ACSAn

ews

August 2017

The newsletter of the Australian Curriculum Studies Association

2 ACsA news AuguST 2017

At last year’s ACSA Symposium in Sydney, we debated the efficacy of integrated curriculum and considered a range of approaches to integrating the curriculum to support learners’ needs. Some presenters advocated problem-based learning or project-based learning as pedagogical approaches which enable learners to pose questions, investigate topics of interest, and consider real-world or authentic contexts as they use, apply and connect knowledge across the curriculum. I am frequently asked about the differences between these two approaches and find the following table useful (adapted from John Larmer, 2014, Buck Institute for Education).

Project-based learning versus problem-based learning

SimilaritieS:A focus on an open-ended question or taskA provide authentic applications of content and skillsA build 21st century skillsA emphasise student independence and inquiryA are longer and more multifaceted than traditional lessons or

assignments.

DifferenceS:

Project-based learning Problem-based learning

Often multi-subject More often single-subject, but can be multi-subject

May be lengthy (weeks or months)

Tend to be shorter, but can be lengthy

Follows general, variously-named steps

Classically follows specific, traditional prescribed steps

Includes the creation of a product or performance

The ‘product’ may be tangible or a proposed solution

May use scenarios but often real world, fully authentic tasks and settings

Often uses case studies or fictitious scenarios as ‘ill-structured’ problems

ACSA News August 2017

ISSN 0159-7868

© Australian Curriculum Studies Association Inc.

This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without written permission from the ACSA Secretariat: PO Box 331, Deakin West ACT 2600 Telephone: 02 6260 5660 Facsimile: 02 6260 5665 E-mail: acsa@acsa.edu.au Website: www.acsa.edu.au

Design by Angel Ink, Canberra.

PreSiDent’S rePort

Images throughout are supplied

by ACSA or are in the public

domain except for background

pages 2–3 Nevit Dilman and

Luna Park page 9 Adam J.W.C.

ContentsexecutiveA President’s report 2

A From the Executive Director 4

A From the Conference Convenor 6

ACsA information A What If? 2017 biennial conference 8

A Conference program 11

PaperA Further reading and food for

thought from the occasional papers series Education: Future frontiers From the blog of Darcy Moore 17

ACsA information A Accessing Curriculum Perspectives 27

ACSA membership form 28

ACsA news AuguST 2017 3

Both project-based and problem-based learning approaches build 21st century skills, frequently listed as critical thinking, communication, collaboration and creativity, and sometimes referred to as the 4Cs. It seems to me that labelling these skills as 21st century may be a misnomer as they are not new and have been a component of curriculum for many years but that does not mean they have had the deliberate attention they deserve. With rapidly changing technologies and ever evolving workplaces, we need members of society who are flexible, adaptable, able to work well in teams and with people with different skill sets, willing to consider new ways of working, and able to solve unfamiliar problems. How often do we enable such opportunities within our current curriculum? How comfortable are we with providing such opportunities to our students and to offer them challenges when we may not have an answer?

exeCutive

PreSiDent’S rePort

The suggestions in the table below for each of the 4Cs may assist when planning problem-based or project-based learning with your students.

I look forward to continuing the conversations we started last year at the ACSA Symposium as well as discussing these ideas and others at the ACSA Conference in October in Sydney. n

Judy AndersonACSA President

critical thinking communication collaboration creativity

A Solves meaningful, real-life problems

A Takes concrete steps to address issues

A Designs and manages projects

A Engages in the inquiry process

A Makes connections and transfers learning from one situation to another

A Communicates effectively in different contexts in oral and written form

A Asks effective questions

A Communicates using a variety of media

A Selects appropriate digital tools according to purpose

A Participates in teams; establishes positive relationships

A Learns from, and contributes to, the learning of others

A Co-constructs knowledge, meaning and content

A Assumes various roles on the team

A Contributes solutions to complex problems

A Enhances and concept, idea or product

A Takes risks in thinking and creating

A Makes discoveries through inquiry research

4 ACsA news AuguST 2017

The ACSA conference, is always a highlight in the ACSA year and the 2017 What if? Embracing complexity through curriculum innovation conference program, has shaped up to be a program that rivals any other. Cameron Paterson, ACSA Conference Convenor, has put together an inspiring list of presenters who dare to ask What if? I urge you to take some time to look at the conference program and click on presenter’s names to see their bios and abstracts. They are all impressive!

ACSA is also delighted to announce that attendance at the ACSA conference will contribute 14 hours of NESA registered professional decelopment addressing 6.2.2 from the Australian Professional Standards for teachers towards maintaining Proficient Teacher Accreditation in New South Wales.

Think about joining us in Sydney in October, we’d love to see you there. There is still plenty of time to register and if you have a group of four or more people wanting to attend there are attractive group discounts that apply! Further information on the conference website.When registering don’t forget the conference dinner, you won’t want to miss it, the location alone will make it worth it!

You will find all the information you need about the conference following this article in this newsletter, however, if you have any questions please don’t hesitate to call the ACSA Secretariat — we are always happy to help!

ACSA professional learning To date, 2017 has been a very productive and interesting year for ACSA as we have extended our professional development offerings and have begun planning for many more exciting professional learning opportunities.

The ACSA webinar program has been expanded and this year we have introduced two series of webinars. One focusing on ‘assessment’ and the other on ‘leadership’. So far they have been very popular with educators appreciating the ease of access to this professional learning and the quality of the presenters and their presentations.

At the conclusion of the assessment webinar series Janet Cairncross, Catherine McCauley School, Westmead ran a free Assessment Hack webinar. Teachers were invited to put ideas learnt throughout the series into practice and reflect on the outcome and discuss a strategy that is tried and true from their own practice. This webinar proved to be a very popular and informative conclusion to the series. ACSA’s thanks go to Janet Cairncross for all the work she put into pulling this together and to the people who contributed via video or PowerPoint presentation or online. Our congratulations go to Luke Ivory who won free registration to the 2017 ACSA conference for his contribution.

You can watch the Assessment Hack webinar at the following link. Previous webinars are available for purchase here.

from the executive Director

ACsA news AuguST 2017 5

Continuing with our aim to expand ACSA professional learning opportunities ACSA is pleased to announce a pre-conference activity — the Emerging Leaders Forum to take place on the morning of the first day of the conference. This is a free event for ACSA members whether attending the conference or not and free for three-day conference registrants. Others are welcome to register at a cost of $120. If you are not attending the conference you can register here, if you are attending the conference you can select the forum as an optional extra during the conference registration process. Join Bron Stuckey, Cameron Paterson, Jenny Lewis and Dan Haesler for this tailored program which will combine masterclasses, small group and individual activities.

