 Good morning, and welcome to my joyous rant about the need for us to evolve education. I want to talk a little bit about the why, I want to share a little bit with you around how we're trying to evolve education at Hobsonville Point Secondary School, but I also want to share some ideas and some thinking I have around how the glam sector actually might join with education to be part of that journey as well. More than a century, our education model for the most part has remained unchanged, particularly in the secondary sector. We have been forcing students through unrelated single subjects, often teaching them through a single teacher, often forcing these young people to sit confined in a single-cell classroom. I believe we have been force-feeding our young people a one-size-fits-all model of education for way too long, and increasingly we're actually running out of excuses for continuing to do so. If there is one thing of which we are certain, the only constant now in society is change. We only have to look at the world around us and look at the rate at which technology is changing things, looking at the rate at which that is changing our services, our society and our workplaces. These young people are going to have to be built for change, not one set of skills. They are going to have to become adaptive experts who can actually cope with constant change and not just survive but thrive in that environment. And I think we need to take time to look at this idea. If the rate of change outside of an organisation exceeds the rate of change inside, the end is possibly near. It's at this point that I actually often point out that we're bloody lucky that schools provide a really cheap and reliable babysitting service. Because if we didn't, I believe people would actually be starting to vote with their feet. But we can't let the convenience of a standard school education be the reason that we keep doing the things the same way. We're actually entering a period where many students are learning in spite of school. They are learning beyond school. And they're most certainly engaging in their passions outside of the classroom. Personally, I don't believe that is good enough. I think we must commit to changing the organisation to reflect the world that exists outside of that organisation. And often educators will come back to me and say, change is hard. Living below the poverty line is hard. Change is actually just uncomfortable. And we need to get used to that discomfort and actually embrace it. Luckily, the future is not something that is done to us. And the future of education is not a foregone conclusion. We are actually able to dictate and to shape the future of education. We have the capacity and the ability to be active partners in beginning to design the education that we want. Too often we accept the status quo is good enough. Too often we're scared to make the changes because people bring out that hokey line. Where is the evidence that what you're going to do is going to work? We need to remember, followers follow the research. Leaders create the research. And I believe that we in New Zealand are very well placed to create the body of research that suggests that doing things differently will improve outcomes for our young people. We also need to consider our measures of success in education. It is not good enough to look to NCEA, university entrance, and national standards as our measure of success. Yes, they have their place in measuring and acquisition of certain skills and knowledge, but they by no means measure what it means to be successful and prepared to be successful in a future life. These young people need to gain competencies, skills and dispositions that will allow them to thrive in that changing world. And we also need to ensure that they maintain well-being. So often our unearing focus on academic success is actually at the expense of the health and the joy of young people. We need to be looking after those young people and ensuring that they have the skills to contribute in every way possible. They need to be creative, they need to be collaborative, they need to be problem solvers, they need to be innovators, they need to be entrepreneurs. So there's some ideas that keep coming up around how we might fix education. And this next little bit comes with a bit of a warning because I think there are some potential smoke screens that we see as signs of innovation. Every freaking conference I've been to in the last six months has talked about design thinking. Design thinking is awesome and it is a stunning strategy to learn and to introduce to our students. But it is not new. Inquiry learning. Genuine deep inquiry is what we're actually needing to teach our young people and giving them the capacity to engage in independent inquiry. So again, don't get me wrong. Design thinking has its place with some sort of momentum as a fashionable term for inquiry and I say we take that opportunity and we use it but we don't get our blinkers on about it. We actually acknowledge that it is simply building on what we know to be very good inquiry learning. Similarly this thing. Every school is suddenly creating a makerspace. Quite often a makerspace in their library. I mean that is great and I encourage people to do so. But actually the makerspace is only a symbol of something. It's a symbol of students being able to rapidly prototype, tinker, create, play, explore. And I think we would be better advised to not get too distracted by the makerspaces but actually how might something like a makerspace support our students to engage in authentic projects? How do we get students to see that they have a very real part in