits of good parenting and

well functioning families, schools that encourage and support

emotional literacy, and facilitated community based youth

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development activities, this presentation focuses on the

practical strategies for building protective factors at every

opportunity, nurturing resilience and well‐being, and safe

guarding against more serious problems before they occur.

Dr. Frederick Osman reported on the first ‘Annual

Presentation Poster Lecture Evening’ (APPLE). This evening

showcased the wonderful research happening in education in

New South Wales, through poster displays. Many areas of

education were discussed and research presented in a relaxed,

informal setting. It was a celebration of education and what

could be achieved through action research, an area in which

The Teachers’ Guild has always strongly supported through its

annual Research Award. This new format and approach to

presenting current research to peers in education, highlights

the positive work being done to ensure education continues to

move forwards into the future.

Dr. Osman also reported on the ‘Fresh Approach to Education’

(FATE), a joint venture by The Guild with the Australian

College of Educators (ACE). This report highlights an exciting

initiative to encourage early‐career educators to work with

experienced educators in finding fresh ways to move

education forward and keep up with an ever‐changing world.

It highlights the need for education to not only maintain pace

with current trends and technologies, but to be at the forefront

of new initiatives to ensure our students are well equipped for

a life outside of school into adulthood. Along with this, it is

also important to acknowledge old and existing approaches to

education and using these in new and changing contexts.

9

A highlight of the Teachers’ Guild year of events was the

Annual Awards Dinner. In 2009, the Guild honoured Mr. Rex

Morgan AM MBE, who continues to be a professional

educator, even after his retirement from active teaching in

1968. Mr Morgan, began his teaching career in 1955. In 1961, he

founded The Pittwater House Preparatory School, which

began in the Thomas Vickers Church Hall at Curl Curl with

just six boys. Mr Morgan’s enthusiasm for the new school

tapped into a local desire for an Independent school in the

Collaroy area, and enrolments grew rapidly. For over forty

years Mr Morgan shaped the development of Pittwater House

from a small boys’ Preparatory School into the major

educational institution it is today. In 1968, he passed

ownership of the enterprise to its present owner, a none‐profit

company. Since his retirement as Headmaster, Mr Morgan has

served as Chairman of the Board of Governors.Mr Morgan is a

former NSW President of the Australian College of Educators

and was elected a Fellow of the College in 1979. He is a Past

President of the Teachers’ Guild of New South Wales, and was

a Member of the ABC Standing Advisory Committee on School

Broadcasts for ten years. He has been a member of the State

Award Committee of the Duke of Edinburghʹs Award in

Australia and he was elected as National President of the

Friends of the Award in 2002. He was awarded the MBE in the

Queenʹs Birthday Honours in 1969 for his services to

education, and in 2002 he was made a Member of the Order of

Australia (AM) for his services to education in Australia and

internationally. Today he remains very active in his role as

Chairman of the Pittwater House School Council, and focuses

on international education, the school’s alumni and

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development programs. He divides his time between these

Sydney‐based activities and his magnificent family home,

Abercrombie House, near Bathurst. A lifelong educator, whose

feet have always been firmly planted in schools and with

children, and who has influenced the lives of countless

students and teachers, Mr Morgan is very worthy of being

honoured by the 2009 Guild Awards.

The Annual Awards Dinner of 2010 honoured Mrs Jo Karaolis

AM. Jo Karaolis attended The University of Melbourne,

completing a BA (Hons) with a double major in History and

winning the History Prize. After a period in the

Commonwealth Public Service, her first teaching position was

at PLC Sydney, followed by an appointment to SCEGGS

Darlinghurst. Raising her family saw Mrs Karaolis leave

teaching for some nine years, during which she completed a

Dip Ed at UNSW, and was awarded the Dip Ed Prize.

Returning to SCEGGS Darlinghurst, she became Head of

History and then Curriculum Co‐ordinator, while also earning

1st Class Honours in an MEd (Hons) program, partially funded

by a Teachers’ Guild Scholarship. In 1988, Mrs Karaolis was

appointed Head of St Catherine’s School, Waverley. Among

her achievements in those 15 years were the introduction of

scholarships for Aboriginal girls, her design and

implementation of a Year 7 course in Applied Psychology to

give students the meta‐skills to become aware learners, and

her introduction of a scope and sequence of generic skills

across the Primary and Secondary campuses. She represented

Independent schools on the NSW Board of Studies for 7 years,

was also elected to the Council of UNSW, and was appointed a

11

member of the Eltis Review of Outcomes Based Education in

NSW. Retirement from St Catherine’s did not mean retirement

from teaching! Completing a Psychology (Hons) degree and a

Diploma of Special Education, Mrs Karaolis took up advocacy

for students with disabilities, and was appointed Principal of

St Lucy’s School at Wahroonga in 2003, a position she

continues to hold 7 years later. She relishes the new

environment of a primary school, a school for children with

disabilities, and a Catholic school. She has striven to create a

school which any child would delight in attending, based on a

Reggio Emilia philosophy that has moved the school from a

deficit to a positive, constructive framework. The creative arts

are used to supplement other learning because St Lucy’s

students have little verbal language but are natural

communicators in art, dance, music and drama. Mrs Karaolis

has also continued her commitment to indigenous students by

establishing a sister school relationship with an indigenous

infants school in Wilcannia. The Guild honours Jo Karaolis as a

great role model and educator for our future teachers.

The Guild also congratulated Miss Phyllis Evans on her

forthcoming 90th Birthday in 2010. Phyllis Evans continues to

be a stalwart supporter of the Teachers’ Guild and it was with

great pleasure that we were able to publically acknowledge

this fine educator at the Guild’s Awards Dinner as she reaches

this milestone.

12

Also at the Annual Awards Dinner in 2009 we presented the

following awards :

Junior School Division Jake Ibbetson, Pacific Hills

Christian School

Senior School Division Jennifer Holt, The Scots College

The Research Award Kerry Harding

And the Award Winners for 2010 were :

Junior School Division Melanie MacPherson, Newington

College

Senior School Division John Cherry, St Joseph’s College

The Research Award Meera Varadharajan (UTS)

It is our sincere hope that this edition of Proceedings provides

you with informative and practical strategies that can be

implemented into teaching practice for the future of our

students in our schools.

13

TEACHERS’ GUILD OF NEW SOUTH WALES

ANNUAL REPORT, 2008




Personal Statement

It is my pleasure to present my report as President of the

Teachers’ Guild of New South Wales. 2008 was a successful

year, due largely to the strong and capable Council, including

an outstanding Secretary, without whom I could not have

performed my role.

I am willing to be elected again to be an office bearer in the

new year and I hope that I can continue to count on the

support of the members of the Council during the coming

year. I would like to think that other Council members may be

willing to take on significant roles of leadership of the Guild in

2009.

Annual Report

In 2008, the Teachers’ Guild celebrated its 116th year and

continued to make a significant contribution to the

professional development of teachers within the Independent

sector.

14

Council

The Guild is led by its Council. In 2008, the Council

comprised:

1. Mr Jason Cheers Trinity Grammar

School

2. Mr Mark Connellan Boston University

3. Mrs Mary Duma The International

School

4. Mrs Frances Fleeton Arden Anglican

(President) School

5. Mr Peter Green Trinity Grammar

School

6. Mrs Michele Hanwell‐Short Meriden School

7. Mr Alan Harper Trinity Grammar

(Secretary) School

8. Mrs Jan Hart The Scots College

9. Mrs Irene Holt Santa Sabina College

(Treasurer)

10. Mrs Kerrie Lesko Newington College

11. Mrs Judith McMurrich The Hills Grammar

School

12. Mrs Deryn Smyth Presbyterian Ladies

(Vice President) College, Sydney

13. Mrs Janelle Varlow Meriden School (T1),

Bankstown Grammar

School (T2‐4)

15

Trustees of the Gurney‐Soubeiran Trust Fund

‐ Mrs Frances Fleeton

‐ Mrs Deryn Smyth

‐ Mrs Irene Holt

At the Annual General meeting we accepted the resignation of

Ms Ann Nadge who had made a significant contribution to the

Council throughout the previous year, and wished her

refreshment as she retired to her home state of South Australia.

We also welcomed Mrs Michele Hanwell‐Short from Meriden

School to the Council.

As has been Council’s custom, the Guild resolved to thank Mrs

Rosie Stewart from Trinity Grammar School with a gift at

Christmas. Mrs Stewart has voluntarily maintained the

Guild’s website over the last two years and this has allowed us

to exhibit up to date information about our planned

professional development through this well used forum.

Membership

Membership remains fairly steady with a little more than 10

Life members.

This solid foundation provides a good spread of educational

institutions in which to advertise the programmes that we

offer. We value the continued support of our members and

their ability to inform others about the Guild’s offerings each

year. The membership fee remains at sixty dollars ($60), which

is an affordable figure in the current economic climate.

16

Programme for the year

Each year the Council plans a varied programme to provide

educational professionals in Independent schools with a wide

choice of activities which reflect current educational issues.

The Induction Programme was held on Monday 12 May at

Presbyterian Ladies’ College, Sydney. Other professional

organisations offer similar programmes, yet the Guild’s

sessions have a specific focus on teachers who have recently

accepted positions in independent schools and have little

experience of the demands this may entail. This programme

was well supported by independent schools with an

attendance of just over 40 participants, most of whom

remained for dinner and had a chance to speak with

colleagues. We are grateful that we have been able to call

upon educationalists within the Council and within our

membership who can offer their expertise to those new to

independent schools. Once again, Dr William McKeith,

Principal of Presbyterian Ladies’ College, has our thanks for

providing the venue for this programme.

It was determined through discussion that the Annual

Conference be developed into a professional seminar and that

more than one could be run during the year. A new venue

was investigated that would be city based to enable easy access

for participants. The Seminar was held at Sydney University

at the Grandstand on Monday 26 May. Professor Geoff Masters

from ACER and Dr Maree Skillen from Arden Anglican School

were approached to deliver presentations based around the

theme of Professional Learning – Standards and Accountability.

17

Professor Geoff Masters addressed ways to improve our

teaching practices and hence to improve our students’

learning, while Dr Maree Skillen focused her presentation on

the building of a professional learning community in a

developing school. The seminar was well attended and its

success will influence the format of what the Guild will present

in 2009. I would like to offer my thanks to the Conference

Convenors, Mr Jason Cheers, Mrs Mary Duma and Mr Mark

Connellan who worked tirelessly to bring this new venture to

fruition.

The Annual Guild Awards Dinner was held on Saturday 6

September and was hosted by Trinity Grammar School once

again. In 2008, the Awards evening honoured John Sheldon,

who had not only been a long standing member of the

Teachers’ Guild, but had been a dedicated member of staff,

teaching linguistics, at Sydney Grammar School from 1965

until he retired as Deputy Headmaster in 2001. Prior to the

Awards evening, a large number of applications for each of the

awards presented, had been thoroughly screened and

interviews had taken place, to determine the awardees. I wish

to express my sincere thanks on behalf of the Teachers’ Guild

to all the people who generously gave of their time to ensure

these processes were undertaken. The Junior Division winner

was Catherine Williams from Abbotsleigh and the Senior

Division winner was Amanda Feeney from Nagle College.

The Guild takes pride in its ability to acknowledge the skills

these early teachers have developed and wish them every

success in the future.

18

Once again, the Teachers’ Guild was supported by the

University of Sydney’s Master of Teaching programme in

selecting a suitable candidate to award a scholarship in

recognition of the high level of teacher training the University

of Sydney provides. The winner in 2008 was Sophie Butt.

