Podcasts about nsw department

An important note for NSW families: nothing is in effect yet, and the current guidelines still apply until the policy is finalised. The draft keeps the three things registration has always asked of you: an education plan based on the NSW curriculum, records showing that plan is being delivered, and an assessment by an Authorised Person. It still doesn’t say exactly what’s required or how much evidence is enough. A key concern is that no urgent pathway has been added for families who can’t wait for the 12-week registration processing times. Brett Campbell and Ellen Brown work through what the draft means in practice. What counts as evidence, where Authorised Persons come from and whether they must visit your house, how likely approval really is, and what you can do if you need to remove your child from school while awaiting registration. Key points from this episode Nothing has changed yet. The Department has published drafts. The existing Guidelines remain in effect until a final policy lands. Parental choice survives into the new framework. The draft Policy states plainly that education is primarily the responsibility of the child’s parents. The draft does not say how much evidence is enough. It lists ways you can show learning, such as journals, checklists, excursions and digital portfolios, but sets no quantity for any of them. That leaves the judgement to your Authorised Person, and their approach can vary significantly. Refusal is rare. Families may get stressed thinking their application is unlikely to get approved, but if you have a plan, it is very likely your application will be approved. An audit recommended NSW speed up registration a year before the draft was written. The draft sets an indicative timeframe of up to 12 weeks, which is too long for some families. You can still act if your child cannot wait. An exemption from attendance comes from your school principal, not the Department, and taking your education plan to that meeting makes it much easier for a principal to say yes. Nothing has changed yet for NSW homeschooling families Homeschooling registration in NSW moved from NESA to the NSW Department of Education, and the drafts released on 27 July 2026 are the Department’s first framework. Consultation ran as a short survey and closed on 10 August 2026. The Department has confirmed that the current Guidelines remain in effect until the new policy is finalised. If you are registered, or partway through an application, nothing about your obligations has changed. What the NSW draft policy gets right about parental choice The draft Policy states that the education of a child is primarily the responsibility of the child’s parents, and that parents may choose either school enrolment or homeschooling registration. Ellen believes this is really important, because the policy language preserves parents’ right to homeschool. The second is flexibility. Parents write the education plan, decide how it is delivered, and can amend it during a registration period so it stays fit for purpose, including for children with disability or additional needs. Brett points out you do not need a diagnosis in the family to benefit from the flexibility. The plan is meant to bend around the child in front of you, whoever that child is. Both hosts agree that flexibility and structure are not opposite. Having a base to work from makes it possible to be flexible, try new things, and know you’re within the guardrails and ticking off all the boxes. What evidence of learning means under the NSW draft This is where there is some uncertainty, and Ellen states it is one of the things that makes parents most nervous. The draft requires parents to keep records demonstrating how the child’s education plan is being implemented, and how the requirements and conditions of registration are being met. That is a broad requirement, and the FAQs confirm there is no mandatory quantity or format of evidence. Learning journals, checklists, excursions and digital portfolios are offered as examples rather than requirements. The states handle this differently. Queensland tells you exactly how many pieces of work to supply and what they should look like. NSW gives you no number or format of evidence at all. Why no set amount of evidence can be unsettling “Broadness is wonderful, but it can also be unsettling, because it then comes down to your Authorised Person to say, actually, this is too much, or this isn’t enough. That’s where parents can start to feel a little bit like it’s shifting sand.”— Ellen Brown Brett’s read is that breadth leads to ambiguity, and ambiguity leads to frustration and anxiety. He wants the Department to publish a minimum, so families know whether they are meeting the mark. As a result, the NSW homeschooling community often fills the gap itself, comparing notes in forums about what different APs expect. It should be a lot clearer for families. What an Authorised Person is checking for When an AP turns up, it is not just to see what has been done, but to ensure that you’ve ticked the boxes aligned to the curriculum. Euka is built around this. Every lesson carries the curriculum code it maps to, families can upload work into the portal for safekeeping, and the registration and reporting service turns completed lessons and parent comments into one report you can hand over. Ellen homeschooled in NSW for 12 years, with different APs, and knows what it’s like to prepare reporting. The services at Euka reflect her experience and are built to help families feel confident in what they are putting forward. Who your Authorised Person is and what the home visit involves Once you apply, the Department organises your first meeting with an Authorised Person for your area. They review your plan and make a recommendation. Most APs come out of the mainstream school system. Retired principals, experienced teachers, people who know what a good education looks like from the inside of a classroom. Ellen has never met one who came from a homeschooling background and says it will be nice when that finally happens. Whether you are visited at home depends on the AP. In Ellen’s experience, some APs need to come to the house, and others are happy with a video call or a meeting at a library or community centre. It is worth asking rather than assuming. Ellen describes an AP as closer to a learning coach than an education inspector, and most turn up asking how they can support you. Other parents have told her they came away feeling judged rather than supported. Nobody is entirely comfortable when someone arrives to assess something they care about this much. If your child is highly anxious, the draft FAQs allow you to request that the AP does not sight your child, usually supported by information from their medical or allied health providers. Will my homeschooling registration be approved in NSW? It is highly likely, and the Department’s own numbers back this up. “If you’re stressing out about your approval, chances are you’ll be approved, because you’ve already thought it through.”— Ellen Brown In 2025, the Department refused 5.2% of applications. But most refusals (3.5%) were because the applicant could not be reached for assessment after repeated attempts over several weeks. Another 0.94% were refused because the child was not eligible, including living outside NSW or submitting an incomplete form. Applications refused because the requirements were not met were very low at 0.61%. If you have an education plan covering the NSW curriculum and you attend your assessment, you are in good shape. Euka has not had a family go through the process and fail to get approved. Some families are concerned about a shorter registration period. The draft Procedures allow an AP to recommend less than the full term where areas for improvement have been identified, or where there are current concerns about the child’s safety. Neither phrase is defined in any of the documents. Brett delves into both sides. A policy has to cover every household, including the small number where home is not a safe place, and you cannot write a rule for that without some breadth. What he wants is more clarity for families: if a family is given three months instead of twelve, tell them exactly what caused it and exactly what must change. There is a review pathway if a recommendation goes against you: an internal review by a different Authorised Person, then an external review at NCAT. Ellen notes that a review by a second person in the same role is limited on its own, and that the external step is what makes it a real safeguard. The audit recommendation the NSW draft did not act on A year before these drafts were written, NSW was told to speed up registration. The Auditor-General’s report Alternative school settings and home schooling, published on 25 September 2025, recommended that the Department of Education work with the homeschooling community on reform, including consideration of “expedited registration processing times to shorten transition periods”. The audit found the time to decide an application had already grown 63 per cent, from 40 calendar days in 2019 to 65 in 2024, while applications rose by around 125 per cent. The draft Procedures answer that with an indicative processing timeframe of up to 12 weeks, and the FAQs confirm that until registration is approved, the child must remain enrolled at school. A family worried about their child’s wellbeing is directed back to the school principal. Twelve weeks is 84 days. The audit’s figure for how long a decision was already taking in 2024 was 65, which makes the draft’s indicative ceiling longer than the problem the audit asked the Department to fix. Ellen recommends keeping the safeguards in place and adding a defined urgent or provisional pathway: the parent still lodges the application, still demonstrates an education plan, still provides information about the child’s circumstances, and the assessment still runs its course. The child gets a lawful bridge in the meantime. Brett’s frustration is with the evidence base underneath the decision. Euka asks every family their primary reason for choosing homeschooling. Around one in four name bullying, and one in three name bullying or social issues (which often have bullying as an underlying factor). The Department’s published 2025 data records bullying as the reason for 0.11% of applications. The explanation for that number is in how the survey is delivered. The application form offers tick boxes for philosophical, religious and special learning needs, and nothing else. Every other reason, including bullying, must be written by hand in a free-text box. In 2025, 33 per cent of applications landed in “other” and a further 21 per cent answered nothing at all. In the initial figure, bullying looks like a non-issue. But the reality is, it is skewed by how the data is collected, which may explain why the draft policy and procedures do not address bullying or provide an urgent pathway for homeschool registration. “As a parent, the last thing I would ever do is want to put my child back into an environment that I need them to be removed from.”— Brett Campbell How to take your child out of school while you wait for registration The route runs through your school principal, rather than the Department. The principal can grant an attendance exemption. It means your child stays enrolled but is lawfully absent, which is exactly the bridge families need while an application is processed. Ellen’s advice is to go to that meeting with your education plan in your hand. A principal carries legal responsibility for a child on their roll, and a parent who arrives with a clear plan for the term is much easier to say yes to than a parent who arrives with just a request. Many families join a program before they are registered for precisely this reason, because they need the plan anyway. If the school will not move, a letter from your GP, paediatrician, psychologist or counsellor explaining the impact of the school environment carries weight in that conversation. Some principals are genuinely good at this and will support you straight away. Some have never seen homeschooling done well and assume it means no schooling at all. Two things worth knowing once your child is home: Nobody expects lessons in week one. A child coming out of a stressful school situation needs time to decompress first. They don’t need to jump in and start doing their homeschooling plan straight away. Having lessons available still helps. What Euka sees is that children who know their peers are moving on without them get more anxious, not less. Knowing the same topics are there when they are ready gives them security. There is also a middle path a lot of families miss. If you are trialling a term away, or working through school refusal, you can stay enrolled under a partial attendance or exemption arrangement without registering for homeschooling. Schools are often willing to support that, particularly when there is a credible education plan behind it, and it leaves the door open for a staged return if the family wants it. If bullying is what brought you here, our guide to bullying and homeschooling works through the decision itself, and the signs a child is silently struggling at school covers what to watch for. If it is school refusal, our parent’s guide to the options and Episode 45 go further. If your child is struggling with how they are feeling, please talk to someone you trust. You can also reach Kids Helpline on 1800 55 1800 or Lifeline on 13 11 14, free, 24 hours a day. Why this episode matters Most of the anxiety in NSW right now comes from not knowing what the rules mean for your family. The parts you control are the ones that decide your outcome: your education plan, the way you keep records, and what you take into a meeting with a principal or an Authorised Person. Get those right, and you’re very likely to be okay. The consultation has closed. The final policy isn’t written yet, and an urgent pathway is still worth pressing for. Start the free homeschooling course If you are working out what your own registration year looks like, our Complete Guide to Confident Homeschooling covers registering legally in your state, choosing and structuring a program, building a daily rhythm, supporting a child who learns differently, and knowing your child is progressing. It is nine short video modules, about two and a half hours, hosted by Brett and Ellen. Free and self-paced. Start the free homeschooling course. Questions answered in this episode Have the NSW homeschooling rules changed? + Not yet. The NSW Department of Education released draft Policy, Procedures and FAQ documents on 27 July 2026, and consultation closed on 10 August 2026. The current Guidelines remain in effect until the new policy is finalised, so registered families and applications in progress carry on unchanged. What counts as evidence of learning for homeschooling in NSW? + Learning journals, checklists, excursions, digital portfolios, work samples, or a combination. The draft FAQs list these as examples and set no mandatory quantity or format. What your records have to do is show how your education plan is being delivered and how the work connects to the NSW curriculum, so keep that link visible as you go. How much work do I need to show my Authorised Person? + NSW does not publish a number, which is why experiences differ between areas. Keep enough to show coverage across the plan you wrote, with your own notes on how each part went. Who is the Authorised Person and do they have to come to my house? + An Authorised Person is authorised by the Department to assess your application, meet with you, and make a recommendation. Most come from mainstream teaching or school leadership backgrounds. Home visits are the default, but some APs will meet at a library or community centre or by video call, so it is worth asking. Does the Authorised Person have to see my child? + Usually yes, the AP is required to sight the child during the visit. The draft FAQs allow you to request approval for your child not to be sighted, and the Department will generally want supporting information from your child’s medical or allied health providers explaining why a visit could affect them. Will my homeschooling registration be approved? + Almost certainly, if you apply with an education plan covering the NSW curriculum and you are contactable for your assessment. Why would I be given a shorter registration period? + The draft Procedures allow an Authorised Person to recommend a shorter period where the assessment identifies areas for improvement, or where there are current concerns about the child’s safety. Neither term is defined in the draft. Can I appeal a homeschooling decision in NSW? + Yes. You can request an internal review, which goes to a different Authorised Person, and you are entitled to one internal review of the same decision. If that affirms the original recommendation, you can apply to NCAT for an external review, generally within 28 days of being notified. Can I take my child out of school before my registration is approved? + Not through the registration process itself. Under the draft, your child must remain enrolled until the Certificate of Registration is issued. The available route is an exemption from attendance or a partial attendance plan, granted by your school principal, and a GP or psychologist letter can support that request. Do I need to register if we are only taking a term off school? + Not if your child stays enrolled. Schools can support a partial attendance plan or an exemption without you registering for homeschooling, and that is common for families trialling a term or working through school refusal. Having a clear education plan makes those conversations much easier. About the hosts Ellen Brown is Euka’s co-founder and Head of Education. She is a qualified teacher, a mother of five, and has homeschooled in NSW for 12 years across many different Authorised Persons. Brett Campbell is Euka’s co-founder, Chairman and CEO. This article is general information about NSW homeschooling registration, not legal or clinical advice. The NSW Department of Education sets registration requirements, and the draft documents discussed here are not yet in force. If you are worried about your child’s mental health, please speak to your GP or a registered psychologist. Read the full episode transcript Ellen: We always want to keep at the centre of homeschooling, that parents have the choice to homeschool, and that it should be the same choice as if you were in public school, or you’re deciding to go to private school. Deciding to homeschool is a legal choice in our country. And so they got that right. And that’s important in the definitions. Sometimes we find that APs are coming with a lot of experience. And they’ve been and they’re really you know, I love to think of them, like I said before, as a bit of a coach, and they’re walking alongside you with enthusiasm saying, okay, how can I support you? And that has been my experience. But I have heard from other parents that they have had an experience that is a bit more challenging. Brett: The decision itself to homeschool for the majority is a major decision, and it and it puts this pressure on and people are like, am I going to get accepted? Am I not? You know, it’s not your final exam where, you know, yeah, the likelihood of you getting accepted is low. It’s actually the opposite. The likelihood of you getting accepted is very, very high. Narrator: Welcome to the Future Learners podcast, the home for parents and students thriving with homeschooling in Australia. Your hosts, Brett Campbell and Ellen Brown, are the co-founders of Euka Future Learning, Australia’s largest online K-12 homeschooling provider. Join them as they guide you from uncertainty to complete confidence. Let’s get into it. Brett: Hello and welcome to another episode of Future Learners. I am your host, Brett Campbell, CEO and co-founder of Euka Future Learning. I’m joined by my amazing co-founder and co-host and our Head of Education, Ellen Brown. How are you today, Ellen? Ellen: Very well, thank you. Brett: You have us set up for this topic. So this is this is a juicy topic. So I’m going to hand it straight to you. Set us up. What are we in store for today? Ellen: Today we’re going to be talking about the draft policy documents that the New South Wales Department of Education have produced. So we know that there’s been a change. Home schooling has moved from NESA to the Department of Education. They’ve provided a draft about how they might change some policies, and we’re going to talk about that today. Brett: Excellent policies, policies. Although sometimes the policy conversations may not be the most exciting or exhilarating for, um, whether it’s people speaking about it and or the participants listening. And I just want to double tap on the importance of this. Um, and whilst this might not be the most exciting topic of conversation for you to indulge in today, definitely stick with us. We’re going to we’re going to unpack it to the best of our ability. And as Ellen said, is this is a draft policy. And we’ll talk a little bit more about what that means, because we’re getting a lot of families reaching out to us with questions, queries, concerns, etc. And we’re going to try and do our absolute best to, um, talk to those points today. So over to you, Ellen. Ellen: One of the reasons that we want to talk about this is really to provide support to families as there especially families that are already in homeschooling and they’re thinking, okay, what’s going to change? How will this affect me? And it’s quite natural for people to begin talking. And then the it starts to snowball. And so it’s really just to provide support and let you know that we are watching and we’re trying to work through how to best support you as we make these changes. Brett: I think it would be a good idea if you actually set up and share that, you know, obviously, Euka one of our, uh, roles as we see it in the industry is, you know, we want to be a voice, uh, and also a seat at the table for, you know, the tens of thousands of families homeschooling. And if can you maybe share a little bit just to start on how this even originated, like how we even got to where we are now with these policies, draft policies? Ellen: Yes. Well, look, NESA was, um, having homeschooling under their umbrella for the last 15 years. And so earlier in the year that the movement of homeschooling under the New South Wales Department of Education happened. And then it was quiet and everybody wondered, well, maybe no changes will happen. And that sort of everybody continued along on their merry way until all of a sudden and of course, in the background, the Department of Education was saying, okay, how are we going to manage this? You know, when NESA had homeschooling, it grew and grew and grew. The numbers grew. So this was an opportunity for the Department of Education to say, okay, fresh air, a fresh voice, I suppose. Also good to keep in mind that nearly actually just over a year ago or nearly a year ago, in September last year, there was a review into homeschooling in New South Wales and audit. And some of those recommendations would have been also being looked at when they came to drafting these policies. And we’ll be able to talk about that, because one of the glaringly obvious ones that didn’t change is part of our discussion this morning as well. I’m going to run through a few different things that we can see haven’t changed first, or where New South Wales, the policy, the draft policy of has got it right. And then we’ll get into some of the topics that are causing a bit of concern from homeschooling families and from Euka as well. So let’s start by looking at where the draft policy got it right. And one of the things that we could say they definitely got it right is where they talk about parental choice and responsibility. We always want to keep at the centre of homeschooling that parents have the choice to homeschool, and that it should be the same choice as if you were in public school or you’re deciding to go to private school. Deciding to homeschool is a legal choice in our country. And so they got that right. And that’s important in the definition. So they say parents have the primary responsibility for education of their children. So we’re happy about that. It’s a big deal. It’s one of those things that can be argued about in policy where they start changing the language. But we’re really happy with that language. Brett: Yeah. And just to that, there’s in the actual the draft of the policies, you know, to give a little bit more clarity. And I think where their angle of it was and how they’re making that decision has actually helped the wider, broader audience of homeschooling. And I’ll get to that and says the education plan must be based on New South Wales curriculum, which is obvious for New South Wales, and be suitable to the child’s learning needs as identified by the applicant, which is the parent. Parents may amend the plan during a period of registration to ensure it remains fit for purpose, including to meet the needs of children with disability or additional needs and that needs to be carved out in there because not all children are created equal, but what it also does by having this, this caveat in, in that point is that you don’t necessarily even need to have special needs in your family or your household. What it does is it gives you the ability to be able to, um, yeah, fit for purpose. Right. And, and a lot of these drafts and a lot of, um, regulations that get laid down, um, whether it be in homeschooling or just in general, everyday life is there’s always nuance to the meaning and the definition of it. Unfortunately, I’ve read too many agreements and I’ve looked at all these things. And what you quite quickly find is that someone’s interpretation of that could be very different than another ten people who read it, and they all interpret it differently. So this is still very much open for interpretation, because the real question then, if you dig on that a little bit deeper and it’s like, well, what does fit for purpose even mean, right? Like there’s there’s barriers and laneways into all of that. But at a very high level, what it does for us is and again, Euka is built on this concept of flexibility, obviously, whilst we provide the entire curriculum and so forth, you know, we absolutely have that built into our product and program, where you can ideate and stretch and even remould, or even recreate a lesson if you desire, which is which is fantastic for the family. So. Ellen: Yeah, absolutely. So, so the two things that we’re really happy to see in there, that parents have the responsibility for making a choice around their program, their education program. And as you are mentioning, the flexibility for parents to be able to choose how that’s delivered to their child. And we want to see that kind of flexibility. Like you were saying, Brett, it’s really important to not see structure as an opposite to flexibility in actual fact. And we’ve talked about this before in a podcast. Having some structure allows you then to be flexible and springboard off over here and off over there, but you’re still ticking those boxes at the lowest level. Brett: So and just and just for those families who are reading that point and going, oh no, I don’t want to have the flexibility. I just want to be like, I just want a program that I can follow. I totally hear you and understand that. And again, that’s that is the beauty of a program like Euka is that there is that structure there if you need it to keep you in the, in the guardrails. But, um, the beauty about that point, though, is if you do desire to have flexibility, that is your prerogative. Ellen: Mhm. Absolutely. So this is an area now evidence of learning. That is one of the things that makes parents most nervous because especially in New South Wales you know Euka have students all around the country. So we work very closely and look very closely at what the Department of Education is doing in every state. And New South Wales is a state where there’s a lot of personal opinion. When you’ve got an authorised person who’s kind of like we used to call them, your learning coach, rather than the education police, who is someone who is actually your direct support person when you’re homeschooling. And so evidence of learning is a big one for parents. What do we actually have to provide to the department? And in some states they’re very prescriptive, like in Queensland, when they say exactly how many pieces of work and what you need to provide. New South Wales isn’t like that. And so there’s no so the actual from the draft that we can see in the frequently asked questions, which is where actually a lot of the noise has come from parents. It actually says that the department states there’s no mandatory quantity or format of evidence. It gives examples of learning, learning, journals, checklists, excursions, digital portfolios. But and broadness is wonderful. But it can also be unsettling because it then comes down to your authorised person to say, well, actually, this is too much, this isn’t enough. And so that’s where parents can start to feel a little bit like it’s shifting sand. Brett: Yeah. And the draft that states parents must keep records demonstrating how the child’s education plan is being implemented and how the requirements and any conditions of registration are being met. That’s a that’s a big sentence on the surface. It’s like, oh, it makes sense. Like you should be keeping some records and demonstration of how your child’s education is being rolled out. Um, but then there’s the how is that meeting the requirements of the registration, which when you register, you have to obviously follow a syllabus as well, which is one of the detailed points here is, you know, you must, um, follow the New South Wales syllabus, which is very important. And out of all the states, New South Wales is the only one that has its general like these guidelines around you must follow the New South Wales versus, you know, the rest of the states are happy to follow the Australian curriculum as well. So there’s a few nuances in there. But the to your point on this broadness can lead to ambiguity, which can lead to frustration, anxiety and a whole heap of different things because in certain times of need. Sometimes you just need to be. Or you want to be told exactly what to do. Like you point there around Queensland, House says, you know you need to provide this many. This many of this, this many of that. Like then you know where you are. You’re