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School libraries supporting 21st century learning

School libraries

Libraries have existed for millennia. Their purpose has always been focussed on knowledge acquisition and sharing for the development of society. In the 21st century, school libraries are re-engineering themselves to focus on learning, curriculum and the skills needed for 21st century learning.

The evolution of school libraries into flexible, dynamic, high-tech learning centres designed to prepare students as responsible digital citizens to function effectively in a complex information landscape is dependent on visionary leadership and strategic planning to reach this level of functionality. “School libraries provide a common information ground for supporting learning across the school and fostering the development of deep knowledge through the provision of accessible resources, and the development of sophisticated information and technology understandings and skills” (Hay & Todd 2010a, p. 30).

The Student Learning through Australian School Libraries study (2004-2006) highlighted the value students placed on the technology, services, environment and support provided by their school library. The study found that flexible access to computers, printers, internet and other resources, including teaching expertise, before school and at non-class time was valued highly by students (Hay 2006). In 2010, one principal stated, “When I enter my own school library I see a social network – students and teachers doing all manner of things – everything from reading, promoting, quiet games, social skilling, researching, working on the computers, group planning, the list becomes quite endless. I see a thriving centre of learning – and something that is integral to the way the whole school functions” (Hay & Todd 2010b, p. 5).

The concept of a knowledge commons or learning commons becomes the physical and virtual catalyst for inquiry, imagination, discovery, creativity and innovation. The school library becomes the hub for networking, information access, digital literacy instruction, learning and knowledge creation – a shared space for all students and the school community. The advantage of a ‘commons’ approach is it provides an opportunity to re-engineer the school library into a place/space that brings together the library, information technology and a qualified team of information, technology and learning staff whose combined knowledge, skills and expertise collectively support the integration of 21st century learning into the curriculum.

The report of the School Libraries 21C online discussion, commissioned by the NSW Department of Education and Training, School Libraries and Information Literacy Unit, identifies a set of principles underpinning 21C school library design as an instructional zone within and beyond the school. In summary, the following points are identified:

  • A facility which features fluid library design that allows for the customisation and personalisation of learning.
  • A blended learning environment which harnesses the potential of physical learning spaces and digital learning spaces.
  • A learning centre whose primary focus is on building capacity for critical engagement – giving emphasis to thinking creatively, critically and reflectively with information in the process of building knowledge and understanding.
  • A centre of learning innovation where teachers and teacher librarians are involved in creatively designing learning experiences.
  • A learning environment that demonstrates the power of pedagogical fusion where pedagogy underpins the decision making behind a school’s information architecture.
  • A facility consisting of seamless search interfaces.
  • A facility which seeks a balance between print and digital collections and which does not privilege one format over another.
  • A centre that supports literacy learning.

(Hay & Todd 2010b, pp. 15-16.)

The new mission of teacher librarians is a return to the original purpose of libraries, that is “to improve society through facilitating knowledge creation in their communities” (Lankes, R. D.).

As identified in the Horizon Report: 2011 K-12 edition, there are three major factors driving role changes for all educators:

  • The increasing amount of resources and social networks available for learning;
  • The increasing ubiquitous nature of mobile devices; and,
  • The increasing need for digital media literacy so that students can utilise the above resources and mobile access for learning and knowledge creation.

“The abundance of resources and relationships made easily accessible via the internet is increasingly challenging us to revisit our roles as educators” (Johnson, et al 2011, p. 4.). This key trend highlights the importance of why school libraries need to function effectively in the school community.

The abundance of resources adds to the complexity of the information environment in which students work. It highlights the need to continue the highly effective practice of collection development undertaken by teacher librarians to support the curriculum across different platforms on which resources are available. As an example, in an always-connected world, the recent announcement by Apple to introduce iBooks 2, iBooks Author and New iTunes U (Apple Events 2012) identified that there are already 20K education iPad apps and 1.5 million iPads in education institutions. Teacher librarians know which apps are free and trustworthy and can then recommend these to staff and students. The same collection development skills used to evaluate “traditional” resources to determine which are current, relevant, authentic and authoritative, are also applied to online databases and web sites.

