Beyond the Classroom showcases resources designed to cater to the day-to-day needs of schools, students, staff and parents.
This section features a broad range of products, programs and services for schools that aim to enhance educational outcomes for students.
It covers everything from playground equipment and school camps, which aim to encourage outdoor play, physical activity and student interaction; to before and after school care providers whose programs have been a welcome addition to schools across Australia; as well as school uniform providers, locker specialists, furniture suppliers and other resources that are utilised beyond the classroom.
By David de Carvalho, CEO of the Australian Curriculum, Assessment and Reporting Authority (ACARA).
We’ve grown accustomed to hearing that we are ‘living in interesting times’, as things are turned upside down by COVID-19. The saying “may you live in interesting times” was erroneously claimed, in an early and ironic examples of fake news, to be a proverb of Chinese origin. Read more
With today’s students typically less active than in the past, WillPlay has launched a range designed to appeal to students of all ages, encouraging physical activity and promoting greater core strength. Read more
Educators have a duty of care to protect their students from foreseeable harm. Harm can come in a myriad of forms – whether that be physical or psychological – and in today’s world, it can occur virtually too. Read more
The coronavirus crisis has been a reminder to Australians at large that the healthy functioning of schools is of paramount importance to society. Schools are vital to the Australian economy, not only because they allow parents to work, but because they educate the professionals of the future. The full impact of the pandemic is yet to be realised but educators nationwide have had to adapt to teaching their curriculum online. Read more
Let’s set the record straight. Despite what ill-informed parts of the media portrayed as ‘home learning’ being the norm at the end of Term 1 and beginning of Term 2 in most states and territories, it was most certainly not the case. Schools were still open in most cases, some students of both essential workers and other parents were still in attendance, and ‘online learning’ was in fact the norm. Although some parents were able to play a more active role in the learning of their children, behind the scenes, teachers and diversity supports were hard at work maintaining relationships to ensure the continued learning of the students in their care. Read more
By Tony Cook PSM
As Director-General of Queensland’s Department of Education, it’s my privilege to lead a schooling system which aims to support young Queenslanders to progress through school and transition to further study or work. Of course, such rhetoric only means something if we establish precise, evidence-based measures. In Queensland, our evidence-based approach is seeing results.
Equity and excellence first
The Organisation for Economic Cooperation and Development reports that successful education systems are those that prioritise excellence and equity to ensure all children can access a good-quality education (OECD, 2012).
This focus on excellence and equity is central to our approach in Queensland and has seen significant improvements in outcomes for Indigenous students, high retention to Year 12, and some of the best improvements in NAPLAN across Australia.
But there is room for improvement. While most Year 12 completers achieve their post-Year 12 goals, some do not. The Queensland Government has set a target to achieve 91 per cent of young people engaged in education, employment or training by 2022. This is an ambitious target, but a necessary one. We want every young person to prosper because the social and economic cost of disengagement is too great (Lamb & Huo, 2017).
OUR PLAN FOR YOUTH ENGAGEMENT
Every student succeeding in inclusive, high-quality mainstream schools
In line with our goal for every student to have access to a high-quality school, our state school strategy, Every student succeeding outlines our commitment to high-quality differentiated teaching and learning. This commitment is more than words: we dedicate resources to our schools and, supported by these resources, school teams can recognise early warning signs and intervene to support their students.
Our research has identified schools that achieve academic gain alongside student retention. We want to learn from these high-performing schools and scale-up their inclusive practices and capabilities.
Supporting high-quality alternative settings
Despite efforts to differentiate learning environments, not all students thrive in mainstream schools. Alternative education settings provide an important option for some young people.
Reaching and reconnecting disengaged students
While some young people leave school early and succeed, one in three early school leavers does not make a successful transition.
Engaging with young people and their parents/guardians
Research shows that working closely with families supports student learning (Hattie, 2009) and that the most important parent engagement occurs at a school level. Our research also shows that many parents seek online information about how to support their disengaged children.
Launching Year 12 completers
Completing twelve years of schooling equates with the greatest chance of success in further work or study. Most of our Year 12 completers make a strong transition. However, the latest destination survey shows that 13.7 per cent of our Year 12 completers are not in education, employment or training in the year after graduating.
Intentional cross-agency collaboration
Schools play a vital role in supporting every young Queenslander to succeed. But schools cannot do it alone. Other agencies such as Youth Justice, Child Safety, Housing, Health, Employment, Small Business and Training and Aboriginal and Torres Strait Islander Partnerships also help support young Queenslanders.
THE WAY FORWARD
Since the Queensland Government set a target to lift the engagement of young people, we have seen improvement. ABS data show there was an increase of 8,700 young people engaged in study or work between 2018 and 2019. However, the youth labour market is volatile and is predicted to reflect the negative effects of the COVID-19 pandemic for some time.
This means that more than ever, we must continue to build on our momentum and early gains. Equitable outcomes for every young person are the hallmark of a strong system. Achieving this requires both commitment and the highest level of professional skill across our schools and agencies. We know it’s not easy work, but we know it’s the right work.
Tony Cook PSM is the Director-General of the Department of Education. Before joining the department in April 2018, Tony worked for six years in the Australian public service as the Associate Secretary for Schools and Youth within the Department of Education and Training.
Tony has held several senior executive positions in the Victorian public service, including Deputy Secretary, Government and Corporate with the Department of Premier and Cabinet; Deputy Secretary, Office for Children and Portfolio Coordination; and Deputy Secretary, Office for Planning, Strategy and Coordination within the Department of Education and Early Childhood Development. He began his career with Education Queensland.
In October 2013 Tony was made an Honorary Fellow of the Australian Council for Education Leaders, and in January 2014, he was awarded a Public Service Medal for outstanding public service, especially in driving schools policy and funding reform in Australia.