either hitting the mark or you’re not hitting the mark because where it falls back to an individual person and, you know, touchwood, everyone in the department who is, who has these AP roles, they’re doing the best that they can with what they know to be true, right? However, not everyone governs the exact same stipulations, like if they had in their rule book. That are your guidelines are there must be a submission of 23 pieces of work. Like if they’ve got that because they must have a gauge to work from if they have that, then you know I would. My personal opinion is like, how about we just share with the families going, this is a minimum requirement. Like I think having minimum baselines is a very important place to start from, because if you don’t, you have no expectation because and I say this, you know, constantly in Euka when we’re speaking to the team, it’s like if someone goes, it’s going great. I’ll be like, what does great mean? Like exactly how great, how many this, how many that, what’s this mean? Etc. So very, very important to not be lackadaisical. When is such an important outcome for a family who’s whether you’ve been in homeschooling for some time, you’ve been doing it a specific way. It might really shake up the way you’ve been doing things, because what you think might hit the mark. Now, the new regulations, under their own personal definition, whether it’s currently being hidden right or it hasn’t been shared, um, then it can lead to lead to, you know, a lot of ambiguity and possible frustration because, yeah, it’s a it’s an ungoverned thing right now. Ellen: It is. It’s actually quite stressful. I love that the homeschool community get together very quickly. They know their AP from their area. They talk on their homeschooling forums about, oh, did you know, did you have so-and-so as your AP? What did they expect? And but it’s kind of a shame that it has to be like that, that it can’t be a bit clearer. I’m certainly not one for let’s have three of those and four of those, because the flexibility is really fantastic when you’re homeschooling that you can work with your child to demonstrate them their learning in a way that fits them. And, you know, as an organisation and our role to support you as parents, that’s something we’ve really struggled with. How can we support you so that then you’ve got lots of options to show your learning. So, you know, it might be a good opportunity just to mention these new assignments that we’ve added to the program now, so that if you want to keep those as work samples, you know where the curriculum is being covered. You know, everything that you know that that you’re going to be asked and at least you’ve got that freedom to say, well, look here, I can see there’s an assignment on such and such. Actually, my child likes to do something different, but I’m going to adapt that. So, you know, like I said before, structure and flexibility can go really well together. If you’ve if you’ve got a base to move from. So it is a tricky one. And we certainly do hear some big differences between what different authorised people actually ask for. Brett: Yeah. And for those who are homeschooling and not using a platform like Euka, you know, keeping records and demonstrating how your child’s, you know, actual education plan is being implemented and met like it’s not an easy thing to try and solve for if you don’t have structure. Right from Euka’s perspective is we have the ability you can do the structured assignment air quotes that we have. Right. It’s it’s a very detail like it’s a detailed plan for that lesson that we know will absolutely be applicable and get the automatic tick of approval from any AP. Because of the way that we’ve built it and structured and so forth. You can do that. You can take photos, you can upload, you can hold it in our platform and in our portal, um, for safekeeping, because I don’t know about you, but, you know, you get paper and you’re writing on it. You’re gonna have filing cabinets and look for some people, they’re very, very diligent like that. So, um, that’s a skill I wish I had a little bit more of, but, you know, having the ease of a digital platform, you do the lesson, you click through, you’ve got the report, you can add context because that’s another thing as well. Um, you know, with our, with our reporting that we provide, um, that that comes with Euka, you can put uh, specific. So you finish the lesson is specific questions about how did you go, what did you find work this that, that. And you can add context to it because that’s what the APs are effectively looking at. Right. They’re coming to your, your home. Um, and we’ll talk about this in a minute as well because I think that’s, that’s a, um, something that needs to be discussed is they’re coming to you and saying, look, Demonstrate what you’ve done and how have you done it, and how does that then meet the curriculum? That’s where it gets. It’s not a someone’s not turning up and just showing, asking to show some work. And what have you done and drawn and pictures and this and that is it. Like but have you actually ticked the boxes that are aligned to the curriculum? Hence, you know, every lesson with, with our platform is directly connected to a specific curriculum code. And you can see that in the lesson itself. But the beauty of, again, and I don’t want us to sort of sound like a bit of a pitch fest for Euka, but it certainly is, because everything we’ve built is for these reasons, because we know all of these things that we’re going to discuss and go through. The tension that families have can be obliterated and not even there if we just sort of follow the process, you know, to be able to do each lesson, upload it at the end of the year. Yeah, well, when required, press a button. It compiles an entire report that you just hand to them and go, here you go. And they’re like, oh wow, how’d you do that? And you know, it’s it’s magic. Ellen: Absolutely. I think knowing that that comes from experience. I’ve been homeschooling in New South Wales for 12 years, and I’ve had a lot of different APs that I’ve had to work with, and so having that experience, knowing what it feels like to think, okay, someone’s coming and they’re going to have a look and they’re judging me. Um, it really is reflected in how we prepare what we do at Euka to make sure that families can feel confident in that, having been there ourselves. Brett: We’ve mentioned the word AP a handful of times, and I think now would be a good time. Can you fill in the gaps of for those who are like, I’m not sure what an AP is, I’m looking to get started or I’ve just started and I’m not sure what’s going on. Like, talk about the role of the AP as it relates to New South Wales, and then maybe provide context of that’s not the case for the rest of the country. Ellen: In New South Wales, we have an authorised person that’s in charge of your area of homeschooling and that authorised person, AP, will come and visit you. There are some APs that are very happy to meet with you at the local library or at the community centre instead of your actual house? But that’s something that you’ll be able to negotiate directly with the AP. So once you enrol in or you applied for your application to become a homeschooler, you’ll receive information back in an email back organising for that first meet up with an AP to come and see you and discuss what your plan is for homeschooling. Brett: So let me ask this, Ellen, for the for the people who are curious like do, why do they have to come to your house? Why can’t they do a zoom meeting? Do they do zoom meeting? Do they meet online? Do they do phone calls? Or does everyone have to have someone literally turn up to their place of living? Ellen: Well, that’s going to be remains to be seen with this new umbrella of the Department of Education. In the past, I’ve had them. I’ve had certain APs that need to come to my house, and other times I’ve had some that are very happy to do a zoom meeting. So it really is dependent on the person. Most of the time the APs are coming out of the mainstream school system. Sometimes they’re principals who’ve retired or teachers that have been teaching. So they’re coming with that kind of background and most in, I have never actually found an AP that’s actually come from the homeschooling background yet. That would be nice when that finally happens. But at this stage, sometimes we find that APs are coming with a lot of experience, and they’ve been and they’re really, you know, I love to think of them, like I said before, as a bit of a coach, and they’re walking alongside you with enthusiasm saying, okay, how can I support you? And that has been my experience. But I have heard from other parents that they have had an experience that is a bit more challenging, where they haven’t felt quite so supported and they’ve felt nervous. So it’s hard to know whether that’s come from the actual AP or whether it’s, you know, an internal one ourselves. But it’s always uncomfortable when something’s coming to judge what you’re doing. No one feels comfortable in that situation. Brett: That’s right. Yeah. And because of the decision itself to homeschool for the majority. Is a major decision. And it and it puts this pressure on. And people are like, am I going to get accepted. Am I not? Can you talk to that as well that we might be able to add a little bit of, um, flavour to on the. You know, it’s it’s not your final exam where, you know, you know, the likelihood of you getting, um, accepted as low. It’s actually the opposite. The likelihood of you getting accepted is, is very, very high. Obviously you have to meet many different, you know, box ticks, etc. But can you speak to that to try and like lower the temperature of some families, like really stressing out prior to the specific meeting? Ellen: If you’re stressing out about your approval, chances are you’ll be approved because you’ve already thought through. Oh, I hope my plan is good enough. So you’ve got a plan and you’ve thought through and you’ve, you know, made some decisions. You’ve got some information. You’ll be okay as long as you’ve got a plan that’s covering the New South Wales curriculum, you’ll be okay. One of the things that has been an area of concern within this draft policy, again, is, um, where they say in the policy that says a short period of registration may be recommended. Now, this isn’t new, where instead of being given your 12 months or your 24 months, sometimes in your homeschooling approval, you’re given a shorter term. And that’s concerning because of the language around that, that there’s areas of improvement that have been identified that need to be reassessed or current concerns about the child safety. So that’s some sort of very vague language that’s causing concern for parents. Like what you were just saying, Brett. It’s a very small percentage of people that are ever told, actually, you can’t homeschool like it’s, you know, less than 2% because people have got a plan. They don’t just say, I’m going to homeschool and then put click on, you know apply and off we go. They’ve done some thinking. They’ve got a plan. Uh, but sometimes we do find that people will not be given the full 12 months. And that’s where parents want to see some a bit clearer language on what those, those what areas of improvement might be meaning. Brett: Correct. And that’s that ambiguity where it’s it’s in any, any contract. There’s always the let’s keep this vague so that we could claw back something if we need to. And here’s something as well that I think is important to touch on because it’s also important not like to consider that the department is that when they’re creating policies like this, they need to try and do a catch all net. Right. And there are cases where, you know, and this is the minority of course by a lot. But there are cases where children are in households where we would probably deem probably not a great idea to be in, or hope like, you know, is not the best environment for them. Right. And this is where it can get difficult at times because these type of policies, they have to have the vagueness in there for protections. And again, I’m not speaking for the department here myself. I’m just reading through between the lines. Right. Um, but I personally if I’d sort of steelman the opposite side, if I go well, I’d want that in there simply because there needs to be these allowances. And it’s hard because a lot of people go, well, I’m not impacted. So I don’t even want to be in that classification either. I don’t want that rule applied to me. But it’s like when you’re trying to apply a rule to an entire sort of industry standard. There’s always the nuances that need to be considered. And a lot of times, unless there’s a specific stipulation directly attributed to families with specific violence or reasons as to being whether it’s not a safe environment for children. It has to be, uh, it has to be umbrella underneath a much broader, broader piece. But it still doesn’t negate that there should, I believe, be a little bit more specifics around that. Because if you give a family look, we’re going to give you three months or six months. It’s like, what exactly is the reasons for that? And what exactly must change in order to get 12 months? Right. And why wouldn’t you give me 12 months? Yeah. Um, so those there’s, there’s lots of considerations to that. Ellen: Yeah, absolutely. I think when it comes to the child safety part, we already know the authorised person coming in to check on your family is, um, a person that’s a mandatory reporter. So to have it written there like that, I don’t know. I, I know there was a case in Queensland, and the fact that I even know that there was a case in Queensland where a child was unsafe and that caused the reviewing Queensland means that it’s it’s a to to make the decision to homeschool is a big decision for a family. And you put the spotlight on yourself. And most educators who are even in mainstream school would agree that children who are in an unsafe learning environment, the parent wouldn’t do that. It’s like they’re generally there a child that’s registered in school and just don’t go, um, that those children would be far more unsafe situation than someone who’s made that decision to homeschool. Um, so that’s probably where the fear is coming from. Why is it in there? And then you’ve got an authorised person, just the one person coming and making decisions. So that brings us to the next part, which is about the review process. So if a family is given a shorter period of time, there’s no discussion in the policy about how we can get a review from an independent AP on that. That is just a line in the sand by the one AP if by a small, you know, situation that you. Have your homeschooling approval knocked back then the policy says that then another AP can then make a review. Thankfully it doesn’t end there because a peer review doesn’t make much sense. As far as, um, real clarity around a decision that’s being made. There is actually a review process after that. So, um, you know, it’s like you said, it’s it’s an unusual thing to be knocked back for your approval. You’ve really got to have no plan and no idea. And, um, you know, it’s it’s definitely what Euka is created for, to make sure that families are well supported and very confident going into their meetings with their AP. And as far as, uh, approval is concerned, we’ve never, ever had anybody who hasn’t had their approval given the stamp of approval. Brett: Mm. Absolutely. Um, so the other one is one where we were talking before about the review last year in September, the audit. Ellen: The Auditor-General’s report. Yeah. So I wanted to talk about that. So back in September of 2025 there’s a recommendation recommendation 2b. And it says that the Audit Office recommends that reform of homeschooling regulation consider expedited registration processing times to shorten transition periods. So that’s one of the recommendations that’s come through. And what we’ve seen in this new draft is that there is no special, um, expedited process for children that are really in need of, um, instant removal from school. Brett: And that’s something that. This is this is what the, the, um, draft procedure actually stipulates. Says and this is step 5.1 for those reading at home, aims to finalise the application within the indicative processing time frame of up to 12 weeks. And then it says in the draft FAQs, until your registration is approved, your child must remain enrolled at school. And this is something that, um, yeah, we have some very strong opinions around Ellen. Ellen: Yes, absolutely. Because we see that people who are true, uh, and I was going to say choosing to homeschool. Yes, sure, they’re choosing to homeschool, but many times they’re moving into homeschool because that is the safest thing for their child. You know, we know about the bullying rates and the anxiety and mental health issues and reasons why removal from school is an urgent thing, and that actually is quite common. So it’s kind of an oxymoron. So we’re choosing to homeschool when often it is really the only option at that point. Brett: Well Ellen, I’ve been doing some digging around that because, as you know, I love I love data and I like to speak to the truth as in the closest approximation, I can get to the truth governed by data and actual real life happening. So and this is something that that has really highlighted for me, where I feel that there’s, there’s something not right. Okay. And what I mean is you mentioned that, um, yeah, about bullying and so forth. So we ask every family who comes to Euka, what’s your primary reason for homeschooling? And then we have we have multiple options that people can choose. Right. Um, and again I’ll preface this by saying data is as only as good as the way in which it is collected. Okay. You can very easily create a data set that is very ambiguous and probably not accurate. By leading a specific question to get someone to choose a specific answer and I’ll I’ll say that first. But we asked directly primary reasons and then we got secondary reasons, etc. As we’ve been reporting back since 2021, you know, circa 25% of families, their primary reason is bullying. And then we add in other social element reasons. We go we go all the way up to 30 percent just for bullying and social, um, reasons and so forth. Anxiety. And so that’s our data that we’ve collected amongst a whole heap of other data points and different reasons and so forth that we’ve got as to why families homeschool and choose homeschooling. I looking at the 2025 data report from the New South Wales Government in 1st of January, 2022 to the 31st of December, are we doing calendar year here? They are reporting. Wait for this. Don’t fall off your chair. But just for those playing along at home. At this period, we reported 25%. It was about 24.7 to be exact, right. But circa 1 in 4 children. Their primary reason was bullying. The New South Wales government data says he gave reason for homeschooling. They have philosophical, religious, special learning needs, bullying, other and nil response. Those are the options you have, right? Bullying comes in at 0.68% right now. You’ve got the New South Wales government and this is probably my voice is starting to raise here because I’m getting passionate about this. But I’ll tone down. My voice is probably busting out on the podcast, but we’ve got 0.68% now. Keep in mind other comes in at 31.69% and nil response comes in at 22.91%. This is why I said the way in which you ask and collect your data is very, very important because I would have to. If I’m making an assumption on being a data analyst here, I would have to say there would be a lot of people in the other and the no response it would have to fall under bullying. Right now that’s an assumption because I don’t have the facts there. However, what the problem I have with this is that the department or the government itself is showing. So if you’re the New South Wales premier and you’re on TV and you go, oh, look, bullying rates is 0.68%, there’s no bullying. What do you mean, bullying? It’s not even a thing. Right. So and check this out. If we fast forward to January 2024 to December 24th, low and behold, the bullying rate has decreased to 0.45%. We’ve noticed an increase, which is interesting. And this is where the nail in the coffin for me and I just can’t understand this. And I need to. We need to do something about. This is from January 1st, 2025 to December 2025. The bullying rate has reduced to a staggering 0.1. You might as well say, ah, there’s no such thing as bullying, right? And if this is how they’re collecting their data one the collection method is abhorrent and it needs to be fixed because I get the concept of having other and nil. And look, there’s families who might not want to report that. And I totally get that as well. Right. But here’s where the problem is. They’re going to be looking at these reasons, right? If I’m in the department I’m like, okay guys, I’m here to reform the homeschooling unit and how homeschooling works across the country. I’m not going to go, oh, here’s an opinion. I’m going to go show me the data. Okay. Bullying 0.1. That’s great. Amazing. Okay. We probably don’t need to do too much about bullying. Right. And it sets up a series of decisions that are. Based off a very shaky, to say the least. Foundation of data collection. Right. So with their stating, in the last four years, there’s been a decline from 0.7% to 0.1. That’s a huge decrease. But that’s not what we’re seeing in our data. And again, I’m not I just want to stipulate that I’m reporting the data in which I have been able to see and view and the way in which we collect those pieces of data as well. Now, the reason why I dig in on this topic so much is the issue we have with this, and this came out of the Auditor-General’s report that families just can’t wait 12 weeks, especially if you’re one of the children who had finally, because I’ll tell you this, I would hands down, almost guaranteed the majority of families who put their child into homeschooling their child has been bullied, not yesterday, but they’ve been bullied for a very long period of time. That has now gone to a point that you can no longer continue this on. It’s gotten to a point where the mental health has declined so badly that you’re like, I’m, I’m at my last option, right? They’ve had enough and they need to make change. And we’ve got data saying this. We’ve got 12 weeks and this is in the draft policy off the back of the Auditor-General’s report. It’s almost like it fell on slightly deaf ears. Almost. It’s like to even say that we aim to finalise the application, like it says, aims to. And I get why. Because there’s not a lot of APs and there’s tens of thousands of students homeschooling. Like it’s just the math isn’t math thing when you’re trying to really put this together because it says aims to finalise the application, meaning we may or may not. You may be up to 16 weeks, you might be 20 weeks, you might be two weeks. We don’t know. But we’re going to aim to have it done. And again, this is not a I’m not trying to push at the APs themselves either, or trying to do the best they can. And I could only imagine, you know, these visits for, for a lot of absolutely exhilarating and they love it. But it’s slow to go from house to house to house. You know, you go from probably three visits locally when you could do probably 20 on a zoom, 30, 50 a day on a zoom meeting. Right. Um, which could expedite it. I spoke about this with the Auditor-General’s report. It’s like a solution is quite easy, is let’s just say you give them a temporary a temporary registration pass. And when your AP can actually catch up to go and visit them, they might have already been homeschooling for 12 weeks, and they’ve already done a complete term versus sitting in limbo. Because I’ll tell you what, as a parent, the last thing I would ever do is want to put my child back into an environment that I need them to be removed from. And then it says here, and this is the I’ll, I’ll wrap up on this point, Ellen, until your registration is approved, your child must remain enrolled at school. Now, let me ask you this, Ellen, because I’m not one for breaking rules. I’m not one. I’m always I’m always looking at the nuance of how something says. Does that specifically mean like they can remain at school but can under these rules or under this draft because you can still be enrolled at school, but you’re just not turning up the school and you can start your homeschooling, talk to talk to that nuance. Ellen: Yeah. So this is another area where they’re frequently asked questions of the draft policy come into effect. So can my child exit school? Um, and the response is no, you need to stay in school unless given permission by the principal. Now, this is where the problem is. A principal is not in a position most of the time to be able to say, oh, you’ve been bullied, okay. Because it’s their job to ensure there’s no bullying. So the only option they’ve got to legally do what the department has said here is to go to the principal and say, we’d like to remove the student because they’ve been bullied and they’re having a mental health crisis or whatever’s going on, we need to remove them immediately. And the principal has to say, not a problem at all. Here’s an exemption, which means, yes, you’re not in. You’re still enrolled in the school, but you don’t have to go. That’s a really. Some principals are wonderful and they’ll say yes, you know, if that’s what your child needs, that’s what we’ll do and will support you in that. And we do hear that because more and more principals are educated now about what homeschooling can look like. But sometimes you hit a principal that doesn’t have any idea what homeschooling can look like. And they think that it means no schooling, you know, and so they are very opposed to homeschooling. So it just depends, you know, who you get. Um, the most important thing to know here is, um, a doctor certificate or a psychologist or a counsellor can support you in getting that exemption and taking your child out. It’s very important to know that your that you don’t have to be a passive passenger. And if your child is at risk, you need to act. Brett: Yeah. Great. And I stay steadfast on that. Your child is the most important thing. Not what the school says or doesn’t say either. But to your point, Ellen, you know, um, I always give benefit of the doubt. And of course, there’s lots of schools out there and principals that totally understand we’re in a world now where you as a parent, you need to look after the most important thing and that’s your children. And, uh, if you are in a position where you’re extreme, you because we get feedback and this is coming from lots of pieces of feedback that we get and lots of, um, you know, from families who are asking questions, you know, saying, look, I want to start now, but I’m not registered, can I what should I do? And the advice there is go and speak directly to your principal. Let them know that look, I fear for whatever reasons, x, y, z, um, and based on these decisions and the mental health of my child, we are removing them from the school currently. And we request from you written permission that we, uh, we get an exemption right now whilst we undertake because whilst removing my child from the scenario, it’s not like you’re going to put them on a six week holiday per se. It’s like you want to continue their learning on and then you can you can go and have that. So when the time comes and you do have a visit, you’ll be able to show that here’s the exemption, etc.. Ellen: And you know one thing that would be helpful, actually two things that popped into my mind there is sometimes when you go to a principal with an exemption, what the feedback we’ve had is if you can go with an education plan. So a lot of the families that join Euka are without yet having been approved, which is a lot of families will join Euka prior because they need that plan anyway. When they’re registering, they’ll take that with them. The scope and sequence or educational learning. Plan with them to the principal and say, we need an exemption. Here’s what we’re going to do. And going with something like that just means that the principal can feel comfortable because, you know, he has a legal responsibility when you’re on his books as one of his students or her students. So you want to be able to help them make the decision for that exemption. So taking a plan is very helpful. The other thing is, you know, yes, you want your child to be able to, you know, move out of the school system and have a plan in place. It doesn’t mean from the first week that we would even dream of expecting that your child jumps straight in and starts doing their homeschooling plans straight away. There is a time that is needed for a child to be able to just decompress after going through that kind of stressful environment, but what we have found is that if there is some an education that’s there for them to be able to go on with at lessons and additional stress that can happen when they are removed from school. All of a sudden they see their peers moving forward. And that can actually heighten the fear and the anxiety that the child is having. So knowing that, yes, you know, here’s your lessons. These are the same topics that are being done in school that can just give them a, ah, while they’re taking that time to get the support that they need and the mental health support they’ve got, that educational foundation that gives them security. Brett: And a nuance to that as well. Ellen. And for those families who are like, well, my child isn’t being bullied and there are no sort of social reasons as to why we just want to change in our life. And we’d like to make that change now. It’s been the school holidays. We’ve thought about it, we’ve sat down, we’ve been considering it for some time. We’ve but we’ve we’ve stayed at school. And now’s the time to make the decision. The last thing you want to do as a family as well go. You know what? I’m going to put our entire life on hold for 12 weeks until we get a registration. Ellen: But if your child hasn’t had any issues, going to the principal and saying, look, this is what we would like to do, they’re usually okay with that too. So don’t think that there has to be a problem. There’s more and more people saying, you know what, we just would like to take a little bit more of an active role in our child’s education. It’s not unusual now. So that’s something you can. Brett: Yeah. And something we find as well

