PUBLIC EDUCATION VOICE
Newsletter of the Australian Council of State School Organisations
ACSSO - The national voice of parents in Australia's public schools and their school communities

September 2005

ACSSO supports science in schools in 2005 - the Einstein International Year of Physics

Register now for the 2005 ACSSO Annual Conference, sponsored by the Australian Nuclear Science and Technology Organisation, Kids2Success and Macquarie Bank

Contents

Editorial
President's Column
Parents and School Reports
Assessment. Reporting and League Tables
ACSSO Annual Conference
Australia's Nobel Laureates - Frank Macfarlane Burnet
$33m Boost for Maths and Science teaching in Australia
Values Alive and Well
Velocity
Careers in Science
ACSSO Affiliates

Editorial

Welcome to the third edition of Public Education Voice for 2005.

This edition continues the 2005 theme on the importance of science education, which is a major strand of the 2005 ACSSO Annual Conference. This is a landmark event and all parents, educators, youth workers, health workers, and interested members of the public are invited to register now for what should be a very stimulating few days in spring-time Canberra. The ACSSO Conference is open to all.

As always, would principals and teachers please forward copies of this newsletter to parents on your governing councils and parent associations. School librarians, careers advisors and science teachers will also have a special interest in this edition.

Click on the link to visit www.acsso.org.au

President's Column

Annual Conference
Our ACSSO Conference in October is open to all people who have an interest in helping to set the education agenda in this country for the next decade. I hope to see many readers of Public Education Voice in Canberra next month.

The Push for Plain Language
English Courses
Parents welcome the moves by the Federal Government and the States to simplify report cards and curriculum documents. Educators have developed an uncanny ability over the years to wrap simple concepts in language that drips with jargon, rendering communication with lay people almost impossible.

A much quoted example recently has been the curriculum documents for senior English courses. Parents support any rewriting of these documents to make their contents clearer and more meaningful, not only for parents, but for the students who take the courses.

Some commentators have expressed opinions about the value of the "critical literacy" approach in English, arguing that it can destroy students love of reading. Before making any judgement on this viewpoint, parents would like to better understand what a critical literacy approach actually means - and the first step in doing this is to translate the curriculum language into plain English.

Parents and teachers need to encourage a love of reading, and ACSSO has produced a pamphlet and set of resources to assist in this task. But parents also expect that senior English courses will be rigorous, and will develop sound thinking skills - including the ability to present arguments, to analyse viewpoints, to see flaws in logic and so on. School leavers are entering a complex world - they need good language skills to take their place in a democratic society as informed voters and citizens. If critical literacy is assisting young people in this process, then it can't be all bad.

Other commentators suggest that only classical English literature should be taught in senior classes. Without wanting to devalue this material,which certainly does have a place in the curriculum, the argument is of course nonsensical. The written and spoken word comes in many forms, and from cultures other than Europe. Students need to be familiar with these forms and cultures, and be able to respond intelligently.

The present Federal Government seems to believe that Australia's English teachers take an overtly political partisan line in their classrooms. My experience is that this fear is unfounded. Teachers are concerned that their students are taught how to think - not what to think, especially in relation to politics, religion and any issues where individual beliefs and judgements should be respected.

Report Cards
Currently the states are making decisions about school report cards, to reflect the Federal Government policy of making them more meaningful for students and parents. ACSSO welcomes any initiative that simplifies report card language and gives a clearer picture of student progress. Even so, we believe that this process may result in some negative, if unintended, outcomes.

Comparing children with one another in a class will need to be handled sensitively. Children can become very discouraged if they think that they are being judged as inferior because they are in the lowest quartile. Success is a wonderful motivator, and parents and teachers will still need to uncover and reinforce all those other achievements, however small, that keep hope alive, self-esteem high and satisfaction levels positive.

Judith Bundy

Parents and School Reports

US writer Chick Moorman produces a free newsletter on how to become a “Response-Able” parent raising “Response-Able” children. In his 24 September 2004 newsletter, Chick receives a letter from a mother worried about her daughters up-coming school report. He asked members of his “Parent Talk” network to reply.