Also, ACSA as a co-hosting, along with AARE, is supporting the 6th World Curriculum Studies Conference run by the International Advancement of Curriculum Studies. This conference will be held in Melbourne 10–12 December 2018. Keep an eye on the website for updates as planning progresses.

Curriculum Perspectives A reminder that Curriculum Perspectives is now being published by Springer and is only available online. ACSA members have access to Curriculum Perspectives on the Springer website via the ACSA website members’ portal. All ACSA members have previously been emailed access instructions. They have also been reprinted at the back of this newsletter.

ACSA Executive ElectionsAt the last general meeting of ACSA changes to the constitution were passed by special resolution to enable the use of online voting.

Our next Executive election will be run online. All ACSA members will be contacted sent election information and voting instructions.

Timeline is as follows:

A Close of nominations: 5.00 pm, Friday 30 June 2017.

A Voting opened and voting instructions emailed to ACSA members: Thursday 31 August 2017.

A Closing date for voting: 5.00 pm, Wednesday 27 September 2017.

A Results announced at the conference general meeting: Friday 6 October 2017.

A The elected Officers and general members take office: Saturday 7 October 2017.

A very big thank you to the ACSA Executive and Secretariat for their hard work and dedication to ACSA, and to ACSA members for your continued, valuable support. n

Katherine schoo ACSA Executive Director

6 ACsA news AuguST 2017

You just can’t miss acSa’s 2017 conference — here’s why!

What if? The future of education is not about doing more of the sameBy Cameron Paterson, ACSA Conference Convenor

How do we examine our identities and our assumptions about ourselves as educators? Identities inform the what and how of learning, teaching, curriculum, research, leadership, and interactions with learners. Learning and development can only happen when we embrace the humility to be self-reflective about the dynamics in a culturally diverse classroom. Education is not value-neutral and as we think about curriculum, we need to design for authentic, respectful learning that invites multiple perspectives. As a History teacher, I sometimes wonder how Turkish immigrants in south-western Sydney feel when they hear our rose-tinted nationalistic versions of 1915 Gallipoli.

Most school curricula are shadows in the artificial world of education and the future of education is not about doing more of the same. Too often in schools we have a mindset of trying to label rather than trying to foster dynamic environments. Labelling children and measuring intelligence in one way perpetuates the current social order and is a social time bomb. Healthy systems have to have the capacity to innovate so that new models of practice can emerge. Asking “What if … ?’ — imagining the new or different — is where play intersects with democracy.

i knew none of their government names back then. back then, some of the most wondrous people i knew were self-destructive, talented vandals who took to relationships with mallet & saw.

there was beauty in the streets, you could see it everywhere, in fishtails & donuts, the silver cursive that slanted off tyres, in spraycan fumes & opals of oil, in kickflips & crossovers, cuts & kebab shops in sneakers that cluster-hung like grapes on powerlines

and in that… something.

could they see it too?

the generation who printed a crystal font on its bloodstream? the entrepreneur with czech pistol and silencer as thick as a ballerina’s wrist?

this was the australia i saw.

“ Asylum seekers have become such a politicised and controversial issue that people seem unable to contemplate talking about the men simply as people, and not detainees or as victims or as boat people. For many Australians, asylum seekers’ victimhood seems to override all other aspects of their identities.”

ConFeRenCe

*Omar Musa and Adele Dumont are presenting at the ACSA conference.

(Omar Musa, Capital Letters) *

(Adele Dumont, No Man is an Island) *

from the conference convenor

ACsA news AuguST 2017 7

Moving beyond the ranking, sorting, sifting process present in many of today’s classrooms, creativity is increasingly being situated as a participatory and socially distributed process. Individuals are not creative, ideas are creative, and there are multiple ways for a variety of individuals to participate in the development of creative ideas (Clapp, 2017).

Just as a mash-up seeks to connect dots and ideas where no one has seen a connection previously, the ACSA conference is about connecting ideas from innovation and creativity to the growing challenges of diversity and difference. We move beyond political and bureaucratic rhetoric about standards, conveyor-belt examinations, and accountability by acknowledging the complexities of teaching and amplifying voices from the classroom.

Powerful and confronting stories from Dr Kooshyar Karimi, author of Journey of a Thousand Storms, Adele Dumont, author of No Man is an Island, and Youth Off the Streets will interact with curriculum experts Bob Lingard, Alan Reid and Rob Randall, and education disrupters Jake Plaskett, John Goh, and Jamie Steckart. A conference highlight will be listening to the fierce leading Australian musician, author, and spoken-word poet Omar Musa.

Join us at the ACSA biennial conference on the shores of the glistening Sydney Harbour in October, a conference that will be one of the Australian educational highlights of this decade. Engage in the collision of ideas and become a voice in shaping the future of Australian education.

ConFeRenCe

referencesClapp, E 2017. Participatory Creativity:

Introducing access and equity to the creative classroom, New York, Routledge.

Dumont, A 2016. No Man is an Island, Sydney, Hachette.

Musa, O 2017. Millefiori.

8 ACsA news AuguST 2017

Australian Curriculum Studies Association 2017 Australian Curriculum Conference Wednesday 4 to Friday 6 October 2017 Shore Sydney Church of England Grammar School Blue Street, North Sydney, NSW

By asking ‘What if?’, this exciting conference will present a dynamic range of views on how we can embrace the complexities of curriculum, explore diverse perspectives and contested issues, radically rethink learning and teaching, and bring creative and innovative curriculum to scale.

What if we radically rethought learning, teaching, and assessment of curriculum to meet the needs of all learners?

What if leaders changed the way curriculum was thought about in schools? What if curriculum helped us take advantage of diverse perspectives and

deal with contested issues?

whAt If?

Embracing complexity through curriculum innovation

Completing What if? Embracing complexity through curriculum innovation will contribute 14 hours of NESA registered professional development addressing 6.2.2 from the Australian Professional Standards for teachers towards maintaining Proficient Teacher Accreditation in New South Wales.

ACsA news AuguST 2017 9

This conference is for everyone — primary and secondary teachers, middle level leaders, curriculum leaders, principals, government leaders, education authorities, professional associations and academics alike — with thought provoking keynote presentations, masterclasses, workshops and a TeachMeet session.

This conference aims to: develop teachers’ knowledge and understanding of curriculum innovation provide a platform for the sharing of curriculum innovation and diversity issues in schools raise teachers’ and leaders’ understanding of diversity and contested issues share research perspectives of curriculum innovation.