Deborah Netolicky talks with Dr Shanti Clements about what it means to cultivate leadership as a shared, reflective practice across a school. From students contributing to strategic planning, conducting learning walks and leading Wellbeing Wednesdays, to the 7 Habits, 'Leader in Me', and community consultation, Shanti shares structures that turn voice and agency into genuine shared stewardship. They also discuss how the Leadership Maturity Framework and reflective supervision can support more self-aware, self-regulating and intentional leadership. This episode includes some school background noise at times. Shanti is currently Principal at Seven Hills West Public School, Associate Professor of Education at Excelsia University and Leadership Wellness Coach. Across her career, she has additionally served as Principal of Beauty Point Public School, as well as in various roles with the NSW Department of Education, and as lecturer at University of Sydney and Liverpool Hope University. Shanti has designed and facilitated leadership programs, talent-development pathways and accreditation programs for aspiring leaders, principals and senior executives across New South Wales, the United Arab Emirates, Egypt and Saudi Arabia. Her contributions to education have been recognised through a National Excellence in Teaching Award and an Australian Schools Plus and Commonwealth Bank Teaching Award. Want to know more? - https://sevenhillw-p.schools.nsw.gov.au/about-us/our-principal-and-staff - Shanti: @shanticlements on Instagram - Deb: @theeeduflaneuse on Instagram - The Edu Salon: @theedusalon on Instagram

Perceptions of Islam in the Western world today have been shaped by the actions of terrorists, fear, distortion and ignorance. And as a result, the advanced civilisational legacy produced by Islam has been buried and ignored – not only by the Western world but also by many Muslims themselves.    In conversation with Simon Longstaff, Special envoy Aftab Malik challenges us to radically reframe how we think about Islam, and the resources it offers to support Western civilisation.  This session was recorded at Carriageworks, Sydney in August 2026. Aftab Malik is Australia's first-ever Special Envoy to Combat Islamophobia and a UN Alliance of Civilisations expert on global Muslim affairs. He spent nearly a decade in the NSW Department of Premier and Cabinet, bridging academic insight and policy practice to address hate, misinformation and structural discrimination at a national level. Simon Longstaff is Executive Director of The Ethics Centre. In 2013, he was made an officer of the Order of Australia (AO) for "distinguished service to the community through the promotion of ethical standards in governance and business, to improving corporate responsibility, and to philosophy." He is also Adjunct Professor of the Australian Graduate School of Management at UNSW Sydney, a Fellow of CPA Australia, the Royal Society of NSW and the Australian Risk Policy Institute.