The Research Award was presented to Sarah Loch from

Abbotsleigh who undertook action research within the Middle

School, focussing on how students make decisions about their

future direction and careers.

It was with great pleasure that the Guild acknowledged

someone who had supported the Teachers’ Guild of NSW for

all of her teaching life and had continued to support us after

her retirement from teaching, by bestowing Life Membership

on Mrs Gwynneth Bowley.

To Mr Milton Cujes, Headmaster of Trinity Grammar School

we extend our thanks for his continued support of the

Teachers’ Guild and his readiness to allow the school to host

our functions.

As the year drew to a close, the final function was our annual

Christmas Celebration. All Councillors were invited to the

President’s home to celebrate another successful year with

good food and excellent company as they cruised the Georges

River.

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Proceedings of the Teachers’ Guild of New South Wales

As has been the tradition, the Proceedings is published

biannually and has been the sole responsibility of Mrs Judith

McMurrich. She has worked diligently to modify and prepare

material for the next issue to be published in 2009. I would

like to thank Mrs McMurrich for her tireless efforts in the

production of this publication, which has been challenging due

to the technology used by many presenters which is difficult to

translate into printed form for publication.

New Ventures

Early in 2007, Mr Alan Harper suggested that the Teachers’

Guild form a committee that would make nominations for

Australian Honours of suitable people working in

Independent schools.

Mrs Denise Thomas, AM; Mr Roderick West, AM and Mr Riley

Warren AM have consented to form this committee. It is now

the challenge for the Council in 2009 to provide the names we

have collated to nominate for Australian Honours to this

committee for consideration.

We look forward to working with these esteemed

educationalists to assist in the recognition of others who have

made outstanding contributions to education or other areas, of

whom we have some knowledge.

It is the aim of the Teachers’ Guild to maintain a high degree of

integrity and ensure that we develop programs that cater for

the changing needs of both our present, but also, our future

20

members. We must be visionary in meeting the needs of

teachers in Independent schools and if we are to continue to be

a valuable resource that these teachers can use. With the

planning for our series of professional seminars in 2009 well

underway, we have continued be innovative and forward

thinking.

2009 promises to be a year of great challenges and change as

the National Curriculum becomes a focus for educationalists

across the country. The Teachers’ Guild must reflect these

current issues if we are to remain in the forefront of

professional associations.

Therefore encourage one another and build each other up, just

as in fact you are doing.

( 1 Thessalonians 5:11)

21

TEACHERS’ GUILD OF NEW SOUTH WALES

ANNUAL REPORT, 2009




Personal Statement

It is my pleasure to present my report as President of the

Teachers’ Guild of New South Wales. 2009 was a successful

year, due largely to the energetic and enthusiastic Council,

including an outstanding Secretary, without whom I could not

have performed my role.

I am willing to be elected again to be an office bearer in the

new year, although I need to advise Guild Council that I will

be taking some Long Service Leave in Terms 2 & 3 and will be

unavailable for some of the key events of the Guild during this

time. I hope that I can continue to count on the support of the

members of the Council during the coming year to support the

newly elected Office Bearers. I would like to think that other

Council members may be willing to take on significant roles of

leadership of the Guild in 2010.

Annual Report

In 2009, the Teachers’ Guild celebrated its 117th year and

continued to make a significant contribution to the

professional development of teachers within the Independent

sector.

22

Council

The Guild is led by its Council. In 2009, the Council

comprised:

1. Mr Jason Cheers Trinity Grammar

School

2. Mr Mark Connellan Boston University

3. Mrs Mary Duma The International

School

4. Miss Amanda Feeney Nagle College – from

Term 3

5. Mrs Frances Fleeton Arden Anglican

(President) School

6. Dr Frederick Osman Trinity Grammar

School

7. Mr Peter Green Trinity Grammar

School

8. Mrs Michele Hanwell‐Short Meriden School

9. Mr Alan Harper Trinity Grammar

(Secretary) School

10. Mrs Irene Holt Santa Sabina College

(Treasurer)

11. Mrs Anne Johnstone St Catherine’s – from

Term 3

12. Mrs Kerrie Lesko Newington College

(On Leave)

13. Miss Sarah Loch Abbotsleigh – from

Term3

14. Mrs Judith McMurrich The Hills Grammar

School

23

15. Mrs Deryn Smyth Presbyterian Ladies’

(Vice‐President) College, Sydney

16. Mrs Janelle Varlow Bankstown Grammar

School

Trustees of the Gurney‐Soubeiran Trust Fund

‐ Mrs Frances Fleeton

‐ Mrs Deryn Smyth

‐ Mrs Irene Holt

At the Annual General meeting we accepted the resignation of

Mrs Jan Hart who had made a significant contribution to the

Council throughout the years she was on Council, but had

difficulty in attending meetings. We also welcomed Dr

Frederick Osman from Trinity Grammar School to our Council.

In May, The Guild invited recent winners of our suite of

Awards to join the Council and we have been pleased with the

addition of Miss Amanda Feeney (Nagle College), Mrs Anne

Johnstone (St Catherine’s) and Miss Sarah Loch (Abbotsleigh)

who have all willingly join Council and made significant

contributions during the year.

As has been Council’s custom, the Guild resolved to thank Mrs

Rosie Stewart from Trinity Grammar School with a gift at

Christmas. Mrs Stewart has voluntarily maintained the

Guild’s website over the last three years and this has allowed

us to exhibit up to date information about our planned

professional development through this well used forum.

24

Financial Accounts

During the year, the Council reviewed all financial accounts of

the Guild, under the guidance of our Treasurer, Mrs Irene

Holt. After consultation with Council members, it was

decided to invest the majority of Guild funds in an interest

bearing account, to have another fund which earned interest

on a short term period and to have a working account to which

a cheque facility could be attached to allow regular payments

for services. Overall, these new financial arrangements have

reduced the Guild’s Bank fees and ensured a regular interest

payment at the maximum available rate, dependent on the

balances in the two interest bearing accounts. Our treasurer,

Mrs Irene Holt is to be congratulated on this review and

streamlining of our accounts.

Membership

Membership remains fairly steady with a little more than 10

Life Members. It was with much sadness that we learnt of the

passing of Mr Ron Elliott, one of our Life Members in March

and Mr Peter Green was able to attend the funeral to represent

the Guild.

Our solid membership base provides a good range of

educational institutions in which to advertise the programmes

that we offer. We value the continued support of our members

and their ability to inform others about the Guild’s offerings

each year. The membership fee remains at sixty dollars ($60),

which is an affordable figure in the current economic climate.

25

Programme for the year

Each year the Council plans a varied programme to provide

educational professionals in Independent schools with a wide

choice of activities which reflect current educational issues.

With new members joining Council it was time to evaluate the

effectiveness of our past programmes and design alternative

opportunities to deliver professional development to our

colleagues.

The Induction Programme continues to fulfil a niche for

teachers new to Independent schools. It was held on Monday

11 May at Presbyterian Ladies’ College, Sydney. Other

professional organisations offer programmes, yet the Guild’s

sessions have a specific focus on teachers who have recently

accepted positions in Independent schools and have little

experience of the demands this may entail. This programme

was supported by Independent schools who had previously

sent participants, although the overall number was smaller.

This could be attributed to the fact that the following day the

NAPLAN tests were to be administered. Those who attended

provided positive feedback and we are once again indebted to

Mrs Deryn Smyth for undertaking overall organisation of this

event. We are grateful that we have been able to call upon

educationalists within the Council and within our membership

who can offer their expertise to those new to Independent

schools. Thanks from the Guild must be extended to Dr

William McKeith, Principal of Presbyterian Ladies’ College, for

providing the venue for this programme.

26

After the success of our Professional Seminars in 2008, we

planned to offer two similar seminars during the year. The

first of our Evening Seminars was held at Sydney University

at the Grandstand on Monday 16 March and addressed

‘Insights on the National Curriculum’. Mr John O’Brien,

formerly of the NSW Board of Studies and more recently

seconded to the National Curriculum Board presented an

overview of the structures supporting the initiatives of the

National Curriculum and how these might likely impact on the

development and implementation of the curriculum in NSW.

Mrs Jan Brady, Head of Human Society and Its Environment at

Arden Anglican School, outlined some of the opportunities

teachers had to contribute in the formulation of the National

Curriculum. This seminar was extremely well supported by

nearly 100 participants attending. I would like to offer my

thanks to the Conference Convenor, Mr Jason Cheers, who

worked tirelessly, to ensure the seminar was a success. The

second Evening Seminar was planned for Tuesday 15 June at

the same venue and Dr Fred Osman undertook the role of

Conference Convenor. The focus of this seminar was to

address current issues in Teacher Education. Associate

Professor Mark Tannock, Dean of Education at the University

of Notre Dame and Dr Tony Loughland, Director of the Master

of Teaching (Primary) program at the University of Sydney

graciously accepted our invitation to speak. We had also

engaged one of our past Award winners, Miss Amanda

Feeney, from Nagle College to discuss some of the challenges

teachers new to the profession encounter in their early years of

teaching. Our third Evening Seminar was planned for Tuesday

25 August focussing on the mentoring of teachers and

27

students. Unfortunately, the number of registrations for our

second seminar was quite small and a decision was made to

transfer the seminar to the third date of Tuesday 25 August, as

the venue had been booked. Upon re‐advertising, a small

number of participants were registered and this resulted in our

third seminar programme being cancelled. Council then

undertook a review of our programme.

The Annual Guild Awards Dinner was held on Saturday 5

September and was hosted by Trinity Grammar School once

again. In 2009, the Awards evening honoured Mr Rex Morgan

AM MBE, who founded Pittwater House in 1961 and remained

a driving force in its development for the next forty years. Mr

Morgan was a Past President of the Teacher’s Guild and

received his MBE in 1969 for services to education and his

Member of the Order of Australia for services to education in

Australia and internationally. Prior to the Awards Evening, a

large number of applications for each of the awards presented,

had been thoroughly screened and interviews had taken place,

to determine the awardees. I wish to express my sincere

thanks on behalf of the Teachers’ Guild to all the people who

generously gave of their time to ensure these processes were

undertaken. The Junior Division winner was Jake Ibbetson

from Pacific Hills Christian School and the Senior Division

winner was Jennifer Holt from The Scots College. The Guild

takes pride in its ability to acknowledge the skills these early

teachers have developed and wish them every success in the

future.

28

Once again, the Teachers’ Guild was supported by the

University of Sydney’s Master of Teaching programme in

selecting a suitable candidate to award a scholarship in

recognition of the high level of teacher training the University

of Sydney provides. The winner in 2009 was Julia McConachy.

It was with great pleasure that I attended the Scholarship &

Prize Ceremony at Sydney University when Julia McConachy

was presented with this Award by Her Excellency Professor

Marie Bashir AC CVO on Tuesday 28 July.

The Research Award was presented to Kerry Harding who

undertook action research to investigate the influence of family

dynamics on gifted individuals compared to those who are

underachieving.

It was with great pleasure that the Guild acknowledged Mrs

Gwynneth Bowley who has supported the Teachers’ Guild of

NSW for all of her teaching life and has continued to support

us after her retirement from teaching, by offering a donation

towards the Awards Evening.

To Mr Milton Cujes, Headmaster of Trinity Grammar School

we extend our thanks for his continued support of the

Teachers’ Guild and his readiness to allow the school to host

our functions.

