The world needs creative, innovative and courageous young people who can connect, collaborate and act. We know that youth may only be 20% of the population but they are 100% of the future. The time is now to let them share their dreams and design the future they want to see.
Achieving best outcomes for farmers, consumers and the planet requires building deep and lasting relationships with everyone from paddock to plate. Young people may only be 20% of the population but they are 100% of the future and they are the perfect place to start
In recent evaluation surveys it has been shown 80% of participating schools align their Archibull project to the curriculum and use it for assessment tasks. A further 20% of participating schools align their Archibull project with pillars of their strategic plan for student growth, to build capacity of school leaders, to extend gifted and talented students and to engage with their community and businesses.
“Our school plan links directly to partnered learning and transdisciplinary learning with an alignment to AgSTEM, sustainability, Aboriginal Knowledges and AgSTEM careers education. This program is a perfect fit,” Kris says.
The Archibull Prize will be embedded into the school’s curriculum and used as part of the assessment process.
“The program will be aligned to our transdisciplinary course: Applied Learning. The Year 7 focus in this course in Semester One will be Water and the World with a focus on peri urban water use. In Semester Two the focus will be Biotechnology. The Archie program will be integrated into our design thinking pedagogy. We will not only capture elements in our formative assessment, we will also utilise the program to facilitate student’s completion of our Capability framework for Year 7.”
Our world today is full of increasingly complex global issues like rising inequality, climate change, sustainability of resources and a rapidly changing economy, just to name a few. If we are to reverse the damage that has been done, and ensure a sustainable future for future generations, we need to act now.
For over a decade The Archibull Prize and our Young Farming Champions have been engaging teachers and students with Australian farmers and agriculture; providing the next generation with trusted voices and building long-lasting effective partnerships.
In 2021 this model is being extended to raise environmental awareness through the lens of agriculture by incorporating the United Nations Sustainability Development Goals (SDG). It is a win-win model that will secure the best outcomes for farmers, consumers and the planet.
In 2021 The Archibull Prize will mirror the highly successful Kreative Koalas program with a strong focus on supporting and motivating young people to be aware of the impact of their choices, empowered to make informed decisions and inspired to act to create the future they want to see. By participating in The Archibull Prize students will look at SDGs through the lens of agriculture and work with farmers to see how their local community can meet Australia’s commitment to the Global Goals.
Work by international and Australian voices has identified eight goals as priorities for agriculture. These are:
SDG 2: Zero Hunger
SDG 3: Good health and wellbeing
SDG 5: Gender Equality
SDG 6: Clean Water and Sanitation
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 14: Life Below Water
SDG 15: Life on Land
Another three goals have been identified as aligned to the benefit of Australia’s rural sector. These are:
SDG 7: Affordable and Clean Energy
SDG 8: Decent Work and Economic Growth
SDG 9: Industry, Innovation and Infrastructure
Utilising the theme “Connect, Collaborate, Communicate” schools participating in the 2021 Archibull Prize will be tasked with tackling one of these SDGs by working with farmers to break down global problems into realistic and achievable actions on a local level in their schools and communities.
The Archibull Prize is a perfect partnership to bring together the wants and needs of students with the wants and needs of the Global Goals and get the best outcomes for farmers, consumers and the planet.
Find out how The Archibull Prize is designed and delivered to meet the wants and needs of schools, teachers and students here
Expressions of Interest to participate are now open here
“When societies around the world were straining under the pressure young Australians were designing a future that will benefit farmers, consumers, and the planet for generations to come”
Agriculture is a sector that attracts substantial public attention. It is pivotal that the sector and everyone working in the sector can build and maintain relationships with a range of people, who often have diverse interests in what the sector does.
The building and maintaining of community relationships is crucial for the long-term future of food security. To deliver solutions that benefit the farmer, the consumer, and the planet for generations to come it is pivotal the agriculture sector takes collective action to create and deliver community engagement opportunities that encourage mutual trust and respect.
Building deep and lasting relationships between consumers and producers is at the heart of everything we do at Picture You in Agriculture (PYiA). PYiA aims to promote a positive image of Australian agriculture, encourage the uptake of agricultural careers and foster two -way conversations within the community.