In this episode, we're joined by Technology and Applied Studies (TAS) teachers Melissa and John, who share what makes TAS such a dynamic and rewarding subject area. From hands-on learning and real-world problem-solving to the broad range of subjects and career pathways it offers, they discuss the diverse opportunities, flexibility and lasting impact that make TAS teaching a fulfilling career for educators passionate about preparing students for life beyond the classroom. We acknowledge that this episode of the Teach NSW Podcast was recorded on the homelands of the Darug people at Parramatta Public School. We pay respect to Elders past and present and extend that respect to all Aboriginal and/or Torres Strait Islander peoples listening to the Teach NSW Podcast today.Connect with usIf you would like to provide feedback or suggestions for future episodes, please contact ⁠⁠⁠⁠teachnsw@det.nsw.edu.au⁠⁠⁠⁠ to get in touch with the Teach NSW Podcast team. Follow the Teach NSW team on ⁠⁠⁠⁠Facebook⁠⁠⁠⁠, ⁠⁠⁠⁠Instagram⁠⁠⁠⁠, ⁠⁠⁠⁠X (Twitter)⁠⁠⁠⁠ and ⁠⁠⁠⁠YouTube⁠⁠⁠⁠ to be the first to know when new episodes are released.Resources and useful links:Teach NSW - become a teacher in a NSW public school and find out how a career in teaching can open doors for you.Beyond the Line Program - complete an expenses-paid, 5-day study tour with the department through regional, rural and remote NSW public schools.Enhance your career - explore the program opportunities to retrain in a high-demand subject area with the NSW Department of Education. Statewide Staffrooms - connect and share advice, resources and learnings with other teachers in NSW public schools. 

Can sheep be bred to produce less methane without sacrificing productivity?In this episode of the Pastoral Poddy, host Edgars Greste speaks with Ed Clayton, Livestock Research Officer with the NSW Department of Primary Industries and Regional Development, about the science and practical realities behind low methane sheep.Together they explore how methane is produced in ruminants, why emissions have become an important focus for the livestock industry, and how researchers are measuring methane production in individual sheep. The conversation also examines the NSW DPIRD Low Methane Sheep project, emerging opportunities in genetics and feed efficiency, research into pasture systems, and practical steps producers can take today to improve productivity while reducing emissions intensity.Whether you're curious about the science or looking for practical on-farm insights, this episode offers a grounded discussion on one of the biggest conversations shaping the future of livestock production.Episode timestamps(00:00) Why methane matters and the role sheep play in the emissions conversation.(06:30) Understanding how ruminants produce methane and its link to productivity.(14:15) Inside the NSW DPIRD Low Methane Sheep project.(23:45) Genetics, feed efficiency and opportunities for lower methane flocks.(34:00) Practical steps producers can take to improve productivity and reduce emissions intensity.Useful linksNSW DPIRD Low Emissions Agriculture Programhttps://www.dpi.nsw.gov.au/climate-and-emergencies/climate-change/primary-industries-and-climate-change/low-emissions-agricultureNSW DPIRD Emissions Researchhttps://www.dpi.nsw.gov.au/climate-and-emergencies/climate-change/primary-industries-and-climate-change/low-emissions-agriculture/emissions-researchNSW On-Farm Carbon Advice Programhttps://www.dpi.nsw.gov.au/climate-and-emergencies/climate-change/primary-industries-and-climate-change/low-emissions-agriculture/on-farm-carbon-adviceNSW Department of Primary Industries and Regional Developmenthttps://www.dpi.nsw.gov.auThe Pastoral Poddy is proudly brought to you by Western Local Land Services in partnership with the New South Wales Department of Climate Change, Energy, the Environment and Water under the Primary Industries Productivity and Abatement program. This episode was mixed and produced by Grow Love Project. 

Amber Fuller is a substantive Deputy Principal, currently working as a HALT Talent Pipeline Advisor with the NSW Department of Education. She is a Highly Accomplished Teacher and serves as a committee member of the NSW HALT Association.   Amber is committed to growing expert teacher capacity across the NSW public education system by supporting aspiring and accredited HALTs through innovative, practical approaches that embed the Australian Professional Standards for Teachers into everyday practice. She is passionate about teacher quality, professional learning, and developing teacher leaders who create lasting impact for students, colleagues, and schools.

How do we inspire the next generation to explore diverse career pathways and discover the massive opportunities within Vocational Education and Training (VET)? Today we speak with Cassie Sanki, Project Officer for Training Services at the NSW Department of Education, to find out how VET is shaping the future of STEM, science, and industry! We dive into how real-world success stories are changing perceptions around vocational pathways, how VET connects students directly to emerging technologies, and how schools and communities can engage with passionate industry ambassadors.Hosted by Ben Newsome from Fizzics Education About Cassie SankiCassie is a dedicated Project Officer within Training Services at the NSW Department of Education. Passionate about expanding student horizons, Cassie works at the heart of the VET Ambassador program, helping to connect skilled industry professionals with schools, parents, and employers. Through her work, she plays a vital role in showcasing VET as a premium, high-tech, and incredibly rewarding pathway for modern learners. About Training Services VET AmbassadorsTraining Services VET Ambassadors are passionate, skilled individuals from various industries throughout New South Wales. By sharing their own diverse personal and professional journeys, these ambassadors bring vital awareness to VET options and their benefits. They serve as real-world examples of success, providing relatable information and mentoring to students, parents, employers, training providers, and educators alike. The Power of VET in STEM and ScienceVET is no longer just about traditional trades—it is a critical launchpad for cutting-edge careers. VET Ambassadors help spark vital conversations about the sheer breadth of modern industries and technologies available to students. The program highlights how vocational pathways offer: Direct Pathways to STEM Hands-on training in rapidly evolving technical sectors, including science, advanced manufacturing, and digital technologies. Industry Connections Bridging the gap between school and the workforce by learning directly from professionals embedded in the field. Flexible Success Empowering students to further their education and achieve long-term success in future-focused careers. Invite an Ambassador to Your Next EventVET Ambassadors support a wide variety of engagement activities to promote local opportunities and inspire communities. Whether you are hosting a school career day, an industry night, or a community workshop, you can engage with the program to bring a real-world success story to your audience. Email the program RTS.VETAmbassadors@det.nsw.edu.au Learn more onlineVisit the official NSW Department of Education page to see the ambassadors in action and explore the NSW Training Awards.https://education.nsw.gov.au/skills-nsw/nsw-training-awards/training-services-vet-ambassadors Hosted by Ben Newsome from Fizzics Education With interviews with leading science educators and STEM thought leaders, this science education podcast is about highlighting different ways of teaching kids within and beyond the classroom. It's not just about educational practice & pedagogy, it's about inspiring new ideas & challenging conventions of how students can learn about their world! https://www.fizzicseducation.com.au/ Know an educator who'd love this STEM podcast episode? Share it!See omnystudio.com/listener for privacy information.

How do we inspire the next generation to explore diverse career pathways and discover the massive opportunities within Vocational Education and Training (VET)? Today we speak with Cassie Sanki, Project Officer for Training Services at the NSW Department of Education, to find out how VET is shaping the future of STEM, science, and industry! We dive into how real-world success stories are changing perceptions around vocational pathways, how VET connects students directly to emerging technologies, and how schools and communities can engage with passionate industry ambassadors.Hosted by Ben Newsome from Fizzics Education About Cassie SankiCassie is a dedicated Project Officer within Training Services at the NSW Department of Education. Passionate about expanding student horizons, Cassie works at the heart of the VET Ambassador program, helping to connect skilled industry professionals with schools, parents, and employers. Through her work, she plays a vital role in showcasing VET as a premium, high-tech, and incredibly rewarding pathway for modern learners. About Training Services VET AmbassadorsTraining Services VET Ambassadors are passionate, skilled individuals from various industries throughout New South Wales. By sharing their own diverse personal and professional journeys, these ambassadors bring vital awareness to VET options and their benefits. They serve as real-world examples of success, providing relatable information and mentoring to students, parents, employers, training providers, and educators alike. The Power of VET in STEM and ScienceVET is no longer just about traditional trades—it is a critical launchpad for cutting-edge careers. VET Ambassadors help spark vital conversations about the sheer breadth of modern industries and technologies available to students. The program highlights how vocational pathways offer: Direct Pathways to STEM Hands-on training in rapidly evolving technical sectors, including science, advanced manufacturing, and digital technologies. Industry Connections Bridging the gap between school and the workforce by learning directly from professionals embedded in the field. Flexible Success Empowering students to further their education and achieve long-term success in future-focused careers. Invite an Ambassador to Your Next EventVET Ambassadors support a wide variety of engagement activities to promote local opportunities and inspire communities. Whether you are hosting a school career day, an industry night, or a community workshop, you can engage with the program to bring a real-world success story to your audience. Email the program RTS.VETAmbassadors@det.nsw.edu.au Learn more onlineVisit the official NSW Department of Education page to see the ambassadors in action and explore the NSW Training Awards.https://education.nsw.gov.au/skills-nsw/nsw-training-awards/training-services-vet-ambassadorsSee omnystudio.com/listener for privacy information.

In this episode, Katie and Maddie reflect on their experiences navigating the first 5 years of teaching, offering insights from both primary and secondary school settings. From establishing routines and building confidence to achieving key milestones and finding support networks, they discuss what beginning teachers can expect as they grow into the profession. They also explore the importance of developing your own teaching identity, embracing feedback and remembering your ‘why'. We acknowledge that this episode of the Teach NSW Podcast was recorded on the homelands of the Darug people at Parramatta Public School. We pay respect to Elders past and present and extend that respect to all Aboriginal and/or Torres Strait Islander peoples listening to the Teach NSW Podcast today. Connect with usIf you would like to provide feedback or suggestions for future episodes, please contact ⁠⁠⁠⁠teachnsw@det.nsw.edu.au⁠⁠⁠⁠ to get in touch with the Teach NSW Podcast team. Follow the Teach NSW team on ⁠⁠⁠Facebook⁠⁠⁠⁠, ⁠⁠⁠⁠Instagram⁠⁠⁠⁠, ⁠⁠⁠⁠X (Twitter)⁠⁠⁠⁠ and ⁠⁠⁠⁠YouTube⁠⁠⁠⁠ to be the first to know when new episodes are released.Resources and useful links:Teach NSW - become a teacher in a NSW public school and find out how a career in teaching can open doors for you.Beginning Teacher Information Hub - access resources and information to support you as you commence your teaching career with the NSW Department of Education.Highly Accomplished and Lead Teacher (HALT) accreditation - find out more about the HALT accreditation process and the suite of resources available.Performance and Development Plan (PDP) - learn about the process for teachers and school leaders to grow and develop their teaching and leadership practice.Professional learning for schools - find support for professional learning of school leadership teams, teachers and non-teaching staff.Proficient Teacher accreditation - discover how to achieve Proficient Teacher accreditation and the resources available to help you.Statewide Staffrooms - connect and share advice, resources and learnings with other teachers in NSW public schools (internal only). 

In this episode, we welcome Rodney, Head Teacher Programs and Pride in Education Events Stream Lead, to discuss the power of being your authentic self and the importance of creating safe, inclusive spaces where every student feels seen and valued. We also explore his work with the Pride Network, leading major initiatives such as Mardi Gras, championing inclusion across the department and why community remains at the heart of everything he does. We acknowledge that this episode of the Teach NSW Podcast was recorded on the homelands of the Darug people at Parramatta Public School. We pay respect to Elders past and present and extend that respect to all Aboriginal and/or Torres Strait Islander peoples listening to the Teach NSW Podcast today. Connect with usIf you would like to provide feedback or suggestions for future episodes, please contact ⁠⁠⁠⁠teachnsw@det.nsw.edu.au⁠⁠⁠⁠ to get in touch with the Teach NSW Podcast team. Follow the Teach NSW team on ⁠⁠⁠⁠Facebook⁠⁠⁠⁠, ⁠⁠⁠⁠Instagram⁠⁠⁠⁠, ⁠⁠⁠⁠X (Twitter)⁠⁠⁠⁠ and ⁠⁠⁠⁠YouTube⁠⁠⁠⁠ to be the first to know when new episodes are released.Resources and useful links:Teach NSW - become a teacher in a NSW public school and find out how a career in teaching can open doors for you.Become a teacher - find teacher education courses and gain your approval to teach with the NSW Department of Education. Get Paid to Study - explore scholarship opportunities for high-achieving HSC students, university students and career changers.LGBTQIA+ workplace inclusion - find out how the department celebrates the value of diversity and its' commitment to inclusion, participation and wellbeing for LGBQTIA+ employees. Pride in Education Community in Viva Engage - a group to provide a visible, positive, inclusive and safe environment for the department's LGBTQIA+ and allied staff (staff only).Contact the Pride in Education team via pride@det.nsw.edu.au.

How might we teach STEM effectively with the materials we have at hand? Today we speak with Shane Dryden, STEM Project Officer for the Hunter Academy of STEM Excellence & Teacher for the NSW Virtual STEM Academy to learn how!Hosted by Ben Newsome from Fizzics Education About Shane Dryden Shane is passionate about making a difference to education in both the primary and secondary sectors through the embedding of STEM & the design thinking processes within schools by engaging teachers, learners, industry and higher education to create holistic school-based learning that builds 21st-century skills with students.He is the STEM Project Officer for the Hunter Academy of STEM Excellence & a teacher for the NSW Virtual STEM Academy.About the Hunter Academy of STEM ExcellenceThe Hunter Academy of STEM Excellence (HASE) operates in the Hunter region, a dynamic area known for its strong industrial heritage in mining, manufacturing, and energy production. The region is undergoing significant economic transformation, particularly in renewable energy, health, and advanced technology sectors.https://sispprogram.schools.nsw.gov.au/ase/hunterase.htmlSee also the Academies of STEM Excellence under the NSW Department of Educationhttps://sispprogram.schools.nsw.gov.au/ase.html About the NSW Virtual STEM AcademyFounded in 2021, the NSW Virtual STEM Academy (NSWVSA) is a STEM Enrichment program initiative designed to provide innovative and high-impact STEM learning opportunities for students across NSW. This initiative, is based at Murrumbidgee Regional High School – Griffith and is coordinated through the Murrumbidgee Academy of STEM Excellence (MASE). The NSWVSA connects students with advanced STEM programs, industry partnerships, and cutting-edge research, expanding access to high-quality STEM education regardless of location.https://sispprogram.schools.nsw.gov.au/nswvsa.html Hosted by Ben Newsome from Fizzics Education With interviews with leading science educators and STEM thought leaders, this science education podcast is about highlighting different ways of teaching kids within and beyond the classroom. It's not just about educational practice & pedagogy, it's about inspiring new ideas & challenging conventions of how students can learn about their world! https://www.fizzicseducation.com.au/ Know an educator who'd love this STEM podcast episode? Share it!See omnystudio.com/listener for privacy information.