29

As the year drew to a close, the final function was our annual

Christmas Celebration, held on December 13. All Councillors

were invited to the President’s home to celebrate another

successful year with good food and excellent company as they

cruised the Georges River.

Proceedings of the Teachers’ Guild of New South Wales

The Proceedings was published and has been the sole

responsibility of Mrs Judith McMurrich. She worked

diligently to modify and prepare material for this publication

which was released in April. I would like to thank Mrs

McMurrich for her tireless efforts in the production of this

publication, and also to acknowledge the efforts of Mrs Deryn

Smyth who spent time proof reading the documents prior to

printing.

Website

Mrs Janelle Varlow brought to Council’s attention that on a

search of the Teachers’ Guild website, the organisation was

referred to as one “for aged and needy teachers’. After some

enquiries, it was minuted to ask our webmaster, Mrs Rosie

Stewart, to ask Google to change this to enable the Guild to

project a more appropriate image to those making general

searches about the organisation. Thanks are extended to Mrs

Rosie Stewart for actioning this.

30

New Ventures

On April 21 2009, Mr Alan Harper and I met with Mrs Denise

Thomas, AM and Mr Roderick West, AM to discuss the

possible assistance that they could be to the Teachers’ Guild in

making nominations for Australian Honours. Mrs Thomas

and Mr West have been assisted during the year by Mr Riley

Warren and Dr William McKeith and continue to investigate a

shortlist of nominees as they work on behalf of the Teachers’

Guild.

We look forward to continuing to work with these esteemed

educationalists to assist in the recognition of others who have

made outstanding contributions to education or other areas, of

whom we have some knowledge.

Dr Fred Osman made a significant contribution to the

Teachers’ Guild in 2009 by suggesting that the Guild engage in

a joint venture with the Australian College of Educators. He

has been instrumental in developing this new venture and is to

be congratulated on this proposal.

It is the aim of the Teachers’ Guild to maintain a high degree of

integrity and ensure that we develop programs that cater for

the changing needs of both our present, but also, our future

members. We must be visionary in meeting the needs of

teachers in Independent schools if we are to continue to be a

valuable resource that these teachers can use. With the

planning for our series of professional seminars in 2010 well

underway, we have continued be innovative and forward

thinking.

31

2010 promises to be a year of greater challenges and change as

the National Curriculum becomes a reality for us working in

schools, yet the information and resources that support this are

limited. The Teachers’ Guild must keep in touch with current

issues if we are to remain in the forefront of professional

associations.

For in God you have been enriched in every way – in all your

speaking and in all your knowledge.

1 Corinthians 1 : 5

32

Power Point Presentation

NATIONAL CURRICULUM BOARD

Mr. John O’Brien

National Curriculum Board

The Teacher’s Guild of New South Wales Seminar, 2009

In his previous role as Director Curriculum at the NSW Board

of Studies, John has led for the past seven years the

development of syllabuses for use in all NSW primary and

secondary schools. He continues to manage the Boardʹs annual

program of registration of all non‐Government schools in

NSW.

John is currently seconded to the National Curriculum Board

as one of the Curriculum Managers.

The Board’s Work

• English, Mathematics, the Sciences, and History. Later

Geography and Languages Other Than English

• literacy and numeracy continua

• ‘futures‐oriented’ skills, knowledge and capabilities

• content (the ‘what’) and standards (‘how well’)

What has happened so far?

• Five national forums

• Eight state/territory forums

• Focus groups

• Meetings with key groups and individuals

33

• The National Curriculum Development Paper was

launched at the Into the future: National Curriculum Board

Forum on 27 June 2008 and raised questions for public

discussion.

• Feedback received led to The Shape of the National

Curriculum: A Proposal for Discussion. Feedback was

open until 19 December 2008 (Final version to be

published soon).

• Four ‘framing’ papers were published for wide, public

consultation until end of February 2009:

• National English Curriculum: Framing paper • National Mathematics Curriculum: Framing paper • National Science Curriculum: Framing paper • National History Curriculum: Framing paper

10 guiding principles for curriculum development

• Specify what to teach and what to learn

• High standards and achievement for all students

• Connect with National Early Years Learning

Framework

• Increase retention to Year 12 or equivalent

• Past and future reflections

• Feasible and teachable for teachers

• Un‐crowded

• Flexible and valuing professional practice and local

contexts

• Strong evidence base

34

Curriculum development process

The process involves four phases:

I. Curriculum framing

II. Curriculum development

III. Implementation

IV. Curriculum evaluation and review

Curriculum development – major features

Curriculum writers appointed by National

Curriculum Board, process managed by NCB

Curriculum Managers

Advisory Panels appointed by NCB will contribute to

quality assurance role

– expert panel for each subject/learning area

– Equity and diversity / Stages of schooling

panel/s

Curriculum documents benchmarked against state,

territory as well as international curriculum

documents

Consultation - advice sought at key points from teachers,

professional associations, curriculum

experts, broader educational community

35

National English Curriculum: Framing paper

Proposed structure:

• Language - learning about the English language

• Literature - developing an appreciation of literature

• Literacy - learning how to use language

National Mathematics Curriculum: Framing paper

Proposed structure:

Content strands – Number and Algebra, Measurement and

Geometry, Statistics and Probability

Proficiency strands – Understanding, Fluency, Problem Solving,

Reasoning

Numeracy – Continuum complementary with and

foregrounded in Mathematics Curriculum

National Science Curriculum: Framing paper

Proposed structure:

Science understanding Science inquiry skills Science as a human endeavour

36

National History Curriculum: Framing paper

Proposed structure:

Historical concepts and knowledge

Historical understanding

Historical inquiry skills

Key matters raised in feedback

• English

– the three elements and their inter‐relatedness

• language and literacy should not be

separated out

– which grammar?

• traditional or functional

– the kinds of text that is included in ‘literature’

and Australian literature

• Mathematics

– specification of content

• some further detail in what is described by

the content and proficiency strands and in

the content at each stage of schooling

– provision of extension opportunities for students

and the notion of a differentiated curriculum in

years 9‐10

– the nature of senior secondary courses and how

they should be defined

37

• The Sciences

– the definition

• scientific literacy

• place of values and ethics

– the ‘big ideas’, concepts and content organisation

– representation and place of technology

– the place of earth and environmental science in

K‐10 and in Years 11&12

• History

– amount of and selection of content – nature and duration of senior courses – chronological approach to world history

What has happened so far?

• Forums held:

– ‘Equity and diversity’

– ‘21st century learning’

– ‘Stages of schooling’

• Workshops held:

– ICT, Literacy, Numeracy

• Expressions of Interest for curriculum writers and

advisory panels (closed Friday 13 March 2009)

38

What next?

• Forum of curriculum directors (Friday 20 March 2009)

• Review of consultation feedback to revise framing

papers which, with additional technical advice become

‘writing briefs’ (by April 2009)

• Curriculum development begins ‐ commence writing

of curriculum documents (English, Mathematics,

Sciences, History) by mid‐late April 2009.

Timelines (available on website: www.ncb.org.au)

Stage Activity Timelines

K ‐ 10 Yrs 11, 12

Curriculum

Framing

Confirmation of directions for

writing Curriculum (English,

Mathematics, the Sciences,

History)

April 2009 April

2009

Curriculum

Development

2 step process for development of

curriculum documents

– Step 1 ‐ broad

outline; scope and

sequence

– Step 2 – completion

of ‘detail’ of

curriculum

April – Dec

2009

June, 2009

– January

2010

Consultation National consultation and trialling January ‐

April 2010

March –

June 2010

Publication Print and digital publication June – July

2010

July – Sep

2010

39

Relationship: NSW Board of Studies / National Curriculum

Board

• Role of NCB

– becomes ACARA in April 2009

– remit to develop National Curriculum in six

areas

– remit to assess and report nationally on literacy

and numeracy

• Role of NSW BOS

– continue to develop curriculum in other areas

– continue to examine courses for HSC, SC

– continued responsibility for HSC ‘credential’

Likely impact of National Curriculum on NSW curriculum

development and implementation

• In areas other then the ‘six’

– little impact

• In the areas covered by NCB’s remit

– cause for consideration of the workload for

teachers to implement any new curriculum

– cause to consider the continuity of learning for

students who might study from a National

Curriculum from 2011

40

National English Curriculum: Framing paper

Learning about language

• ‘building blocks’ of English language such as sound‐

letter correspondence, alphabetic knowledge, spelling,

grammar, punctuation, word recognition and

comprehension

• planned, introduced, consolidated and embedded in

authentic language, literature and literacy tasks

Learning about literature

• ‘Literature’: texts that are valued for their form and style

and are recognised as having important enduring and

artistic value

• Australian literature

• multimodal, digital and print forms of texts

• capabilities to understand, analyse, appreciate and

evaluate texts

Learning how to use language

• Learning how to use language

• analyse, construct, modify, produce and use language

• expand repertoire of language usage in different

settings and for different audiences

• knowledge about language put to practical and

purposeful work

41

National Mathematics Curriculum: Framing paper

Considerations

• Need to engage all students

• Reduce breadth, increase depth

• Compulsory to end of Stage 3 (Year 10)

• Organised around three interrelated components:

content strands, proficiency strands and numeracy

National Science Curriculum: Framing paper

Curriculum focus Relevant big ideas of science

Stage 1 Awareness of self and

the local natural world

Exploration

Observation

Order

Questioning & speculating

Stage 2 Recognising questions

that can be investigated

scientifically and

investigating them

Change

Patterns

Systems

Cause & effect

Evidence & explanations

Stage 3 Explaining phenomena

involving science and

its applications

Energy

Sustainability

Equilibrium &

interdependence

Form & function

Evidence, models & theories

Stage 4 Opportunity to pursue

science subjects

relevant to interests and

future intentions

All of the above would be

embedded in the different

science subjects.

42


Primary years:

• 4 big questions:

• What is Australia and who are Australians?

• What problems did successive peoples encounter in

living in early Australia and were these problems

resolved?

• How did we create a ‘new’ nation and develop a

national identity?

• How did we live then?

Years 7‐10

• History from the time of the earliest human

communities to the end of the Ancient period

(c.60,000BC – c. 500AD)

• History from the end of the Ancient period to the

beginning of the Modern period (c.500 – 1750)

• The Modern World and Australia (1750 – 1901)

• Australia and the Modern World (1901 – present)

43


Senior secondary

Year 11 Year 12

Medieval

History

Modern

History

Asia‐Pacific

History

Option*

Ancient

History

Australian

History

Extension

Study in

History

Option*

*The option recognises that

states and territories offer

some highly successful

units of history at Year 11.

*The option recognises that

states and territories offer

some highly successful

units of history at Year 12.

44


RESPONSE TO THE NATIONAL CURRICULUM

Ms Jan Brady

Head of HSIE, Arden Anglican School

The Teacher’s Guild of New South Wales Seminar, 2009

A National Curriculum

Board of Studies and NSW perspective already

expressed by John referring to problems and issues for

government agencies

Personal perspective? - Unique (?) family has developed a greater

understanding of the need for a National

Curriculum

- Committed History Teacher and Historian can

see benefits for History, but now, also, so much

more for the other subjects as well

- Involved in the process

However – major concerns exist for all subjects and all sectors

Why Unique?

- A family of teachers

- Across most states

- Across all sectors

- Across all levels

45

Why a National Curriculum?

