# data[].attributes.body
Is the tertiary sector involved today? For the full ’we’ they need to reshape this alongside us otherwise all of the great transformations will still bottleneck at the SACE and uni entry point.

# data[].attributes.body
Messaging needs to be further directed within the excellent opportunities for input. With a vacuum, some may be selecting to fill it with further confusion, misconceptions of messaging and see well-being as reducing rigour - seeing the ‘or’ rather than the ‘and’ story.

# data[].attributes.body
Focus on mental health in preschools through to secondary

# data[].attributes.body
The table noted a general trend towards children and families being more and more isolated from each other (loss of community connectedness), despite being surrounded by people. This was accelerated by Covid but cost of living pressures has forced more parents to work and have less disposable time to connect with their own children thereby increased disconnection of families and communities.

# data[].attributes.body
Develop problem solving-stop and think skills
Learning is it always comfortable
Independence self help skills
Have gratitude
Have patience be able to wait
Be a risk taker
Have perseverance

# data[].attributes.body
Children need to know that learning isn’t always comfortable and it’s ok to to sit in the grapple.
They need to develop self-help skills and moving to independent decision making.
They need to see failure as opportunities to learn
They need to learn to be comfortable with self - they don’t have to run with the herd,

# data[].attributes.headline
WEC - a focus on building capabilities re physical health

# data[].attributes.subject
WEC - a focus on building capabilities re physical health

# data[].attributes.body
The need to teach the value of health for life; valuing movement, nutrition and sleep to create your best life

Without health, we have little

# data[].attributes.body
AI is so exciting. We need to be fully prepared as a workforce.

# data[].attributes.body
Important that a framework guides personalisation not apps or technology. And underpinning sense of why(purpose) we need to personalise to support equity - every child and young person can thrive.

# data[].attributes.body
We really need information on what is coming and what is available. Most of us really have no idea

# data[].attributes.body
Time to do further research and experience AI to build my confidence

# data[].attributes.body
The opportunities are endless…

# data[].attributes.headline
Modelling and working alongside in the use of AI and digital tools supports my learning.

# data[].attributes.subject
Modelling and working alongside in the use of AI and digital tools supports my learning.

# data[].attributes.body
Time to learn, explore and play in a supported environment. Looking at aspects to see how it could enhance a series of learning.

# data[].attributes.body
Possibilities for equity.
Need some further knowledge to support positivity with leaders and educators about this technology.

# data[].attributes.body
Establish a clear framework for use with key principles such as data access and ownership, ethics and integration with other apps.

# data[].attributes.body
How do we reskill/up’s kill our workforce for The New Order. We have a critical workforce shortage and significant drift away from the profession. This is urgent work.

# data[].attributes.body
Tech moves quickly; be okay with not being the expert in the room

# data[].attributes.body
According to Geoff Masters group based solutions have not worked to close the equity gap so therefore how will universal approach to well-being intervention for target cohorts successfully address the issue?

How do you have a personalised approach to a universal intervention?

# data[].attributes.body
There needs to be a greater understanding by early years teachers in schools about what play looks like and how intentional it can be in developing children’s learning.

# data[].attributes.body
We must be intentional about secondary intervention. A universal approach will support most students, but we must measure and then have targeted intervention for those for whom it has not been successful

# data[].attributes.body
We need to grow good educators to be ready for whatever the children bring to them

# data[].attributes.body
How to do it such that teacher and leader workloads aren’t increased further?

Answer: A joined up effort between different agencies (govt and pvt) to drive a shared outcome.

# data[].attributes.body
I’m very excited about the possibilities with this technology
To support me with this and to feel confident- the infrastructure to support these opportunities and to provide support and safety for both students and teachers alike - needs to be sustainable and clear.

# data[].attributes.body
These insights were generated using an AI tool, facilitators told the tool to only summarise the text provided; a download of over 379 entries to the mentimeter in session one. Language has been manually updated since the morning session to reflect SA.

# data[].attributes.body
Strong connections from a strength based approach.

# data[].attributes.body
The World of Work -
Lots of insights into the changes in jobs/ careers and skill sets our students need to succeed…….how do we prepare children for the unknown? Need to focus on transferable skills (digital capabilities, creativity, collaboration, critical thinking, cultural competence, communication and presentation).

Also need to shift the narrative around learning pathways - internationally 97% of students graduate with a VET qualification.

# data[].attributes.body
Maintain focus on high expectations and academic rigour to provide our students with appropriate knowledge and skills to engage in local and global communities

# data[].attributes.body
In a society that is focused on diversity and the needs of individuals, where everyone has the right to make their own decisions why then is society as a whole held responsible for individuals failure?

# data[].attributes.headline
Consider how our current posture towards non-government schools takes us closer or further away from realising our shared vision for public education

# data[].attributes.subject
Consider how our current posture towards non-government schools takes us closer or further away from realising our shared vision for public education

# data[].attributes.body
Equity and equality of opportunity for all

# data[].attributes.body
The world of AI, technology and the 4th Industrial Revolution has changed the traditional purpose of Education - we need to be futures focused and incorporating new ways of thinking on a global scale.