To facilitate this PYiA identifies and trains emerging leaders (Young Farming Champions) in the agriculture sector to deliver our in school programs, The Archibull Prize and Kreative Koalas. A key strength of our in school programs is encouraging schools to identify and connect with trusted expertise in their local communities.
Asking them to take on our deep-dive, time-demanding, project-based learning programs and engage with diverse groups of people beyond the classroom seemed an impossible task.
Yet, rise to the task they did and it became abundantly clear to us that spreading the good word about Australian agriculture is not about one-day workshops or employer-sponsored conferences, but rather is dependent on the strong relationships we forge over the longer term.
Our Archibull and Kreative Koalas schools, too, came to value these partnerships and everywhere we turned we found examples of students, teachers, community, government and industry working together for a common goal of promoting prosperity while protecting the planet.
This collective action for collective impact model creates a community of people with collective intelligence.
It requires visionaries and champions within those organisations who are willing to experiment to find the most effective models.
In this post we are introducing you to some of the visionaries and champions who are supporting agriculture to build lifelong community relationships.
Local Land Services is a NSW Government land management agency delivering quality services to rural and regional landholders. Their visions and ethics align with those of PYiA and over the years we have formed a formidable partnership. In 2020 staff from LLS offices across the state worked closely with our Kreative Koalas schools.
Hunter LLS school engagement Officer Jane Lloyd-Jones was on the front line of this partnership. Building on her successful partnership with Medowie Christian School in 2019 Jane worked with Dungog Public School to raise awareness of the endangered red goshawk, and with St Brigid’s Primary School who adopted the endangered Hunter River Turtle as their mascot (and donated $300 to the Australian Reptile Park to aid its preservation). Exeter Public School and Chevalier College also benefited from visits from LLS representatives.
Pauline Dunne and Freddy Herrera from the NSW Department of Planning, Industry and Environment (DPIE) worked alongside Jane and the LLS, delivering presentations into schools in the Hunter to talk about biodiversity and conservation. Pauline recognised the value of this collaboration with LLS:
“Jane’s role as the Local Land Services schools education officer makes the process seamless for all of us. She was able to coordinate all the relationships between the educators and the Hunter Local Land Services and DPIE and Aussie Ark and there was a combined willingness to share networks and contacts.”
Hunter LLS and the DPIE was also invaluable in providing funding to support workshops designed specifically to meet the needs of teachers and students participating in both The Archibull Prize and Kreative Koalas. These workshops were facilitated by a dynamic group of leaders including Centre of Excellence in Agricultural Education principal Kris Beasley, changeologist Les Robinson, science communicator Jenni Metcalfe, 21st century learning expert Josh Farr and John Holloway from the Murray Darling Basin Authority Education team.
NGOs can also play a pivotal role in raising awareness about the pivotal role farmers play in nourishing our country. OzHarvest’s FEAST, a food education program for primary students, married perfectly with Kreative Koalas and several schools chose to complete both in 2020. Annangrove Public School studied SGG 2: Zero Hunger with Kreative Koalas using their re-invigorated school garden and lessons learnt in FEAST to support the local Windsor Community Kitchen.
“We donate eggs and vegetables every fortnight to Windsor Community Kitchen and have decided that we will sponsor Windsor Community Kitchen and donate money to help them pay their rent, as well as donate food.”
Other schools participating in FEAST in conjunction with Kreative Koalas were Medowie Christian School, Primbee Public School and St Brigid’s St Brigid’s Catholic Primary School with the community being a major beneficiary of student fundraising and food growing efforts.
Indigenous influences were prominent in The Archibull Prize and Kreative Koalas. The Australian curriculum encourages teachers to create a culture where indigenous stories and language are fostered. More and more teachers are seeing Kreative Koalas and The Archibull Prize as ideal vehicles to foster indigenous knowledge. Many schools invited local Elders to present to students, indigenous designs were incorporated on artworks (such as the stunning rainbow serpent from Raymond Terrace Public School) and both cows and koalas supported names in local indigenous language.