How might we teach STEM effectively with the materials we have at hand? Today we speak with Shane Dryden, STEM Project Officer for the Hunter Academy of STEM Excellence & Teacher for the NSW Virtual STEM Academy to learn how!Hosted by Ben Newsome from Fizzics Education About Shane Dryden Shane is passionate about making a difference to education in both the primary and secondary sectors through the embedding of STEM & the design thinking processes within schools by engaging teachers, learners, industry and higher education to create holistic school-based learning that builds 21st-century skills with students.He is the STEM Project Officer for the Hunter Academy of STEM Excellence & a teacher for the NSW Virtual STEM Academy.About the Hunter Academy of STEM ExcellenceThe Hunter Academy of STEM Excellence (HASE) operates in the Hunter region, a dynamic area known for its strong industrial heritage in mining, manufacturing, and energy production. The region is undergoing significant economic transformation, particularly in renewable energy, health, and advanced technology sectors.https://sispprogram.schools.nsw.gov.au/ase/hunterase.htmlSee also the Academies of STEM Excellence under the NSW Department of Educationhttps://sispprogram.schools.nsw.gov.au/ase.html About the NSW Virtual STEM AcademyFounded in 2021, the NSW Virtual STEM Academy (NSWVSA) is a STEM Enrichment program initiative designed to provide innovative and high-impact STEM learning opportunities for students across NSW. This initiative, is based at Murrumbidgee Regional High School – Griffith and is coordinated through the Murrumbidgee Academy of STEM Excellence (MASE). The NSWVSA connects students with advanced STEM programs, industry partnerships, and cutting-edge research, expanding access to high-quality STEM education regardless of location.https://sispprogram.schools.nsw.gov.au/nswvsa.html Hosted by Ben Newsome from Fizzics Education With interviews with leading science educators and STEM thought leaders, this science education podcast is about highlighting different ways of teaching kids within and beyond the classroom. It's not just about educational practice & pedagogy, it's about inspiring new ideas & challenging conventions of how students can learn about their world! https://www.fizzicseducation.com.au/ Know an educator who'd love this STEM podcast episode?  Share it!See omnystudio.com/listener for privacy information.

Nearly half of Australian teachers say they don't feel confident to teach First Nations history, according to research.Historian and educator Associate Professor Al Fricker explains why so many teachers feel underprepared — and why it's not a personal failing. He offers some straightforward first steps, including where to find good resources and how to start building real connections with your local First Nations community.How can you embed First Nations perspectives and knowledge in your curriculum?And what are some ways to embed them across your whole school?You'll also hear from teachers around Australia sharing what's worked in their classrooms and schools: using the AIATSIS languages map, teaching the Frontier Wars through local history, trying the Eight Ways Pedagogy, and building a curriculum map so Aboriginal perspectives aren't left to chance.Resources and tipsheetAssociate Professor Al Fricker's recommended resources made by or with First Nations peopleNgarrngga: free, high-quality curriculum resources and professional development modules, spanning all subject areas from Foundation to 10. A collaboration between the Faculty of Education, Indigenous Studies Unit and Indigenous Knowledge Institute at the University of Melbourne.Australians Together: free curriculum resources, covering key learning areas from Foundation to Year 10. A non-profit organisation developing resources with First Nations Educators.Matilda Education: progressive, research-based, differentiated print and digital content for your classroom - content that matches the latest Australian curricula.Indigenous Education in Australia Learning and Teaching for Deadly Futures: an essential, practical resource for pre- and in-service educators on creating contexts for success for Aboriginal and Torres Strait Islander students. Based on the latest research and practice, this book provides an in-depth understanding of the colonised context within which education in Australia is located, with an emphasis on effective strategies for the classroom.Other resources and linksAIATIS Map of Indigenous AustraliaAIATIS free teaching resources and learning sequences including First FightersAIATSIS Guide to evaluating and selecting education resourcesYabun Survival Day SydneyColonial Frontier Massacre Map: Colonial Frontier Massacres, Australia, 1788 to 1930 and Introduction to the map by the University of Newcastle, AustraliaYeddonba Aboriginal Cultural Site: features an Aboriginal red-ochre painting, which is believed to be of a Tasmanian tiger (thylacine), supporting the belief that the animal once inhabited the mainland. The site is 20 minutes from Beechworth, NSW.8 Ways framework: a NSW Department of Education initiativeTipsheetFree professional development tipsheet for this episode (in Teacher Downloads)ResearchThe Monash Australian Teachers Survey 2023 reported teachers' views of how well their Initial Teacher Education program prepared them to teach the Australian Curriculum's priority areas (referring to Student Diversity, and Aboriginal and Torres Strait Islander Histories and Culture) were relatively divided, with 54% feeling prepared, and 45% saying they are unprepared.Burns, E.C., Plummer, L., Vass, G. et al. Which resources support teachers to embed Indigenous perspectives? A convergent mixed methods analysis. Aust. Educ. Res.53, 26 (2026). https://doi.org/10.1007/s13384-025-00944-zRoyal Commission into Aboriginal Deaths in Custody 1991: National Report Volume 5, Recommendations for Educating the FutureVoicesEducators: Associate Professor Al Fricker (Victoria), and from New South Wales: Sarah Kearney, Martin Douglas, Jade Carr, Nik Armstrong, Uncle Terry Lennis and Ruth Bradfield-Ling.Host: Professor Anna ClarkCreditsHey History Teacher! is supported by the History Teachers Association of NSW.Executive Producer is Professor Anna Clark.Producer is Jane Curtis at UTS Impact Studios.Sound engineering by John Jacobs.Made on Gadigal Country in Sydney Australia.

This week, Dan Roelink, Director, Office for AI, Digital.NSW, NSW Department of Customer Service explores why the biggest barrier to AI in government is no longer understanding the technology, but removing the organisational and system "friction" that prevents safe, lawful, and scalable adoption. From an inside-government perspective, Dan looks at what it takes to move beyond pilots and experiments by putting the right foundations, governance, and operating models in place. It covers how governments can modernise risk and assurance, build the core components needed to scale (from policy and frameworks to capability and platforms), and strengthen the partnerships and problem-led collaboration required to take AI from idea to production. The episode also considers what "mature" AI-enabled public sector systems could look like in the future, and what effective cross-sector partnerships will need to deliver in a low-friction environment. Dan Roelink, Director, Office for AI, Digital.NSW, NSW Department of Customer Service For more great insights head to www.PublicSectorNetwork.co  AI Pioneers series and subscribe for future episodes on your podcast platform of choice.

What happens when the world’s most popular video game meets climate action, systems thinking and real curriculum impact? Join Kelly Pfeiffer as we discuss Eco Detectives Unite – The Race to Zero, a game designed in the world of Minecraft Education for students to understand our environment.Hosted by Ben Newsome from Fizzics Education About Eco Detectives Unite – The Race to Zero Eco Detectives Unite – The Race to Zero was developed through a powerful collaboration between the NSW Department of Education, UNICEF Australia, and supported by the University of Sydney Net Zero Institute. The game has been enriched through the collaboration and expertise of Taronga Conservation Society Australia, Zoos South Australia, Perth Zoo and Auckland Zoo, ensuring authentic environmental learning. This immersive Minecraft Education experience puts students in the role of eco-detectives, solving real-world sustainability challenges and exploring pathways to Net Zero through game-based learning. Game trailer Direct link to the game on tthe Minecraft Education platform On ABC Behind the News EpisodeAbout Kelly Pfeiffer A proud dyslexic, out-of-the-box thinker and change-maker, Kelly has over 20 years’ experience in education and leading transformative learning initiatives. She has developed innovative, award-winning programs that bridge education, conservation, and technology. Passionate about empowering educators and students, Kelly specialises in driving global collaboration, strategic change, and creativity in dynamic environments. A lifelong learner and advocate for positive impact, she creates meaningful change that inspires connection and growth. Hosted by Ben Newsome from Fizzics Education With interviews with leading science educators and STEM thought leaders, this science education podcast is about highlighting different ways of teaching kids within and beyond the classroom. It's not just about educational practice & pedagogy, it's about inspiring new ideas & challenging conventions of how students can learn about their world! https://www.fizzicseducation.com.au/ Know an educator who'd love this STEM podcast episode? Share it!See omnystudio.com/listener for privacy information.

What happens when the world’s most popular video game meets climate action, systems thinking and real curriculum impact? Join Kelly Pfeiffer as we discuss Eco Detectives Unite – The Race to Zero, a game designed in the world of Minecraft Education for students to understand our environment.Hosted by Ben Newsome from Fizzics Education About Eco Detectives Unite – The Race to Zero Eco Detectives Unite – The Race to Zero was developed through a powerful collaboration between the NSW Department of Education, UNICEF Australia, and supported by the University of Sydney Net Zero Institute. The game has been enriched through the collaboration and expertise of Taronga Conservation Society Australia, Zoos South Australia, Perth Zoo and Auckland Zoo, ensuring authentic environmental learning. This immersive Minecraft Education experience puts students in the role of eco-detectives, solving real-world sustainability challenges and exploring pathways to Net Zero through game-based learning. Game trailer Direct link to the game on tthe Minecraft Education platform On ABC Behind the News EpisodeAbout Kelly Pfeiffer A proud dyslexic, out-of-the-box thinker and change-maker, Kelly has over 20 years’ experience in education and leading transformative learning initiatives. She has developed innovative, award-winning programs that bridge education, conservation, and technology. Passionate about empowering educators and students, Kelly specialises in driving global collaboration, strategic change, and creativity in dynamic environments. A lifelong learner and advocate for positive impact, she creates meaningful change that inspires connection and growth. Hosted by Ben Newsome from Fizzics Education With interviews with leading science educators and STEM thought leaders, this science education podcast is about highlighting different ways of teaching kids within and beyond the classroom. It's not just about educational practice & pedagogy, it's about inspiring new ideas & challenging conventions of how students can learn about their world! https://www.fizzicseducation.com.au/ Know an educator who'd love this STEM podcast episode?  Share it!See omnystudio.com/listener for privacy information.

The Game Changers podcast celebrates true pioneers who inspire us to take the big step forward and up in education and beyond. In episode 209 (Part 3) of Game Changers, Phil Cummins joins in conversation with Melissa Kennedy! Melissa is the Head of English at Edmund Rice College in Wollongong, NSW. Melissa has previously led teams as English Head Teacher at Albion Park High School and at The Australian International School, Singapore. She has worked in curriculum development for the NSW Department of Education and for the then NSW Board of Studies developing NSW's first online syllabus. As a sessional lecturer at the University of Canberra, Melissa lectures on the value of strong educational management and administration skills for school leaders. Teaching for over twenty years, in NSW, Singapore and London, Melissa has been messing about with words for as long as she can remember, publishing non-fiction, anthologies, teacher guides and textbooks. She is passionate about teacher education focussing on sustainable teaching practices, sharing her ideas and strategies in her new book The Sustainable Teacher (Amba Press, 2023). Melissa's research includes a Churchill Fellowship, NSW Premier's English Scholarship, and a Boise State Writing Project Fellowship from the United States National Writing Project teacher-leadership program. Melissa believes that successful classroom teachers make the best teachers of other teachers and is always looking for ways to develop such opportunities for educators. The Game Changers podcast is produced by Evan Phillips supported by a School for tomorrow (aschoolfortomorrow.com), and powered by CIRCLE Education. The podcast is hosted on SoundCloud and distributed through Spotify, Google Podcasts, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Phil via LinkedIn, Twitter and Instagram. Let's go!

Send a textTaryn Moir is an educational psychologist focused on bringing research-backed best practices into the classroom. In this episode she describes some of the research she has done and has studied that led to her book, 'How to Create Autonomous Learners: Teaching Metacognitive, Self-regulatory and Study Skills - A Practioner's Guide.' She shares several examples of reading strategies that help students develop their own toolbox of skills that can be used in any classroom and at any age.Links:Where to find Taryn's BookTaryn's LinkedInContact Taryn: taryn2u@yahoo.co.ukSelected research:Moir, T., (2023). Sowing Seeds in Different Soil. The Psychologist. The British Psychological Society, Leicester.Moir, T., (2023). Motivating young readers: Using Rosenblatt's Transactional Theory to Enhance Literacy Learning. Scan Magazine. NSW Department of Education. Parramatta. Moir, T. (2018). Why is implementation science important to intervention design and evaluation, within educational settings?. In Frontiers in Education (Vol. 3, p. 61). Frontiers.Moir, T., (2019). The psychology within models of reading comprehension and the educational psychologist's role in taking theory into practice. Educational and Child Psychology, 36 (3). Moir, T., Boyle, J., Woolfson, L. M. (2016). Developing higher-order reading skills in mainstream primary schools: a metacognitive approach- a study protocol. Educational Psychology in Scotland. Vol 17 No. 2Moir, T., Boyle, J., Woolfson, L. M. (2020) Developing higher-order reading skills in mainstream primary schools: a metacognitive approach. British Educational Journal.Email IB Matters: IBMatters@mnibschools.orgInstagram (IB_Matters) Twitter @MattersIBIB Matters websiteMN Association of IB World Schools (MNIB) websiteDonate to IB Matters Podcast: Education by Design with host Phil Evans IB Matters T-shirts (and other MNIB clothing) To appear on the podcast or if you would like to sponsor the podcast, please contact us at the email above.

Michelle Michael is an internationally recognised education leader specialising in digital innovation and artificial intelligence in education. With more than 30 years of experience across schools, government and global advisory contexts, she brings a rare blend of strategic insight and practical implementation. As a former Director in the NSW Department of Education, Michelle played a pivotal role in shaping the state's response to generative AI. She led the development and launch of NSWEduChat, one of the largest system-wide AI initiatives in education, supporting teachers and leaders to engage with emerging technologies thoughtfully and responsibly. She also led major reforms including the Effective Use of Mobile Devices Strategy and served as Director of Learning from Home, supporting more than one million students and teachers during COVID. Michelle has advised governments internationally, presented to the OECD and shared the stage with global education leaders, including Sir Ken Robinson. Her leadership has been recognised with NSW Premier's and Australian College of Educators awards. A Fellow of Women in AI and EdSafe AI Alliance in New York, Michelle now works across a portfolio of roles. She is a Beachhead Advisor to New Zealand Trade and Enterprise, a casual academic at Macquarie University, founder of her own education consultancy and a Non Executive Director with Young Change Agents. Michelle's work sits at the intersection of innovation, ethics and impact, helping education systems navigate complexity with clarity and care.

The Game Changers podcast celebrates true pioneers who inspire us to take the big step forward and up in education and beyond. In episode 209 (Part 2) of Game Changers, Phil Cummins joins in conversation with Melissa Kennedy! Melissa is the Head of English at Edmund Rice College in Wollongong, NSW. Melissa has previously led teams as English Head Teacher at Albion Park High School and at The Australian International School, Singapore. She has worked in curriculum development for the NSW Department of Education and for the then NSW Board of Studies developing NSW's first online syllabus. As a sessional lecturer at the University of Canberra, Melissa lectures on the value of strong educational management and administration skills for school leaders. Teaching for over twenty years, in NSW, Singapore and London, Melissa has been messing about with words for as long as she can remember, publishing non-fiction, anthologies, teacher guides and textbooks. She is passionate about teacher education focussing on sustainable teaching practices, sharing her ideas and strategies in her new book The Sustainable Teacher (Amba Press, 2023). Melissa's research includes a Churchill Fellowship, NSW Premier's English Scholarship, and a Boise State Writing Project Fellowship from the United States National Writing Project teacher-leadership program. Melissa believes that successful classroom teachers make the best teachers of other teachers and is always looking for ways to develop such opportunities for educators. The Game Changers podcast is produced by Evan Phillips supported by a School for tomorrow (aschoolfortomorrow.com), and powered by CIRCLE Education. The podcast is hosted on SoundCloud and distributed through Spotify, Google Podcasts, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Phil via LinkedIn, Twitter and Instagram. Let's go!