The mobile devices students use to access these resources are multi-functional and make it easily accessible via the Internet. As indicated in the Horizon Report: 2011 K-12 edition, “Mobiles have moved to the near-term horizon because of the rise of a new class of devices, led by the category-defining blockbuster that is the Apple iPad” (Johnson, et al 2011, p. 14). The multifunctionality of tablet devices heralds the convergence of several technologies that lend themselves to educational use. With always-on internet it is imperative that the skills required to assess the relevancy and credibility of information, and to then make sense of this information, is paramount.

“Digital media literacy continues its rise in importance as a key skill in every discipline and profession” (Johnston, et al 2011, p. 5).Digital media literacy can be defined as the ability to locate, access, organise, understand, evaluate, analyse and create content using digital media (Wikipedia; Australian Communications & Media Authority). Even though this level of literacy involves knowing how to use technology it is “less about tools and more about thinking” (Johnston, et al 2011, p 5.).

The general capabilities in the Australian national curriculum, especially “critical and creative thinking”, provide a vehicle for teacher librarians to be active in the delivery of digital media literacy skills through inquiry based programs. For example, research pathfinders encourage active engagement in the interactive information seeking process. Pathfinders provide a starting point for the generation of questions, discussions and identification of suitable and relevant resources. Collaborative knowledge building environments such as wikis can facilitate the inquiry based activities that allow students to engage in collaboration, construction, knowledge sharing and creation. The school library is an ideal environment to engage in conversations about digital citizenship, the impact of a student’s digital footprint, ethical use of information and social responsibility in an always-connected world.

The vision is to go beyond school libraries being perceived as repositories of information artefacts to being flexible, dynamic learning environments; “centres of inquiry, discovery, creativity, critical engagement and innovative pedagogy” (Hay & Todd 2010b, p. 40). To make this vision a reality is a challenge for school leadership so that the best learning environment, resources and learning is available for all Australian students.

References

Apple Events 2012 Apple special event January 2012, Viewed 21 January 2012.

 http://www.apple.com/apple-events/educationjanuary- 2012/

Australian Communications & Media Authority 2009 What is digital media literacy and why is it important? Commonwealth of Australia.  http://www.acma.gov.au/WEB/STANDARD/pc=PC_311470#=

Hay, L 2006, ‘School libraries as flexible and dynamic learning laboratories … that’s what Aussie kids want’, Scan, 15 (2), pp. 18–27.

Hay, L & Todd, R.J. 2010a, ‘School libraries 21C: the conversation begins’, in Scan, 29 (1), pp. 30-42. Viewed 22 January 2012.  http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21cexsum.pdf

Hay, L & Todd, R.J. 2010b, A school libraries futures project: school libraries in 21C, NSW Department of Education and Training, Curriculum K-12 Directorate, School Libraries and Information Literacy Unit. Viewed 22 January 2012.  http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21c_report.pdf

Johnson, L., Adams, S. and Haywood, K. 2011, The NMC Horizon Report: 2011 K-12 edition, The New Media Consortium, Austin, Texas.

Lankes, R. D. The atlas of new librarianship: companion website. Viewed 22 January 2012.

 http://www.newlibrarianship.org/wordpress/

  Wikipedia 2012 Digital literacy, Last modified 21 January 2012. Viewed 23 January 2012.  http://en.wikipedia.org/wiki/Digital_literacy

Be Super Savvy

Super Savvy

For most Australians, superannuation is one of their biggest and most important financial assets, often second only to owning their own home. But as you generally don’t see your superannuation until you retire, it often seems to be a case of ‘out of sight, out of mind’. As a result, most people are not saving enough to have the lifestyle they desire during retirement. According to the peak body for superannuation in Australia, the Association of Superannuation Funds of Australia (ASFA), longer life expectancies mean many people now spend over a third of their lives in retirement – but often do not plan accordingly.

