“You can be assured, one of our priority recommendations will be the essential nature of co-design with teachers and community,” Schools for Our Future infrastructure inquiry chair Sharan Burrow told Annual Conference.
“There is no doubt that where principals, teachers, specialist staff, indigenous communities, parents and allied health professionals are involved, new builds and retrofits are much more suitable for maximising the benefits and the enjoyment of schooling.”
The Australian Education Union’s inquiry is investigating the importance of infrastructure, the condition and safety of public school facilities, future needs, equity, inclusion and funding. The panel will publish its report by October.
The inquiry has consulted with:
- public school teachers, principals, education support personnel and families
- state and territory governments and key departments of education personnel
- education stakeholders including unions, community organisations, researchers and youth bodies
- organisations representing Aboriginal Peoples and Torres Strait Islander Peoples, rural and remote Australians, young people experiencing disadvantage and students with disability.
Ms Burrow said the complexities of teaching and learning, the scope of curriculum offering, student needs, health and wellbeing support, community building and community access and support require fit-for-purpose infrastructure.
She said the inquiry’s nationwide consultations have revealed a broad set of must-have considerations:
- space: generous flexible classrooms with the ability to accommodate all teaching and learning choices, including breakout rooms with line of sight and dedicated spaces to enable the full scope of curriculum offerings
- light: natural light and light and colour choices that support sensory wellbeing
- sound: acoustics and soundproofing to maximise concentration and minimise disruptions
- full service: there is increasing support from teachers for wellbeing hubs with capacity for specialist services to provide student and community support
- early childhood: on site provision is seen to support both student learning and parental choice
- before and after school care facilities: support for parents and students that doesn’t compromise learning spaces
- school community meeting spaces: the need for halls/covered spaces that accommodate school students and the community to engage in and celebrate all school activities is vital
- pride of place: culture and community embedded in school art and design
- beyond indoor spaces: environment as a third teacher, trees, covered outdoor spaces and playgrounds
- sustainability: electrification with renewable energy, water tanks, insulation, double glazing and reliable heating and cooling
- toilets.
Tell the inquiry about your school’s infrastructure needs
Inquiry deputy chair Maurie Mulheron encouraged members and schools to write a submission to the inquiry by 31 July, outlining:
- how well current facilities are meeting the needs of students, teachers and staff
- what is required to ensure our schools are safe, modern, inclusive and fit for purpose into the future.
“We’re not looking for essays, just a page, half a page, photos,” Mr Mulheron said.
The stories will help build an evidence base for future campaigning for recurrent federal capital works funding — at present there is no ongoing federal infrastructure funding for public schools, while private schools receive extensive federal funding.