“We used iridescent rainbow tiles with organic shapes to piece together a large Rainbow Serpent, to circle the design. We used no paint and created a design which literally reflects (due to the mirrored tiles) our ideas and exploration of Aboriginal stylised design and bushfire theme. Our koala will form the centrepiece of our new Aboriginal cultural garden at Raymond Terrace Public School.”
Calling on the knowledge of local heroes such as Indigenous Elders was a key part of relationships built during 2020. NSW Southern Highland schools Exeter Public and Chevalier College, who had been impacted by the 2019/2020 summer bushfires, connected with local fire brigades and used Kreative Koalas and The Archibull Prize as healing mechanisms.
“This writing [on their koala] allowed the children to express their feelings and emotions about the bushfires as it affected them and then focus on the positive aspect of the bush coming back alive. Kreative Koalas certainly has been a wonderfully informative and healing project to be a part of.”
In Kreative Koalas St Joseph’s School at Grenfell tapped into a wealth of local knowledge as they studied water sustainability. Weddin Landcare officer Melanie Cooper, John Holloway from the Murray Darling Basin Authority, Sally Russell from Lake Cowal Conservation Centre and “our local plumber” from Conron Stockrete all supported the students in their learning journey.
Similarly, in The Archibull Prize Innisfail State College in north Queensland, studying the health of their local catchment, called on a range of local experts. These included Innisfail Elder Alf Joyce (Uncle Alf), banana farmer Mark Nucifora, the Cassowary Coast Regional Council, Elders Innisfail and extension offices from Canegrowers.
“As an artwork, the Archibull has allowed students to engage with their region and the real-world issues they face within their futures. It has been an incredibly positive experience for all the students involved from the incursions and presentation sessions. More importantly, the painting of the cow has been a great experience for the students to connect, be creative together, communicate their ideas and support each other throughout this creative process. They have loved it and are very proud of their efforts.”
Looking back at the achievements of our 2020 Archibull Prize and Kreative Koalas schools it is easy to forget that all their projects were constructed under the duress of a global pandemic. When societies around the world were straining under the pressure our young people were looking forward to the future. They were investigating, and actioning, United Nations Development Goals, using PYiA programs to heal, researching new ways to sustainably and regeneratively farm and, most importantly, making connections and forming relationships that will guide them into the bright future they deserve. Even in a pandemic we can take inspiration from our youth.
With “flexibility” being our key word for the beginning of the new decade thanks to our 2020 partners, teachers and students we are better placed for the challenge that will, no doubt, come in 2021.
Many of our 2020 schools participating in The Archibull Prize chose to investigate agriculture in their own back yards by looking at historical and current methods of farming and researching new ways to a sustainable and regenerative future. This is what they found:
Innisfail State College in northern Queensland created Guyji (the traditional Mamu word for “determined to do a certain thing”) to illustrate the story of their rivers of home – the South and North Johnston Rivers.
Year 9 art and agriculture students engaged with their region and explored issues that will determine their future, as they followed each river down either side of their Archie. The rivers of the Innisfail catchment wind through rainforest and banana plantations, dairy cows and tropical fruits, and show not only negative practices such as excessive fertiliser use and illegal dumping but regenerative agriculture and increasing biodiversity – two paths, one future .
“At the back end of the cow the two river systems meet and this is where our school is located in Innisfail. The river is depicted flowing out to the Great Barrier Reef with all that it captures from within the Cassowary Coast catchment. The Great Barrier Reef represents both the positive (with its survival) symbolised with the presence of turtles and the opposite side being depicted bleached and lifeless.”
Chevalier College in the NSW Southern Highlands also explored regenerative agriculture on their Archie named Sustaina-BULL, which was a particularly relevant topic considering much of their local area had been impacted by the bushfires of the 2019/2020 summer.
Sustaina-BULL has a map of major centres in Southern Highlands, a black side (representing Black Angus cows) showing the effects of climate change including bushfire and drought, a green side (representing Holstein Freisan cows) showing sustainable farming practices and healthy eco-systems and an udder covered with fake news headlines to address misconceptions about agriculture. It also has interactive QR codes leading to a video produced by the students.
The artwork is a combination of abstract painting, collage and 3D elements such as burnt sticks in the fire, paper pulp to give dimension to the hills of the highlands landscape and felting textural animals.
