Archies’ inspires students to take on big issues in pandemic

 

Spurred on by our world-renowned school program where schools are assigned a Sustainable Development Goal (SDG) to look at through the lens of agriculture, schools are confronting issues related to farming and beyond 

In a classroom in a conservative area of central NSW, about 420km from Sydney, a group of students are having an honest and frank discussion about lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ) rights. 

Inspired by Action for Agriculture’s (A4A) The Archibull Prize, which encourages project-based learning and has led to them investigating hunger and climate change, these young people from The Henry Lawson High School in Grenfell are now also confronting wellbeing, through exploring their perspective on youth mental health and other timely issues.

 

“The Archibull Prize is allowing our students to explore their perspective of, and connection to the world, and they strongly connect with the rights of people to express themselves and live openly in a community where they’re accepted by everyone,” says Jillian Reidy.

Jillian is the relieving head teacher in science, agriculture, art and information communication technology (ICT), and a Highly Accomplished Teacher (HAT), from The Henry Lawson High School. 

The school is exploring SDG 3, Good health and Wellbeing, in this year’s ‘Archie’ entry. 

“We’re a very traditional country community, so to have the students discussing LGBTIQ rights and other big social issues, including racism directed towards the Asian population during the COVID outbreak, has been powerful,” says Jillian. 

Watch Jillian present her students’ vision at the 2021 May NSW/ACT Geography Teachers Association Conference

In a year when many programs have come to a halt, The Archibull Prize has continued. The schools involved in it have not only survived but thrived – thanks to their champion teachers who are role models for how to keep students inspired during a pandemic. The schools’ progress is proof that even in the worst of times, we can keep going. 

Through The Archibull Prize, schools select an SDG that is important to them and their region. They then design and deliver a Community Behavior Change project to help their region achieve Australia’s SDG targets  

“We have a lot of students from very high risk poverty areas with families that are struggling and have no work so food can be tight,” says Amy Gill, a HAT and SOLAR program lead with Youth Off the Streets.

A report by the University of Melbourne estimates that over 50,000 young people are missing from the school system at any given time.

The SOLAR Project is an off-campus adjustment, using online platforms, to support students in achieving their educational outcomes used by Youth Off the Streets. 

 “We’re dropping food hampers off once a week to support them, but there’s other challenges within the home. Domestic violence for instance is a huge challenge particularly when everyone’s stuck at home together.”

 To keep students motivated, Youth Off the Streets are using innovative and creative learning methods including one evoking The Circle of Courage, a Native American childhood practice which has the themes of belonging, mastery, independence and generosity at its heart.

“A young person really needs to belong in different aspects of their life.  Many disadvantaged students also feel like they’ve lost the skill of mastery. When learning remotely they feel behind their peers and can lack confidence coming back into the classroom. Our program is helping them cope.”  says Amy. 

 Through programs like The Archibull Prize, students grappling with their identity are also realising that they have a valuable contribution to make. 

 “Young people are really struggling to find their place, especially during the pandemic, but at school they find their purpose through initiatives like The Archibull Prize,” says Amy. 

 The project based learning approach of Youth Off The Streets includes innovative projects such as Speak for the Banyula (an Indigenous word meaning many trees), a geography and science unit, centred around caring for country, sustainability and land management. The Happiest Man on Earth, a history and English module incorporating the arts, involves reading a memoir written by Australian Holocaust survivor Eddie Jaku.

“We do a lot of art, and try to drop off home learning packs with hands-on activities because sitting at a computer all day is quite exhausting for young people,” says Amy. 

​​While the Youth Off The Streets are confronting hunger in their daily lives, teachers at Pymble Ladies’ College on Sydney’s North Shore are trying to make it real for their students – again using the ‘Archies’.

 “The girls are so incredible when it comes to research, the students decided to focus on the issue of hunger and food waste in Australia, with more than one-in-five Australians going to bed hungry.

 The Archibull Prize provided an additional avenue to develop student’s passion in this area, building on what we do in geography and more widely around the college such as the boarding community, agriculture studies in the upper and senior school. In geography, it has provided a platform to make an impact at a community level and for them to feel like they’re creating change.” says Ray Howells, who teaches geography and business studies at Pymble Ladies’ College. 

Pymble Ladies’ College’s 2021 ‘Archie’ entry will become a future school mascot to spur on action to end hunger as well as addressing climate change.  

 “Programs like the ‘Archies’ have also piqued students’ interest in farming, with many keen to visit country friends during their holidays. It’s also been incredible for me, not being from this country, seeing how important the agriculture industry is here in Australia and how it connects so many families,” he says.

Students are planning to visit a farm in Young which belongs to one of their student’s family once COVID restrictions lift. See Footnote* 

The interviews with our Archibull Prize teachers reinforce what A4A discovered a decade ago when we began surveying young people: that today’s generation are more resilient. 