Dear Chick
School has started here and already I am dreading the first report card. My daughter is ten years old and not the best student. I feel she is working up to her ability, but report cards don't seem to give her encouragement or praise for her efforts. What can I do to make report cards a positive experience?
Sincerely,
Worried Mom

Response 1
It would be nice to live in a world where measurement and comparison are not needed, but that is not our reality. A report card is only one way of measuring how your daughter is doing. Here are a few others:
Regularly ask your daughter how she feels she is doing in each subject — on the inside. In other words, have her check it out inside.
Keep track of the improvements she has made over time in the different subject areas (by making notes or keeping papers), and show this progress to her periodically or remind her of it at report card time.
Ask her if she is working up to her individual ability in each subject; if not, why not?
Since it sounds like you do feel your daughter is working up to her ability, let her know that and tell her you appreciate it.
In summary, discuss how your child is doing in all subjects throughout the year so that the report card is merely one more piece of information, not the only one.
Kim Poulin
Montreal, Canada

Response 2
Talk to your daughter about a C being "average," and let her know that you are pleased with the work she is doing. Look for any improvements and praise those. If you have a positive attitude toward the report card, your daughter will more likely have an improved attitude.
When parents compare their children to other students, the children often get discouraged. Remember, your daughter’s report card tells about a unique individual. If you feel that your daughter is working up to her potential, tell her how you think she is doing. Report cards are only progress reports. If parents look for progress instead of A’s, children find more satisfaction. Hope this helps!
Dixie Hurd
Stillwater, OK

Read the entire Newsletter

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Assessment, Reporting and League Tables
Whilst ACSSO generally supports the move to simplify school reports, it does not support any move to aggregate student performance data which can result in comparisons being made between schools. ACSSO therefore is opposed to league tables. If any aspect of reporting to parents is going to be used to set one school against another like football clubs, we know that there will be a temptation for some schools not only to teach to exams but to massage results like a marketing exercise...and the media will join in. Pride in school achievement is one thing but does it really benefit students to be used as marketing tools?

Public schools cannot choose - we take all kids be they loved or unloved, rich or poor, but we give them all a start in life. Our schools will not necessarily shine against those who can select their students.

 

 

PARENTS’ CONFERENCE IN CANBERRA

A MUST FOR ALL EDUCATORS

CANBERRA 17 – 19 OCTOBER 2005

ACSSO’s National Education Conference for 2005 will be held in Canberra at the Chifley on Northbourne Hotel, from Monday 17 October to Wednesday 19 October 2005.

The theme of this year’s Conference is: “Public Education: The Real Choice”

Open to All
This year’s national parent conference in October will be open to all – bringing together teachers, parent representatives, guidance officers, psychologists and education decision makers to help set the agenda for the next decade.
ACSSO’s Conference is designed to meet the professional development needs of educators who deal with the whole child and the need to develop school-family partnerships.

The speakers and presenters are exciting and distinguished

• Hon Dr Brendan Nelson MP, Federal Minister for Education
• Katy Gallagher MLA, ACT Minister for Education
• Science broadcaster, Robyn Williams on the impact of science on our lives
• Noel Pearson on indigenous education and self-reliance
• Luise Lang from the Family Court on young people, separation and anxiety
• Richard Denniss’ latest poll on why some parents choose private schools,
• Professor Sue Dockett will launch and speak to her new book on starting school
• Peter Garrett on music and enriching the curriculum
• Principal Mignon Souter on public education and young people's values
• Principal of the Year Wendy Teasdale-Smith on school size and children belonging
• Dr Michael Carr Gregg on help young people achieve resilience and belonging
• Professor Brian Hill on values and spirituality
• Richard Eckersley on making tough decisions about our culture and health
• Professor Alan Reid on public education as a public good
• Professor Brian Caldwell on re-inventing the delivery of education
• Dr Lyndsay Connors on the defence of public education

Professional Development

For those adding to their professional development, the conference is a manual for running a school, dealing with kids and parenting. It will also provide key education administrators with a full picture of the range of issues that impinge on educational decision making in today's world.

Workshops, Action Plans and the Big Issues Ballot

With workshops and feed-back built into the agenda, this Conference is the first to bring together all the players in the education world. For example, the Big Issues Ballot is a unique poll where conference participants will cast their secret votes on those issues they consider should be the priorities of modern education. A session of the Conference will then analyse and discuss the results. Make sure your voice is heard.

Conference activities include opportunities for discussion and networking with colleagues across the country and abroad:

Cocktails on Monday 17 October
Conference Dinner on Tuesday 18 October

Further details are available on our Website at: http://www.acsso.org.au/natconf.htm

ENQUIRIES: Melissa Donaldson
Phone: (02) 6282 5150 Fax: (02) 6285 1351 Email: admin@acsso.org.au

ANSTO Kids2Success Macquarie Bank

 

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Australia’s Nobel Laureates
Frank Macfarlane Burnet

Frank Macfarlane Burnet was born in the town of Traralgon in Victoria, in 1899. attended Geelong College and studied medicine at the University of Melbourne, becoming a medical officer at the Royal Melbourne Hospital. Here he developed an interest in clinical neurology, and was subsequently appointed senior resident pathologist – which was the starting point of his long association with the Walter and Eliza Hall Institute as the hospital’s pathology laboratories operated as part of the Institute.