“The father and son on the rear end demonstrate the future of farming, with the interpretation being the father leading the son towards a sustainable future of farming providing food, clothing, and resources for the future population of Australia and the world.”
At St Catherine’s Catholic College in Singleton there is an Archie with a tree poking out of it. This is Regen-a-bull – the environmentally friendly Archie from the Year 7 agriculture students.
Healthy soils form the basis of Regen-a-bull and support the tree, made from the branch of a storm-damaged tree on the school grounds. Circles are used extensively to represent the cyclical nature of regenerative agriculture. There is also a wooden magpie (in tribute to the school’s resident dive-bombing menace), ryegrass seeds and a cow pat!
“We have used materials that were sourced locally or on our own school farm. We have tried to minimise impact on environment, including minimising waste, to create our Archie. Regen-A-Bull” is a timely symbol of the importance of looking after the soil if we are to mitigate climate change, improve resilience to drought, and produce healthy food for our population.”
Penrith Valley School in western Sydney took the concept of regenerative agriculture one step further by turning their Archie, Ain’t No Bull, into a working hydroponic system, decorated with themes from their Indigenous students.
The hydroponic system collects water at the Archie’s head, distributes it to the living plants on Ain’t No Bull, can store excess water, and drains used water through the udder. A porthole allows a 360o viewing of the internal assembly and functional capacity of the system. A thermometer and rain gauge allow for the measurement of weather changes over time.
“Ain’t No Bull is a unique sculpture, which has integrated the concepts of a sustainable agriculture future in the Nepean/Hawkesbury Valley. The working model of a basic hydroponic system in the Archie is a unique and interactive feature that is designed to present the concepts of a sustainable agricultural process to the broader community.”
2020 was an extreme year of challenges for our Archibull Prize participants as schools scrambled to modify the curriculum to online and remote learning during the pandemic. To incorporate the deep-dive of The Archibull Prize to this situation showed tenacity and commitment of a higher level and we applaud each and every school that completed their Archies.
The Archibull Prize operated under new model in 2020, one that encouraged partnerships with other schools and the community and asked schools to choose an agricultural issue close to their hearts. Several of our schools chose to compare natural fibres such as wool to synthetics in the world of fashion and to examine how Australian agriculture contributes to the world’s food security. Let’s meet some of our 2020 Archies.
Susie Sustain-a-bull is the name of the ‘puzzling’ Archie created by Queensland’s Kilcoy State High as they explored world food security.
“Food security is a puzzle, as the world produces enough food for all but there are still individuals and communities who are without sufficient food.”
The puzzle theme is on full display on Susie with jigsaw pieces representing both challenges and solutions to food security. The Year 10 agricultural students were shocked to learn 1 in 5 Australians go to bed hungry and wanted to use their artwork to engage people in discussions about this topic, particularly as it is generally unspoken in the media or amongst people who never go hungry. To this end, one of the prominent puzzle pieces is labelled “You”.
“This represents every person as it is considered everyone’s responsibility to do their bit to help all achieve, obtain and maintain food security; even if just in a small way. This piece hopefully gets people to think about what they can do to help solve the problem.”
Nepean Creative and Performing Arts High School in western Sydney partnered with local feeder school Leonay Primary School to produce their Archie named Piece by Piece to Peace. The students from Stages 3, 4, 5 and 6 sought to understand why synthetic materials are the backbone of fast fashion, rather than organic alternatives.
They expressed their findings in finger painting on a split personality cow they turned into a front loading washing machine to highlight the damage microfibres from synthetics create in our oceans.
“One side shows the dirty world that we have created, always using, always consuming, always throwing away. The things we use are often poisonous to us and our earth, and no matter what we do, no matter how many times we manipulate the synthetic product into something new, it remains a synthetic monster that hurts nature. The other side expresses wonder, beauty and the calm wave towards rest and contentment. No synthetics. No darkness! ”
The standout blue wave on Piece by Piece to Peace is inspired by the artwork The Great Wave by Hokusai and was used by the students to illustrate the massive changes needed to create a more sustainable world of clothing and fashion.