We are a divided ‘family’ who cannot ‘talk’ education to each

other

New South Wales has a Board of Studies

Victoria uses a Curriculum and Assessment Authority

Queensland has The Queensland Studies Authority Tasmania has a Department of Education with a

separate Tasmanian Qualifications Authority

South Australia has a Department of Education and

Children’s Services

Western Australia operates under the Department of

Education and Training

The ACT has both a Department of Education and

Training and The Board of Senior Secondary Studies

The Northern Territory has a Department of Education

with a Board of Studies

CONFUSED?

Canada ‐ another federation with similar problems

Provincial responsibility All different – Quebec and PEI almost alone

Generally Grade 1 (6/7 yrs) to 12 (17/18) Entry anywhere between 4 and 7 with exit as late at 21

years of age for Pathways and Life Skills equivalents

High School Graduation Diploma

Begins in Year 10 Requires completion of five provincial (external) exams

plus other units

Watching what we do!

46

Discussions so far

Meetings across the states

Subject specific Professional Association conferences A series of meetings in Melbourne

Sector meetings – DET, AIS, CEO

Emerging Issues

Major Issues ‐ English

Prescription of book lists for any year The lack of explicit ‘literacy’ education (whatever that

means?)

The issue of ‘critical literacy’ still needs to be addressed ‘Grammar’ to be taught in the High School

The study of ‘literature’ in the Primary School a positive

step, but inclusivity demands flexibility to allow

teachers to choose appropriate texts

Also a need for separation of reading, writing, talking,

listening for Primary Schools not addressed

A focus on Australian literature needs to be carefully managed to eliminate repetition

NAPLAN cannot be the only method used to assess

nationally. It is neither challenging nor stimulating

English in the Senior Years

In NSW Standard English has become the base line with

the removal of Contemporary English

With compulsory years being extended, inclusivity

requires some consideration for such a course to be re‐

instated

47

Would allow Standard, Extension 1 and 2 type courses

to be seen as preparation for general and English

focused entry to universities

Major Issues ‐ Mathematics

Just undergone revision of the syllabus in NSW

Vectors versus Calculus for Year 10 or 11?

NSW does not REALLY want graphics calculators – last

state to approve

Technology‐based teaching means too much time is

spent teaching the technology rather than ‘doing’ the

maths

Numeracy? A whole debate on its own

Framing paper very ‘secondary’ focused with an

emphasis on preparing for the workforce rather than

Maths for its own sake

Seems a deliberate avoidance of terms such as ‘working

mathematically’

Major Issues ‐ Science

Science in schools has been ‘dumbed down’ with a

greater emphasis on skills rather than on content even at

Primary level

More ‘social science’ rather than ‘pure’ science

There must be a core of ‘agreed’ content with flexible

options if the course is to be truly inclusive

Cannot be a ‘city’ curriculum

In‐school investigations must remain in the syllabus

The use of ‘capabilities’ rather than ‘competencies’ was

of concern

48

Language use – ‘form and function’, ‘equilibrium and

interdependence’ – what is meant? Needs clarification

Major Issues ‐ History

Push for ‘Global History’ welcomed

Reinstatement of History as an extant subject in Primary

Schools

NSW currently the only state to teach ‘History’

completely independently in the high school

(compulsory in Stage 4 (world history) and 5

(Australian)

Appears to be very nationalistic in its approach

Concern about repetition from Stage 1 to 4 inclusive

particularly of Australian History

Prescription of content both a negative and a positive

Concept of overview, bridging study and studies in depth,

though defined, were not clearly or explicitly expressed

enough

Resourcing remains an issue particularly for Primary

teachers

Explicit Concerns for Primary School Teachers

Now another complete subject being added to the

curriculum – suggested time more than the HSIE 10%?

Method for integration must be more explicit

Lack of academic rigour across all four subjects with not

enough expectation of the students

Assessment – more external assessment than NAPLAN?

May lead to too much prescription and not enough

flexibility and inclusivity

49

Overall Concerns

Proposals still in a very general overview stage

Very little reference to teachers or students in the

current papers

Concern about inclusivity common to all frameworks ‐

cannot be a ‘city’ curriculum

Concern about the rigorous nature of the courses, or

lack thereof particularly Science and Maths

Resourcing – every subject, every stage

Compulsory years courses must lead somewhere

There is a need for explicit senior secondary courses

Assessment? Where is this headed?

Recognition of the load already on teachers particularly

new teachers with requirements for NSWIT and VicIT

The short time frame for implementation

New technologies

Thanks and Acknowledgements

To Fran for her invitation to speak here tonight

To you, the Guild, for listening to my ramblings

To the many, many teachers who have had to put up

with my questions over dinner, coffee, the phone, in my

car, in the classroom, on‐line and in casual conversation.

50


FOSTERING RESILIENCE AND WELLBEING IN YOUNG

PEOPLE: WHAT’S NEEDED… WHAT’S NEW?

Clinical Professor David Bennett AO

Department of Adolescent Medicine & NSW Centre for the

Advancement of Adolescent Health

The Teachers’ Guild of New South Wales Seminar, March,

2010

Professor David Bennett is an adolescent health physician

working to improve the health and well‐being of young people

through responsive health care, collaborative research,

professional and community education, networking and

advocacy. Previous roles include Head of Department of

Adolescent Medicine at The Children’s Hospital at Westmead,

President of the Association for the Well‐being of Children in

Healthcare, President of the International Association for

Adolescent Health and Consultant with World Health

organization. Currently David is Head of the NSW Centre for

the Advancement of Adolescent Health, Chairman of the Board of

Management of Ku‐ring‐gai Youth Development Service, and

serves on a number of high‐level State and Commonwealth

government policy committee.

51

David was honoured with an AO (Officer in the General

Division of the Order of Australia) in 1995 for ‘service to

medicine, particularly in the field of adolescent health and

medical care’, is a Paul Harris Fellow with Rotary

International, and has received other awards for his service to

community. He is co‐author with Professors Leanne Rowe and

Bruce Tonge of “I just want you to be happy: Preventing and

tackling teenage depression”, in addition to numerous other

books, monographs, chapters and professional articles in the

field of adolescent health. David is married to Anne with four

grown‐up children and three grandchildren.

Dr Bennett has also written a book “I Just Want You to Be

Happy”. His book describes the factors contributing to this

increasing depression in young people and why our search for

constant happiness is setting our children up for problems. It is

important for all parents to know that, contrary to popular

myth, depression can be prevented and treated. Aimed at

parents and carers, this book is a much needed, practical, clear

and accessible guide to identify and help depressed teens,

written by three experts, all currently working in the area of

teenage health.

Conceptual Framework

A new youth health policy

Understanding adolescence and health risk

Pathways to resilience and well‐being ‐ family, school

and community

52

NSW CAAH ‐ Key Focus Areas

Developing information and resources

Capacity building and training

Supporting applied research

Advocacy and policy development

NSW Youth Health Policy ‐ healthy bodies, healthy minds,

vibrant futures

Youth participation • Consultation forum

• Reference group team

• Literature review ‐‐‐‐‐>

• Ongoing inter‐sectoral consultation

Youth participation in the Policy

Input to overall direction Specific suggestions to inform the policy Quotes to represent the voices of young people A name for the policy

53

We live in a changing time

“The past is a foreign country: they do things differently

there.” ‐ LP Hartley, “The Go Between”

We live in a web‐based world

“Kids are great. You can teach them to hate the things you ate

and they practically raise themselves nowadays, you know,

with the Internet and all.” ‐ Homer Simpson

Why are children important?

Vital for the future strength and success of society

Not just small adults ‐ differing needs at each

developmental stage

Competing with needs of adults ‐ likely to be

overlooked

Cannot speak for themselves ‐ need advocates

Generation Y: born 1980 ‐ 1995

“… towering self‐esteem and unabashed assertiveness”

‐ Hugh Mackay [email protected]

Adolescence is a time when longings awaken with an intensity

that many have misunderstood and dismissed as “hormones”.

The larger questions about meaning, identity, responsibility

and purpose begin to press with an urgency and loneliness we

can all remember.”

‐ Rachel Kessler, “The Soul of Education”, 2000

54

Why are adolescents important?

Adolescent health problems:

result in great personal, social and monetary costs

(costly now)

are mostly psychosocial and preventable

contribute to the leading causes of adult morbidity and

mortality (costly later)

Risk taking behaviour

“Adolescents experiment with new activities, testing

their limits, exploring new skills, and enjoying the often

exhilarating sense of freedom involved.”

‐ Bennett & Rowe, 2003

Biology of the brain relevant

Neurodevelopment ‐ new findings

The pre‐frontal cortex continues to develop into early

adulthood.

Changes move forward ‐ ‘from awkwardness to

awareness’

Brain development influences risk behaviours and

medical care

Psychosocial concerns ‐ increasing

“… the prevalence of social and psychological problems has

increased in young people, with a fifth to a third now

experiencing significant distress at any one time – and it is

often higher than in older age groups.”

55

Weighing the risks

Well adjusted

Vulnerable

Experimenter

Troubled

Out‐of‐control

‐ Ontario Medical Association, 1992

Adolescent mental health problems

One in four young people has a mental health problem

75% of mental health problems begin in adolescence ‐

peak age of onset 15 ‐ 25 years

50% of depressed adolescents are undiagnosed

Being healthy and happy (NSW Youth Health Policy)

“It’s about all aspects of life, including physical, mental,

emotional, spiritual, psychological aspects, and also having a

work/ life balance. Being healthy isn’t always easy; it’s

something that needs to be worked at and maintained.”

“Happy and healthy go hand in hand.”

56

The concept of mental health

A state of well‐being in which the individual realizes his or her

own abilities, can cope with the normal stresses of everyday

life, can work productively and fruitfully, and is able to make a

contribution to his or her community.

‐ WHO. Mental Health: New Understanding, New

Hope. Geneva 2001

What is happiness?

“Happiness comes of the capacity to feel deeply, to enjoy

simply, to think freely… and to be needed.”

‐ Margaret Storm Jameson

“If you want others to be happy, practice compassion. If you

want to be happy, practice compassion.”

‐ Dalai Lama

‘Authentic happiness’

The evidence so far indicates that meaningful and

engaged lives are more important than pleasurable

experiences in determining well‐being.

Healthy individuals ‐ and a healthy society ‐ strike a

balance between commitment to the self and

commitment to the common good.

‐ Seligman et al, 2005

www.authentichappiness.org

Well‐being ‐ a continuum

A personal experience ‐ A social process

“While well‐being is experienced subjectively by individuals, it

is produced by social processes.”

‐ Wynn 2009

57

What do young people want?

“Well‐being is enhanced by democratic processes that enable

young people to have a say, to feel valued and to influence

decisions.”

‐ Wynn 2009

Concepts of resilience

“Resilience is the happy knack of being able to bungy jump

through the pitfalls of life. Even when the hardships of

adversity arise, it is as if the person has an elasticized rope

around them that helps them to rebound when things get low,

and maintain their sense of who they are as a person.”

‐ Andrew Fuller, 1998

Concepts of resilience

“What seems important is to approach life’s challenges with a

positive frame of mind, a confidence that one can deal with the

situation, and a repertoire of approaches that are well‐adapted

to one’s own personal style of doing things.”