Conference keynotes and presentations The conference offers a mix of expertise in critical curriculum analysis and delivery, and creative future thinking in classroom practice. In presenting curriculum leaders and practitioners with strategies for innovative and authentic engagement, the conference will challenge educators to think about curriculum needs for our diverse student population. Enjoy the coming together of great curriculum minds: teachers, school leaders, authors, poets, curriculum experts and innovators, and those bringing education to the most challenging and diverse teaching environments.

Sensational location and activities!The conference will take place overlooking the Sydney Harbour Bridge and Opera House at Shore School.

Wednesday 4 October 2017 begins with Registration opening at 2.30 pm for a 3.00 pm start. The day’s program ends with the President’s reception on the chapel lawns overlooking Sydney Harbour. This is complimentary for conference delegates and includes drinks and canapes. To end the day, take a stroll through the busy North Sydney CBD, experience the Blue Street cafe culture, or kick on at the famous Commodore or Greenwood Hotels.

Thursday 5 October 2017 starts at 8.45 am with the prestigious Garth Boomer Memorial Lecture presented this year by Bob Lingard. At the end of the day delegates are invited to join us for the optional, but not to be missed, conference gala dinner at the heritage-listed Sunset Room, Crystal Palace at Luna Park with uninterrupted views of Sydney Harbour. The evening begins at 6.00 pm with pre-dinner drinks and music to be provided by the Shore String Quartet. As an added bonus dinner guests can view Wendy Whitley’s garden during the short walk from Shore to Luna Park.

Friday 6 October 2017 is the final day of the conference. It starts at 8.45am and concludes at 3.00pm.

How to take partFor further information and registration go to the conference website at www.acsaconference.acsa.edu.au or call the ACSA Secretariat 02 6260 5660.

Generous group discounts on registration fees available!

10 ACsA news AuguST 2017

Great minds asking what if…

Keynote speakersDan Haesler, educator, writer and consultant

Kooshyar Karimi, author, doctor and refugee

Bob Lingard, Professor, Queensland university of Technology

Oma Musa, author, poet and rapper

Jan Owen, CEO, Foundation for Young Australians

Deborah Price, university of South Australia

Robert Randall, CEO, Australian Curriculum, Assessment and Reporting Authority

Alan Reid, Professor Emeritus, university of South Australia

Deena Yako, Parents Café, Fairfield and refugee

hAESlEr

OwEn

rEId YAKO

lInGArdKArImI

rAndAll

PrICEmuSA

ACsA news AuguST 2017 11

2.30–3.00 pm Registration

3.00 pm welcome Associate Professor Judy Anderson, ACSA President

3.05–3.15 pm welcome to Country Neil Evers

3.15–3.30 pm official opening

3.30–5.00 pm Keynote Are we really meeting the education goals? (Melbourne Declaration) Alan Reid, Professor Emeritus, university of South Australia Dan Haesler, Education consultant

ACARA response Robert Randall, CEO Australian Curriculum, Assessment and Reporting Authority (ACARA)

Questions Facilitated by Associate Professor Judy Anderson, ACSA President

5.00–5.30 pm new ACsA curriculum publication presentation Dr Deborah Price, university of South Australia

5.30–6.30 pm President’s reception Drinks and canapes on the Chapel Lawn, Shore School

Day 1. Wednesday 4 October 2017

PrOGrAm

Conference key strands

StranD 1 What if we radically rethought learning, teaching, and assessment of curriculum to meet the needs of all learners?

StranD 2 What if leaders changed the way curriculum was thought about in schools?

StranD 3 What if curriculum helped us take advantage of diverse perspectives and deal with contested issues?

12 ACsA news AuguST 2017

8.45–9.45 am Smith Auditorium

garth Boomer memorial lecture and award Professor Bob Lingard, university of Queensland

9.45–9.50 am Move to masterclasses

9.50–11.20 am

Please choose one workshop for this time slot. Click on session title for more information.

Masterclasses that model creative pedagogies

StranD 1

Workshop 1 Brace for impact: A crash course in disruption, Jake Plaskett, Director of Learning Innovation, Ruyton girls’ School, Melbourne

Workshop 2 The domino effect of curriculum innovation, gavin Hayes, Learning Leader, Catholic Education Diocese of Parramatta

Workshop 3 Always start with the misconception — an evidence-based approach to teaching STEAM, Debbie Evans, Principal, Bondi Beach Public School

StranD 2

Workshop 1 Why disrupt schools? John goh, Principal, Merrylands East Public School

Workshop 2 Radically transforming practice: What’s your case for change? Michael Bignill and Robyn Edwards, Association of Independent Schools NSW

Workshop 3 Learning to reflect, reflecting to learn, Carla gagliano, Masada College

StranD 3

Workshop 1 Driving dispositions: Creating a community of creativity and critical thinking, Yasodai Selvakumaran, Rooty Hill High School

Workshop 2 Are you colour blind? Adelle Dumont, teacher and author

Workshop 3 Empowering ideologically marginalised students: Lessons learned from teaching displaced students in Nauru, Tracey Donehue, refugee teacher on Nauru

11.20–11.50 morning tea

11.50 am–12.50 pm Living history — two refugee stories Dr Kooshyar Karimi, author, doctor, refugee Deena Yako, refugee, ex-student

12.50–1.45 pm lunch

1.45–1.50 pm Move to papers/interactive workshops

Day 2. Thursday 5 October 2017

PrOGrAm

ACsA news AuguST 2017 13

1.50–2.50 pm

Please choose one workshop for this time slot. Click on session title for more information.

Papers/interactive workshops

StranD 1

Workshop 1 What if teacher accreditation informed curriculum innovation? Alex Harper, Senior Early Childhood Accreditation Officer, NSW Education Standards Authority

Workshop 2 Discover, create, share: Project-based learning in K–12, Bianca Hewes, Northern Beaches Secondary College and Lee Hewes, Merrylands East Public School

Workshop 3 Integrated learning — innovative pedagogy for cross-curricula inquiry, Kalindi Brennan, Interdisciplinary Learning Specialist, Silkwood School

StranD 2

Workshop 1 Changing and staying the same, Martin Levins, Director, ICT Educators NSW

Workshop 2 What if teachers reclaimed curriculum? Phil Roberts, university of Canberra

Workshop 3 Thinking dangerously about learning time, greg Miller, Principal Leader, St Lukes Catholic College

StranD 3

Workshop 1 Evidence into action, Tanya Vaughan, Associate Director, Evidence for Learning, Social Ventures Australia

Workshop 2 From discord to dialogue; pain to PRIDE, Lou Single, Director of Education and Melissa Fotea, Student Support, Youth off the Streets

Workshop 3 Political cartoons as historic records — breaking the boundaries and shedding a light on our democracy, Deborah Sulway, Manager of Learning, Museum of Australian Democracy at Old Parliament House

3.00–3.45 pm session with omar Musa, author, poet, rapper Facilitated by Cameron Paterson, Mentor of Learning and Teaching, Shore School

3.45–3.50 pm Move to TeachMeet session or workshops

Day 2. Thursday 5 October 2017 (continued)

PrOGrAm

14 ACsA news AuguST 2017

3.50–5.20 pm teachMeet session or workshops

Choose either the TeachMeet session or one of the following six workshops. Selections to be made on the day. Each workshop session consists of two 45-minute presentations.