Launceston Church Grammar School in Tasmania also looked at fast fashion, comparing a range of popular disposable clothing items to the biodegradable and long-lasting properties of wool. The result was their Archie named Woolba.
Year 9 geography students took a deep dive into the world of wool – visiting local farms, chatting to wool-brokers and engaging with our wool Young Farming Champions. The ugg-boot wearing Woolba has a 3D diorama along her spine showing off the process of wool production and an in-built screen, which displays the school’s digital learning from The Archibull Prize.
“Through our in-class investigation of the fashion and textiles industry, our scientific investigation of safety of fabrics, and our interactive learning with genuine and passionate members of the wool industry, it became overwhelmingly certain that wool is the best material for clothing, and that we need to foster a transition to slower fashion, where people choose fewer items made in fair conditions.”
Meet Le_EGG_o. Students at Calvary Christian College not only created prize winning artworks they have created lifelong legacy learning tools that can be enjoyed by generations of young people
Calvary Christian School in Brisbane are enthusiastic participants in The Archibull Prize, often featuring in the annual awards ceremony. In 2017 they won the title of Grand Champion Archibull with Cotney, representing the wool industry. In 2018 their Archie Le-Eggo, representing the egg industry, was awarded Reserve Grand Champion Archibull.
These famous Archie celebrities are now taking up residence in Sydney and will be a showcase of the new learning facility. Kris Beazley is the principal of the Centre of Excellence in Agricultural Education – Richmond Agricultural College.
“We are currently delivering Ag, STEM, Sustainability, Aboriginal Knowledges and Careers programs for schools K-12, along with teacher professional learning. Our first AgSTEM specialist stream will commence next year with full time students. We believe both Archies will be well utilised on a weekly basis in our learning programs for both students and teachers and highlight the outcomes possible when young minds are allowed to explore.” Kris says
Le-Eggo and Cotney are currently in Western Sydney University’s shearing shed educational facility, a university events space, but will take pride of place once buildings for the Centre of Excellence are completed.
“We look forward to profiling Calvary Christian College and the teams responsible for these amazing artworks as well as PYiA, and to connect with Calvary teams in the future, either virtually or when they visit Sydney for Archibull events,” Kris says.
Lisa Bullas from Calvary Christian College says the school is proud to see their Archies in their new home:
“We are privileged to share our Archibull’s with CoE at Ag Ed in Richmond (though if any time they become surplus to requirements we’d be happy to have them back!). I look forward to hearing more of their tales inspiring the new education program. Long may Cotney and Le-Eggo keep telling their agricultural stories.” Lisa says
It seems the Calvary Archies will indeed keep telling their stories, and to an increased audience.
“As our programs are delivered across the state we know that thousands of young people over the years will engage with both Cotney and Le-Eggo,” Kris says.
This experience has been profound for our students. It has facilitated critical thinking, in-depth discussions and provided a platform for our students to develop and refine their thoughts and thinking on issues affecting society today. The Hackathon generated ideas and language our students rarely use to express themselves. The clarity and conviction in their arguments was impressive. The entire process has stirred their creative juices and fostered dedication to finish both the Koala and the Archibull to a very high standard. They have spent all their spare time collaborating and working hard to ensure the projects are ready for submission. The sense of pride in their work is wonderful to see. I highly recommend the opportunity to participate in The Archibull Prize and Kreative Koalas.
Claudia Munday Teacher Penrith Valley LC
At Picture You in Agriculture we are committed to adding value to everyone we serve.
We support agriculture by future proofing the sector through
Building agricultural literacy
Inspiring pride in the contribution of farmers and rural and regional communities to Australia’s economic wellbeing, our social fabric and the the sector’s commitment to achieving climate positive agriculture
Succession planning. Identifying and developing emerging leaders in the sector and leveraging their capacity as role models to attract young people into agriculture
Agricultural literacy revolves around the ability to think critically and make value judgments about the impact of agriculture as an economic and environmental activity and the concurrent societal and political pressures that result from those judgments. An agriculturally literate person should be able to analyse and evaluate “trade-offs” to individuals and to society resulting from agricultural enterprises. The nature of the decisions and value judgments drive the agricultural content. Understanding of agriculture is demonstrated by the ability to enter into conversations about and make decisions in response to choices facing society. Source
We support the teachers we work with to empower their students to be critical and creative thinkers who are life long learners working together to be engaged and active participants in the communities they live, work and play in
“The aim of the hack-a-thon was to draw together the students’ prior learnings and understandings about the project parameters, their area of research, understanding of effective communication and project planning. Students developed ideas and concepts through a process of imagineering, clustering, consideration and feedback, and then these tested ideas formed a milestone map and resourcing and task allocation plan for their projects,” Kris says.