addressing and solving their school, their community, their country or their world's real problems? We need to give our young people the skills and the strategies to participate in authentic projects with authentic problems, authentic partners and very real outcomes at the end of it and actions. So often we kid ourselves and we say kids are doing a project which is little more than a recipe with a foregone conclusion. If you know that they are actually going to all be producing a scale model of the planets, don't kid yourself that that's an authentic project. They need to be based in the real world, tackling real problems. And again, another term that we seem to have become in love with in education. Suddenly everyone must code and if you're not coding, you're so last year. In reality, coding isn't the skill that we're talking about. It's about the ability to engage in complex communication and have the language and the literacy to engage in that complex communication. It breaks my heart a little bit when you see all these kids running off to Code Academy with little understanding of why they might be doing it and how they might be applying it in a real context to potentially solve one of those real problems that they were doing in an authentic project. Coding needs a context and I think we might be better served actually thinking about digital freedom. One of my biggest bug bears with education and with schools in New Zealand is that we have been given this gift of ultra-fast broadband being delivered to our schools and this incredible infrastructure which is now nearly available to every school in New Zealand. Yet we are distracting ourselves and diverting ourselves by worrying about how we might best filter the learning experience. How can we control the internet that our young people use? How can we shut it down to a limited number of resources that they can access? Who are we to decide what the appropriate platform is for them to learn? I do as much learning through social platforms as Facebook and Twitter as I do through any formal learning management system. We need to stop kidding ourselves that we are helping students to help themselves limit their experience. Like us, they need to learn how to manage distractions. They need to learn how to not just gorge themselves on Snapchat and Facebook and to use their time productively. They need to be given the opportunity to develop very real complex communication skills and to do that, and they actually need to be in a position to go out there and explore every tool and platform available and start making judgments about what's the appropriate tool and platform to use. They need to have a real sense of agency and ownership of their ability to use the tools that are available to them on the internet. We need to be providing an opportunity for our young people to become increasingly free-range learners. We need to start taking off all of the boundaries and the controls. If we are honest, if you look at a traditional school timetable, it is little more than an organisational and controlling tool. It's a system by which you organise large numbers of young people to move efficiently through a day and a week. It has very little to do with meeting the needs or the interests of that learner. As I said before, we are delivering up a one-size-fits-all education that actually has little consideration of a student's past, a student's present, and, importantly, a student's future. How are we beginning to disrupt education at Hobsonville Point Secondary School? As Thomason mentioned, I've been lucky enough to be part of a brand-new school being set up in Hobsonville Point in Auckland, which is sort of west north of Auckland. We opened for students in 2014 and we are what's called the Northern Learning Environment School. So we are a state school. We offer the New Zealand curriculum like any other school. We got mistaken initially for a charter school because we're a public-private partnership school. That simply means we're part of a new initiative that the Ministry are trying out, which means that our buildings were built for 1,350 students from day one and our buildings were then leased out to a private company and we are in there as tenants. And what that means for us as a senior leadership team is that we can focus purely on the teaching and learning and the pedagogy at our school. We do not need to be distracted by the property management. So we are very much a state school, a public school who is providing the teaching and learning based around the New Zealand curriculum. One of the funny things about a new school is that we can only take in zone for the first few years and we can only take year-on-year if we're a secondary school. So at the moment we're in our second year which means we have year nine and year 10 students who are just from the surrounding community, which means we have around 250 students. The gift for us was time. So in 2013, a year before we opened, we were lucky enough as a senior leadership team to travel. We travelled through Canada and looked at the self-directed learning movement. We travelled through some schools in America and saw some stuff that blew us away. The big picture schools really had an effect on us. We also saw a whole lot of schools that we were underwhelmed by, the so-called Apple schools where people just waved iPads in our faces. And we also travelled through Australia and of course New Zealand. And those of you who lived down in Christchurch, you will know that innovative education has already been going on in your discovery school and unlimited and even places like Hagley High School that have got incredible partnerships