# data[].attributes.headline
Maybe we need a Chief Innovation Officer role within our structure or a Chief Futures Officer

# data[].attributes.subject
Maybe we need a Chief Innovation Officer role within our structure or a Chief Futures Officer

# data[].attributes.body
How might we value and evolve the current work without running the risk of moving back to an isolation model?
How might we create metric measures for capabilities that are robustly designed to build consistency across sites so we have measures outside each site to know if what we are achieving is comparable and heading in the right direction?

# data[].attributes.body
We are having conversations about what we all believe to be true about the connections between literacy success and well-being. Our role as educators in supporting young people to thrive by teaching them the skills of power: READING

# data[].attributes.body
The purpose conversation and the way in which we are doing leaders day offers a unique opportunity to be brave about not just what outcomes we go after, but also how we operate as a system. The way in which we do our work together as a network can and should be leveraged. We can make the idea of “one team statewide” a true and real prospect through this process.

# data[].attributes.headline
Sessions have challenged our thinking - open to new possibilities. However, we need to maintain intentionality (of learning design and planning) and excellence.

# data[].attributes.subject
Sessions have challenged our thinking - open to new possibilities. However, we need to maintain intentionality (of learning design and planning) and excellence.

# data[].attributes.body
We live in a fast moving world but does this mean that pace = quality. Can we slow things down to prioritize connection and relationships?

# data[].attributes.body
Thriving child at the heart of education

# data[].attributes.body
10 min synopsis was really interesting!

# data[].attributes.body
adaptable and connected communities that value diversity in others and the planet.

# data[].attributes.body
Nurturing and supporting ch and yp to identify and to achieve their hopes and dreams now and in the future

# data[].attributes.body
Helping prepare students to thrive in the unknown

# data[].attributes.headline
Doing assessment better ... not pigeon-holing students

# data[].attributes.subject
Doing assessment better ... not pigeon-holing students

# data[].attributes.headline
Our purpose needs to reflect inward as well as outward thinking. For example, we do not work in isolation, so our agency has an imperative, along with other agency partners in the machinery of govt, to work towards the caring for self, others and the planet agenda.  

# data[].attributes.subject
Our purpose needs to reflect inward as well as outward thinking. For example, we do not work in isolation, so our agency has an imperative, along with other agency partners in the machinery of govt, to work towards the caring for self, others and the planet agenda.  

# data[].attributes.body
communities are connected and value student agency from a position of inclusion and equity

# data[].attributes.headline
Developing alternative measures of success that the public have confidence in will be critical to our success.

# data[].attributes.subject
Developing alternative measures of success that the public have confidence in will be critical to our success.

# data[].attributes.body
Education should hear, celebrate and recognise individual narratives

Educators a chapter in all students stories

# data[].attributes.body
Children and young people at the centre 😀

# data[].attributes.body
Focus on what children can do, celebrate that, and plan for their next steps. Not look at their deficits and plan for what is unachievable.

# data[].attributes.headline
We measure what we value - time to rethink.

# data[].attributes.subject
We measure what we value - time to rethink.

# data[].attributes.body
The units of work have always been optional. For the sites in our portfolio who are using them, they have quickly achieved a low variance curriculum and supported teachers to achieve this with a resource,  PD series and release.
We are now working on adapting the units to bring them to life for their students, focusing on differentiation.
Please don’t pull the rug out from under their feet. Looking forward to evolving this work overtime, using the strengths of what has been developed/offered and implemented with what is to come.

# data[].attributes.headline
The purpose of public education is to provide a great school in every community. Schools that provide opportunity and agency for all students to develop the knowledge and capabilities to be happy, healthy and active community members.

# data[].attributes.subject
The purpose of public education is to provide a great school in every community. Schools that provide opportunity and agency for all students to develop the knowledge and capabilities to be happy, healthy and active community members.

# data[].attributes.body
Assessment for purpose that focuses on individual growth. Reporting on growth not grades.

# data[].attributes.body
If we need structures that underpin our purpose - do we need different functions of corporate to build clarity and understanding of what we are going after and increased capability to apply new functions effectively?

# data[].attributes.body
to equip and empower learners to develop the knowledge, skills and dispositions to thrive in a transforming world and actively co-construct a flourishing, inclusive and equitable society and a sustainable world.

# data[].attributes.body
It is really important that the narrative around transforming education and being a world leader in this space considers both the systemic/political changes needed. Otherwise, we simply push the equity and excellence agenda back down to leaders and teachers in schools and this becomes a ‘practise’ exercise only.

# data[].attributes.body
Every child should have the opportunity to access the curriculum - which means that the curriculum needs to be inclusive and responsive

# data[].attributes.body
Just like JFKs ‘we choose to go to the moon by the end of this decade’ speech, what will we choose to do by the end of this decade?

# data[].attributes.headline
Building on learning for individuals not according to year level. 

# data[].attributes.subject
Building on learning for individuals not according to year level. 

# data[].attributes.body
How can we provide education to children who don’t attend school?

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Elegant and simple - something we can remember, recite and live

# data[].attributes.body
We start where the kids are at…
We value the strength our diversity brings…
We work together for the best of our kids…
We help develop our young people to thrive, ready for the known…

# data[].attributes.body
what can our system learn and adapt and adopt from kindergartens?

# data[].attributes.headline
Developing capacity for every student to leave our schools/preschools and be healthy, happy and contributing/productive members of our community.