Four teams participated in the hack-a-thon, three involved with The Archibull Prize and one with Kreative Koalas. Setting the project tone for their Archies were Stage 4 students from Nepean Creative and Performing Arts who are studying sustainable fashion, Stage 4 students from Granville Boys who are studying water management in the Sydney catchment and Stage 4 and 5 students from the Penrith Valley Learning Centre who are studying land use challenges of the Hawkesbury-Nepean River. Kreative Koala participants were the Stage 3 students from the Penrith Valley Learning Centre who are supporting koalas in the rural fringes of north-west Sydney.
“Our students embarked on an intense day of imagineering and prototyping that was tailored to our Archibull theme, zero textiles waste. Design thinking principles united with structured negotiations, constructive feedback and testing group ideas, and project parameters were rigorously explored, discussed and revisited. The result was a synthesised group production target and achievable project goals. We thank the Archibull Hackathon team for their passion, innovation and interest in the development of our project and our minds.”
Mrs Rowston, Nepean Creative and Performing Arts
And what does their Archie look like
Students enjoyed the opportunity to contribute to their projects and to problem solve as part of a group. When asked what were three things they learned during the day, their responses included:
“collaboration – merging ideas – be willing to change and compromise”
“how to communicate effectively – listen/respect and use others ideas – easily collaborate”
“communication – teamwork – realistic ideas”
Kris believes the hack-a-thons developed a sense of collective commitment to the Archibull and Kreative Koalas projects.
“It is an intense day but also gives every student in the group a voice and the agency to act.”
Meet Penrith Valley Learning Centre’s Archie
A great outcome for agriculture supporting our young people to be ready for the jobs of the future
The House of Wellness program on Channel 7 recently featured some extra special guests – students from St Catherine’s College at Singleton and their Archies and Kreative Koalas!
The House of Wellness explores “the world of health and wellbeing, addressing your health concerns in an entertaining and informative format. From raising your kids, to staying fit, ageing gracefully, and keeping beautiful inside and out, as well as the A to Z of every vitamin under the sun, The House of Wellness is designed with one thing in mind – to help you ‘Live Well’.”
In his introduction to the November 2 episode, Luke Darcy linked wellness to the environment.
“2020 has made us re-think pretty much everything about the way we live from what we consume, our relationships with each other and the environment and the impact we have on the planet,”
Luke’s astute reflection is a mantra long held by the Archies and Kreative Koalas.
After a brief chat about The Archibald Prize Luke, and co-host Jo Stanley, segued expertly to The Archibull Prize and featured Lynne Strong talking about her vision for climate positive agriculture before segueing again to Lynne’s driving passion – Picture You in Agriculture.
Then it was into the classroom to showcase the Archies and Kreative Koalas in action, including asking the students how these programs have changed their perception of agriculture and the environment.
“I didn’t grow up on a farm but this has definitely made it a lot more fun,” said Archies participant Phoebe .
“Its pretty exciting” declared Jessica
“For the forehead we are planning to put an earth with a lot of trees and bushes around the outside. So that’s saying that our planet grows a lot of plants and those plants are vital,” said Jacob.
The segment concluded with a plug for careers in agriculture.
“We have some of the best ag science and agronomy courses in the world right here and by 2030 it is estimated there will be around 48,000 new jobs in the rural sector, which is fantastic. It’s a great field to steer our kids towards,” Luke said.
“And it is girls who are leading the charge
They make up more than 56% of students studying agriculture and related courses.” Jo continued.
PYiA is committed to engaging students, young agriculturalists and future consumers in conversations about their vision for the future of food and farming and their role in it. Thanks to The House of Wellness that vision has reached yet another audience.