Click on session title for more information.

Workshop 1 How to improve outcomes for each student using and building robots, Paw Kapel, Bentley Park College

Redesigning practice for high potential learners, Jason Cheers, Trinity grammar School

Workshop 2 Continuing to build an assessment culture: Queensland’s assessment story, Emily Ross, Queensland Curriculum and Assessment Authority

Victorian approach to learning communities, Maggie garrard and Sean Box, Victorian Department of Education

Workshop 3 Inspiring students through project-based learning that is literally out of this world, Angela Colliver, education consultant

A comparison of the change process in states’ and territories’ implementation of the Australian Curriculum, Michael Watt, education consultant

Workshop 4 What if literacy was the key to cracking the curriculum code for all learners, Robyn Whiting, Queensland Curriculum and Assessment Authority

Schools of the future — Queensland’s strategy for system-wide lift in STEM education, Regan Spence and Rose Wood, Queensland DET

Workshop 5 Outdoor Tinkering Studio, Sallyann Burtenshaw, St Bernard’s Primary School

What if teaching, learning and assessment were really not constrained by disciplinary boundaries, Shani Sniedze-gregory, Flinders university

Workshop 6 Journey to an unnamed world: Collaborating with the Arts sector to re-imagine our English curriculum in regional New South Wales, Kate Salmon and Michelle McDonald, Catholic Schools Office, Lismore

Software-based curriculum design, Tom March, Hobsons Edumate

5.20 pm Walk to conference dinner via Wendy Whitley’s garden

6.00–10.30 pm Pre-dinner drinks followed by conference dinner held in the Sunset Room, Crystal Palace, Luna Park. Music by Shore String Quartet

Day 2. Thursday 5 October 2017 (continued)

PrOGrAm

ACsA news AuguST 2017 15

8.45–9.30 am Keynote Jan Owen, CEO, Foundation for Young Australians

9.30–10.15 am Panel session Just ask us? Student representatives from: – Bradfield Senior College – Parramatta Marist High School – Rooty Hill High School – Shore School Facilitated by Cameron Paterson, Mentor of Teaching and Learning, Shore School

10.15–10.45 am morning tea

10.45–11.45 am

Please choose one workshop for this time slot. Click on session title for more information.

Papers/interactive workshops

StranD 1

Workshop 1 Teaching begins and ends with relationships: Examining the disconnect between heart and head of both teacher and student, Tonia gray, Associate Professor, Western Sydney university

Workshop 2 Creative pedagogies: Deeper, stronger, wider, Abi Woldhuis, Head of Professional growth, Roseville College Primary

Workshop 3 The hubs, pods and huddles of Project Nest at Kurri Kurri High School — a new style of learning for stage 4 students, Pip Cleaves, Designing Learning Experience; Tracey Breese and Alan Hope, Kurri Kurri High School

StranD 2

Workshop 1 What if we mix-up the HSC? Phillip Cooke, Assistant Principal, Bradfield College

Workshop 2 Future-focused learning — grounded in the here and now, Stacey Quince, Principal, Campbelltown Performing Arts

Workshop 3 What if students don’t see ‘curriculum’? Instead they see you and adventure, Stephanie Salazar, Leader of Professional Development, St John Purchase Public School

StranD 3

Workshop 1 Reclaiming our ‘national’ curriculum to deliver authentic and enduring reconciliation, Kevin Lowe, Indigenous Post Doctoral Fellow, Macquarie university and Janet Cairncross, Assistant Principal, Catherine McAuley, Westmead

Workshop 2 Storying diversity and contestation, Louise Phillips, Lecturer, university of Queensland

Workshop 3 Understanding prejudice and what to do about it, Donna Jacobs Sife, School Program Director, Together for Humanity

Day 3. Friday 6 October 2017

PrOGrAm

16 ACsA news AuguST 2017

11.45–11.50 am Move to papers/interactive workshops

11.50 am–12.50 pm

Please choose one workshop for this time slot. Click on session title for more information.

Papers/interactive workshops

StranD 1

Workshop 1 Experts, heroes and highly trained professionals: What if we began with an assumption of mastery? Bill Cohen, Asquith girls High School, game-based learning

Workshop 2 Innovation and creativity in the average Australian classroom? Leanne Cameron, Lecturer, Southern Cross university

Workshop 3 How David really beats Goliath: Letting learning create the space for depth, Penny Lawrence, Leader or Learning: Curriculum, Sydney Catholic Schools

StranD 2

Workshop 1 What if we flipped curriculum leadership? Scott Eacott, Director, Office of Educational Leadership, university of New South Wales

Workshop 2 The future of work and the second machine age: Are schools paying attention? Paul Taylor, Principal, Turramurra North Public School

Workshop 3 Leading STEM education in your school, Judy Anderson, Associate Professor, university of Sydney

StranD 3

Workshop 1 Teachers as agents of change: Dealing with complex issues of globalisation, human rights and social justice, Nina Burridge, university of Technology Sydney

Workshop 2 DNA: Personalising the curriculum, Darcy Moore, Deputy Principal, Dapto High School

12.50–1.30 pm lunch

1.30–2.30 pm Panel session Skype introduction by Jamie Steckart, Head of School, Think global School – Professor Bob Lingard, The university of Queensland – Jake Plaskett, Director of Learning Innovation, Ruyton girls’ School – Stacey Quince, Principal at Campbelltown Performing Arts High Facilitated by Cameron Paterson, Mentor of Teaching and Learning, Shore School

2.30–3.00 pm Final plenary

3.00 pm Conference close

Day 3. Friday 6 October 2017 (continued)

PrOGrAm

ACsA news AuguST 2017 17

further reaDing anD fooD for thought from the blog of one of our 2017 conference PreSenterS

Posted by Darcy Moore | Published on 14 July 2017 Blog: darcymoore.net Twitter: @Darcy1968

18 ACsA news AuguST 2017

Reflections: Occasional papers

As part of the Education for a Changing

World project, the NSW Department of

Education has established the Education:

Future Frontiers Occasional Paper Series.