# data[].attributes.subject
Developing capacity for every student to leave our schools/preschools and be healthy, happy and contributing/productive members of our community.

# data[].attributes.headline
Educators are imbued with ensuring the children are equipped for having healthy and  satisfying lives 

# data[].attributes.subject
Educators are imbued with ensuring the children are equipped for having healthy and  satisfying lives 

# data[].attributes.body
Should and how do we shift the focus from topics and subjects to capabilities, dispositions, well-being and perseverance for learning

# data[].attributes.body
young people should be able to access the knowledge, skills and understandings they need to be successful in their lives.

# data[].attributes.body
Personal agency - individual children and young people develop the skills, dispositions and understandings to contribute positively to people, planet and prosperity.

# data[].attributes.body
The reflection from our table was about post-school....

We all took a winding path from where we started our degrees to today. But all of us got far from going to university...

The idea of an end point, path and an identity that you can point to is less and less a way to understand education every day.

# data[].attributes.body
We should be eliciting the potential of every student in all domains of their life through belonging, learning, connection to self and the wider community. Partnership has to be central to this task across all relationship domains. The work for our students in this space is the work for society more broadly.

# data[].attributes.headline
Valuing the ecosystem that public education is a part of and student profiles that develop students as happy, responsible learners, leaders and productively active and informed citizens.

# data[].attributes.subject
Valuing the ecosystem that public education is a part of and student profiles that develop students as happy, responsible learners, leaders and productively active and informed citizens.

# data[].attributes.body
To support every child and young person to develop a strong sense of identity and personal resilience, as well with crucial proficiencies in literacy and numeracy, to engage in lifelong learning.

# data[].attributes.headline
How do we prevent a fragmentation of system intent. I can see a risk of 1,000 flowers blooming. As soon as NAPLAN results take a dive we will be under pressure to adopt a `back to basics' focus.

# data[].attributes.subject
How do we prevent a fragmentation of system intent. I can see a risk of 1,000 flowers blooming. As soon as NAPLAN results take a dive we will be under pressure to adopt a `back to basics' focus.

# data[].attributes.body
Valuing teacher judgement and value their professionalism.

Clarity about the skills, knowledge to ensure our democratic society. Teaching about democracy, teaching for democracy and teaching through democracy.

Faith in our society.

Student autonomy regarding timetables, curriculum, way of learning.

Authentically engaging students and teachers in collaborative dialogue, learning design and curriculum agility and assessment through professional learning communities.

# data[].attributes.body
futures-oriented curriculum that ensures the quality of student learning and wellbeing so that all students are equipped to thrive in a changing world.

# data[].attributes.body
We need to be careful not to swing to a vague non intentional approach. We have experienced this before and the explicit teaching of skills young students need was put at real risk. How do we protect against that?

# data[].attributes.headline
purpose - happy children where their whole being is valued not just their results, but their efforts, their kindness, their cooperation

# data[].attributes.subject
purpose - happy children where their whole being is valued not just their results, but their efforts, their kindness, their cooperation

# data[].attributes.headline
A community of passionate people who positively influence their world.

# data[].attributes.subject
A community of passionate people who positively influence their world.

# data[].attributes.body
All children & young people nurtured to become flexible thinkers, adaptive and agile; able to think critically, creatively & ethically & understand what it means to be a responsible global citizen & commit to contributing to the greater good.

# data[].attributes.body
Is agency and autonomy the same thing?

# data[].attributes.body
If we want to transform education we require a shift in assessment to include a broader range of skills. Our curriculum remains an asset to our system

# data[].attributes.body
How do we use progressions effectively so that teachers are not just filling gaps but empowering students to engage in their year level curriculum or beyond with effective wave 1 and 2 intervention?

# data[].attributes.body
Provide space and time for leaders to think

# data[].attributes.headline
Strong sense of identity - and sense of self as a lifelong learner

# data[].attributes.subject
Strong sense of identity - and sense of self as a lifelong learner

# data[].attributes.body
In order for children and young people to be successful in their lives and make a positive contribution to the world, we need to ensure they have a strong sense of self. With a strong sense of self, we can value others. In the context of learning - to be able to think of ourselves and others will allow us to learn from others and consolidate our ideas. In the context of our society, to be able to think of ourselves and others will enable us to work toward building a great life, community and society.

# data[].attributes.body
An education system that values identity, adaptability, and sustainable planet practices is one that recognizes the unique identities and backgrounds of its students, prepares them to navigate a rapidly changing world, and equips them with the knowledge and skills needed to protect the planet for future generations.

# data[].attributes.headline
To network with across government partners, families, children and young people to help learners and educators identify their needs, develop the knowledge, mindsets, skills and tools required to care for self, others and the planet 

# data[].attributes.subject
To network with across government partners, families, children and young people to help learners and educators identify their needs, develop the knowledge, mindsets, skills and tools required to care for self, others and the planet 