Watch the Archies and Kreative Koalas on The House of Wellness
Mega shout out to the students and teachers at St Catherine’s and the team at the House of Wellness who all did a superstar job of showing how exciting agriculture can be
Critical thinking skills are one of the top four employability skills 21st century employers want most.
Our research shows that young people want to significantly increase their creative and critical thinking skills This includes determining the difference between what’s real and what is “Fake News”
Our research has been complemented by the fabulous work of our partner Western Sydney University in their study of News and Young Australians
As this article in The Conversation highlights, we live in an age of fake news and Australian children are not learning enough about media literacy.
The challenge for teachers is how do we better prepare young people to effectively navigate the complex and nuanced landscape of modern news and social media.
We are excited to be part of a team helping teachers do this using fake news in agriculture as an example.
Part of what the students will find out is what is fake news in Australia is not necessarily fake news in other countries. This helps to reinforce the message that there is not a one size fits all solution to the challenges our farmers face to grow food and natural fibres on the hottest, driest inhabited continent
What does a Fake News lesson plan look like?
A quick summary of it might look something like this
Teachers ask the question, “What is Fake News?’
Students discuss their ideas.
Class teachers can facilitate the discussion by making a brainstorm of their answers.
Younger students, play the ‘Get Bad News’ game to help them understand the process of creating fake news and the effect it has globally;
Teachers might then invite the students to break into groups for a wider discussion and share their learnings with the community via their Archibull Prize ( secondary schools) or Kreative Koalas ( primary schools) digital learning journal
The aim of each task is for the students to create and present a short presentation of their findings at the end of the lesson
Tasks could look like this
Group 1 – Look at fake news as a concept. What is it? How does it happen? Can they create a checklist to help other students to spot fake news?
Group 2 – Investigate what the media gains by spreading fake news. Present an explanation of their findings.
Group 3 – What’s a credible resource? What’s credible science? Students investigate these 2 headings and provide short explanations of both.
(Group 2 and 3 could also create visuals (such as a poster or comic strip) to accompany their work.
Group 4 – Invite the students to discuss the ethics around deceptive advertising and its consequences. Students can use the Consequence Wheel for this exercise
We look forward to sharing the students agricultural flavoured journey to detect biases and agendas in media and feel empowered to distinguish fact from fiction, be savvy consumers, and learn to advocate for public good?
And this very important feedback from a teacher. Another question agriculture can ask itself.
Is our succession plan and capacity to spark interest in careers in agriculture reaching young people where they are at
As you can see the Moos are definitely in the News
In the media
Caragabal has received rain! This momentous occasion for students and families of Caragabal Public School in western NSW made ABC headlines. Kids spoke about the breaking of the drought and how sustainable practices are shaping their farming future.
Also talking to the ABC about Kreative Koalas was teacher Martha Atkins from Medowie Christian School in the Port Stephens region. The students also shared their journey to #ZeroHunger with the Port Stephens Examiner
Medowie took out the title of Grand Champion Community Project for Change in 2019, so this is definitely a school to watch out for.
The Port Stephen Koala Hospital will be opening on September 25, and radio station NEWFM radio, previewed the event, which guest stars the Grand Champion Koala artwork from Raymond Terrace Public School.
On our blog
Medowie also featured on our PYiA blog (we love to celebrate our schools and feature them regularly) discussing their goals for 2020 with zero hunger and cookbooks!
Meanwhile, James Erskine Public School reflected on what they had learnt from Kreative Koalas in 2019 and how it has affected their school twelve months down the track.
St Catherine’s Catholic College at Singleton told us how COVUD has had some positive changes, allowing teacher Joanna Towers extra time to study and to investigate the world of regenerative agriculture.
Innisfail State College, who is taking part in both the Archies and Kreative Koalas, is improving critical thinking through collaboration, connection and communication.
Thank you to John Holloway from the Murray Darling Basin Authority Education Team for his very well received Deep Dive into Water webinars and the extremely engaged students who joined him. See the story here. John will be available to run more webinars for Stage 3, Stage 4 and Stage 5 after the holidays.