The Game Changers podcast celebrates true pioneers who inspire us to take the big step forward and up in education and beyond. In episode 209 (Part 1) of Game Changers, Phil Cummins joins in conversation with Melissa Kennedy! Melissa is the Head of English at Edmund Rice College in Wollongong, NSW. Melissa has previously led teams as English Head Teacher at Albion Park High School and at The Australian International School, Singapore. She has worked in curriculum development for the NSW Department of Education and for the then NSW Board of Studies developing NSW's first online syllabus. As a sessional lecturer at the University of Canberra, Melissa lectures on the value of strong educational management and administration skills for school leaders. Teaching for over twenty years, in NSW, Singapore and London, Melissa has been messing about with words for as long as she can remember, publishing non-fiction, anthologies, teacher guides and textbooks. She is passionate about teacher education focussing on sustainable teaching practices, sharing her ideas and strategies in her new book The Sustainable Teacher (Amba Press, 2023). Melissa's research includes a Churchill Fellowship, NSW Premier's English Scholarship, and a Boise State Writing Project Fellowship from the United States National Writing Project teacher-leadership program. Melissa believes that successful classroom teachers make the best teachers of other teachers and is always looking for ways to develop such opportunities for educators. The Game Changers podcast is produced by Evan Phillips supported by a School for tomorrow (aschoolfortomorrow.com), and powered by CIRCLE Education. The podcast is hosted on SoundCloud and distributed through Spotify, Google Podcasts, and Apple Podcasts. Please subscribe and tell your friends you like what you are hearing. You can contact us at gamechangers@circle.education, on Twitter and Instagram via @GameChangersPC, and you can also connect with Phil via LinkedIn, Twitter and Instagram. Let's go!

In the current climate, law departments should have established themselves as more strategic and business-facing and should no longer be pure legal gatekeepers. Continuing on that trajectory, and ensuring the team can balance all competing priorities, is a foremost challenge for GCs and their teams in 2026 and beyond. In this episode of The Corporate Counsel Show, host Jerome Doraisamy welcomes back Somerset Hoy, general counsel – deputy secretary, strategic services and advice at the NSW Department of Planning, Housing and Infrastructure, about what she likes about legal work in the public service, how all law departments should already have transitioned to becoming more business-facing and less legal-focused, why the in-house legal team is no longer the "Department of No", and the questions teams must be asking of themselves in how to continue that transition in 2026. Hoy also discusses resolving the conflict between keeping more work in-house versus moving away from being a legal gatekeeper for a business, making the time to balance all duties, challenges standing in the way of legal teams moving away from gatekeeping, becoming all things to all teams within a business, the role of a GC in bringing their team along for the journey, and what the law department of 2030 could look like. If you like this episode, show your support by rating us or leaving a review on Apple Podcasts (The Lawyers Weekly Show) and by following Lawyers Weekly on social media: Facebook, X and LinkedIn. If you have any questions about what you heard today, any topics of interest you have in mind, or if you'd like to lend your voice to the show, email editor@lawyersweekly.com.au

Welcome to part 2 of our Summer series of Seeds for Success - The Lime Light series. We’re shining a light on lime and digging into acidic soils to optimise pastures as we chat with farmers who have been part of the High Performance Pasture Mixes for Acidic Soils, a project co-funded by NSW Department of Primary Industries and Regional Development, and Meat and Livestock Australia Donor Company. Angus Knight runs Fairview, a mixed farming operation south of Junee, where he manages a prime lamb enterprise alongside cereals, canola, and lupins. In this episode, Angus talks through the productivity push he’s made since returning to the farm in 2018 coming from his studies, including how identifying acidic soils as a limiting factor reshaped his management decisions. He discusses tackling an acid throttle at depth, the resulting lift in carrying capacity, and the flow-on benefits to crop performance. Finally, Angus digs into the practical realities of making these changes, from timing and logistics to the day-to-day adjustments that drive long-term gains on mixed farms. Resources and links: Holbrook Landcare Network – Soil Testing Process Nominate a Mate: If you'd like to nominate a mate (or yourself) as a potential future guest on the podcast, you can do so here: Nominate a Mate for 'Seeds for Success'. Connect: Central West LLS website Central West LLS on Facebook Central West LLS on X Central West LLS on YouTube The views contained in this podcast series are not necessarily endorsed by Central West Local Land Services. Listeners are advised to contact their local office to discuss their individual situation. This show is produced in collaboration with Wavelength Creative. Visit wavelengthcreative.com for more information.See omnystudio.com/listener for privacy information.

Trump attacks Venezuela and kidnaps President Nicholas Maduro and his wife Cilia Flores, and declares that U.S. will be "running" Venezuela. And as we know, it's all about the oil, not drugs or democracy. In our latest we talk with Rodrigo Acuña about the situation on the ground and how Venezuelans are reacting to the attack. Bio//Dr. Rodrigo Acuña (@rodrigoac7) works as an independent journalist/commentator on Latin America and for the NSW Department of Education. You can subscribe to his “Newsletter on Latin America" which we'll put in the show notes. He has been writing on Latin American politics for close to twenty years. He made the documentary ‘Venezuela: The Cost of Challenging an Empire' (2024) with journalist Nicolas Ford. --------------------------------

On this episode of Mind the Gap, Tom Sherrington is joined by Dr Simon Breakspear - educational researcher, author, and system leader based in Australia - for a wide-ranging conversation about how improvement actually happens at scale. Together they explore Simon's distinctive role working across classrooms, schools, networks, and entire systems, and why sustainable change depends less on policy mandates and more on relationships, trust, and practical tools that respect teachers' limited bandwidth. The discussion digs into two of Simon's best-known ideas: pruning - a disciplined approach to strategic subtraction that tackles overload and “additivitis” - and Teaching Sprints, a short-cycle, evidence-informed model for collective professional learning that prioritises deliberate practice over sprawling initiatives. Moving fluidly between the macro view of systems and the micro detail of meetings, habits, and classroom routines, this episode offers a clear-eyed account of how leaders can reduce noise, focus effort, and create the conditions for meaningful, long-term improvement.Dr Simon Breakspear is a researcher, advisor and speaker on educational leadership, policy and change. Simon develops frameworks and tools that make evidence-based ideas actionable and easy to understand. Over the last decade his capability building work has given him the opportunity to work with over 100,000 educators across more than 10 countries. Simon is an Adjunct Senior Lecturer in the School of Education at UNSW. He serves as an advisor to the NSW Department of Education and sits on an expert steering committee for the Australia Institute for Teaching and School Leadership (AITSL). Simon received his BPsych (Hons) from UNSW, his MSc in Comparative and International Education from the University of Oxford and his PhD in Education from the University of Cambridge. Simon began his work in education as a high school teacher.Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/⁠

Welcome to our Summer series of Seeds for Success - The Lime Light series. Join us as we shine a light on lime and dig into acidic soils to optimise pastures. Over the coming four episodes, we'll be chatting with farmers who have been part of the High Performance Pasture Mixes for Acidic Soils, a project co-funded by NSW Department of Primary Industries and Regional Development, and Meat and Livestock Australia Donor Company. Our first guest is Dr Richard Hayes. As well as being involved in the family farm between Crookwell and Goulburn, Richard is a research agronomist with the Department of Primary Industries and Regional Development. In this episode, Richard tells us how his background in the family farm gives him insight into the kind of messages that resonate with farmers. Richard also explains his latest project and the key messages for farmers managing acid soils which include new pH targets and incremental soil sampling. Local Land Services Mixed Farming Advisor Rohan Leach sat down with Richard to learn more about the curiously nicknamed HIPPO project. Resources and links: NSW Department of Primary Industries - Pastures on acid soils Nominate a Mate: If you'd like to nominate a mate (or yourself) as a potential future guest on the podcast, you can do so here: Nominate a Mate for 'Seeds for Success'. Connect: Central West LLS website Central West LLS on Facebook Central West LLS on X Central West LLS on YouTube The views contained in this podcast series are not necessarily endorsed by Central West Local Land Services. Listeners are advised to contact their local office to discuss their individual situation. This show is produced in collaboration with Wavelength Creative. Visit wavelengthcreative.com for more information.

Are you a pre-service teacher navigating the early stages of your career?In this Season 2 finale, Shannon and Siobhan share key learnings from their own pre-service teaching days and the practical advice they wish they'd known.We dive into the questions on the mind of every pre-service teacher: how to find casual work, make the most out of your professional experience placements and even what to wear on day one. Shannon reveals her go-to resources (spoiler: the Teach NSW website is a goldmine) while Siobhan offers powerful phrases to add to your teacher toolkit.You'll also hear about the exciting teaching opportunities in rural NSW and why stepping outside your comfort zone might be the best move you can make. And in the spirit of keeping it real, they open up about their biggest pre-service teacher regrets so you can learn from their experiences.Whether you're preparing for your first placement or just starting your teacher education degree, this episode is your practical, go-to guide to thriving as a pre-service teacher. We acknowledge that this episode of the Teach NSW Podcast was recorded on the homelands of the Darug people. We pay respect to Elders past and present and extend that respect to all Aboriginal and/or Torres Strait Islander peoples listening to the Teach NSW Podcast today. Connect with usIf you would like to provide feedback or suggestions for future episodes, please contact ⁠⁠⁠⁠teachnsw@det.nsw.edu.au⁠⁠⁠⁠ to get in touch with the Teach NSW Podcast team. Follow the Teach NSW team on⁠ ⁠⁠⁠⁠Facebook⁠⁠⁠⁠⁠,⁠ ⁠⁠⁠⁠Instagram⁠⁠⁠⁠⁠,⁠ ⁠⁠⁠⁠X (Twitter)⁠⁠⁠⁠⁠ and⁠ ⁠⁠⁠⁠YouTube⁠⁠⁠⁠⁠ to be the first to know when new episodes are released.Resources and useful links:Teach NSW - become a teacher in a NSW public school and find out how a career in teaching can open doors for you.Beyond the Line Program - complete an expenses-paid, 5-day study tour with the department through regional, rural and remote NSW public schools.Future Teacher Scholarships - explore scholarship opportunities with the NSW Department of Education, available for HSC students, university students and career changers.‘Meet the Teacher' template - download the ready-made and customisable template that you can use to welcome your students and their parents back to the 2026 school year.Pre-service Teacher Hub - access a digital hub connecting pre-service teachers, schools and ITE providers with professional experience placement resources.Rural Professional Experience Program - complete your penultimate or final-year placement in a rural or remote NSW public school.ClassCover - connect with local schools and get booked for casual teaching opportunities or apply for roles through ClassCover Jobs.

In this episode, we sit down with Marianne, a passionate arts teacher and chief education officer at The Arts Unit, about how the arts can ignite student engagement and inspire creative teaching. From her beginnings as a professional musician to leading statewide arts initiatives, Marianne shares how the arts have shaped her teaching journey. Drawing on her experience in low socioeconomic communities, she reveals how she's seen creative opportunities build confidence, empathy and a sense of agency in young people.From music and drama to visual arts and dance, we dive into the rich extracurricular opportunities offered through The Arts Unit's diverse programs. For anyone looking for inspiration, get ready to hear about how teachers can weave the arts into everyday lessons in practical, accessible ways.Marianne also champions the idea of ‘arts confidence' over ‘arts skills', encouraging every teacher who may be hesitant about their skills in the arts to step outside of their comfort zone and simply give it a go.We hope you enjoy this episode.We acknowledge that this episode of the Teach NSW Podcast was recorded on the homelands of the Darug people. We pay respect to Elders past and present and extend that respect to all Aboriginal and/or Torres Strait Islander peoples listening to the Teach NSW Podcast today.Connect with usIf you would like to provide feedback or suggestions for future episodes, please contact ⁠⁠⁠⁠teachnsw@det.nsw.edu.au⁠⁠⁠⁠ to get in touch with the Teach NSW Podcast team. Follow the Teach NSW team on ⁠⁠⁠⁠Facebook⁠⁠⁠⁠, ⁠⁠⁠⁠Instagram⁠⁠⁠⁠, ⁠⁠⁠⁠X (Twitter)⁠⁠⁠⁠ and ⁠⁠⁠⁠YouTube⁠⁠⁠⁠ to be the first to know when new episodes are released.Resources and useful links: Teach NSW - become a teacher in a NSW public school and find out how a career in teaching can open doors for you.Schools Spectacular - purchase your tickets to attend a world-class arena production, proudly presented by the NSW Department of Education. This year's theme, ‘REMARKABLE!', will showcase the incredible creativity, diversity, and student talent from across NSW public schools. The Arts Unit - check out The Arts Unit website for more information on the programs and opportunities referenced in the episode including Film By, In Concert - Secondary Choral Festival, State Dance Festival, Operation Art, ARTEXPRESS, the NSW Premier's Reading Challenge and Spelling Bee, Pulse Alive, and much more.

In recent weeks, the U.S. has bombed multiple alleged Venezuelan “drug boats” at sea, killing at least 21 people without providing any clear evidence that they were involved in drug trafficking or linked to the government in Caracas. The U.S. has also increased its military footprint in the Caribbean and placed a $50 million bounty on President Nicolás Maduro for information leading to his arrest for narcotrafficking. This is part of the Trump administration's plan to destablize Venezuela and dominate the region. In our latest, we talk with Dr. Rodrigo Acuña about Trump's war on Venezuela. We also discuss his new film "Venezuela:The Cost of Challenging Empire."Bio//Rodrigo Acuña (@rodrigoac7) works as an independent journalist on Latin America and for the NSW Department of Education. He has been writing on Latin American politics for close to twenty years. He has recently produced the new documentary "Venezuela: The Cost of Challenging Empire" with journalist Nic Ford. ——

This episode features Mark Lenzner, Executive Director, ICT / Digital Sourcing, Digital.NSW, NSW Department of Customer Service, who explores how the Test and Buy Innovation model is transforming public sector procurement. Learn how agencies can adopt more agile, outcome-focused approaches to tackle community challenges—by prioritising the problem rather than prescribing the solution. From fostering procurement flexibility to unlocking access to a wider pool of tailored, innovative offerings, the discussion dives into strategies that drive better results in public service delivery. A must-listen for public sector leaders and innovators rethinking how government buys and builds. Mark Lenzner, Executive Director, ICT / Digital Sourcing, Digital.NSW, NSW Department of Customer Service.   For more great insights head to www.PublicSectorNetwork.co  

Today, I'm joined by Emma, Executive Director, Strategic Priorities at the NSW Department of Education and a proudly accredited Lead Teacher. With a career shaped by a deep commitment to educational excellence, Emma has held a range of influential leadership roles at both the school and system levels. She played a key role in founding the HALT Association NSW and now returns as its President, continuing to advocate for the recognition and celebration of teaching expertise across the state. In our conversation, we'll explore what it means to lead with purpose, how accreditation can elevate teaching practice, and why teacher voice matters more than ever in shaping the future of education.

Coercive control was legally criminalised in NSW on 1 July 2024. Solicitor, Oliver Slewa, worked as a policy officer in domestic violence for the NSW Department of Communities and Justice. He says, according to the NSW government, coercive control is when someone repeatedly hurts, scares or isolates another person to control them. It's domestic abuse and it can cause serious harm, so it's important to know the signs.

To mark Earthday we’re playing two stories that explore how we can use disruption to effect change and save the environment around us. In our first story, Meagan takes us journey on the Murray-Baaka River that led to the Menindee fish kill in 2019. In Murky Waters Produced by Megan Williams (they/them). The supervising producer was Richard Dinnen. It was produced as part of the National Features and Documentary Series back in 2020. Further Notes from Megan This story was produced after the mass fish kills in 2018/2019 that occurred during the drought. It's estimated 1-2 million fish died in this event and it was a very rude shock to the local community (and the world) as the program details. However, there were much bigger mass fish kills in the flood of 2023 (20-30 million fish).Following the 2023 mass fish kills, NSW has taken a number of steps to better mitigate risk of fish kills, active management to maintain dissolved oxygen at critical times, the NSW Office of the Chief Scientist and Engineer have published an independent investigation into the 2023 mass fish kills, there was a connectivity expert panel report published last year and there is now more transparent updates on the work that NSW Department of Climate Change Energy Environment and Water is doing.For a recap on the baaka, tune in to Water Watch Radio's program:https://www.waterwatchradio.com/podcast/episode/31983821/episode-92-restoring-our-darling-baaka What Democracy Looks Like (Archive) This story was produced by Ryan Pemberton, back in 2019. The supervising producer was Zacha Rosen. Since then, anti-protest legislation has been creeping in - over the last five years. New South Wales, South Australia, Tasmania, Victoria and Queensland have all passed anti-protest laws that impose significant fines, and even imprisonment, for protesting. https://www.hrlc.org.au/news/2024/07/03/protest-peril Support emerging producers, artists & creatives by hitting follow or subscribe wherever you get your Podcasts. Make, meet and learn with All The Best - follow our Substack for audio workshops, events and pitching opportunities. All The Best Credits Host Kwame Slusher Executive Producer: Phoebe Adler-Ryan Editorial Producer: Melanie Bakewell Community Coordinator: Patrick McKenzie Image Credit: Lindsey Vassalo Mixed and Compiled by Phoebe Adler-Ryan Theme Music composed by Shining Bird See omnystudio.com/listener for privacy information.