‐ Michael Rutter, 1993

Broader concepts of resilience

“… the capacity of individuals, schools, families and

communities to cope successfully with everyday

challenges, including life transitions, times of

cumulative stress and significant adversity or risk…”

‐ Michael Rutter, 1990

58

“Resilience is not only an individual’s capacity to

overcome adversity, but the capacity of the

individual’s environment to provide access to health

and enhancing resources in culturally relevant ways…”

‐ Ungar et al, Family process, 2007;

43(1):23‐41

Protective factors

Personality characteristics such as autonomy, self‐

esteem and a positive social orientation

Family cohesion, warmth and an absence of discord

External support systems that encourage and reinforce

a child’s coping efforts

‐ Masten & Garmezy, 1985

It helps to feel connected

“Feeling connected is important for a million reasons; not

feeling alone or outside, feeling connected is like a baseline of

normality, a perspective thing. If you are not connected then

you might feel alien, you may feel unhealthy and you might be

in strife without connectedness.”

Adolescents with serious illness & disability

Have lower levels of emotional well‐being than their

healthy peers

Experience isolation, disconnection, lack of autonomy

Report a sense of alienation from their peers

Are absent from school on a regular basis

Present a higher risk or poor social adjustment

59

‘Tear of thought’ ‐ title of a painting

“There is a need for expression that comes from being trapped

inside a world of inescapable sickness and continuous

hospitalization.”

‐ Kane, 1993

Health is always present…

“Health is always present regardless of the presence of disease,

as the skies are present in spite of clouds on the horizon.”

‐ Sartorius, 1990

Resilience ‐ key concepts

Competence

Connection

Confidence

Character

Contribution

Family and resilience

“… the central importance of caring relationships between

children and adults for the development of resilient

adolescents and young adults…”

‐ Michael Resnick et al, 1993

Challenging stages for parents

The years 0‐3

The years 11‐18

‐ Tucci, Goddard & Mitchell, 2004

60

The family at adolescent transition

Like a living organism, families seek to adjust to natural

changes that occur across the family life cycle.

40% of parents report an increase in distress (especially

mothers) in the early adolescent years.

Authoritative parenting

Warm, involved and responsive

Firm & strict and demanding of maturity

Fosters and encourages psychological autonomy

‐ Diana Baumrind, 1971, 1991

Participation and responsibility

“The lessons we instill by insisting that our children do

mundane tasks may very well be the one that stay with them

longest, helping them to become self‐reliant adults, responsible

community members, and loving parents.”

‐ Wendy Mogel, The Blessing of a Skinned Knee, 2001

Family meals

Eating meals as a family benefits young people above

and beyond their general sense of connectedness to

family members

Frequency of family meals is inversely associated with

tobacco, alcohol and marijuana use, depressive

symptoms & suicide involvement, particularly among

adolescent girls.

‐ Eisenberg et al, 2004

61

Adolescents from authoritative homes

Achieve more in school

Better self‐reliance & self‐esteem; less depression and

anxiety

More positive social behaviour, self‐control,

cheerfulness & confidence

Less likely to engage in anti‐social behaviour

‐ Lawrence Steinberg, 2001

The Three Ps

Keep it in perspective

Don’t take it all personally

It won’t persist ‐ keep your eye on the longer term goal

Parenting programs

Universal parenting programs:

When delivered during transition to secondary school,

can prevent initiation of alcohol and smoking

(monitoring and supervision)

Brief or self‐directed programs (materials at home) can

enhance family functioning and reduce adolescent risk

behaviours

‐ Lucy Tully, DOCS, 2007

62

Parenting programs

Targeted parenting programs:

Improve parent and child outcomes (for families with

multiple risks, parental depression, divorced parents,

step‐families…)

Aggregation of high‐risk young people can lead to an

increase in substance use and behavioural problems

‐ Lucy Tully, DOCS, 2007

School ‐ relevance to what?

“When they ask me what I like doing at school, I say pissing

people off.”

School and resilience

Development and enhancement of academic and social

competence

A positive school ethos and warm classroom

environment

“Effective schooling ‐ supportive, stimulating, caring

teachers with high expectations”

‐ Joy Dryfoos, 1995

A good school feels positive and safe

Having good friends

Having good teachers

Believing you fit in

Feeling respected

Having an adult take an interest in you

Perceived school connectedness

63

“The most important things in life can never be measured.”

“I am enough of an artist to draw fully upon my imagination.

Imagination is more important than knowledge. Knowledge is

limited. Imagination encircles the world.”

Programs that work in schools:

Increase social competence of adolescents

Aim at general populations at transition to high school

Promote changes to the school environment and school

ethos

Provide long term programs and employ interactive

techniques

‐ Stewart‐Brown, WHO Europe, 2006

And ‐ parental involvement

The most effective interventions are those where parents and

educators work together. Exchange of information is effective

in managing behaviour and school‐related problems.

A structured, values‐based framework for group interaction

Inclusion ‐ everyone gets a turn, everyone else listens

Respect ‐ no put downs, personal positive only

Safety ‐ no pressure to say anything, may pass

‐ www.wellbeingaustralia.com

64

Service‐Learning

… defined as a teaching and learning strategy that integrates

meaningful community service with instruction and reflection

to enrich the learning experience, teach civic responsibility,

and strengthen communities.

‐ www.servicelearning.org

Service‐learning = values education

Service‐learning = enterprise education

A final word from a young person

“Young people are like a butterfly in the cocoon process. We

need to give them the support, courage and strength to bring

them out safely, to face the world, spread their wings and

reach their full potential. Every young person should have this

opportunity ‐ to realise their talents, goals, dreams and have at

least one person who never loses faith in them.”

‐ Young person, aged 22 years

www.caah.chw.edu.au

65

Report

‘ANNUAL POSTER PRESENTATION LECTURE EVENING’

(APPLE), JULY 2010

Dr. Frederick Osman

FATE Convenor and Enterprise Education Co‐ordinator,

Trinity Grammar School

The Teachers’ Guild of New South Wales held its first Annual

Poster Presentation Lecture Evening on Monday 26 July 2010

at Santa Sabina College Hall, 90 The Boulevarde, Strathfield

from 6.00 to 9.00pm. The purpose of the Annual Poster

Presentation Lecture Evening was to:

Give presenters a chance to present their research work

to a learned audience in the friendly environment of a

school setting.

Allow for reflection of the presenters’ proposed research

and progress achievements.

Give the presenters the opportunity to liaise with other

presenters, students, academics, staff, visitors and past

students.

These awards were created to encourage excellence in

research work, and all nominees that participated in

these awards had an opportunity to compete for the

$1000 Guild Research Award Prize and special

certificate that recognises the nominee’s high standing.

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Each presenter had one poster board (1.8 metres high by 1.2

metres wide) to present their research work. The poster

presentation session was designed to be a powerful alternative

presentation using stimulating layout and interactive

discussion.

The presenters were given two minute introductions to ʺsellʺ

their posters to the audience. The two minute introductions

gave a much higher profile to the posters, which was intended

to ʺbreak the iceʺ for further discussions during the poster

sessions. The 2010 Judging Panel consisted of:

Dr Anthony Loughland ‐ University of Sydney

Dr Lloyd Dawe – Schools Consultant

Ms Michele Hanwell‐Short – Meriden School

The judges ranked the candidates according to: (1) content and

scientific quality (2) clarity and (3) presentation skills and

determined the winners for the following categories:

Guild Research Award: Meera Varadharajan from UTS

Highly Commended Award: Ruth Targett from TGS

Encouragement Award: Prue Salter from UTS

It was wonderful to see so much diversity and such talented

educators presenting at APPLE. The Guild would like to

acknowledge the wonderful posters from the other

participants and wish them all the very best for the future. The

poster summaries of all the presenters are included below.

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The Teachers’ Guild of New South Wales would like to thank

Ms Kate Clancy, Santa Sabina College principal for the

opportunity to hold our event at Santa Sabina College Hall, the

judge’s contribution to the event and finally, Education Review

and COOP Bookshop for their support as our major sponsors.

Poster 1

Title: Computer Mediated Learning in a Social

Constructivist Environment

Name: Tony Stojkovski

Institution: Meriden School

For many years, information and communication technology

has been introduced into the classroom with a focus on

providing better instruction for the learner and assisting

teachers in delivering the educational content. Some have

argued, however, that pedagogical strategies based on the

principles of social constructivism are likely to be more

effective than those concerned with information transmission

(Salomon, 1993; Palincsar, 2005). Such strategies emphasise the

construction of knowledge through social interaction

supported by computer technology, termed ‘computer

mediated communication’. Many studies have examined

learning outcomes that result of computer‐mediated

communication (Du Plessis, et al., 1995; Veerman, et al., 2000;

Pear & Crone‐Todd, 2001; Scardamalia, et al., 1994; Bronack, et

al., 2006), but few have examined environments that involve

both on‐line and face‐to‐face oral communication. This study

addresses that gap by investigating learning outcomes

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achieved through the use of a software program that aims to

support social construction of knowledge. The program is

called the Computer‐mediated Social Constructivist

Environment (CMSCE).

The study collected student work submitted through the

CMSCE, recordings of in‐class discussions, student feedback

about the learning process and the researcher’s field notes to

provide complementary and confirmatory information. This

analysis examined characteristics of the communication

stimulated by the environment and the ways in which the

CMSCE program supported interactions within the class in

order to enhance learning and enable an enriched

understanding of the content. The study also examined

students’ perceptions of the learning environment.

The study found that the CMSCE program provided an

opportunity for each individual to learn at different learning

rates. It also allowed the teacher to cater the learning tasks to

an individual’s learning ability and interest. It was evident that

the students developed an in‐depth knowledge of their content

in a way that may have been difficult in a traditional

classroom. A key advantage was the flexibility of the learning

environment. Using the CMSCE program to submit a series of

drafts of their work, enabled students and the teacher to

engage in numerous discussions they perhaps would

otherwise not be able to do. These discussions helped students

collaborate during the lessons and outside of the classroom.

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Poster 2

Title: Factors that Impact on Motivation in Middle

School Students: Choice, Challenge, Interest or

Enjoyment. What do students really want?

Name: Ruth Targett

Institution: Trinity Grammar School

Research has suggested that motivation is the key to students’

learning. In Middle School there is a significant body of

research suggesting that student’s motivation drops

considerably during this period. This research explored how

middle school student perceptions of interest, choice, challenge

and relevance of classroom activities, affect their engagement

in class and their perceived motivation within different

groups, i.e. identified gifted and non‐gifted students, male and

female, year groups and subject; within one school.

A motivation survey was developed by Rogers and Phillips

(Targett), (2007) using elements of Gentry and Gable’s (2001)

My Class Activities, Dweck’s (2000) Task choice, and Rogers’

How Do You Like to Learn instruments. The instrument used

Likert Scale responses to statements regarding choice,

challenge, interest and enjoyment, Attitudes to learning and

forced choice responses for learning vs achieving good grades

and learns again or learns something new; in order to assess

different factors affecting student perceptions and motivation.

The factors: student perceptions of the level of choice,

challenge, interest or enjoyment of a particular task or in a

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classroom environment, attitudes to learning and attitudes to

achievement, were compared across the various groups. The

poster will present information about what the data tells us

about Middle School motivation in these populations and the

contexts, how this data was used to inform the school about

the motivation of students and how this understanding was

used to inform the evaluation of instructional methods of

teachers. Implications highlighted by these results and the

curriculum modification made in response to the data to

increase motivation in gifted and non‐gifted students will also

be presented.

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Poster 3

Title: Facilitating Sustainable Change to Models of

Support within a Learning Resource

Environment

Name: Vivienne Hayle

Institution: Mary MacKillop College

The poster presentation will outline the framework for a

research project which explores the strategies required for the

successful implementation of sustainable change in models of

support for students with disabilities (SWDs) and the impact

of the change on all significant participants. This is

contextualised within a mainstream Catholic High School. A

case study methodology conducted as participatory action

research (PAR) gives specific attention to strategies supporting

the change from in‐class support, to a more inclusive and

collaborative process for support staff and general educators

(GE) to collaborate to develop appropriate support strategies.