“Currently most people are retiring with superannuation savings considerably lower than they need to support a comfortable standard of living in retirement,” Pauline Vamos, CEO of ASFA, said.

ASFA Retirement Standard figures show singles will need $21,587 a year, and couples $31,263 a year, to live even a modest lifestyle in retirement. And this assumes home ownership.

For a comfortable lifestyle, which includes extras such as international travel from time to time and better quality clothing and household goods, singles will require $39,852 a year, and couples $54,562. The average retirement balance of a person with an accumulation superannuation account (the kind most people have) is about $140,000.

“Fifty per cent of men are currently retiring with less than $90,000 in superannuation savings, while 50 per cent of women are retiring with less than $55,000,” Vamos said.

For those on defined benefits, the picture is slightly different, with an average super balance around $180,000 at retirement. Although most are now closed to new members, some educators are members of defined benefit (DB) schemes and have been for some time.

As they take length of membership into account, DB funds can provide a more substantial retirement benefit than standard accumulation schemes receiving only employer contributions.

Even so, most Australians’ final balance remains well below what is estimated to be needed to live comfortably in retirement. But there are plenty of things people can do now to take control of their superannuation now to ensure they reach their desired retirement lifestyle.

“To get the most out of the magic of compound interest, it’s best to start early and take advantage of all the tax breaks, rebates and Government schemes offered to help Australians build their retirement balance,” Vamos said.

The Government is also looking to increase the compulsory superannuation contribution rate from nine per cent to 12 per cent.

According to Organisation for Economic Co-operation and Development (OECD) modelling, Australia’s current super settings will generate relatively low retirement incomes by international standards.

ASFA research shows raising the Superannuation Guarantee to 12 per cent would provide an extra: $36,000 for someone on a wage of $30,000; $61,000 for someone on a wage of $50,000; and $121,000 for someone on a wage of $100,000.

“An increase in the Superannuation Guarantee to 12 per cent will deliver substantially more adequate outcomes for individuals and households,” Vamos said.

ASFA’s top 3 tips for getting the most out of your super:

  1. Consolidate your super accounts and look for lost super.
    For most people, it doesn’t make sense to have multiple super accounts, unless perhaps the low-cost provided by some funds is important to you. By rolling all your accounts into one, you could save more than $100 a year in fees. If you’re not sure where all your super is, try the ATO’s SuperSeeker (at www.ato.gov.au or call 13 28 65) or contact your previous employer/s.
  2. Start contributing early and contribute what you can, when you can.
    The earlier you start building your super balance, the more time you have to take advantage of compound interest. If you have left it till later and your balance needs a boost, ask your employer about salary sacrificing a percentage of your wage (before tax) into super.
  3. Take advantage of the Government Co-contribution.
    If you’re eligible and make a voluntary contribution to your super account, the Government will match those personal contributions up to $1,000. The $1,000 limit is reduced by 3.3 cents for each dollar of income over $31,920 and phases out at $61,920.

Careers

Australia has the fourth biggest superannuation savings pool in the world, with close to $1.4 trillion. And this number is only set to grow as Australians entering the workforce benefit from almost a lifetime of compulsory superannuation savings.

ASFA provides a range of superannuation and financial services courses across Australia from introductory courses right through to specialist training. For 21 years, ASFA’s Superannuation Principles course has been the benchmark industry course for graduates and new super professionals looking to advance their skills.

ASFA Learning also offers:

  • Diploma of Superannuation
  • Advanced Diploma of Superannuation
  • Diploma of Financial Planning
  • RG 146
  • Traineeships

Mental health key concern for kids

Kids Helpline statistics reveal that mental health-related issues now account for two-in-five counselling sessions.