To widen his experience, Burnet took a position at the Lister Institute in London, and later at the National Institute of Medical Research, where he was involved in ground-breaking research on animal viruses. He returned to Melbourne to become assistant director of the Walter and Eliza Hall Institute, in charge of the virus section.

Here Burnet’s research work was wide-ranging, but with a major focus on the influenza virus, and the prevention of another pandemic like that of 1918-19 which killed more people than the whole of the First World War. His later work on acquired immunological tolerance was recognised by the award of the Nobel Prize jointly with Dr Peter Medawar.

One of his more dramatically effective demonstration experiments was on himself. In 1950 there was a media-fuelled panic at an outbreak of encephalitis in Victoria, which was popularly atributed to the myxomatosis virus. To demonstrate this was not so, Burnet and volunteering fellow distinguished scientists Frank Fenner and Ian Clunies Ross, injected themselves with a massive concentration of myxamatosis. Their healthy survival put an end to the panic: and Burnet went on to study the real disease, Murray Valley Encephalitis.

Following his nominal retirement in 1966, Frank Macfarlane Burnet returned to Melbourne University, where he continued to develop his interests and wrote 13 books on scientific and general subjects. He died at Port Fairy, Victoria, in 1985.

[This outline is drawn from the study of Frank Macfarlane Burnet, “In The Name of Science” by Brad Collis, published in “Australia’s Nobel Laureates: Adventures in Innovation 1915-1996” (2004) Keeney Russell Editions, Sydney.

 

 

 

$33 MILLION BOOST FOR SCIENCE AND MATHS TEACHING IN AUSTRALIA
The following text is from an Australian Government Media Release on 21 July 2005

"Mathematics and science in Australian classrooms will be revitalised as part of a $33.7 million Australian Government initiative launched today.

In the first round of the Australian Schools Innovation in Science, Technology and Mathematics (ASISTM) Project, the Australian Government will provide $9 million to directly target the teaching of science, technology and mathematics and promote innovation in our schools.

Initially, 103 school clusters, comprising 623 schools and partner organisations (from the scientific community, universities, industry, education authorities, and the wider community), will receive grants of between $20,000 and $120,000 to develop new approaches to science, technology and mathematics education.

The initiative will ultimately employ around 1,300 teacher associates (university students, researchers and other specialists in these fields), who will provide project support, excite student interest and act as role models. This first phase of the Project will employ around 320 teacher associates.

The Howard Government believes science education is critical for building a strong and inventive society and to ensure our future prosperity. If Australia is to build upon its scientific and technological capabilities it is essential to foster high quality mathematics and science teaching in our schools.

The ASISTM Project is a key element of the Government’s response to the independent 2003 Review of Teaching and Teacher Education. The Government will fund an estimated 500 ASISTM projects over the seven years to 2010-2011.

Curriculum Corporation has been appointed as the National Administrator for the ASISTM Project and will enter into direct agreements with the successful schools and other organisations."

For a complete list of successful Round One projects and further information about ASISTM visit www.asistm.edu.au

 

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Values - Alive and Well!

Visit the ACSSO Values website

Over the last few months ACSSO has been developing a dedicated part of its website to the issue of values in our schools. We start with the proposition that values are indeed alive and well in our public schools. Many schools are now sharing their stories about values on the website. Why not take a few minutes to describe how your school contributes to the development of strong values in the student community?

Which values should be taught in our schools? Who should decide?

Under the headline "Values emblem a bit of an ass" an article in "The Age" by David Rood and Katherine Kizilos on 26 August followed up on Minister Nelson's vow that all Muslim children should be taught Australian values. The article, reprinted below, raises a number of fundamental questions, such as:
Should governments alone decide which values schools should teach?
Should school communities be able to decide in an organic way which values they teach?
Should any non Anglo-Saxon viewpoints be incorporated into our school value systems?
Is it reasonable for the government to withhold funding from a school that has developed a strong set of values but decides not to display the Simpson and his donkey poster?

"Melbourne Grammar headmaster Paul Sheahan has questioned the wisdom of identifying Simpson and his donkey as the embodiment of Australian values.

A silhouetted image of Simpson, accompanied by nine "values for Australian schooling", appears on a poster that schools must display prominently to receive a share of $33 billion in federal funding.