It is envisioned that the implementation of a PLC model will:

Promote inclusion through enabling mainstream staff to

use support strategies which may then be generalised to

benefit more students;

Increase the independence of SWDs; and

Allow more time for direct teaching of basic skills which

assist in making mainstream curriculum more

accessible.

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It is also proposed that the PLC model may reduce the

dichotomous attitude which exists between support and

mainstream staff in many schools. Current perceptions around

the concept of inclusion are explored and strategies to support

the development of inclusive policies, practices and culture

suggested.

Effective strategies to encourage collaboration between

support and mainstream staff, motivating factors for staff to

implement sustainable change, leadership for change and the

impact of school culture are also explored.

The PAR process in this study involves five cycles each of

which will be monitored and reviewed by regular meetings of

an Advisory Committee and reported on in a written narrative

summary. This will then be distributed to all participants and

will advise strategies for forthcoming cycles. Data collection

tools include questionnaires, focus group discussions,

interviews and observations, personal and reflective journals.

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Poster 4

Title: Gifted Gateways

Name: Kylie McKemmish

Institution: Santa Sabina

All students, regardless of their academic ability or

developmental years, need instruction and guidance in order

to develop their knowledge and skills to their full potential.

Within any class there are students of varying abilities who are

required to learn the same core curriculum. However, this core

curriculum is not suited to all students. It is because of this that

the curriculum needs to be differentiated to accommodate for

the differing learning style, pace and characteristics of the

gifted students as well as the learning impaired. In schools, up

to 60% of gifted students are working more than 4 years below

their ability level.

This means that these students are not being intellectually

stimulated; therefore they won’t learn how to learn, and

develop the study skills they need for further academic

learning. Without assistance, differentiated curriculum, or

grouping with their intellectual peers, these gifted students are

likely to become bored with school, demotivated, disruptive

and disrespectful, frustrated or angry.

Each student learns and each teacher educates in their own

style. Sometimes this can be the same as it is for others, most of

the time it is individual to that one person. It is therefore

necessary to choose curriculum differentiation methods that

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suit the varying learning and teaching styles of individuals.

The range of methods available for assisting teachers in

developing a differentiated curriculum is in this way a benefit,

as there are a large number of differentiation methods that

allow the teacher to choose parts of various methods to assist

in developing a differentiated curriculum that best suits the

situation.

Not all of the types of curriculum differentiation should be

applied at any one time and not all forms of differentiation

take excess amounts of time to implement. Most forms of

differentiation curriculum can be used in a regular mixed

ability classroom or in specialist classes for gifted students. All

it takes is a teacher who is willing to give this a go.

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Poster 5

Title: The Hill, the Skills and the Will: Developing

Students Capacities to Set, Monitor and

achieve new Personal Goals

Name: Maura Sellars

Institution: Australian Catholic University

This presentation details a study which investigated the

capacities of ten to twelve year old students to develop the

cognitive of intrapersonal intelligence as defined by Howard

Gardner. A group of forty, ten to twelve year old students

across three Stage Three New South Wales classrooms were

introduced to an Intervention Program specifically designed to

foster their self knowledge as learners and their capacities to

use this knowledge to develop the knowledge, skills and

understandings collectively known as ‘executive function’.

The Intervention Program incorporated the theoretical

foundations of the Multiple Intelligences perspective of

executive function as defined by Moran and Gardner. The

students were engaged in self‐selected learning tasks in the

key learning area of English with the intention of helping them

to identify their own relative strengths and relative limitations

in this curriculum area.

The program included a variety of activities and procedures

including those that required students to determine their own

learning goals, engage in reflective journaling both during the

tasks and at the conclusion of the tasks and identify, plan and

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implement their own learning strategies in order to achieve

their learning goals in English. The three participating teachers

undertook to provide information related to the students’

work habits, on task behaviors, self‐monitoring strategies, the

students’ capacities to improve their cognitive strategies when

working on their self‐selected tasks and students’ abilities to

use these skills, knowledge and understandings to improve

their learning outcomes in English.

The results presented evidence of a considerable improvement

in the students’ knowledge, skills and understandings

identified as ‘executive function’ classified by Moran and

Gardner as the ‘hill’, the ‘will’ and the ‘skill’; in relation to their

self selected learning goals in English and began to take

increased responsibility for their own learning in English.

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Poster 6

Title: What Perceptions of Environmental

Sustainability do Senior Primary School

Students Hold and Express?

Name: Graham Weeks

Institution: University of Technology

The study aims to produce an insight into how young children

perceive environmental sustainability and poses the research

question: What perceptions of environmental sustainability do

senior primary school students hold and express? Existing

research indicates that the most significant work in an

environmental education in NSW is being done at the primary

school level. However, evidence relating to the research

question is limited. Therefore it is important to gather and

analyse data about these perceptions of primary school

students if we are to develop and implement sustainability

education curricula that best support the needs of students, is

relevant to primary school teaching and learning, and provides

insight into appropriate strategies for the professional

development of teachers.

This study involves students in their final years of primary

school education and explores their perceptions of

environmental sustainability. It provides insight into how their

perceptions are informed and how they may be best nurtured.

The data is gathered from primary school students in Years 4, 5

and 6 and their teachers in one NSW primary school.

Qualitative methods are used to collect data. These include

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students responding to three differing types of stimulus

material using an open‐ended questionnaire, focus group

discussions, and individual interviews. The data is gathered

using methodology that is influenced by Grounded Theory

and analysed with reference to the existing literature.

The conclusions report that the students in the study most

frequently express notions of sustainability that are

underpinned by homocentric views of sustainability;

proximate cause and effect scenarios; and proposed actions

based on sharing natural resources fairly while maintaining

the environmental balance and behaving responsibly. Finally,

an emerging framework of primary school students’ notions of

environmental sustainability is presented and discussed along

with the implications for sustainability curricula.

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Poster 7

Title: Understanding the Experiences of Second

Career Teachers in Schools

Name: Meera Varadharajan


Little research has been done about second career beginning

teachers and their experiences in school. The research study is

about understanding the experiences of second career

beginning teachers in schools and the way these experiences

are understood and interpreted by the teachers.

A hermeneutic phenomenological approach is used to inform

and guide the study. Initial interviews with teacher

perspectives reveal how they see themselves bringing in

different, but interesting perspectives to schools and classroom

teaching. While the reason to become a teacher can vary

depending on individual circumstances, the teachers

interviewed so far all share a deep passion for teaching and ‘to

make a difference in these young people’s lives’. These

teachers also saw the importance of providing students with

real‐life practical examples in concept explanation reflecting

the prior background and work life in the corporate

environment.

Sharing of personal space, noise and lack of freedom are just

some of the ways teachers’ used to describe the school and

classroom as workplace environments. While the second career

teachers interviewed wanted to succeed, they also see teaching

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as one of many other careers they have had. They also view

themselves as a ‘newbie’, but older with ‘status and

experience’. The focus of the study is on the thick and

meaningful descriptions of stories as told by these teachers and

how they make meaning of themselves and their school

experiences.

The research will have implications for teaching in general and

teacher recruitments and retention policies in particular. It will

also have implications for teacher education and professional

development programs.

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Poster 8

Title: “Write Wright!”… The Ring Pencil

Name: Earl Owen

Institution: Microsearch Institute

WRITING IS GOING OUT OF FASHION?

Computer keyboards are in! But we live in a world where the

PENCIL is the very FIRST IMPLEMENT that mothers and

teachers give their children, but don’t teach them how to use it

properly.

Frankly teachers do not insist on children holding their pencil

the correct anatomical way, right at the start of their education.

Even if they do, children will hold the pencil the way they

want because the normal pencil shape can be held any way at

all.

Slip the ring of the Ring Pencil over the index finger of the

right or left hand and all children see their new Ring Pencil in

the best possible and most comfortable position, for effortless

drawing and writing. If the child is observed to be having

trouble writing, it is nearly always due to incorrect posture or

too fixed or too tight a grip. A TIGHT GRIP DEFIES HUMAN

ANATOMY AND CAUSES “WHITE KNUCKLE”, RIGHT

ANGLED THUMB AND PAINFUL WRITING.

You would be amazed how many students sitting for HSC

have such poor finger grip and such pain in fingers, hands,

wrists, and arms that they get Doctor’s Certificates to require

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assistance in writing their exams, sometimes needing more

time, sometimes needing a writer to write for them.

Children with incorrect finger grips on pencils and later on

pens are usually reluctant to write at length and are poor at

drawing.

Children with severe writing problems due to poor finger

positioning can be cured by introducing them to their sized

Ring Pencil or later the Ring Pen. But why wait? Start your

youngest class now on the Ring Pencil. Write Right from the

start!

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Poster 9

Title: Examining the ways that Primary Teachers (K‐

2) use Interactive Whiteboards in Connection

with their Literacy based Pedagogical Practices

Name: Kay Prcevich

Institution: University of Wollongong

Through government initiatives (such as the Building the

Education Revolution Program, discretionary purchases and

Connected Classrooms Program), there has been a significant

increase in interactive whiteboard (IWB) technology within

NSW primary school classrooms. However, it appears that the

inclusion of IWB technology into classroom contexts is not

always guided by strong pedagogical principles. Given this, it

is important to ensure that the use of IWB technology is being

converted into purposeful, effective and sustainable practice.

The study aims to extend the currently limited understanding

of how pedagogy is developing in response to the influx of

IWBs in NSW public school classrooms. It aims to do so by

building on existing research to work with teachers, in order to

assist in the development of an appropriate pedagogical

framework to design, deliver and guide the decisions made by

teachers about K‐2 literacy based classroom experiences, in

connection with IWB use.

Thus, this study will make significant contribution to existing

knowledge of the ways K‐2 teachers use IWBs in connection

with their literacy based pedagogical practices. Such further

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knowledge will be valuable to NSW government schools,

students and teachers educators as they (teacher educators)

will be able to draw on this knowledge whilst designing and

delivering pedagogically appropriate IWB literacy based

learning experiences. Please note that this is a school‐based

research project, supported by both the Department of

Education and Training – SERAP (2009155) and the University

of Wollongong (HE09/385).

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Poster 10

Title: Developing Self‐regulated Learners: Exploring

the Role of Secondary Schools

Name: Prue Salter


Self‐regulation is defined by Zimmerman (1986) as the degree

that individuals are metacognitively, motivationally and

behaviourally active participants in their own learning process.

Anecdotal observation that many students lack the necessary

expertise to achieve their academic potential is validated in

studies in both school and higher education contexts

(Weinstein 1988, Wingate 2007). Research on self‐regulated

learning has revealed evidence of substantial correlation

between the use of self‐regulated learning strategies and

academic achievement (Schunk & Zimmerman 1994).

This study will look at how contemporary Australian

secondary schools can foster the development of self‐regulated

learners in the context of the 21st century learning

environment. The aim is to explore what a contemporary

framework might look like grounded in both the previous

research on self‐regulated learning and this new research on

the current approaches by schools. Such a framework can then

guide policy development for formulating a comprehensive

school‐wide approach to fostering self‐regulated learning and

act as a way to bridge the gap between development of self‐

regulated learners as advocated by the literature, and the

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reality of implementation within the constraints of the school

system.