Teaching is complex and comes with complex challenges. Today we speak with Rob McTaggart, highly experienced STEM innovation lead & founder of Slam Education. From challenges in the classroom to navigating huge workloads & stress, we can come together to support each other. Hosted by Ben Newsome from Fizzics Education About Rob McTaggart With over 15 years at the intersection of education, technology, and innovation, Rob McTaggart is dedicated to transforming learning experiences. A passionate creator, he has developed award-winning platforms, professional learning systems, educational apps, augmented reality experiences, and design challenges that empower educators and engage students. As Innovation Lead for NSW Education and co-host of the Reinvent the Classroom Podcast with HP and Intel, Rob has championed initiatives that reduce administrative burdens for teachers and enhance school operations. His expertise in product design, software development, and educational strategy has driven impactful projects across business, government, and education sectors. Now, as a leader at Slam Education, Rob is committed to making schools more efficient and effective. His mission is clear: to streamline school operations, improve processes, and give teachers the time and tools they need to focus on what matters most—teaching and connecting with students. Through a whole-of-school approach, he ensures that innovative solutions support both educators and learners, driving better outcomes across schools, universities, and government education initiatives. Rob’s work has supported institutions including the NSW Department of Education, RMIT, ACT Government Education and hospital schools, creating lasting change in education. Find out more https://www.linkedin.com/in/robmctaggart/ About Slam Education Slam Education is committed to enhancing school operations, reducing administrative burdens, and fostering lifelong learning. Initially, the organization gained recognition through SLAM Academy, pioneering STEM programs in collaboration with the University of Newcastle, Cisco, and schools in the Hunter Valley. These initiatives provided hands-on STEM experiences for students and professional learning programs for educators. As Slam Education’s impact grew, its directors played key roles in large-scale educational projects. Rob McTaggart contributed to NSW Education’s STEMShare program, designing innovative digital solutions for professional learning, device management, cloud migration, and event coordination. John, as co-leader of the AustSTEM Foundation, developed the Kookaberry board and successfully advocated for greater integration of engineering in the national curriculum. Today, Slam Education focuses on transforming schools into hubs of lifelong learning. By streamlining processes and providing innovative solutions, the organization empowers educators to focus on what matters most—teaching, learning, and improving student outcomes. Find out more https://slameducation.com/ Hosted by Ben Newsome from Fizzics Education With interviews with leading science educators and STEM thought leaders, this science education podcast is about highlighting different ways of teaching kids within and beyond the classroom. It's not just about educational practice & pedagogy, it's about inspiring new ideas & challenging conventions of how students can learn about their world! https://www.fizzicseducation.com.au/ Know an educator who'd love this STEM podcast episode? Share it!The FizzicsEd podcast is a member of the Australian Educators Online Network (AEON )http://www.aeon.net.au/See omnystudio.com/listener for privacy information.

This episode features a compelling conversation with Murat Dizdar, the head of the New South Wales Department of Education. Murat shares his inspiring journey from being the son of Turkish immigrants to leading Australia's largest education system. He discusses the experiences that shaped his vision for public education, his deep passion for the teaching profession, and the key initiatives he's championing to drive meaningful change. This episode offers valuable insights and inspiration for anyone interested in education and leadership. Resources mentioned: NSW Department of Education Resource Hub Explicit Teaching Statement High Potential and Gifted Education Policy AERO (Australian Education Research Organisation) Grattan Institute: Ending the lesson lottery You can connect with Murat: Twitter/X:  @dizdarm   You can connect with Brendan: Twitter/X: @learnwithmrlee Facebook: @learningwithmrlee Website: learnwithlee.net   Support the Knowledge for Teachers Podcast:  https://www.patreon.com/KnowledgeforTeachersPodcast   A Systematic and Structured Approach to Teaching Primary Mathematics - 10 hr Online (Live) Course While there's been strong momentum for the science of reading, what about maths? In this course, I will explore what the research reveals about effective maths instruction, highlighting the importance of aligning teaching with how learning happens. Across these sessions, I will go beyond summarising research and delve into practical implications, showing teachers how to bring these concepts to life in the classroom. Highly interactive, the sessions will offer plenty of opportunities for teachers to engage, practice, and respond.   More info https://www.learnwithlee.net/a-systematic-and-structured-approach-to-teaching-primary-mathematics/ 10% off Discount code: MATESRATES

Wildfires in LA? Clearly, DEI's to blame! Companies like Meta and Walmart are proudly cutting back their Diversity, Equity & Inclusion programs. Just as DEI continues to take the blame for everything from a bridge collapse in Baltimore to a NZ Navy ship accident and now this week the catastrophic fires in Los Angeles. Today, we speak with two guests to outline what's going on, what this could mean for Australia, and just how damaging the rhetoric about DEI is to those who already face additional challenges in their careers. Prabha Nandagopal is a human rights and discrimination lawyer who recently established Elevat Consulting Partners. She outlines the issue and urges leaders to consider the evidence regarding diversity and inclusion practices. Jemi Jeng is an entrepreneur (founder of Penny) and also works int he NSW public sector. She shares a personal take on the damage this rhetoric about D&I programs can do, and the casse for inclusive practices to better tap the full potential of the workforce. More on our guests Prabha Nandagopal has been involved in eliminating sexual harm, sexual harassment and systemic discrimination in Australia for many years, including with the development of the positive duty to eliminate sexual harassment and sex discrimination from inception to implementation. In 2020, she was senior legal advisor to the Respect@Work National Inquiry and helped shape the positive duty regulatory scheme. She also led the development of the Australian Human Rights Commission's new positive duty guidance material and established the Commission's positive duty compliance and enforcement team.She founded Elevate Consulting Partners in 2022 to support the work of organisations committed to positive change. Jemi Jeng is the founder of Penny - a startup helping women achieve their homeownership and financial goals. She is also a Program Manager with the NSW Department of Customer Service. Jemi has undertaken her own research on racism at work and written on the topic for Women's Agenda. Jemi recently shared a mini keynote with Women's Agenda. See a preview here. Hosted on Acast. See acast.com/privacy for more information.

Imagine hosting a running event for over 40,000 athletes and making it sustainable? That's exactly what the TCS Sydney Marathon goIT Challenge was designed to do where students from across NSW were challenged to create innovative solutions for the TCS Sydney Marathon through a design thinking process. We speak with Head of Corporate Social Responsibility – Australia & New Zealand at TCS, Binaisha Daruwalla as well as Nikyetta Pencheff from the STEM Enrichment team of the NSW Department of Education plus Grade 5 students Annabel and Flynn from Lindfield Public School. Hosted by Ben Newsome from Fizzics Education About the TCS Sydney Marathon goIT Challenge TCS's Go Innovate Together program (goIT) is TCS's flagship STEM education program. Focusing on digital innovation and career readiness, goIT engages students from diverse backgrounds with Science, Technology, Engineering and Math (STEM) subjects and computer science, design thinking and digital innovation. The program offers an industry-developed, customisable curriculum that teaches students the 21st-century skills necessary for a career in technology. Lessons cover topics including design thinking, prototyping, artificial intelligence, machine learning and more.Since the launch of the goIT Monthly Challenge in 2020, thousands of students across the globe have used key principles from goIT to design tech-based solutions and submit pitch videos based on a Monthly Challenge theme. Each month, TCS co-hosts the event with a Sustainable Development Goal ambassador. The Challenge has engaged a growing number of teachers and students every month, exploring topicsranging from gender equality and systemic racism to protecting life underwater.TCS Sydney Marathon goIT Challenge in partnership with the NSW Department of Education aims to create a marathon that will inspire and sustain future generations and set new standards for sustainable responsibility. The TCS Sydney Marathon goIT Challenge ran from 1 August to 31 August 2024. It was open to all students across NSW as well as students from around the world. The goal of the goIT program is the prepare students, traditionally underrepresented in STEM, with the skills, confidence and mindsets necessary to pursue careers of the future. We use a number of formats to give students problem solving and innovation skills such as the design thinking framework in addition to early exposure to varying techonolgies such as web/app design, microprocessors, IOT, and now Cyber Security andGenerative AI. At TCS, the aim with programs like the monthly challenge is to bring awareness to utilizing technology to solve problems in the community provide students with opportunities and tools to which they may have limited or no access to. The TCS Sydney Marathon goIT challenge allowed a unique partnership with NSW Department of Education to expanded our outreach in the region and engage more learners. Learn more https://sydneymarathon.com/tcs-goit-challenge/ https://tcsempowers.tcsapps.com/apac/goit-main/monthly-challenge https://tcsempowers.tcsapps.com/apac/goIT  Check out Lindfield Public School's Submission Well done Annabel and Flynn! https://youtu.be/KTEWP8Bqt8c About the NSW Department of Education's STEM Enrichment Team The NSW Department of Education's STEM Enrichment Team is dedicated to transforming STEM education by advancing excellence and equity through innovative curriculum and enrichment programs. Building on the foundation of the STEM Industry School Partnerships (SISP) program, we collaborate with esteemed industry and educational partners to create world-class opportunities that inspire all students to develop STEM skills and knowledge. Our commitment to inclusive and innovative STEM education through enriched learning experiences, is to ensure every student has access to transformative STEM experiences that empower them for success in future educational and career pathways. Learn more https://sispprogram.schools.nsw.gov.au/ Hosted by Ben Newsome from Fizzics Education With interviews with leading science educators and STEM thought leaders, this science education podcast is about highlighting different ways of teaching kids within and beyond the classroom. It's not just about educational practice & pedagogy, it's about inspiring new ideas & challenging conventions of how students can learn about their world! https://www.fizzicseducation.com.au/ Know an educator who'd love this STEM podcast episode?  Share it!The FizzicsEd podcast is a member of the Australian Educators Online Network (AEON )http://www.aeon.net.au/See omnystudio.com/listener for privacy information.

Meet Ehab Gerges, a multi-award-winning STEM educator who loves working with his students on sustainability, flight & vehicle challenges and so much more. He shares his ideas for engaging students and how he has built his STEM space in his school. Hosted by Ben Newsome from Fizzics Education About Ehab Gerges Ehab Gerges is a dedicated educator currently pursuing a Masters of STEM Education at the University of Canberra. With diverse qualifications in Business Management and Electrical Engineering, alongside teaching certifications, he is accredited by the Department of Education to teach Science, Chemistry, and Physics. Ehab's commitment to professional growth is highlighted through achievements like being accredited as a STEM Educational Instructor by STEM.Org USA, becoming a Microsoft Global Certified Educator, and receiving the Toyota Community Trust & Public Education Foundation STEM Teachers Scholarship in 2023. His dynamic career includes roles as STEM Coordinator and Senior Science Teacher at James Cook Boys' Technology High School, with notable contributions to sustainability projects and STEM conferences. Recognised with the Teachers' Guild of New South Wales “World Teachers' Recognition Award” in 2020, Ehab embodies excellence in education. Connect with Ehab here Recommended STEM resources STEM Resources on Code.org NSW Department of Education: iSTEM Resources Grok Academy: Coding and STEM Education FIRST Australia: Robotics & STEM Learning https://www.stem.org.uk/resources/elibrary/resource/35888/bridge-building https://certified.stem.org/users/password/new https://www.arduino.cc/ https://studio.code.org/teacher_dashboard/sections/5400230 https://arcade.makecode.com/ https://www.lego.com/en-au/themes/mindstorms/learntoprogram https://phet.colorado.edu/sims/cheerpj/ideal-gas/latest/ideal-gas.html?simulation=reversible-reactions https://www.minecraft.net/en-us https://www.bbc.co.uk/bitesize Hosted by Ben Newsome from Fizzics Education With interviews with leading science educators and STEM thought leaders, this science education podcast is about highlighting different ways of teaching kids within and beyond the classroom. It's not just about educational practice & pedagogy, it's about inspiring new ideas & challenging conventions of how students can learn about their world! https://www.fizzicseducation.com.au/ Know an educator who'd love this STEM podcast episode?  Share it!The FizzicsEd podcast is a member of the Australian Educators Online Network (AEON )http://www.aeon.net.au/See omnystudio.com/listener for privacy information.

What impact will your leadership have? Sonja Stewart has been involved in government, academia, and not-for-profits for over 20 years. Sonja was deputy secretary within the NSW Department of Premier and Cabinet and recently CEO of the NSW Law Society. She was appointed Chair of the GO Foundation in 2020 and Chair of the South Western Sydney District Health Board this year. In this episode, host Helen McCabe asks Sonja how to have a career that leaves a legacy, what a good probation process looks like, and managing accountability in a large organisation. See omnystudio.com/listener for privacy information.

In this episode Dan and Ray speak to Michelle Michael and Dan Hart from the New South Wales Department of Education about their world leading trial of AI, called NSWEduChat.    Michelle is the NSW Department of Education Director: Education Support, Rural Initiatives and Gen AI. Her LinkedIn profile is here.   Dan is the Head of AI at the NSW DoE. His LinkedIn profile is here   Some of the resources that the team talked about in the episode are below:   NSWEduChat landing page: NSWEduChat   NSW Department of Education: AI in Education - Artificial intelligence in education (nsw.gov.au)   NSW Department of Education: Guidelines regarding the use of generative AI: Guidelines regarding the use of generative AI (nsw.gov.au)   Safeguard personal information: Manage personal information effectively and de-identify it to protect privacy.   Techniques for de-identification: Use data anonymization and masking to remove or alter personal information.   Verify and edit AI content: Ensure accuracy and suitability of AI-generated content, aligning with ethical principles, teaching standards and quality teaching.   Stay up-to-date with training: Attend training and professional learning on cybersecurity, data breach response, and child protection.   Use effective prompting: Create clear and specific prompts to improve the quality and relevance of AI-generated output.   Future Frontiers - Education for an AI world: e-book: Future Frontiers e-book   NSW DoE Future Frontiers landing page: Education for a Changing World

GUEST 1 OVERVIEW: Diane Demetre is a Leadership Futurist. She was recently chosen as the Most Empowering Leadership and Mindset Speaker for 2024 by the Australian Enterprise Awards. With a career spanning 4 decades in education, entertainment and entrepreneurship, Diane inspires organisations to become future fit by unlocking the latent potential of fearlessness in their leaders and teams. GUEST 2 OVERVIEW: Peta Lowe is the Principal Consultant with Phronesis Consulting and Training. She is the former Director, Countering Violent Extremism for Juvenile Justice in the NSW Department of Justice. Peta provides case management and intervention consultancy to range of organisations providing support and intervention to individuals at risk of violent extremism.