Kids Helpline General Manager Wendy Protheroe said, according to the national counselling service’s Annual Overview into the concerns of young Australians, counselling sessions had increased by four per cent, rising to 53,111 sessions during 2009.

“Disturbingly, of those 145 counselling sessions each day, 57 are about mental health-related concerns, such as diagnosed mental illnesses, habitual or problematic drug use, continued disordered eating behaviours, self-injury and suicidal thoughts,” she said.

“That means every 10 minutes our counsellors are speaking with children and young people who are in distress and require counselling and every 25 minutes these counselling sessions relate to mental health concerns.

“Kids Helpline is now a significant provider of mental health services for children and young people across Australia and we are often the only option the young have for support, particularly after hours or in regional and remote communities.”

Mental health-related issues are also the main concern for young people who contact Kids Helpline online.

“More than 40 per cent of all online counselling sessions during 2009 had to do with mental health-related concerns, representing the top reasons for contacting counsellors online,” Protheroe said.

“Increasingly, more young people want to speak about serious and complex concerns like mental health online rather than on the phone.

“This form of counselling takes more than twice as long as phone counselling and our ability to respond is capped as we simply do not have the funding available to extend the hours.

“Web counselling is not available 24 hours a day; we open the service for 50 hours each week.”

Kids Helpline is increasingly involved with ongoing or case managed clients, usually regarding mental health issues.

“We have become a vital part of youth mental health services in this country, frequently working with the young person’s general practitioners or psychologists to have a safety plan in place. But who responds to that young person at night time, when most of the health clinics are closed? Kids Helpline does.”

Protheroe stressed that the statistics aren’t all doom and gloom.

“Hopefully what we are seeing is that this generation is willing to reach out for help and talk about their concerns,” she said.

“Being there at the end of the phone, email or web-chat session really does mean that we can save young lives.”

Kids Helpline opened as a service of BoysTown in 1991 to provide a free confidential support and counselling service to children and young people in Australia.

“Since opening, Kids Helpline has helped more than 5.5 million young people work through many different challenges,” Protheroe said.

“We recognise that while many young people have great parents, teachers and other adults who offer help and support, there are times when this is not the case.

“Kids Helpline assists young people to work on issues and empowers them to work through these with the help of their parents, teachers, friends and other support services.”

While Kids Helpline started out as a service for children and young people aged five to 18, the service now extends to young people aged five to 25 years.

Counselling is provided via the phone, web and email by tertiary qualified, paid professionals who undergo additional accredited training at Kids Helpline.

Young people like Lucy

Thirteen year-old Lucy* had been contacting Kids Helpline about ongoing family relationship conflict, friendship breakdowns, bullying and her difficulties in understanding and managing her emotions. Lucy had a very negative image of herself, experienced suicidal thoughts and was engaging in self-harming behaviour.

Through counselling sessions that would often focus on Lucy talking about her feelings and emotions in detail and the impact these have on her and her view of self, and with her counsellors validating her experiences, Lucy has been able to decrease her self-harming behaviour. Recognising that she does want to live, together they have collaboratively developed a safety plan to utilise when she is having suicidal thoughts. With her counsellors’ ongoing support, Lucy is increasingly recognising her internal strengths and resources and developing plans for an exciting future.

*Name changed for privacy

The Australian Curriculum

The Australian Curriculum describes a learning entitlement for each Australian student that provides a foundation for successful, lifelong learning and participation in the Australian community. It acknowledges that the needs and interests of students will vary, and that schools and teachers will plan from the curriculum in ways that respond to those needs and interests. The Australian Curriculum acknowledges the changing ways in which young people will learn and the challenges that will continue to shape their learning in the future.

The Australian Curriculum has been published for English, Mathematics, Science and History for Foundation to Year 10. Curriculum for these years is being developed for Geography, Languages, The Arts, Health and Physical Education, Technologies, Economics and Business and Civics and Citizenship and will be published progressively.