The series will bring together essays

commissioned by the Department from

distinguished Australian and international

authors to stimulate debate and discussion

about artificial intelligence (AI), education

and 21st century skill needs.

The purpose of this blog post is to highlight common threads gleaned from these ‘occasional papers’ commissioned by my employer to explore the never-resolved challenge of planning the future, not just for us ‘in education’ — but as a society. It also feels necessary to make a few suggestions and point out what is not said by the authors and to wrap some context around it all from the point of view of a citizen of New South Wales, father (with children in primary and secondary school) and school-based educator.

These papers all suggest the following in some way:

1. Traditional skills (updated for contemporary times) are essential for maintaining civil society. Citizens must be critically multi-literate with a strong sense of context and history. Enlightenment values are essential.

2. Creativity, imagination, emotional intelligence, collaboration and communication skills will assume an importance not traditionally emphasised in edu-systems for three reasons: 1) to maintain employability; 2) to provide a citizenry with skills to shape the future; 3) to help with increased leisure-time (the ‘fruits of civilisation’?).

3. The cognitive power needed for an individual to fully participate in society will require a quality education previously reserved for a small elite. Technological knowledge is essential but must be complemented by strong ethical decision-making abilities in a time of rapid social change and civic need.

4. The purpose of education should be focused on creating a fair and just society.

After reading these sensible, intelligent and perceptive papers one cannot escape the thought that most of the changes mooted have been essential for some time now* and are not really made any more urgent by the coming (already here) AI [artificial intelligence] or digital revolutions. They have been urgent for at least two decades and generally similar papers could have been written about the time we were connected to the World Wide Web in schools. It should noted that at this time we commenced implementing standardised testing and wrote managerial, outcomes-based syllabi rather than focusing on the genuine re-structuring of our schools where children, to paraphrase Sir Ken Robinson, are batch-processed by age. We have been shuffling digital paper, sorting out the lettering on the electronic filing cabinets and spending an inordinate amount of money getting ready for 1990 for some time now. As Yuval Noah Harari eloquently puts it, “the governmental tortoise cannot keep up with the technological hare”. It is also worth quoting Harari on school systems:

“ After both factories and government ministries became accustomed to thinking in the language of numbers, schools followed suit. They started to gauge the worth of each student according to his or her average mark, whereas the worth of each teacher and principal was judged according to the school’s overall average. Once bureaucrats adopted this yardstick, reality was transformed. Originally, schools were supposed to focus on enlightening and educating students, and marks were merely a means of measuring success. But naturally enough schools soon began focusing on achieving high marks. As every child, teacher and inspector knows, the skills required to get high marks in an exam are not the same as a true understanding of literature, biology or mathematics. Every child, teacher and inspector also knows that when forced to choose between the two, most schools will go for the marks.”

PAPeR

ACsA news AuguST 2017 19

PAPeR

All education systems are shackled to ideology. It can be no other way but there does need to be a rational approach to ensuring that more than lip-service is given to stated values. Neo-liberal policies are increasingly acknowledged as making it challenging for democracies to truly reflect values that are in favour of a ‘fair and just society’. This is demonstrably true in our country, the United Kingdom and United States where the already privileged have benefited from a transfer of public resources into private hands. This has been an economic process but it has also been philosophic as the traditional jobs and resources of government are outsourced. It is also relevant to mention that those ‘enlightenment values’ have a challenge in a society where a much larger percentage of politicians have religious affiliations than do their constituents. This is relevant when the public record so clearly shows the history of funding education in a secular state like Australia.

Citizens in a democracy could possibly think and vote their way out of any Gordian Knot if educated well in the rights and responsibilities of the individual in a civil society. All of the authors emphasise the importance of the citizenry having the cognitive skills to shape their individual and collective destinies. Of course, everything has changed since the widespread adoption of television in the 1960s and then devices connected to the Internet, more specifically the World Wide Web. Schooling has only superficially changed in this time. The critical thinking skills needed to navigate the mass media environment have never been so desperately needed in an era when propaganda is called ‘fake news’. This leads me back to what the occasional papers espouse. For those who are yet to read them here are some selected quotes with the occasional comment. n

On Education in the 21st Century by Richard Watson (link)

British futurist Richard Watson is the

author of Digital vs Human and Future Files.

This broad ranging essay reflects on the

purpose and value of education in a rapidly

changing world where young people are

facing accelerating technological change.

Watson writes personably and sensibly about education more than about our education system. I found myself nodding mostly but there is lots of feel good stuff that many will consider wishful thinking. The big plus is that it is not written in management-speak and there were none of those ‘weasel-words’ that Don Watson railed against. To paraphrase George Orwell, Richard Watson writes like a human being.

Watson says, “Never confuse movement with progress…” and these are probably the five most important words in the document. Our system has been paddling like mad but not keeping-up as the salmon whizz-by, heading upstream. Largely managerial solutions are unlikely to produce what is needed for a genuinely improved education system. In fact, many will just result in people who may be able to assist choosing alternate careers. I would agree strongly with his assertion that “Individuality and innovation are strongly linked. But innovation only truly flourishes in societies that are diverse and tolerant of other individuals, especially those with seemingly strange or non-conformist ideas.” Schools are difficult places for most non-conformists.

“ Think about how you’d do things differently if you were building the education system from scratch — a new system with no legacies or liabilities whatsoever. One in which resources, the media, the unions, politicians, parents and the business environment weren’t a factor at all. What would you do? More importantly, perhaps, what would you stop doing? Spend about a year thinking about this.”

One does wonder why a multi-skilled team is not formed and given the year Watson recommends with the brief: what would a contemporary education be like for Year 7 students entering an

20 ACsA news AuguST 2017

‘average comprehensive school’ (ICSEA 950–1050) over six years? Create a vision that can be trialled with a Year 7 cohort in an already existing high school. This team would have to be practically innovative. Their vision needs to be doable. They may be better to write a narrative that shows parents, students, teachers, educates and politicians what it would look and feel like — as well as the challenges — rather than a paper.

“ I’m a fan of Slow Education, which, like Slow Food, teaches us to take our time. Both Slow Food and Slow Education are people-centric, reflective and aim to ensure that individuals appreciate where the things they consume come from. Both emphasise the importance of local difference, craft and quality over standardised production and cheap ingredients.”