"I don't think the dominant group should set values and say that if you don't embody these you are for the high jump. There might be other ways," Mr Sheahan said yesterday.

He said that while Simpson "showed enormous courage during the war and incredible compassion", he was acting in crisis conditions during a particular time. "It would be more productive to find an amalgam of Simpson-type people who have devoted a lifetime to achievement and service … Weary Dunlop would spring to mind immediately."

Education Minister Brendan Nelson said this week that Simpson "represents everything at the heart of what it means to be an Australian".

As well as the poster, the Gallipoli hero's image appears on the cover of the Commonwealth's National Framework for Values Education in Australian Schools. The nine values, as set out in the booklet released in May, are: care and compassion; doing your best; fair go; freedom; honesty and trustworthiness; integrity; respect; responsibility; and understanding, tolerance and inclusion.

Mr Sheahan questioned "the Government policy of withholding funding from students on the basis of whether you have got a poster up in your school or not".

But his more serious concern is that the values taught in Australian schools be arrived at in an organic way, and not be imposed from above. "It's not unreasonable to talk about these things," he said, but it was important that the nation arrived at a shared vision and that was "likely to be an amalgam of an Anglo-Saxon view of the world and a non-Anglo-Saxon view … We don't have access to universal wisdom, but sometimes we think we do."

Since Prime Minister John Howard described government schools as "values neutral" last year, questions about what is taught in Australian schools have been hotly debated.

A national study last year by the Australian Council for Educational Research supports Mr Howard's theory. It found "traditional values" such as discipline and religious and moral values were the main reason parents chose private schools.

Dr Nelson's vow on Wednesday to ensure "Australian values" were taught to Muslim children have fuelled the debate.

Monash University dean of education Sue Willis said all schools taught values implicitly and explicitly. The "values debate", she said, was really about which values they taught.

When people said schools ought to teach values, they meant schools ought to teach a particular set of values. "A week ago, we had a comment by another leading politician (Treasurer Peter Costello) suggesting that the problem in Australia was that schools were teaching values, they were teaching a set of values which meant that people didn't like America," Professor Willis said.

Next year, the Victorian Government will introduce its own set of "principles" or values to be taught in all schools. They are openness of mind, pursuit of excellence, respect for evidence, learning for all, and engagement and effort.

All states and territories have also endorsed the values devised by the Federal Government".

How can readers contribute to the ACSSO Values project?

 

In a few words, parents and families can:

Tell us about the person you want your child to be by the time he/she leaves school, or

Tell us about how you would like your school to talk with you about values, or

Tell us about the things that your school does to make your child like going to school each day.

 

In a few words, principals and schools can:

Invite ACSSO to give you a call with a view to publicising some of the ways that your school teaches values. (we can publish your story on our website or in this newsletter, or in a special newsletter)

Tell us about how you have successfuly engaged your community (on any important issue).

How?

Email: projects@acsso.org.au - Australia Post: PO Box 323 Curtin ACT 2605

Tel: 02 62825150 - Fax: 02 6285 1351

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Velocity and Choose your own Adventure - supported by ANSTO

Velocity: Science in Motion is a science communication initiative from ANSTO, the Australian Nuclear Science and Technology Organisation.

Velocity is a free, quarterly e-magazine, featuring stories on breakthrough Australian science from a range of organisations and individuals. News from Australia’s science and technology museums also features regularly.

The aims of the e-magazine are to raise people’s awareness of the impact Australian science has on the community, stimulate dialogue about scientific research, underline science’s collaborative nature, and to prompt an increased interest in science careers from young people.

Read the Articles

Velocity: Science in Motion can be subscribed to at Velocity

 

Encouraging more school students to undertake Year 11 and 12 science subjects, as well as prompting them to more seriously consider pursuing a career is science, is the subject of a major new initiative driven by Australia’s four most significant scientific research leaders, and the NSW Ministry for Science and Medical Research.

The initiative gives students, parents, careers advisers and science teachers more information on the wide range of exciting career options studying science can lead to.

The research leaders are the Australian Institute of Marine Science, the Australian Nuclear Science and Technology Organisation, CSIRO and the Defence Science and Technology Organisation.

The initiative’s centrepiece is a brochure for Year 9 and 10 students. It incorporates information on a wide range of career options and case studies of real people with interesting jobs.

More information on the initiative can be found at www.careersinscience.gov.au or by contacting Martha Halliday at the Australian Nuclear Science and Technology Organisation on (02) 9717 3934 or martha.halliday@ansto.gov.au

Go to Careers in Science

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ACSSO State Affiliates

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