The Australian Curriculum sets out what all young people should be taught through the specification of curriculum content and the learning expected at points in their schooling through the specification of achievement standards.

The curriculum includes:

  • a rationale and a set of aims
  • an overview of how the learning area is organised
  • year level descriptions
  • content descriptions (knowledge, understanding and skills) specifying what teachers are expected to teach
  • content elaborations to provide additional clarity by way of illustrative examples only
  • achievement standards that describe the quality of learning (the depth of understanding and sophistication of skill) expected of students at points in their schooling
  • annotated student work samples that illustrate the achievement standard at each year level. As the Australian Curriculum is implemented, the available work samples will be enhanced in both volume and range of forms.
  • a glossary to support consistent understanding of terms used

Increasingly, in a world where knowledge itself is constantly growing and evolving, students need to develop a set of knowledge, skills, behaviours and dispositions,or general capabilities that apply across learning area content and equip them to be lifelong learners able to operate with confidence in a complex, information-rich, globalised world.

The Australian Curriculum includes a focus on seven general capabilities: Literacy, Numeracy, Information and communication technology (ICT) capability, Critical and creative thinking, Ethical understanding, Personal and social capability and Intercultural understanding. Continua of learning have been developed for each, to describe the relevant knowledge, skills, behaviours and dispositions at particular points of schooling.

The Australian Curriculum also pays attention to three cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia and Sustainability. These have been embedded where relevant and appropriate in each learning area and can be viewed explicitly in the curriculum online.

The Australian Curriculum is published online to provide maximum flexibility in how the curriculum can be accessed and organised. For example, the curriculum may be viewed by learning area, by multiple year levels, or by year level across learning areas, and may be downloaded and printed in those views.

New online safety resource from Cybersmart

The Australian Communications and Media Authority (ACMA) has released Cybersmart Networking – a new online safety resource for students aged 12 to 14 years.

Cybersmart Networking uses a realistic online environment to teach young people how to stay safe on social networking sites, without exposing them to real risks.

Using the message ‘Private Lives in Public Spaces’, Cybersmart Networking teaches children about social networking in a protected environment.

Cybersmart Networking has been tailored to provide new social networking users, and those who will shortly be venturing onto this space, with real experience of the potential issues and how to manage them,” said Sharon Trotter, Manager of Cybersmart Programs.

Students work online and in real time to solve an internet-based problem from the safety of their school. Cybersafety experts including police, education, government and child welfare advocates, New online safety resource from Cybersmart act as guides to help students navigate through the scenario.

The activity is part of the ACMA’s suite of Interactive Shared Learning activities that are designed to educate and empower students so that they can manage cybersafety issues, discover what information is safe for them to post online, and negotiate the balance between their private and public online lives.

The 50-minute activity is provided free of charge to schools across Australia. It is accompanied by comprehensive lesson plans reinforcing the learnings from the activity itself, and instructions for students and teachers.

Thirty-thousand students nationwide have already participated in Cybersmart’s online Interactive Shared Learning activities. Cybersmart Networking has been tailored to provide new social networking users with real experience of what can go wrong and how they can stay safe. It complements Cybersmart Detectives, which addresses online grooming and protecting personal information, and Cybersmart Hero, which addresses cyberbullying.

Sign up your school to participate in Cybersmart Networking by completing the online form.

Schools wishing to participate in upcoming events can email  isl@acma.gov.au or register your school at: www.cybersmart.gov.au

How to stay healthy and happy

Long hours, high stress levels and sky-high piles of paperwork. There’s no denying that teaching is a pressurised job. So how can you stay fit, healthy and happy through term-time and during your leisure hours? Charmaine Yabsley finds out.

Teaching is supposedly an easy career. Short school hours, weeks of holidays in which to relax, what’s not to love? However, according to a study from Deakin University, teaching is one of the more stressful professions of all. Forty-one per cent of teachers report high levels of occupational stress compared with 31 per cent of people in nursing, 29 per cent in managerial jobs and 27 per cent in professional and support management occupations.