Hallelujah! Watson also sounds a warning note about PISA noting the apparently impressive results of some countries are not reflected by other measures, including high youth suicide rates, stagnant economies with a lack of creativity and imagination required to do something about this state of affairs.

“ Wouldn’t it be lovely if the Internet got switched off on Sundays so that we could recharge ourselves? This isn’t go to happen, but how about banning mobile phones on school premises until the age of 16? OMG. This won’t go down well with students, but would remove distraction and could dilute peer-pressure and online abuse. The idea would apply to teachers and parents on school premises too.”

Banning phones always gets a rousing response from teachers and parents (and some students) but the reality is having systems to manage ownership/use is much more sensible. A bad law is one that cannot be policed. Much better to address wellbeing and etiquette issues.

“ Teaching needs to become one of the most desirable professions. I might be wrong, but it strikes me that paying teachers a lot more could dramatically increase the quantity and quality of teachers. If paying more directly won’t work, how about making teaching a tax-free profession? Or how about building schools with heavily subsidised or free accommodation on site for teachers?”

What odds would you give of this happening? n

The AI Revolution by Toby Walsh (link)

Toby Walsh is a leading researcher and

Scientia Professor of Artificial Intelligence

at Data61, University of New South Wales,

and was named as one of the Knowledge

Nation 100 “rock stars” of Australia’s digital

revolution in 2015. This paper outlines

the rapid advances in AI and robotics,

the societal and political challenges that

arise from them and the historical lessons

to be understood. It includes reflections on

how education can be a powerful tool to

enable us to adapt to the changes just

over the horizon.

Walsh is very readable and paints a picture that allows one to clearly see how Australia is positioned technologically and economically. We have some advantages but must be agile to avoid serious degradation of our quality of life and strains to the social structure. He emphasises that we need to get cracking.

“ Australia is one of the countries close to the front of this revolution. Australia punches above its weight in AI research. In August 2017, Australia hosts both the leading Machine Learning conference (ICML, 2017) and the leading Artificial Intelligence conference (IJCAI, 2017). A reflection of Australia’s standing internationally is that Australia is the first country outside North America to have hosted the IJCAI conference for a second time. In addition, there is a healthy startup community…”

PAPeR

ACsA news AuguST 2017 21

PAPeR

“ Australia has a necessity to be at the front of this revolution. We have a high wage economy, and many low wage neighbours. We can only hope to compete with the efficiencies brought about by greater automation. With commodity prices falling, automation has kept our mines competitive. Australia is also cursed by distances, both within the country and to other countries. Around 10 per cent of our GDP goes into transportation costs. Autonomous vehicles could drastically reduce these transportation costs, and provide a means of reducing CO2 emissions.”

“ The impact that AI will have on society will therefore likely be felt early on in Australia compared to many other developed countries. We will not have the luxury of observing what happens in the United States or elsewhere. We will need to lead the way in adapting to the changes.”

Walsh’s analysis is wide-ranging for such a brief paper and he articulates concisely what most of us have been thinking about from our reading and ‘feeds’ (or even if only reading the newspapers and watching a news bulletin every once and a while). He also emphasises ethics as an important field to strengthen. Walsh is cognisant of gender issues and also cites creativity as a fundamental driver for future wellbeing.

“ It is a little surprising that there has not been greater concern within society about the impact of technology on our privacy. The Snowden revelations should have been a wake-up call to society about the potential abuses. Few technologists were surprised that our emails were being read. Email is one of the easiest forms of communication that can be monitored. Unlike other forms of communication like the telephone or post, email is already in a form that is machine readable.”

“ In the Industrial Revolution, we still had a cognitive advantage over machines. It is less clear what advantages we will maintain over the machines this time.”

“ At the time of the Industrial Revolution, the world took several large shocks which helped society to adapt to the change. Two World Wars and the intervening Great Depression set the stage for what economists are now starting to recognise as an unusual reversal in inequality. The introduction of the welfare state, of labour laws and unions, and of universal education began a period of immense social change. We started to educate more of the workforce, giving them jobs rather than allowing machines simply to make them unemployed. At the same time, we provided a safety net for many, giving them economic security rather than the workhouse when machines made them unemployed.”

“ In 50 years time, we may look back at the next decades as a golden age for ethics. In handing over many of our decisions to machines, we will need to make explicit in computer code many of our society’s ethical choices. This will require us to have much greater clarity and consensus about what these ethical choices are.”

“ A creative population will be able to keep itself employed and ahead of the machines. Even if machines can be creative, they cannot speak to the human experience: about love, death, and all the things that make us unique. A creative population will also be able to take advantage of the free time that automation may give us. It follows that creativity can and should be taught more actively. If machines take over the sweat, this could leave us with the time to create the next Renaissance.”

“ The under-representation of women in AI and robotics is undesirable for many reasons. Women will, for instance, be disadvantaged in an increasingly technically focused job market. It may also result in the construction of AI systems that fail to address issues relevant to half the population, and even to systems that perpetuate sexism. More initiatives are therefore needed to get young girls interested in STEM in general, and AI and robotics in particular.”

22 ACsA news AuguST 2017

“ Data in government should be opened up so that outside parties can innovate. Education should be at the centre of this open data revolution.”

“ It will take some political courage to put education data at the centre of an open government as this will, for instance, expose where the system is failing students. But there will be many benefits.”

“ Education can become more evidence based. Parents and students can be more informed in their choices. Teachers can share best practice. Heads can identify areas in their schools needing improvement. Universities can target disadvantaged students who might not otherwise benefit from higher education. And high tech companies like Google and IBM, as well as startups, can produce software optimised to actual learning experiences.”

The issue of school/student data is a hot one. Walsh can see that innovation is desirable and that this data will fuel improved teaching and learning or funding being allocated where needed. Many would suggest it is more likely the data collected from students will be used in controversial or inappropriate ways, like NAPLAN data mined from the MySchool website for the benefit of real estate agencies. A key question: which private companies are trusted, ethical ones that have the common weal firmly in mind and balanced with share prices and profitability? The question also arises, how will data collected on those under 18 years of age be kept private rather that potentially being used illegally? Health, discipline issues, counsellor reports, teacher commentary on welfare trackers and reports are just some of the data collected along with learning information. The ‘choice’ that Walsh mentions is hotly (and fairly) contested. Those without economic and cultural capital tend to have little choice in the marketplace.