Our findings are backed up by research from Deloitte. A year after their lives were upended by the global pandemic, nearly half of millennials and gen z’s told the 2021 Millennial and Gen Z Survey that they were  anxious or stressed either all or most of the time. But there’s a silver lining; COVID has motivated 70 per cent to improve their lives. 

Previous Deloitte reports have found that millennials not only want a different world but want to lead the charge, and that they value experiences, traits that our Archies teachers also say that they are witnessing. 

“Initiatives like The Archibull Prize help develop the “four Cs – critical thinking, creativity, collaboration, and communication, along with self-confidence, skills that the jobs of the future will require.” says Jillian from The Henry Lawson High School. 

In addition, the program drives young people’s sense of willingness and commitment to work together to create a better world.  

“If students can see the importance of their voice and realise how they can communicate their ideas to an audience through visual tools, then we are doing our job in supporting them in becoming a valuable citizen of the future.” 

Footnote

In the future, the opportunity for PLC students to visit and interact with farms like Blantyre Farm and Montrose Dairy and other agricultural-based organisations is an exciting avenue with lots of potential for deeper learning and student interest in the agriculture sector from a career perspective.

 

 

Never underestimate the impact of a teacher who challenges and stretches students

From discussions on Afghanistan to painting the ‘Archies’’ cow while talking about saving our seas, there’s no subject that’s off limits for today’s students led by their champion teachers. Here we meet one of them.  

 

At multicultural Riverstone High School in northwest Sydney, Sana Said, an Australian-born support classroom teacher with a Syrian and Lebanese background, doesn’t walk into the classroom and announce that students will discuss “human rights, slavery and genocide in unknown parts of the world”.

 

“It’s usually organic rather than prepared but that’s better as students are eager to learn about what interests them rather than be forced into something that doesn’t.

Current issues they have discussed include war, immigration, racism, unjust laws and bullying.” says Sana referring to some of the school’s unique initiatives, like their PRIDE Projects. 

 

It’s the same approach that the 33-year-old takes to The Archibull Prize with her students, who opted to investigate Sustainable Development Goal (SDG) 14 – to “conserve and sustainably use the oceans, seas and marine resources for sustainable development” – for this year’s entry.

 

“We’ll have discussions on issues – things that aren’t necessarily part of the core curriculum but will come up,” says Sana,

Adding that she is thankful to Action4Agriculture for providing online resources and regular newsletters to provide the kids some structure with the program.

 

“If you want students to absorb what they are learning, it’s important to give them ownership and immerse them in the experience, and this is what The Archibull Prize offers students. Starting with what the students value and giving them access to real people who are living the issues everyday, it’s giving both parties an opportunity to work on solutions together.”

 

Through the ‘Archies’, students have a platform to take away real knowledge of what is happening around them.

 

“It becomes infectious – when you tell one person something, they’ll tell somebody else and then all of a sudden it’s viral because it’s quite contagious information,” she says.

 

A teacher of 11 years, Sana was born to Muslim parents and grew up in Castle Hill in northwest Sydney. 

 

“Only a few of us had parents who were migrants and I remember all the comments that I got about how I didn’t fit the mould. 

I didn’t run away from people and hide, it just made me realise that I have to push myself a little bit more and make them see me for who I am rather than what I am.” ” says Sana.

 

When she started kindergarten she spoke only Arabic. At five she learnt English and still remembers “the anxiety that she suffered and the difficulty that she had with pronunciation and phonics.

 

“But kids are resilient.”

 

It was an assessment-driven place, where there were textbooks and computer labs but no laptops.

 

Sana was the first in her family to attend university. 

 

“I’ve never stopped wanting to be a teacher since I started, but I didn’t grow up wanting to become one.   

In my background your ‘career’ is being a housewife and it wasn’t until I went to uni that I was like ‘oh I want to be a teacher, I didn’t realise how good at it I am’ and how important it is for me to achieve my career aspirations.” she says. 

 

She moved around schools in NSW after graduating.

 

In Tamworth in the state’s northeast, Sana taught in two different schools with a high population of Indigenous students.

 

“It is less multicultural up there than other parts of Australia. I was the only Arab there and easily spotted among the crowds.” she says.

 

In her first year of teaching at Riverstone, a co-educational school that “takes pride in their appearance” and puts students’ tables in a circle rather than in lines, it’s a different cultural mix to Tamworth. 

 

“We’ve got Polynesian and Samoan families and we’re slowly getting Indian and some others from Asian backgrounds,” says Sana. 

 

Having been in grade eight during the September 11 attacks, when people “just assumed that all Arabs are terrorists”, she doesn’t shy away from confronting issues like the situation in Afghanistan with her students. 

 

“I’m very grateful that because my father was a lieutenant in the Syrian army, I understand war, and what it’s like for families to migrate to Australia and feel like an outsider.  

I have a lot of students wearing hijabs and kids going ‘why do you wear that, it’s stupid?’ But it’s not stupid to a student and it’s inappropriate that you even think that you can come up to her and tell her that because you obviously don’t have the full picture of the reason why.” ” says Sana.