There are ways though to help reduce your stress levels. The first port of call is taking care of your health and wellbeing – eating well, exercising regularly, and ensuring regular time out to recharge your batteries, will go a long to reducing your body and mind’s negative response to work pressure.

Look after your body

“It’s very easy to put exercise on the backburner when you’re stressed and busy,” says personal trainer Chris Van Hoof ( www.chisel-fitness.com.au). “However, exercise should be your first option when you’re feeling tired or under pressure.”

Research by the American Psychological Association found that exercise may improve mental health by helping the brain cope better with stress. The researchers believe that it may be that exercising makes your body practise being stressed; it forces the body’s physiological systems – all of which are involved in the stress response – to communicate much more closely than usual.

Fitting in exercise is all about finding the time that’s best for you. “For many teachers, the end of the day is usually when you need a burst of energy,” says Van Hoof. “As you’re continually giving your energy to students and colleagues throughout the day, it can lead you feeling flat and tired.” Van Hoof suggests that a walk is the best way to unwind, or get into some sort or routine. “Your job requires routine, so adding in exercise time is second-nature to you. Either a walk, or a relaxation class, is a good way to rejuvenate you. Especially during deadlines and longer terms – making sure you have some time for yourself, preferably outdoors, to keep the stress at bay.”

And don’t forget to make the most of your holiday times. “Go on an activity holiday to make the most of your free time – or take up surfing, windsurfing, skiing, anything that gives you a change of scene, mentally and physically.”

If your finances don’t run to an activity holiday, then take advantage of your free time by joining in council-run activities (which are usually free or charge a minimal amount), meet up with friends for a walk or run or try a new activity such as rock-climbing, paddle boarding or yoga. Daytime classes are usually cheaper than evening ones and less crowded too.

Stay safe and healthy online

With the increasing number of teenagers online, not to mention the amount of hours adults personally spend posting, updating or commenting (around seven hours a day), it’s important that, as a teacher, your online presence need to be monitored. Recently, the Victorian State Government released guidelines designed to help protect teacher’s reputations online.

“That boundary between being a teacher and a friend is one which teachers have to sometimes tread very carefully,” Minister for the Teaching Profession, Peter Hall, said. “It’s important to provide parents with the confidence that their teachers have the knowledge available for them to do their job well.”

The following guidelines have been launched to help direct teachers in the correct behaviour when it comes to online conduct:

Teachers are cautioned against –

  • Contacting students by mobile phone or email, “without a valid educational context”.
  • Posting any “offensive or slanderous” material about students, parents or colleagues.
  • Sharing content from personal social media sites, such as their Facebook accounts, with students.
  • Uploading images of themselves that have “potential to negatively affect their reputation”.
  • “Venting” about their work, or posting personal or political opinions.

Mind: mental health, stress management

According to a report from the University of Queensland, teaching ranks as one of the top five most stressful professions, alongside cardiac surgeons and flight traffic controllers. “It’s dangerous to generalise,” says Professor Steve Dinham, Research Director of the Teaching, Learning and Leadership research program at the Australian Council for Educational Research. “Most teachers say that their job, the core business of teaching, is satisfying. However, what we have found is an increase in factors outside a teacher’s control – imposed change, societal criticism, greater expectation, role conflict and ambiguity – which are causing stress and a larger workload for teachers.” He says that teachers are now expected to not just teach the basics, but at the same time, are meant to remedy the problems of society.

The main cause of stress for teachers is the extension of their typical role. “Issues which would have been handed by the church, family, village or town, there’s no longer that structure and it’s given to schools to pick up those roles,” he says. “The role of a teacher has become much more complex and subject to scrutiny than we’ve seen in the past.”

Because you’re dealing with people and people’s problems, “then it’s hard to switch off”, agrees Dr Dinham. “Self-advocacy is very important. Keeping track in how you feel about your job, and how you’re coping is important.” Each school does have professionals in place to deal with personnel issues, “although the waiting list can deter people seeking help,” he says.