with the wider community. So we had the opportunity to survey the educational landscape. And we came to the conclusion very quickly that we would be remiss if we simply opened the doors and did what we've done before. So we had to go through this incredible process of de-schooling and unlearning. Because whilst the four of us in the senior leadership team were all appointed for our crazy left-field thinking and bright-eyed, bushy-tail desire to change education, the reality is all of us came through the same traditional model as most of our kids are experiencing now. So I was educated at Rangitoto College. I taught my first seven years at Rangitoto College in Auckland and Takapana Grammar and Epsom Girls Grammar and Auckland Girls Grammar School. So I had seen great learning for all intents and purposes going on at a range of traditional high schools. But still all of us were convinced that what we were doing is not good enough and that we had the gift of a clean slate and that we were going to do something bloody awesome with that clean slate. And so we're two years in at this point. So we have now established what we refer to as our foundation programme. So being a modern learning environment, I'm not sure if you all know that from now on, the Ministry of Education has made a commitment that any new builds have to comply to what they call...it was a modern learning environment. I believe they've changed it to an innovative learning environment. They like changing phrases. It basically means the same thing. So the idea that the single-cell classroom is not the default. You don't get your Nelson blocks anymore. Instead we are moving to open spaces but more importantly flexible spaces because as we know, we don't all want to exist in a single great big open space either. There are times when we do need to be in more cell-like classrooms. So it's about creating a flexible space for the community to be truly responsive to your learning needs. So Hobbsonville Point Secondary School has a 250-metre single runway that goes through the middle of the school and off that we have what we call learning community spaces or learning spaces. So big open spaces with little breakout spaces off of that. We are driven by these three words. Innovate, engage, inspire. So everything we do is looked at through this filter. So we are going to innovate through personalising learning. We are going to engage through powerful partnerships and we aim to inspire through deep challenge and inquiry. And those three principles are the measure and the test that we run every decision by. So what are we doing differently? Well, we have structured our whole curriculum different to a traditional secondary high school. So normally you'd go into high school and you know it'd be time to have your different subjects and departments. You know that you might have a form class that you check into in the morning and then you go off to your English Maths Science and so on and so forth throughout the day. Well we've decided that actually there's many parts to a curriculum that need highlighting and they're not necessarily just those single subjects. So we have divided our time and our curriculum into what we call three sort of areas of our curriculum design. Learning hubs, learning modules and projects. And I'll explain how each of those work. So learning hubs are a little bit like a form class on steroids. Usually schools make bold claims about a form teacher being an academic coach yet they actually only give that teacher about 15 minutes every day to take the role and read the daily notices to their students. We recognise that if we were going to have an adult who was going to take responsibility for a group of students so we have one adult who will work with one group and when we're at capacity the idea is that they will be a vertical group of students so that means a range of ages and that they will stay with that one adult for the five years of their high school experience and that will be their home base. And they will spend proper time with those students. So we have divided up their curriculum in learning hubs into three areas. So my learning, they have 90 minutes a week as a group where they focus on developing a student's ability to learn to learn. So not just throwing them into the context of a subject. They are actually developing skills around goal setting, around evidencing their learning, around planning their learning journey. So our students from day one get to choose all elements of their curriculum in their day but they need an adult to support them in doing that when you're 13 and 14 and you give an absolute choice what are you going to do? You're possibly not going to choose a really challenging range or a diverse range so we're there to support them in doing that. That is the one adult that contacts home every couple of weeks. So if you think of that from a perspective as you as a parent how often did you feel like you had a relationship with an adult at your son or daughter's high school? Admittedly your son and daughter might not have wanted you to have that relationship at times but the reality is come high school, adult, the parents and the family and the whanau are actually shut out and we don't believe that is the best for anyone. We have an open door policy we believe that we don't enroll a student we enroll a family so we will get to know you as a family and we will build on that relationship for five years. That's quite scary, really, isn't it? There's no escaping us. We also have my being. So this learning hub space another 90 minutes a week is where you look at yourself as a row-wounded human being. We have what we