Where Walsh is clearly correct is when he says:

“ A successful society will be one that embraces the opportunity that these technologies promise, but at the same time prepares and helps its citizens through this time of immense change.” n

Educating for a Digital Future: The Challenge by Marc Tucker (link)

Marc Tucker is President of the US-based

National Center on Education and the

Economy and Visiting Distinguished

Fellow at the Harvard Graduate School of

Education.The challenge describes how AI,

automation, robotics, natural language

processing and related disciplines are

evolving and the significant consequences

for work, jobs and the distribution of income.

Marc Tucker writes with authority, especially if you come to his work fresh. He has been ‘around’ for longer than I have been teaching. His name is connected with the implementation of market philosophies in education, including the implementation of standards-based education throughout the United States. More recently, he has championed the common core reforms. Few of us would believe that American educational solutions are where we should be looking for answers but that is unfair, when considering this paper, which is excellent. Let’s get to the nub with a few quotes:

“ The American economy is splitting in two pieces. One piece — highly educated and skilled — is benefiting hugely from the new technologies I have been describing — at least so far — and the other, undereducated and less skilled, is being put out of work by them.”

PAPeR

ACsA news AuguST 2017 23

PAPeR

Politically, this has become obvious over the last year or so with Brexit, the growth in political extremism and the election of a reality television star and casino operator to the presidency of the most powerful nation in the world. Unless economic decisions are made that support less-educated citizens to be able to live decent lives the divide will grow, making it difficult to govern. The data about what percentage of the wealth (not just) American billionaires possess complared to other citizens is stark and very publicly available. Educating the populace to make rational decisions, when (they feel) they are being ‘screwed’ is fast-becoming the challenge as funds are directed away from public-infrastructure, including schools, and anti-Enlightenment politicians and policies are becoming a disturbing new norm. It is also clear that many citizens are not particularly interested in upgrading their skills and view education negatively. This is ultimately the greatest of challenges for a democracy which needs an educated populace to thrive.

“ … led me to two conclusions. One is that the first stage of the evolution of these technologies is well advanced in its implementation and is now driving the economic divide I just mentioned. That stage has been characterised by what is becoming a vast extinction in the advanced industrial countries of the kind of jobs requiring basic literacy that the industrial model of public education was designed to prepare most graduates for. If that were the end of the story, the solution would be to redesign our education systems to prepare all of our graduates for the kind of work that our elites have been doing — professional work requiring complex thinking skills, deep knowledge in multiple domains, strong communication skills and social skills, strong values and strong character. That is an enormous task, but one that a growing number of countries are learning how to do.”

“ If the human community continues on its current course, Harari’s vision of the future seems all too probable to me, a future in which a small number of humans manage to become literally immortal and to live on forever a life of immense power and wealth, a larger number may live quite well — though not forever — in the style of Renaissance artists, thinkers and craftspeople serving the ultra wealthy and the vast mass of the people thought of as surplus labor are paid out with a universal basic income. It is all too possible that will be a world, again like Renaissance Italy, in which the wealthy clans are constantly duking it out with the other clans, only this time with weapons of unimaginable destructive power. That is not a world I want for my grandchildren — that is, after all, whom we are talking about here — even if they are able to become members of one of the first two classes.”

I would highly recommend exploring Marc Tucker’s reading list at the end of his first paper. Start with Yuval Noah Harari who I quoted earlier in this piece. Tucker could have pushed much harder to emphasise one of Harari’s points about the potential impact of coming technological change for individuals:

“ …in an upgraded world you will feel like a Neanderthal hunter in Wall Street. You won’t belong.” n

24 ACsA news AuguST 2017

Educating for a Digital Future: Notes on the Curriculum by Marc Tucker (link)

This second paper from Marc Tucker follows

The Challenge with an exploration of the

implications for what young people will

need to know and be able to do to cope

with this world, and the challenges that this

presents to education systems worldwide.

“ As I envision this system, it will be crucially important for students to understand and embrace the core values of the Enlightenment, upon which all the progress humanity has made since has been based, especially reasoning from evidence. This applies to physics and history, mathematics and the electronics lab. It is not so because you saw it on the internet or it is here in your textbook. How do you know this is true? Where is the evidence? How can we judge the merits of two policy proposals? Two views of the same historical event? Two proposed treatments for the symptoms this patient is showing? Two interpretations of this novel?”

“ The kind of history I have in mind is history that enables the students to understand how power has been acquired over the years and how it has been used; why, through most of history, government has been run by autocrats to benefit the few, not the many; how the march of science and evidence-based inquiry that has provided the incredible improvements in the human condition that have marked the last few hundred years of history have gone hand in hand with democracy and freely-elected government and what could happen if that light were extinguished.”

There is a great deal of evidence that American education systems are failing dismally to prevent the kind of world that Tucker fears. ABC Political Editor Chris Uhlmann’s recent analysis of the G 20 summit in Hamburg posited that:

“ Donald Trump has pressed ‘fast forward’ on the decline of the United States as a global leader. He managed to isolate his nation, to confuse and alienate his allies and to diminish America.”

The failure of American schools to educate the citizenry in civics and citizenship must bear some of the responsibility for the election of such a leader so ill-versed in democratic traditions and values. There’s much more that can (and has) been said about Trump’s career trajectory and how it represents the twin-demons of demagogic politics and manufactured celebrity using the mass media. n

PAPeR

ACsA news AuguST 2017 25

PAPeR

Not just schools

“ There can be no keener revelation of a

society’s soul than the way it treats its

children.” Nelson Mandela, 1995

These occasional papers are not just relevant to those thinking about schools and education in New South Wales. A few thoughts:

A Government-wide, inter-departmental planning is essential as ‘education’ is not a solution in itself. There needs to be much more cooperation on Big Picture directions, ethics and the values that inform cohesive decision making. The environment, employment, housing, health and wellbeing are key areas for collaboration. There’s lots to be re-thought and it won’t happen without increased and de-politicised collaboration.

A Invest in 0–7 year olds as the 2003 Australian of the Year, Professor Fiona Stanley has implored us to do for most of her career. We need to think longer term as a society. It makes complete sense to focus on our youngest Australians to prepare them for life, work and citizenship in what will soon be the 22nd century. Another 5000 words could be written on this but I restrict myself to saying this focus would do more to improve lives and our society than any other.

A Euthanasia. Yes, that’s right, it is currently being debated in the NSW parliament. Unless we look ethically at how money and resources are invested we cannot possibly fund education for our youngest citizens appropriately. It is well-documented that costs in the last month of a person’s life are very expensive. Often these people wish to choose the time of their death but our current law prohibits this from happening legally. Back in March I attended the Brain Science Roundtable at the office of the The Advocate for Children and Young People* and listened to a range of eminent thinkers clearly advocating for governments to shift focus and act on what is needed to improve societal outcomes by focusing on the beginning of life rather than the last days. We need to resource the first years of life and it makes economic and ethical sense to look at how this can be done.