If you are feeling overwhelmed and stressed, seek help through the professional channels at your school, or a personal psychologist. For access to private psychologists in your area, contact the APS Find a Psychologist Service on the toll free number 1800 333 497 or www.findapsychologist.org.au.

Victoria Kasunic, clinical psychologist, suggests the following tips to help you deal with stress:

  • Allocate time to relax each day.
  • Don’t take your work into the bedroom, and keep your schoolwork at school.
  • Speak to your colleagues if you’re feeling overwhelmed.
  • Seek professional help if you are suffering from insomnia, feelings of depression, lack of motivation or wishing to withdraw from socialising.
  • Daily exercise will help with stress, as will a healthy, balanced diet.

Feed your mind, without blowing the budget

“As a teacher, you spend a long time on your feet,” says Emily Houlahan, Accredited Practising Dietitian. “So you need to follow an eating plan which gives you constant energy throughout the day.” To work out what you need to eat it’s important to understand the role certain foods have when it comes to energy. To put it simply, our bodies get energy from carbohydrates. But not all carbs are created equal. “Low- GI [glycaemic index] carbohydrates are the best to help sustain your energy levels and help you get throughout the day,” says Houlahan. “GI is the rate at which carbs are absorbed: low-GI foods are absorbed slowly and so your body won’t experience great highs or lows. An easy way to find out if the food you’re eating is low-GI is whether or not it’s close to its natural state.” Some ideal, minimally processed foods, which are low-GI include: fruit, vegetables, grainy bread – where you can see the seeds and grain, pasta, beans, lentils, milk and yoghurt.

Your ideal eating day

Breakfast

“Try porridge, muesli or eggs on grainy toast,” says Houlahan. Snack “At morning tea, it’s important to have a snack to help recharge your energy levels. An apple or a banana is a good choice, or a tub of yoghurt, especially Greek yoghurt which is high in protein.

Lunch

A simple sandwich is sufficient to ensure you’re getting some carbs, or enjoy leftovers from the night before.”

Afternoon snack

To help reduce the dreaded afternoon slump, “it’s good to have something around the 3.30 or 4.30pm time period which will tide you over until dinner time,” she says. Try cheese on wholegrain crackers, a piece of fruit, yoghurt or nuts (if you’re outside the school). “If you’re busy and stressed throughout the day there’s a risk of leaving your food choices until dinner when you’ll undoubtedly overeat. Which isn’t so great for waistline, or for eating a varied, balanced diet.”

Dinner

Your evening meal is a good chance to not only balance out your day’s eating, but also save some money. “By cooking up batches of food you’ll save money on your lunches throughout the week,” says Houlahan. “Plus, you’ll be less tempted to buy something sugary or fatty, if you already have a healthy and nutritious lunch made for you,” she says. “Meat, chicken or fish are ideal for an evening meal, served with vegetables,” she says. “Soup is also a good option, as they’re cheap, they’ll fill you up and the taste will improve over the week. Another tasty, and inexpensive option is casseroles. Add some cheap meat cuts to some veg, and freeze the excess portion,” she says. “Eating healthily doesn’t have to cost a lot. Frozen veg are just as nutritious [as fresh] as they’re snap-frozen so they hold their nutrition. Don’t forget to add grains such as rice or quinoa, which are packed full of nutrients, really cheap, and are filling too.”

A matter of thirst

“Two litres of water a day is the recommended benchmark, so sip frequently throughout the day to keep hydrated,” she says. Remember that dehydration can lead to fatigue, which in turn can lead to overeating. Don’t shy away from a cup of coffee if you enjoy it. “Coffee is fine,” assures Houlahan. “As long as you don’t have more than three cups a day. Be aware that the kilojoules from the milk can add up over the course of a day, so you may be unknowingly eating more kjs.”