call the Hobbs and Vol habits. These are dispositions that we want our students to develop. We value personal excellence equally to academic excellence and we see our Hobbs and Vol habits as a realisation of personal excellence or a way you might develop personal excellence. So it's things like creativity, resilience, critical thinking problems those sorts of things are the things that you develop within your Hobbs and Vol habits. My being is also the space where we explore the concept of Haora and the health curriculum and how we actually look after our young people and ensure that they are not only clever but that they are happy and healthy as they can be as well. Too often we value the academic and we forget to value the human being. So this is our way of saying we think it's important. We are going to carve out real time to focus on this. And then we also have a 90 minute block where we focus on developing as a community and this might be developing as a community within your little learning hub which is going to be captured around 1516 or each learning hub is also part of a wider learning community. We have three learning communities across the school it might be developing those relationships there or it might be developing their relationship with our wider school community and the area that we live in. So those of you who don't know about Hobbs and Vol Point we're a crazy little community out on the north west. We used to be the Air Force Base and now we are this sort of crazy quickly growing suburb that is full of high density housing but also really lovely green spaces. It's actually been incredibly well designed even though it is incredibly high density housing. And we have a once in a life opportunity to be part of establishing that community so we do a lot of work with them. And then we have learning modules and the easy way that secondary schools attack this is that they have subjects. It's really easy to divide up your English math science and go put everyone in little compartments and off you go. But we don't believe that leads to connected deep learning. So we have created a model of integrated learning modules and I'll just quickly try and hurt your head with the process we went through to set this up. So we had a crack team of educators who took the New Zealand curriculum we looked at each of the learning areas we mapped what we saw as the threshold concepts that we'd get you through to year 9, year 10, ready for year 12 and so for each learning area we established that there were a set of very clear threshold concepts and skills that you had to know by the time that you got to year 11 and starting to get ready for the qualification years. And then we came up with what we call our overarching concepts age concepts that were taken from across the curriculum. Concepts such as innovation, sustainability, those big ideas that are really important to education and to New Zealand and every term so we have created what we call a two-year program. The foundation program is year 9 and 10, it's composite so you have a mixture of sort of 13 to 15 year olds in all of your classes and it is divided up into eight terms with the eight overarching concepts providing the structure. We get together as educators and we actually come up with ideas for interconnected, integrated modules. So a group of us might know we're in together on these blocks so we're going to get together and pair up. So last year I taught I'm an English teacher I taught a module called Game Over and it was looking at the gamification of war and I taught this with a science teacher. She was exploring the nature of science that sat in behind the human psyche that lends itself to the gamification of war but also looked at the technologies that are now allowing for the gamification war and actually looking at gaming design and I as an English teacher reveled in the opportunity to look at texts like Ender's Game and the very many novels that deal with these issues and of course science fiction is the beautiful intersection of English and science and more and more we have seen these beautiful intersections of subjects creating the most beautiful deep learning far richer than anything I experienced at school and actually it's resulting in students being engaged in a way that I have really seen consistently across the board. So students come in, they can select three different learning modules that are a combination of any two subjects and they sit there and do that with their learning coach to ensure that they've got a breadth and a coverage of learning areas. So this encourages connected learning it is inquiry based we actually insist that all of our semester long modules have a period of upfront learning and then increasingly self-directed learning. So by midway through the students should be engaged in an inquiry based learning about the topic. They are composite grouping that forces us to genuinely differentiate because often when we get a year group we can presume they're pretty same-same. When you have 15-year-old sitting in front of you you are challenged to understand curriculum levels and deliver a range of appropriate pathways and strategies for them. So we have those integrated small learning modules, we have separate little opportunities to do spins which are single one-off subjects once a week that allows you to dive deeper into a learning area that you're passionate about or receive extension or support. So I'm indulging in doing a little spin around the future of storytelling this term. So last term I looked at all the traditional aspects of creative writing and improving their creative writing. This term we're aiming to look