In closing, it seems pertinent to mention that last week the ICT in schools for teaching and learning audit assessed how well New South Wales public schools are using ICT to improve teaching and learning. It focused on planning and teacher and student use of ICT. It examined whether:

A the Department identifies key strategic opportunities to enhance the use of ICT platforms and technologies in schools

A teachers are integrating ICT into classroom practice

A the Department monitors the impact of ICT on student learning.

The key findings ask by July 2018, the Department of Education:

1. Review the Technology for Learning program and school ICT support resourcing to determine whether resourcing is adequate for modern school requirements.

2. Develop a program to improve wireless networks in all New South Wales schools, for instance by expanding the Connecting Country Schools Program to all New South Wales schools.

3. Implement an assessment of school ‘ICT maturity’, and use this to target assistance to those schools requiring support with forward planning for ICT.

4. Improve the use of evidence to inform plans and strategies, including:

A more detailed monitoring of teacher and student access to and use of ICT

A evaluating the impact of teacher professional learning on student outcomes

A further examining the links between ICT and student outcomes.

Technology and how we employ technology needs much more focus in schools. This has been the case for some time now.

26 ACsA news AuguST 2017

* Some thinking from the 1990s is particularly prescient:

“ I have a foreboding of an America in my children’s or grandchildren’s time — when the United States is a service and information economy; when nearly all the manufacturing industries have slipped away to other countries; when awesome technological powers are in the hands of a very few, and no one representing the public interest can even grasp the issues; when the people have lost the ability to set their own agendas or knowledgeably question those in authority; when, clutching our crystals and nervously consulting our horoscopes, our critical faculties in decline, unable to distinguish between what feels good and what’s true, we slide, almost without noticing, back into superstition and darkness…

“ The dumbing down of American is most evident in the slow decay of substantive content in the enormously influential media, the 30-second sound bites (now down to 10 seconds or less), lowest common denominator programming, credulous presentations on pseudoscience and superstition, but especially a kind of celebration of ignorance.” n

Carl Sagan, The Demon-Haunted World: Science as a Candle in the Dark (1995)A The primary political and philosophical issue

of the next century will be the definition of who we are.

A Once a computer achieves human intelligence it will necessarily roar past it.

A It is in the nature of exponential growth that events develop extremely slowly for extremely long periods of time, but as one glides through the knee of the curve, events erupt at an increasingly furious pace. And that is what we will experience as we enter the 21st century.

A The speed and density of computation have been doubling every three years (at the beginning of the 20th century) to one year (at the end of the 20th century), regardless of the type of hardware used …Despite many decades of progress since the first calculating equipment was used in the 1890 census, it was not until the mid-1960s that this phenomenon was even noticed (although Alan Turing had an inkling of it in 1950).

A The Law of Accelerating Returns: As order exponentially increases, time exponentially speeds up (that is, the time interval between salient events grows shorter as time passes). The Law… applies specifically to evolutionary processes.

A Neither noise nor information is predictable.

A Order… is information that fits a purpose.

A Sometimes, a deeper order — a better fit to a purpose — is achieved through simplification rather than further increases in complexity.

A A primary reason that evolution—of life-forms or technology—speeds up is that it builds on its own increasing order. n

Ray Kurzweil, The Age of Spiritual Machines (1999) and for the above here is my source.

PAPeR

ACsA news AuguST 2017 27

how to access curriculum Perspectivesthrough the ACSA website

You will need your ACSA member number and password. If you don’t have this handy please don’t hesitate to call the ACSA Secretariat on 02 6260 5660 for this information. Firstly, log on to the ACSA website www.acsa.edu.au

1. Click on the Members Area in the menu (step 1) at the top left of the ACSA home page.

2. Then click on the link Curriculum Perspectives online (step 2).

3. You will then be prompted to put in your member number and password (step 3).

4. Click on the link to the Springer website (step 4).

5. Click on the blue Browse Volumes & Issues button (step 5).

6. Click on link April 2017. Issue 1. Pages 1–106 (step 6).

7. You will then be able to download a pdf of each section of the journal.

HAPPY READINg!

1

2

3

4

5

6

7

JouRnAL

28 ACsA news AuguST 2017

acSa membership form/tax invoicePlease tick the form of membership you would prefer.

[ ] Institutional. Schools, libraries, institutions, associations $240.00

[ ] Personal. Teacher, consultant, researcher, educator $160.00

[ ] Concession (R). Retired from employment $85.00

Membership entitles you to one login account to the members area of the ACSA website. Institutional members can obtain additional login accounts for $30.00 each.

Australian membership fees are inclusive of gST. Subscriptions to ACSA are for the 12-month period from the time of joining and are tax deductible.

Your detailsName _________________________________________________________

Organisation __________________________________________________

Postal address _________________________________________________

_______________________________________________________________

Telephone / mobile (BH) _________________________________________

Facsimile _____________________________________________________

E-mail ________________________________________________________

Additional logins @ $30.00 each. Number required _____________ Sub-total $ ____________

(Additional logins, if applicable, and membership type) Total amount $ ____________

Curriculum Perspectives is a benefit of membership and is published in April and November. Back copies are available to members for $30.00 each. The journal is also available online for members.

Fee paid by enclosed please [ ]

Cheque [ ] made payable to ACSA Inc.

OR charge my Mastercard [ ] Visa [ ] AMEX [ ]

Card number ___________ /___________ /___________ /___________

Expiry date ______ /______ Card Verification Value (CVV) _________

Cardholder’s name _____________________________________________

Signature _____________________________________________________

Post or fax completed form, along with your payment details to

ACsA PO Box 331, Deakin West ACT 2600 Australia Fax 02 6260 5665

(ACSA INC.) ARB NO. 065 200 599 ABN 96 448 466 168

ACSA membership 2017Membership is for the 12-month period from the time of joining and is tax deductible. these rates are valid until 31 December 2017.

$240 Institutional — for schools, libraries, institutions and associations

$160 Personal — for educators, teachers, researchers and consultants

$85 Concession (R) — available to retired people not in employment

Institutional members are entitled to one login

account to the members area of the ACSA website.

Additional login accounts can be obtained for $30.

Prices are in Australian dollars.

For a membership application form, contact

the ACSA Secretariat at the address on page 2 or

download a form from the website www.acsa.edu.au

Prices are inclusive of gSTE X C E P T F O R O V E R S E A S M E M B E R S H I P

whAt If?