In a landmark case in Florida, a federal jury has ordered Chiquita Brands International to pay over $38 million in damages to the families of eight Colombian men who were killed by paramilitaries the banana giant funded. This is part of a long bloody history that goes beyond this one incident or Chiquita itself. In our latest episode, Scott talks with Colombian trade unionist Guillermo Andres Mosquera Miranda and Dr. Rodrigo Acuña about Chiquita's loss in court and its bloody history of American corporations hiring death squads in Colombia. Most importantly, they discuss Guillermo's own experience organizing in Colombia and being targeted by right wing paramilitaries to the point where he and his family have been forced to flee the country. Bio// Rodrigo Acuña (@rodrigoac7) works as an independent journalist on Latin America and for the NSW Department of Education. He is the former host of Alborada's Indestructible Podcast. He has been writing on Latin American politics for close to twenty years. Guillermo Andres Mosquera Miranda (@guamoargelia) is a Colombian school principal, teacher, small farmer and trade unionist. He and his family who are currently seeking political asylum in Australia. Guillermo and his wife (also a fellow educator) are members of the Colombian Federation of Education Workers (Federación Colombiana de Trabajadores de la Educación. ————— Outro- "Green and Red Blues" by Moody Links// + Support Guillermo and his family (https://bit.ly/3L3Zxdh) + Colombians Welcome Chiquita's Guilty Verdict, But Thousands More Deserve Justice (https://bit.ly/4boXNG3) Follow Green and Red// +G&R Linktree: ⁠⁠⁠https://linktr.ee/greenandredpodcast⁠⁠⁠ +Our rad website: ⁠⁠⁠https://greenandredpodcast.org/⁠⁠⁠ + Join our Discord community (https://discord.gg/ev5xKJer) Support the Green and Red Podcast// +Become a Patron at https://www.patreon.com/greenredpodcast +Or make a one time donation here: ⁠⁠⁠https://bit.ly/DonateGandR⁠⁠⁠ Our Networks// +We're part of the Labor Podcast Network: ⁠⁠⁠https://www.laborradionetwork.org/⁠⁠ +We're part of the Anti-Capitalist Podcast Network: linktr.ee/anticapitalistpodcastnetwork +Listen to us on WAMF (90.3 FM) in New Orleans (https://wamf.org/) This is a Green and Red Podcast (@PodcastGreenRed) production. Produced by Bob (@bobbuzzanco) and Scott (@sparki1969).

Episode 129I spoke with Dan Hart and Michelle Michael about:* Developing NSWEduChat, an AI-powered chatbot designed and delivered by the NSW Department of Education for students and teachers.* The challenges in effectively teaching students as technology develops* Understanding and defining the importance of the classroomEnjoy—and let me know what you think!Dan Hart is Head of AI, and Michelle Michael is Director of Educational Support and Rural Initiatives at the New South Wales (NSW) Department of Education. Find me on Twitter for updates on new episodes, and reach me at editor@thegradient.pub for feedback, ideas, guest suggestions. I spend a lot of time on this podcast—if you like my work, you can support me on Patreon :) You can also support upkeep for the full Gradient team/project through a paid subscription on Substack!Subscribe to The Gradient Podcast:  Apple Podcasts  | Spotify | Pocket Casts | RSSFollow The Gradient on TwitterOutline:* (00:00) Intro* (00:48) How NSWEduChat came to be, educational principles for AI use* (02:37) Educational environment in New South Wales* (04:41) How educators have adapted to new challenges for teaching and assessment* (07:47) Considering technology advancement while teaching and assessing students* (12:14) Educating teachers and students about how to use AI tools* (15:03) AI in the classroom and enabling teachers* (19:44) Product-first thinking for educational AI* (22:15) Red teaming and testing* (24:02) Benchmarking, chatbots as an assistant* (26:35) The importance of the classroom* (28:10) Media coverage and hype* (30:35) Measurement and the benchmarking process/methodology* (34:50) Principles for how chatbots should interact with students* (44:29) Producing good educational outcomes at scale* (46:41) Operating with speed and effectiveness while implementing governance* (49:03) How the experience of building technologies evolves* (51:45) Identifying good technologists and educators for development and use* (55:07) Teaching standards and how AI impacts teachers* (57:01) How technologists incorporate teaching standards and expertise in their work* (1:00:03) NSWEduChat model details* (1:02:55) Value alignment for NSWEduChat* (1:05:40) Practicing caution in filtering chatbot responses* (1:07:35) Equity and personalized instruction — how NSWEduChat can help* (1:10:19) Helping students become “the students they could be”* (1:13:39) OutroLinks:* NSWEduChat* Guardian article on NSWEduChat Get full access to The Gradient at thegradientpub.substack.com/subscribe

On today's show, Shane Healey discusses the latest world conflicts. Later, Peta Lowe discusses youth offenders wreaking havoc across Victoria. GUEST 1 OVERVIEW: Shane Healey is a terrorism and youth justice expert. He's a former Australian Defence Force Special Operations Command intelligence operator, a former Alice Springs resident and an Indigenous man originally from western NSW. GUEST 2 OVERVIEW: Peta Lowe is the Principal Consultant with Phronesis Consulting and Training. She is the former Director, Countering Violent Extremism for Juvenile Justice in the NSW Department of Justice. Peta provides case management and intervention consultancy to range of organisations providing support and intervention to individuals at risk of violent extremism.

Dr Andrew Bengsen talks to us this week about controlling ferals! Animals that is. Andrew has over 15 years' experience in pest animal management or research and has been with the NSW Department of Primary Industries, Vertebrate Pest Research Unit for a decade.  But also we discuss Andrew's first career in the military- including serving in Rwanda over the period of the tragic and confronting Kibeyo massacre.  We talk about luck- both good and bad. And perspective. As well as Andrews ‘role' (very poor choice of words Tim) in the recent NSW floods, where Andrew's family home was destroyed by the rising flood waters.     06:00       Andrew's growing up and not finishing school. Joining the Army 11:45       Operational deployments being rare. Enter Rwanda 15:00       The complexity and challenges of peacekeeping operations 20:24       22 April 1995, the Kibeyo Massacre 24:00       Post Rwanda study … even without finishing school. 27:20       Being a bouncer in Townsville and learnings 34:00       Continuing study and enter into feral research (zoology and tropical ecology). The impact of feral animals and how we control them 47:20       Complexity! 55:00       Talking about the impact of the NSW Floods 1:01:00    The importance of community during the disaster    More on NSW DPI and Andrews Work is here: https://www.dpi.nsw.gov.au/staff/profiles/andrew-bengsen https://www.linkedin.com/in/andrew-bengsen-b7913a193/   Contact Us   www.unforgiving60.com   Email us at debrief@unforgiving60.com   Instagram, Twitter: @Unforgiving60     Music …. With thanks to: The Externals – available on Spotify Mitchell Martin- available on Spotify

Solicitor Oliver Sliwa worked as a policy officer in domestic violence for the NSW Department of Communities and Justice. He talks about types of domestic violence that people face on a daily basis. He Says domestic and family violence happens to partners and also members of one family.

It's a News and Research Episode this week    There has been a lot of AI news and AI research that's related to education since our last Rapid Rundown, so we've had to be honest and drop 'rapid' from the title! Despite talking fast, this episode still clocked in just over 40 minutes, and we really can't out what to do - should we talk less, cover less news and research, or just stop worrying about time, and focus instead on making sure we bring you the key things every episode?     News More than half of UK undergraduates say they use AI to help with essays https://www.theguardian.com/technology/2024/feb/01/more-than-half-uk-undergraduates-ai-essays-artificial-intelligence This was from a Higher Education Policy Institute of 1,000 students, where they found 53% are using AI to generate assignment material. 1 in 4 are using things like ChatGPT and Bard to suggest topics 1 in 8 are using it to create content And 1 in 20 admit to copying and pasting unedited AI-generated text straight into their assignments Finance worker pays out $25 million after video call with deepfake ‘chief financial officer' https://www.cnn.com/2024/02/04/asia/deepfake-cfo-scam-hong-kong-intl-hnk/index.html An HK-based employee of a multinational firm wired out $25M after attending a video call where all employees were deepfaked, including the CFO. He first got an email which was suspicious but then was reassured on the video call with his “coworkers.”   NSW Department of Education Launch NSW EduChat https://www.theguardian.com/australia-news/2024/feb/12/the-ai-chat-app-being-trialled-in-nsw-schools-which-makes-students-work-for-the-answers NSW are rolling out a trial to 16 public schools of a chatbot built on Open AI technology, but without giving students and staff unfettered access to ChatGPT. Unlike ChatGPT, the app has been designed to only respond to questions that relate to schooling and education, via content-filtering and topic restriction. It does not reveal full answers or write essays, instead aiming to encourage critical thinking via guided questions that prompt the student to respond – much like a teacher.   The Productivity Commission has thoughts on AI and Education https://www.pc.gov.au/research/completed/making-the-most-of-the-ai-opportunity The PC released a set of research papers about "Making the most of the AI opportunity", looking at Productivity, Regulation and Data Access. They do talk about education in two key ways: "Recent improvements in generative AI are expected to present opportunities for innovation in publicly provided services such as healthcare, education, disability and aged care, which not only account for a significant part of the Australian economy but also traditionally exhibit very low productivity growth" "A challenge for tertiary education institutions will be to keep up to date with technological developments and industry needs. As noted previously by the Commission,  short courses and unaccredited training are often preferred by businesses for developing digital and data skills as they can be more relevant and up to date, as well as more flexible"   Yes, AI-Assisted Inventions can be inventions News from the US, that may set a precedent for the rest of the world. Patents can be granted for AI-assisted inventions - including prompts, as long as there's significant contribution from the human named on the patent https://www.federalregister.gov/public-inspection/2024-02623/guidance-inventorship-guidance-on-ai-assisted-inventions   Not news, but Ray mentioned his Very British Chat bot. Sadly, you need the paid version of ChatGPT to access it as it's one of the public GPTs, but if you have that you'll find it here: Very British Chat   Sora was announced https://www.abc.net.au/news/2024-02-16/ai-video-generator-sora-from-openai-latest-tech-launch/103475830 Although it was the same day that Google announced Gemini 1.5, we led with Sora here - just like the rest of the world's media did!  On the podcast, we didn't do it justice with words, so instead here's four threads on X that are worth your time to readwatch to understand what it can do: Taking a video, and changing the style/environment: https://x.com/minchoi/status/1758831659833602434?s=20 Some phenomenally realistic videos: https://x.com/AngryTomtweets/status/1759171749738840215?s=20 (remember, despite how 'real' these videos appear, none of these places exist outside of the mind of Sora!) Bling Zoo: https://x.com/billpeeb/status/1758223674832728242?s=20 This cooking grandmother does not exist: https://x.com/sama/status/1758219575882301608?s=20 (A little bit like her mixing spoon, that appears to exist only for mixing and then doesn't)   Google's Gemini 1.5 is here…almost https://www.oneusefulthing.org/p/google-gemini-advanced-tasting-notes       Research Papers   Google's Gemini 1.5 can translate languages it doesn't know https://storage.googleapis.com/deepmind-media/gemini/gemini_v1_5_report.pdf Google also published a 58 page report on what their researchers had found with it, and we found the section on translation fascinating. Sidenote: There's an interesting Oxford Academic research project report from last year that was translating cuneiform tablets from Akkadian into English, which didn't use Large Language Models, but set the thinking going on this aspect of using LLMs   Understanding the Role of Large Language Models in Personalizing and Scaffolding Strategies to Combat Academic Procrastination arXiv:2312.13581   Challenges and Opportunities of Moderating Usage of Large Language Models in Education arXiv:2312.14969   ChatEd: A Chatbot Leveraging ChatGPT for an Enhanced Learning Experience in Higher Education arXiv:2401.00052    AI Content Self-Detection for Transformer-based Large Language Models arXiv:2312.17289   Evaluating the Performance of Large Language Models for Spanish Language in Undergraduate Admissions Exams arXiv:2312.16845   Taking the Next Step with Generative Artificial Intelligence: The Transformative Role of Multimodal Large Language Models in Science Education arXiv:2401.00832   Empirical Study of Large Language Models as Automated Essay Scoring Tools in English Composition - Taking TOEFL Independent Writing Task for Example arXiv:2401.03401   Using Large Language Models to Assess Tutors' Performance in Reacting to Students Making Math Errors arXiv:2401.03238   Future-proofing Education: A Prototype for Simulating Oral Examinations Using Large Language Models arXiv:2401.06160   How Teachers Can Use Large Language Models and Bloom's Taxonomy to Create Educational Quizzes arXiv:2401.05914   How does generative artificial intelligence impact student creativity? https://www.sciencedirect.com/science/article/pii/S2713374523000316   Large Language Models As MOOCs Graders arXiv:2402.03776    Can generative AI and ChatGPT outperform humans on cognitive-demanding problem-solving tasks in science? arXiv:2401.15081   

Far-right libertarian and dictatorship apologist Javier Milei has been elected president of Argentina, defeating centrist Peronist Sergio Massa. Milei won 56% of the vote, carrying 19 out of 23 provinces. He has been seen on the campaign trail brandishing a chainsaw, which he says he plans to take to the Argentine state. He has vowed to shut down Argentina's central bank, replace the nation's currency with the U.S. dollar and crack down on women's and LGBTQ people's rights. Both Milei and his vice presidential candidate, Victoria Villarruel, have also denied that Argentine military forces killed and forcibly disappeared an estimated 30,000 people with the support of the United States between 1976 and 1983. In our latest, we talk with Dr. Rodrigo Acuña (@rodrigoac7) about Milei, the election and the wider implications for Argentina, South America and the world. Bio// Rodrigo Acuña works as an independent journalist on Latin America and for the NSW Department of Education. He is the host of Alborada's Indestructible Podcast. He has been writing on Latin American politics for close to twenty years. -------------------------------------------- Outro- "Solo Le Pido a Dios" by Leon Gieco and David Byrne Links// + Rodrigo's website: http://rodrigoacuna.com + Argentina's Chainsaw Massacre Election: (https://bit.ly/3sOhK9f) Follow Green and Red// +G&R Linktree: ⁠https://linktr.ee/greenandredpodcast⁠ +Our rad website: ⁠https://greenandredpodcast.org/⁠ +We're part of the Labor Podcast Network: ⁠https://www.laborradionetwork.org/ Support the Green and Red Podcast// +Become a Patron at ⁠ patreaon.com/greenredpodcast⁠ +Or make a one time donation here: ⁠https://bit.ly/DonateGandR⁠ This is a Green and Red Podcast (@PodcastGreenRed) production. Produced by Bob (@bobbuzzanco) and Scott (@sparki1969). “Green and Red Blues" by Moody. Editing by Isaac.

"The Other 9/11" occurred 50 years ago, a military-organized coup against the Socialist President of Chile Salvador Allende, with the support of U.S. and Australian operatives. In a fantastic discussion we talked with two authorities on the topic, Rodrigo Acuña and Clinton Ferdandes, who discussed the background of the U.S. role in Latin America in the Cold War, the background of Allende's political career and his election to the presidency, his efforts to change the Chilean economy, and the big role that the U.S. and Australian officials played in fostering the anti-Allende opposition and conducting the coup on 9/11/73. Bios// Clinton Fernandes is a professor of international and political studies at the University of New South Wales in Canberra, Australia, part of the Australian Defence Force Academy. His work is primarily concerned with Australia's national security, in particular intelligence matters and Australia's relations with its Southeast Asian neighbors. He is author of many books including most recently “Subimperial Power: Australia in the International Arena.” Rodrigo Acuña (@rodrigoac7) works as an independent journalist on Latin America and for the NSW Department of Education. He is the host of Alborada's Indestructible Podcast (@IndestructPod). He has been writing on Latin American politics for close to twenty years. ---------------- Outro- “Noam Chomsky Reading Salvador Allende's Last Words” Links// + Rodrigo's website: http://rodrigoacuna.com + Did Australian spies help install a Chilean dictator? (https://ab.co/3LjZ8DP) Follow Green and Red// +G&R Linktree: ⁠https://linktr.ee/greenandredpodcast⁠ +Our rad website: ⁠https://greenandredpodcast.org/⁠ Support the Green and Red Podcast// +Become a Patron at ⁠https://www.patreon.com/greenredpodcast⁠ +Or make a one time donation here: ⁠https://bit.ly/DonateGandR⁠ This is a Green and Red Podcast (@PodcastGreenRed) production. Produced by Bob (@bobbuzzanco) and Scott (@sparki1969). “Green and Red Blues" by Moody. Editing by Scott.