Through an extensive online survey and a multi‐case study

approach, this research will examine approaches taken by

schools, how technology is affecting these approaches, as well

as stakeholders’ attitudes, beliefs and experiences of the

development of self‐regulated learning in contemporary

secondary education. Although previous research has focused

on defining the complexity of self‐regulated learning,

understanding the aspects and characteristics of a self‐

regulated learner and exploring specific contexts where self‐

regulated learning can be fostered, this study aims to look at

the well‐trodden field of self‐regulated learning through this

fresh, contemporary tri‐lens perspective.

It is timely to explore what is happening in schools in the field

of self‐regulated learning given that the nature of the skills

needed for students to achieve their academic potential at

school may have changed with modern curriculum changes,

new understandings about the learning process, and the

advent of the different technologies and greater accessibility to

technologies.

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Report

‘FRESH APPROACH TO EDUCATION’ (FATE)

Dr. Frederick Osman

FATE Convener and Enterprise Education Co‐ordinator

Trinity Grammar School

The Australian College of Educators recently hosted an

exciting initiative to welcome early‐career educators by putting

them together with experienced educators from across New

South Wales at our ACE Teaching and Learning Forum on

ʺFresh Approach To Education (FATE)ʺ at the Sunnybrook

Hotel & Function Centre, 355 Hume Highway, Warwick Farm,

on Friday 17 September ‐ Sunday 19 September 2010.

In a year which has already seen so many changes to both our

educational and economic landscape, the need to take a fresh

approach to the way we engage with and manage student

learning which is growing stronger by the day. The fresh

approach to education forum focused on providing future

developments in teaching in terms of new technologies and

ideologies to meet the needs of students of the future in the

current context of economic and climatic uncertainty.

This forum focused on how innovation can be encouraged,

creative solutions enabled and new arenas embraced in

education. It also encouraged revisiting of old ideas in new

contexts, or old solutions to new problems. Pedagogies and

practices were explored with various experienced educators on

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their practical application ‐ which enhanced the learning

experience for the delegates.

Forum participants enjoyed three days working with

experienced educators from a variety of institutions which

provided relevant practical and theoretical mentoring

opportunities. The forum was also a form of professional

development to help educators establish and develop their

own mentoring programs.

FATE 2010 covered strategies to overcome some of the issues

for beginning teachers that include: time and classroom

management, particularly the management of difficult

students; how to work with parents and communities; how to

survive emotionally in a competitive education system; and

how to develop varied teaching strategies to cater for different

learning styles.

The hands‐on sessions delivered at the forum were designed to

unleash the creativity in practical underpinnings of innovative

practices in teaching and learning. The talks highlighted the

concept of mentoring as an effective strategy which can

contribute significantly to the career development of

employees.

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The more specific aims of the Forum included:

To provide support to educators in their early career

through the provision of good induction and mentoring

To make more effective use of the expertise of

accomplished educators in order to improve the quality

of teaching and advance the education profession

To enhance the leadership skills of accomplished and

beginning teachers

To provide the theoretical and practical underpinnings

of innovative practices in teaching and learning

To provide future devleopments in teaching in terms of

new technologies, ideologies and the impact of funding.

The principal themes of the forum included:

Using learning spaces, both old and new, creatively

Employing immersive technology to best effect

Harnessing learning technologies to benefit learning

Recycling effective approaches in new or different

contexts

Enabling cross‐fertilisation of good practice across

disciplines and between institutions and

Developing networks of practice.

These themes developed relationships between mentors and

protegés that would lead to a developmental process to pursue

best practice in terms of good induction and mentoring to

enable successful teaching. The presenters at this forum used a

variety of powerful techniques for idea generation, idea

evaluation and implementation. They also delivered and

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produced a wealth of great ideas for the education issues that

our educators might like to explore and enjoy:

Teaching: Art and Science by Dr John DeCourcy

Swimming (not drowning) in the data stream: Using Moodle

Logs as a formative assessment tool by Dr Anthony

Loughland

What we need to know about the research evidence on student

achievement and quality teaching by Professor Steve

Dinham

Inspiring new teachers to become creative by Ian Moore

Using mobile devices to spark creativity & innovation in

learning by Jennifer Holt

A responsive curriculum by Christine Mae

Creating learning environments to stimulate student interest

in Science by Gina Grant

The understanding of time: ideas for teaching across the

National Curriculum by Dr Lloyd Dawe

Where we are heading in education and what to expect over

the next ten years by Dr Phil Lambert

Beginning Teachers: Ready, Willing and Able by Lyndsay

Connors

Quality Integration of Technology Across the KLAs by Jane

Williams

From Classrooms to Cadillacʹs by Alison Shaw

The Role of the Dissident by Timothy Lester

Use of Moodle in SCIF Courses Building Community and

Skills by Associate Professor Julian Cox

Continuities between pre‐service and in‐service teaching

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professional learning: Opportunities and challenges by Dr

Dianne Bloomfield

Wake‐up Sleeping Beauty: Helping our daughters move

beyond Bratz, Britney and Barcadi Breezers by Dannielle

Miller

Some of the aspects of the Forum that benefited individuals

attendance:

Interactions with other teachers.

Interactive and group centered sessions.

Networking opportunities with other teachers to set‐up

a collaborative projects.

Information and resources (books and CDʹs) that were

offered during FATE‐2010.

Ability and opportunity to meet with colleagues from

other sectors.

Open discussion opportunities.

Great information given by presenters.

Opportunities to network and a focus for future

directions.

Hearing concerns and voices of other teachers.

Sharing experiences from other teachers in other

schools and regions.

Being able to identify support mechanisms and finding

common ground.

Meeting other wonderful educators.

The opportunity to promote the importance of

education.

Working together to identify directions and goals.

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Sharing ideas and moments in teaching that can be

valuable insights within the classroom.

The opportunity to meet, share and exchange ideas.

Round table conversations during the interactive

sessions.

Hands‐on ideas and scenarios for specific learning

areas.

Time with presenters.

Opportunities for brainstorming practical strategies.

The keynote speakers highlighted the concept of mentoring in

their topics as an effective strategy which can contribute

significantly to the career development of employees. It was

also mentioned that mentoring offers a way of building skills

towards future career goals. It works best as one element in

career development. Mentoring is an effective method for the

transference of professional, technical and management skills.

Feedback from participants was that the ACE Teaching and

Learning Forum on ‘Fresh Approach to Education’ made good

progress towards achieving those aims. Participants agreed the

event was a great and powerful hands‐on experience.

Can I conclude by saying on a personal level that I thoroughly

enjoyed hosting this forum on ‘Fresh Approach To Education’ ‐

FATE, a teaching and learning forum for new and

accomplished educators. Everyday was a different day and the

program reflected a great and powerful hands‐on program

which can be seen in the outcomes, results and feedback of

responses. I would firstly like to thank my forum co‐organisers

Mrs Heather Causley ‐ Inner Sydney Regional Group

President, Ms Sandra Hughes ‐ North Sydney Demonstration

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School, Mrs Leanne Claringbold ‐ Kambala College and Ms

Laura Cheail ‐ Event Manager from the ACE National Office

for helping me to develop the advertising, marketing support

and coordination which has contributed to the success of

FATE.

I would like to thank all the keynote speakers, colleagues and

friends from all the parts of country for making the time to

come to this forum. The friendly staff at the Sunnybrook Hotel

and Function Centre at Warwick Farm provided excellent

hospitality for the duration of the forum. I would also like to

thank the NSW branch of the Australian College of Educators

in supporting and endorsing this forum as part of their

strategic plan and our wonderful sponsors Education Review,

COOP bookshop and the Australian Scholarship Group in

supporting this forum. Finally, I would like to thank the

Teachers Guild of NSW for being involved with this forum and

organising the joint session on ʺInspirational Teachers Matterʺ.

The College is heavily involved in identifying and valuing the

considerable contributions made to education by colleagues

recognised for their high levels of accomplishment. I am

hoping that we can all again contribute to the next phase in

supporting teachers through the provision of good induction

and mentoring in the near future. A successful mentoring

partnership is a career development experience to be enjoyed.

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REX MORGAN ADDRESS

SOME REFLECTIONS ‐ THEN AND NOW

Mr. Rex Morgan AM MBE

Retired

Teachers’ Guild of New South Wales Annual Dinner, Trinity

Grammar School, 2009

First I must thank you for your generous introduction and for

the great privilege of being your Guest of Honour tonight and

to find my name following that list of fourteen distinguished

educators which the Guild has nominated over the years.

I also congratulate those teachers who are to receive awards

this evening and apologise for the absence of my wife, but can

tell you that she was in good form last weekend at her 80th

birthday party.

Having entered the teaching profession in 1955, which means I

am in my 55th year as an educator, I am able to look back on a

vast number of experiences and activities both in education

and beyond. I have also been heavily involved in cultural and

youth activities beyond school institutions in many parts of the

world, but tonight the focus is on teaching.

I am one of the very few people to have graduated in both the

Primary and the Secondary Diploma of the Guild and only

recently when I was talking to the Archbishop of Sydney, Dr

Peter Jensen, he reminded me that we were fellow students in

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the Guild Primary Diploma where I topped the year and he

came second! (I told him that that was why he remembered

me, but I didn’t remember him.)

I was elected to the Council of the Teachers’ Guild as long ago

as 1965 under the Presidency of the remarkable Dorothy Knox

and by 1969 found myself as Vice‐President and then President

from 1971 to 1973.

They were extraordinary years in the Guild and I am hoping to

finish my memoirs of that time which, if ever published, will

be shall we say …. interesting.

Back in the early sixties after I had been teaching in Sydney

and in London I founded Pittwater House and by the end of

the seventies I was at the head of a group of eight schools in

Collaroy, Turramurra and Newcastle. In the eighties and

nineties my attention had turned to international education

where we became amongst the first to bring foreign students

en masse into the country and I also became involved in the

provision of Australian curriculum in schools in Thailand,

Vietnam, and China and was an adviser to government

education ministries and NGOs in those countries as well as in

Russia, Morocco, Laos, New Caledonia and others and became

a visiting professor at Shenzhen University in Southern China.

When I began my teaching career I addressed my first class of

42 pupils with a blackboard and sticks of chalk and we had

very few teaching aids other than textbooks and items we

made for ourselves. Much basic learning was by rote and

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children sat in serried ranks paying close attention to the

teacher who even had a cane on his or her desk.

Just as you do today we had to maintain the perception of

professionalism and in those days even all the parents called

me “Sir” and came to school events smartly dressed. Indeed at

one school at which I taught the primary boys called the

mistresses “Sir” which made life eminently simpler for

everyone.

I suspect that there is far less respect in the community today

for teachers brought about by the antics of some groups in the

profession and the proliferation of television entertainments

based on school anarchy in some very influential countries that

ought to know better. So this makes life much harder for

teachers today, particularly the younger ones.

In my early days there were no layers of compliance: no bulky

risk assessment documents to be completed; no Occupational

Health and Safety requirements for every move contemplated;

almost no litigious parents prowling about looking through

windows seeking opportunities to blame teachers and schools

for the shortcomings of their own children’s abilities and

behaviour and their own deficiencies as parents.

In my day there were no league tables created by ignorant

young journalists who, as in almost their entire media output

days, never let the facts get in the way of a good story or

scandal. Comparisons are fine if they are genuinely based on

proper information.