off into the future and see how oculus and twine and how trans-media storytelling is starting to evolve and what might the future hold. They are going to go off and explore that stuff and they're going to have a bloody good go at creating it and if they fail that's fine. They've learnt a hell of a lot along the way. And then we have my time. That's three blocks a week where even at 13 or 14 you are negotiating what's best for you. So you might slot into a self-directed learning period where you go and look after yourself. There are teachers on floor time looking after you and supporting you or you might offer a pop-up session for other students to come to or teachers might be offering pop-up sessions that are of interest to you or you might actually be sent along to an extra module for support or extension. And then we have a whole day dedicated to big projects. So our students are engaged in semester-long big projects that are about serving our wider community. This is about them being facilitated by a teacher particularly in the junior school. So they're very much a supported guided version of authentic projects but they have an authentic context and authentic clients who they are serving. So we have had students who have actually cleaned up the foreshore of Hobsonville Point and created an education sort of a project informing people as to how to stop it happening again in the future. We had nurseries that were out there on the past and caused an incredible amount of pollution. We have saved the epilobium. It's a weed that supposedly needs saving and we've done it. We've had students who worked with community to go and find the very small structures of epilobium and have repropagated it and again have created an award-winning little documentary about the epilobium and why it needed to be saved. We have had students who have created sustainable landscape design and gone and created those gardens for people that are moving into the community. They are engaged in very real world projects with very real world outcomes. So this is not busy work. This is high stakes. They have real money that they're often working with with real clients and very real expectations and sometimes it makes us want to pull our hair out because I don't know if you've worked with or asked Len, he came in and worked with some of our 13 and 14 year olds, they're like hurting cats. They've got all the great ideas in the world but they're still learning how to follow through. But my god, give them an opportunity and they will grow and they will respond. Our young people are as capable of as little or as much as we think they are capable of. So often we underestimate what they can actually achieve. And it's really important that our young people have an opportunity to develop a we not me culture. We know they are developing habits. My god, they're the generation of the selfie. They are all about looking at themselves on their devices. We need to work hard to remind them that for our world to be the world we want it to be we have to be we not me. And the idea is that our senior students will do increasingly independent impact projects. They will come up and they will pitch an idea to us and we will give them the amount of freedom and resources we believe they need according to their preparedness for that. So the idea is that they are becoming increasingly independent. We also have established a really neat program which reminded me of the innovation hub that the Auckland Museum spoke about yesterday. We have space, we have the gift of a lot of space in the moment. So we have come up with an initiative that we have opened our doors to sort of particularly creative tech type industry people. If you are a young community age, if you are a startup and you are trying to get a business going and you happen to be Auckland based and want a really cool place to hang out come and knock on our door. So the way that the pollinator works is that you come in and we give you space so we have carved out a learning hub that is for them to be based in. We give you free wifi really cool people to hang out with tea and coffee and in exchange you are available as a mentor to our students for a little bit of that time. So we have Tanya Gray from the Gather Workshop. She is based with us. We have Dmitri and James and Saav from ThoughtWired who do the brain sensing technology software and you can imagine the sort of things that those guys the plans they are hatching with our students. We have got these crazy kids that are in there coming up with this idea for a brain controlled immersive reality game and actually we can say go for it. Go and talk to their experts they are just down the hallway. More schools need to start making greater seizing this opportunity. If you can carve out a space open your door to the communities outside and get them physically coming in as well as us going out. So this is part start up in Kebada it is part innovation hub we are providing partners and mentors and our pollinator people are saying that it is as rich for them if not more so than it is for our students. They are loving the thinking that comes from our young people because our young people haven't been told that you can't do things yet they come up with all sorts of crazy ideas. We also embrace true blended learning we insist that everything exists online so you can engage in your learning 24-7. It's about having an open internet we had to sign off all sorts of papers with Network for Learning to get rid of their bloody filtering because actually if you have filtering they are going to set up a VPN in a heartbeat and get on those sites anyway who are we kidding these kids know how to get around any kind of filtering you put up there so let's open the internet and let's instead have a conversation about digital citizenship and the consequences and the implications of what might happen when they make mistakes and yes they make mistakes and we have the most unist conversations about the inappropriateness of looking at Shrek porn on Vine but it was a learning opportunity who did that harm yes it harmed the donkey but who else but it's an opportunity to have very real conversations we are kidding ourselves we have parents coming in with screenshots going oh my goodness they're sexting and it's like yes of course they are they're 13-14 let's have a conversation about it and acknowledge the reality we all got up to dumb things thank god I didn't live in the age of social media when I was out night clubbing I actually feel for this generation because we got away with a hell of a lot of fun knowing that people weren't going to take a photo and put it online the next moment we've got to work with these guys and acknowledge that there are dangers but there are incredible opportunities as well we're also brand and platform agnostic it gives me the heebie jeebies when schools become Apple schools or Microsoft schools or Google schools yes we use all of those things at our school but the key is we use all of them plus Linux plus anything else that's appropriate because the real world is increasingly bland brand and platform agnostic gaming is encouraged our library is the home of gaming online gaming board gaming all of it it's part of life and we focus on that idea of digital citizenship if they're going to learn to behave appropriately you've got to give them the chance to actually be citizens online not cotton wool them they've got to learn to make mistakes and then make it right so how might you help in your sector I firmly believe this is not just in the hands of educators within the schooling sector we have an incredible shared responsibility to all be disrupting and also all be helping so I believe you guys have a really neat opportunity to disrupt I think you need to assume leadership you guys have mastered the art of free range learning since the beginning of time that's what a gallery what a library I don't know as of what archives is it's definitely what museums are our opportunities to experience curated collections and for the person to go in and engage with it and learn for themselves you guys have a hell of a lot you can be teaching schools and educators and I believe it is now the time where you assume leadership because in so many ways you are living future focused education already you are the MLE often within a school I talk about a library representing Sweden it is not owned by anyone learning area or subject it is the neutral territory where people can come together you can open your doors for people to do blended learning that their single cell classrooms might not be able to facilitate you can be that space and you can be part of this network connecting up the nodes schools are nodes that need to be connected with you guys and vice versa we need to get much better at building firm solid connections you may be aware that there is a huge initiative in place in education where schools are being encouraged to create communities of schools what is now being referred to as communities of learning often to the future schools will only be able to access professional learning money if they are part of a community of school at least that is the main way they will access extra professional learning and a community of school is a geographical collection of schools who join together working towards a common outcome now my question to you is why aren't you part of the communities of learning or how much you become part of the communities of learning either physically or virtually be the innovation hub I worked on the 21st century reference group for the Government looking at the needs of education often to the future we kept harping on about the need to be these innovation hubs that educators could go to and start reprogramming themselves and start trying different strategies why aren't you guys the innovation hubs in a sense you always have been but start identifying yourself as this be project partners I look at the stuff our young people are doing and I think about the projects that I've heard that you guys are doing and think my god how much bigger and richer would these be if they were in partnership with our schools and our students in very real time you have an untapped resource and those students yes they are like herding cats but once you've got into the cat herding business you can take advantage of a whole lot of cheap labour of a whole lot of talent and opportunities and skills and you will learn from each other believe me I've been learning for 20 years now you can be project clients they need authentic clients to create authentic projects why can't that be you why aren't they designing your next exhibition I know with the Minecraft exhibition at the Auckland Museum that had real student engagement and I know taking my daughters there who are in 9-11 that was the most engaged they have ever been with a museum exhibition because in a sense it was for kids by kids they understand the market I believe we will get the best outcomes if we work together on this if we co-construct the future of education New Zealand is small enough for us to actually do something really magic and really different we need to knock down the barriers between school and those institutions and galleries and libraries and archives and museums we are one great big learning environment that should