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Indeed, the media attitude to education has changed very

dramatically in the last fifty years. I have a large series of

scrapbooks of newspaper and broadcast reports of my own

interviews and articles about my views from the days when

what you actually said was faithfully reported. Once the media

began peddling the views of its ignorant employees and

owners by making such absurd statements as “Mr Morgan

didn’t say…” I stopped giving interviews or comments, which

is why my name fails to appear in the past twenty years and

most of you would therefore never have heard of me.

You, in the front line today, are also contending with intrusive

government attitudes at every level and from all points of the

political spectrum. All changes of government herald

automatic changes in education policy, whether justified or

not, just as the new owners of a hotel chain will automatically

change all the carpets. Thus educational administrators and

teachers are constantly revising their modus operandi chiefly on

account of outside interference rather that intelligent and

thoughtful development of curriculum and practice.

Even fifty years ago I identified a number of unsatisfactory

aspects of the schools I taught in which is why I founded my

own school. I should point out immediately that Pittwater

House is a non‐profit foundation like every other independent

school and not, as the false impression still persists in some

quarters, that it is privately owned by Rex Morgan. I can

assure you that nothing is further from the truth.

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This small beginning enables me to take what were lonely

steps in my school’s development. It was, after all, the first

non‐government primary school to have been founded and to

survive since 1908 and its gradual success led to my

establishment of our secondary schools and Foundation

Studies programmes as an outpost of the University of New

South Wales.

We were able to be pioneers in a wide range of educational

developments which were taken up by other institutions. I

always stood up for what I believed in and this led to a great

momentum which took my organisation forward into a highly

successful position despite its geographical location where

there was neither old money nor much tradition of

independent schooling.

As my work became known first as a local curiosity and later

as a national curiosity because it had survived and later still as

a beacon for international attention so I had the privilege of

being asked to help with advice on the establishment of several

other independent schools and the rescue of some which

would otherwise have closed and even the takeover of several

except for the ones for which I saw no future and they

collapsed.

I continued to speak in the perpetual national debate about the

basic values of teaching and running schools and some have

been kind enough to suggest that my contributions influenced

the way education developed in Australia. I have also had the

privilege of presenting major papers on many aspects of our

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work in international education conferences in a number of

countries.

You teachers of today face far greater challenges that we did

fifty years ago. To begin with discipline has become a much

misunderstood concept as the grandchildren of the

superannuated hippies of the sixties present themselves in our

classrooms with an arrogant and almost anarchic attitude. But

those of you, particularly in the independent schools,

overcome these problems by your zeal and your compassion

and your commitment to imparting knowledge and how to

gain it rather that providing pure entertainment which much

curriculum content seems to have become.

Teachers today must also cope with unprecedented demands

from parents who are being led to believe that they can run

schools themselves or exert considerable influence over the

administration pushing their own agenda. Some of them have

become the playground mafia or classroom predators waiting

to blame you for their children’s weaknesses.

So you must take heart as I did and stand your ground. You

have been professionally trained in your classroom practice

and child psychology and know a lot about more about

schooling than the average parent does and you are intimately

engaging with hundreds of children, whereas a parent knows

only a few.

And the breakdown of the family, encouraged mainly by the

appalling decisions of governments and the courts thirty years

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ago, has placed further burdens of responsibility on you

younger teachers. There are many “lost” children in your

classes today — victims of the selfish, money‐driven, leisure‐

seeking, irresponsible actions of their separated parents —not

to mention the increase in children abused not only physically,

but mentally and morally through their exposure to so many

evils in our modern society. In my day the family was a family.

In my day I had a stick of chalk; today you have a keyboard. I

wrote in longhand on the blackboard; you put your writing

into a computer and the troops see it instantly on the PCs on

their desks. I marked essays on paper with red ink; you are

given them on a disc or by email.

My pupils used to rush for information to an encyclopaedia or

an atlas or use a slide rule; yours rush to the internet or such

tools as Wikepedia, much of which, I am told, appears to be

written by third rate spivs rather than great minds.

But yours is the generation of information technology; it is you

who can embrace these new and rapidly changing techniques,

these miracles; it is you who can hone their use into effective

learning facilities so that your pupils are acquiring knowledge

rather than looking at Facebook. It is you who will and must

also be aware of the great dangers of modern technology.

Actually in my school I pioneered the use of such things as

rapid reading machines and Cuisenaire rods and even

pioneered the introduction of television into classrooms when

we weren’t doing Latin. I taught primary pupils the binary

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system giving them the basic of what was to become computer

use.

Today’s schools have been obliged to turn their principals and

heads into general managers and CEOs. Schools have acquired

an array of business managers, OH&S directors, financial

controllers, PR experts, spin doctors, marketeers and other

corporate spivs. They are subject to assessment by various

auditors and excessively paid consultants who are often quite

ignorant about education.

Schools are no longer quiet, dignified, academic environments.

They now have security guards and coded door entry buttons;

children have to put their belongings into locked cupboards

and have mobile telephones in case they are abducted or worse

on the way home.

This is the new environment which challenges you as teachers.

But you have a remarkable opportunity to embrace technology

for good, to think creatively about how to enrich the lives of

your students and make your own work more satisfactory.

One of your challenges is to make the entrenchment of

computer technology a true educational tool and not merely an

entertainer.

Another challenge is to face the rapidly changing social

environment where international and domestic terrorism are a

real threat; where warfare continues in more than a hundred

places on earth; where we have unstable and corrupt

governments; where serial killers have easy access to firearms;

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where lunatics are loose in the community; where drugs are

readily available to our young people; where families are

dismantled; where respect for law and order is much

fragmented.

Are you ready and able to face these challenges?

When I compare your challenges with those I faced fifty years

ago I have no doubt yours are greater, but you are better

prepared to deal with them. When I began teaching we were

still living in the shadow of the Second World War, through

which I lived in Britain in the civilian front line being bombed

and machine gunned in the streets as we went home from

school and not as distant observers in place and time like so

many of today’s commentators. Many teachers were

themselves ex‐servicemen and women who had fought that

war and brought with them the physical and emotional

baggage of those experiences, but who had nevertheless

developed a resilience which fortified them for the task of the

classroom.

Today I call you younger teachers to action and perhaps

remember five words beginning A B C D E: Ability, Bravery,

Compassion, Discipleship and Excellence. By keeping these in

your thinking and actions you will be able to hold high the

reputation of your school and your profession and to minimise

the influence of the embedded trivialists of our community –

those who suffer from charisma deficit.

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This response is based on your inherited strength of purpose

on which the tenets of the independent schools, if not all

schools, and of the Teachers’ Guild are based.

I’m sure each one of you who receives an award this evening

and every other practising teacher who will applaud your

endeavours will rise to the challenge and continue to make a

vital contribution to the welfare of our young people in one of

the most fortunate and peaceful countries in the world.

So let us emerge from this delightful and significant occasion

strengthened by our bonds of friendship, inspired by our

engagement with each other; let us emerge with confidence

and with the certainty that we have given it our best shot and

will continue so to do as we embrace the immortal precepts

and sacred values of true education: the improvement and

preparation for life of our young people.

I pray for your success in every way possible.

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Obituary

RONALD ANGLIN ELLIOTT

21 December 1919 – 21 March 2009

Prepared by Mr. Stuart Braga

Retired

Oh good old man, how well in thee appeares

The constant seruice of the antique world,

When seruice sweate for dutie, not for meede:

Thou art not for the fashion of these times,

Where none will sweate, but for promotion.

The Bard has been pressed into service many times to make

some point or other, but Orlando’s

praise of Adam in ‘As You Like It’

applies with particular force to Ron

Elliott. Ron was the consummate

schoolmaster of a bygone era.

In appearance he was tall and spare,

and as he aged, became rather

stooped. He bore more than a

passing resemblance to the cartoons

by ‘Spy’ that affectionately depicted

public figures in the magazine Vanity

Fair in far‐off Edwardian England,

the era of his birth. The new

National Portrait Gallery in

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Canberra exhibited a large collection of them in mid‐2009.

There seemed to be an otherworldliness about Ron as if the

ferocious pace of the modern world had nothing to offer him.

Indeed it did not. Ron Elliott exemplified all that is best in the

traditional schoolmaster, wedded to his profession, keen on his

subject, committed to his pupils (not for him the modern

appellation ‘student’) and totally loyal to his school and the

institutions connected with it. Education was his life’s work

and he performed it nobly.

The son of James Elliott, a Strathfield accountant, Ron was

briefly enrolled at Trinity Grammar School in 1932, but then

went to The King’s School, where he shone at Latin and

completed the Leaving Certificate in 1938. In 1991, more than

fifty years later, he presented a prize for Latin Translation to

his old school. It was yet another facet of Ron’s profound sense

of loyalty and gratitude to those who had brought his talents

to fruition.

War broke out less than a year after Ron left school. He

enlisted in the Citizen Military Forces in August 1940, and

served throughout the war in a non‐combatant role at a Supply

Reserve Depot. Returning to civilian life in 1946, Ron

eventually went on to complete the degree of Bachelor of Arts

in Classics at the University of Sydney.

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The greater part of Ron’s teaching career was at Trinity, where

he joined the staff in 1955. Schools were much smaller in that

first decade after World War II, and schoolmasters had to be

versatile. The loss of that versatility is one of the great changes

in education in the last half century, and we are the poorer for

it. Ron initially taught English and Mathematics, but not Latin.

Not a natural sportsman, he found himself coaching cricket

and Rugby Union ‘in a most classically dignified way’, as his

colleague Ron Ogier inimitably expressed it.

As Head of Classics for close to 30 years until his retirement in

1984, Ron was, again to quote Ron Ogier, ‘the mainstay of

much that is worthwhile and dignified not only in his

department, but in the School’. For ten years his Headmaster

was Roderick West, himself a fine classicist, who writes, ‘He

had a profound grasp of the Classics. I suspect his Greek was

even better than his Latin, which I from first hand observation

found to be particularly strong … clever linguists genuinely

appreciated his sterling worth, and pupils in his matriculation

classes had a profound respect for his learning.’

Numbers were dwindling over the years, and in Ron’s final

year, his Year Nine Latin class numbered only ten boys. 25

years later, nine of the ten attended his funeral at St Thomas’

Anglican Church, Enfield. Such was his impact on outstanding

students in whom he kindled the life of the mind and a love of

the classics. In retirement, the life of the mind remained as

strong as ever in Ron. He was a constant reader, and was keen

for others to love books too. In 1995, he donated $1,000 to

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Trinity to strengthen the library’s collection of English classic

literature.

Trinity has for many years been a solid supporter of the

Teachers’ Guild, with J. Wilson Hogg, Headmaster from 1944

to 1974, serving as President, later followed by three other

senior staff members. Similarly, three senior staff members

currently serve on the Council of the Guild. If Trinity

supported the Guild, so too would Ron. For many years, he

attended all its functions, seldom missing the Dorothy Knox

Lecture, the Annual General Meeting, the Annual Dinner and

many professional development activities. He continued to do

so long after his retirement. No matter that his active days in

the classroom were ended; it was a Guild function, and he

supported it by being there. For its part, the Guild showed its

appreciation by conferring on Ron the honour of life

membership.

We shall miss his gentle voice, his courtly manner, his

unfailing courtesy to ladies, his genuine interest in the world

of learning, his support of all that is good, noble and true. As

schoolmaster, Ron unfailingly wore the black academic gown

that bespeaks a scholarly tradition of teaching and learning

dating back well over a millennium. For many of us, his life

and practice were the complete embodiment of that long

tradition.

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The Teachers’ Guild of New South Wales

www.teachersguild.nsw.edu.au

the teachers guild of nsw proceedings 2009-2010

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