be working together to realise the future of education in New Zealand I think of those student labs that were mentioned yesterday the labs in the library labs or museum labs why not have students in those labs why not open the door to them I want to encourage you guys to host and conferences for the education sector these last two days one of the things I put online is actually my favourite kind of education conference is a non-education conference I have learnt so much more from you don't tell the other conference providers than the other conferences I have come from because by God we're stuck in an echo chamber all I am hearing is people talking about design thinking maker space is coding robotics it's the future actually we need to look beyond that and I believe the only way we can do that is by working together I want to close by giving you guys an invitation I would like to invite you on behalf of the education sector I didn't actually ask their permission but it's okay let's go for it I would like us to go free range together thank you so much Claire for a really compelling presentation and we've got a couple of minutes so we can probably take one or two questions that they'd like to ask I think we've got one just here just behind you Vivienne yeah can I go I'm a librarian working in quite a small community in Oamaru, Waitaki and I'm really excited we also have at least one library in primary school and I think the new principal has very similar ideas that you are and you proposed this morning now just going back to your school how do you use the library how is the library part of this this web of learning the library we talk about is the home of digital citizenship we actually see libraries and digital as sort of a marriage between the two it is a physical open plan space it is a space where we have a heck of a lot of I like what the term tree books we believe it's really important that our students have a really rich diverse range of texts there physical texts and physical books the space where they can access the internet it's one of our learning hubs to be honest I barely separate our library from any other space in our school it's open plan it's self-issuing our kids come in and they self-issuing books offer just to go through a machine our theory is if they steal books it's a win so we're determined not to close it off in any way it's everything is on wheels and the idea is that because it has to be an adaptable space like every other space in our school it is the place where you go to if you need any other digital devices or tools you go up and you issue them from the desk like you would anything else our librarian she happens to be our digital citizenship leader and so she supports in that area but she also is the person that helps us curate information according to our needs as well so I mean I'm lucky I'm my job as a DP I've got the best mixture of responsibilities in the world so I look after the professional learning of our staff I look after the ICT and e-learning infrastructure and I also look after the library and to me they are all interconnected our library is always the place we do our professional learning in so I run my classes but it's also very much the place that supports digital citizenship in our school and is at that place that can curate and support people in finding information as well. Two questions over here I think we'll just have to take one more unfortunately. You can always ask me the questions over morning tea or lunch as well. I just wondered how you took individual learning styles in your account. One of the things that we often talk about is universal design for learning underpinning our learning design at Hopson 4.2 so that idea that there should be choice within your learning design there should be choice around receiving your information through a range of contexts and so it should be available through written visual oral if possible so that students should have choice to work in the spaces that are most comfortable for them that's where our ubiquitous access to learning is really important we recognise it for some students that their best learning happens at night I don't know if you've ever tracked a teenager's learning patterns they often actually really get into doing stuff and we can judge and we can say oh they should be sleeping but actually for some students that's the best way for them to learn we often talk about differentiating by choice so ensuring that as much as possible the way they receive information there's a variety of ways they can do so the way they can process information we have some students who like having an exercise book alongside we do use Hapara and Google Drive and as a default things pushed out into their Google folders but if a student likes working with a folder or a 1b5 because that floats their boat to create a writing class there are students who love handwriting and I acknowledge that we are diverse and that there is real power in technology but there's also real power in personalisation and also increasingly you will not see a single way that students have to evidence their learning so for instance in English I've worked for years in the English sector I was involved in writing the achievement standards and one of my biggest bug is we make them write essays all the time and in the age of complex communication that's not good enough if they want to share a voice recording or a podcast or a video to evidence their learning unless I am measuring their ability to write we should be giving them the choice you may have to just wrap it up just in the interest of time but thanks so much Clare please join me in thanking Clare again