 

Sana considers it a privilege to teach young people so they will challenge concepts and ideas in the world.

 

“They get to vote when they finish high school,” she says.

 

Riverstone has a number of progressive school initiatives, including their PRIDE Projects, where a teacher creates a topic that they would like to explore, writing out a proposal with a timeline of what they’d like to achieve each week over ten weeks. The scheme involves showcasing a product that you can donate to, for instance a program helping the housing or a clothing or food drive, to raise awareness of social and health issues. Launched in 2019, the projects aim to fuel creativity and wellbeing. They include those in which the students aim to donate secondhand clothes to organisations like The Salvation Army and Vinnies, plant their own vegetables to give to Hawkesbury Community Kitchens, and learn about different Polynesian cultures which they then showcase through performances and food sharing days. 

 

“It’s pushing the boundaries further so that we can educate kids why it’s important to donate, to give blood or save the environment especially in these weird times,” says Sana.

 

 As someone who considers herself being constantly open to challenge, Sana is conscious of seeking out new responsibilities at work.

 

“Times are changing and teachers are having to adapt because students are changing and we’re having to change with them by keeping up to date with new policies, new skills and technologies.  

I’m fortunate enough to work at a school where I have a head teacher who’s very supportive, who’s always saying ‘yes’ to my ideas.” she says.

 

COVID has of course presented its own challenges, with teaching in NSW currently completely online.

 

“It’s really full on, especially when you’re having to see your students through a computer screen and have phone calls with those who need one-on-one attention. It’s a very different learning environment to ensure that no-one is left behind,” says Sana.

 

She adds that during the pandemic teachers have been watching more students be diagnosed with attention deficit hyperactivity disorder (ADHD).   

 

“But programs like The Archibull Prize are helping keep students motivated. These sorts of programs are teaching students about sustainability and natural resources. It’s very vital information, because sometimes students are only seeing what’s on the news and it’s sometimes not accurate or blown out of proportion so they really need to hear it through primary sources, first-hand information, other than just what they’re hearing.”  says Sana, who remembers learning about agriculture in geography at school.

 

Having started teaching special education in 2016, in the future she would like to start a podcast highlighting children with disabilities.

 

Sana aspires to become a leader in education, whether this is through taking on a deputy principal role or another position.

 

“I’d love to be a head teacher because you get a mix of leadership and are still in the classroom connected with kids, building that rapport with kids which is the reason why I got into teaching in the first place.”

 

 

 

Tomorrow’s workers to be most sought after thanks to collaboration between Action for Agriculture and top leadership trainers Dale Carnegie

Secondary school students across Australia will be equipped for the future workforce with transferrable skills through an exciting new partnership between Action for Agriculture ( formerly Picture Yourself in Agriculture ) and one of the world’s most foremost leadership training providers.

Dale Carnegie will generously provide the winner of the annual Archibull Prize, an Action for Agriculture  flagship program, with a complimentary workshop to gear them up for life beyond the classroom with the skills most valued by employers and ensure that they can adapt to a wide variety of careers.

“Young Australians have experienced drought, flood, fire and now COVID19, but they are also in a prime position to define their futures. 

“This collaboration with Dale Carnegie will ensure that these youth, the ones who will be most affected by this uncertainty, are given the skills that are now the most sought after in these changing and challenging times.” says Lynne Strong, founder and national program director of Action for Agriculture.

 

Jessica Gopalan, marketing manager at Dale Carnegie, says that The Archibull Prize encourages students to build professional networks, expanding their understanding of the world as they learn how those in a vast array of fields contribute towards a sustainable future.

“The partnership between Action for Agriculture and Dale Carnegie will help ensure that students have the transferable skills that will equip them for tomorrow’s workforce

The sheer volume of talent and potential in these youth is outstanding, and we’re honoured to be working alongside Action for Agriculture in their commitment to driving positive change for both the individuals and the ideas that they champion.” she says.

The 90-minute workshop offered by Dale Carnegie, which offer professional training and coaching with their global headquarters based in New York and their Australian office in Sydney, will be offered either online or physically from 2021 onwards.

Dale Carnegie look forward to building a longer term partnership to support Action for Agriculture and its partners in accessing additional training and development opportunities, says Jessica.

Lynne says that the voices of young people are not heard prominently enough in society and in the agricultural sector, even though they have the most to gain and lose.

“The Archibull Prize seeks to enable and empower students to work together to identify and solve problems and take actions that will help them build a better world.

The Archibull Prize’s 21st century learning design empowers teachers to help students master traditional skills such as reading, writing and arithmetic, alongside capability skills, like creativity, critical thinking, communication, and collaboration, most valued by employers.” she says.”

The Archibull Prize is an internationally recognised secondary schools program designed to engage students with agriculture and sustainability by challenging them to research a United Nations Sustainable Development Goal, design and deliver a community action program and to present their findings in multi-media and artistically on a life-sized fibreglass cow.

Last year’s prize went ahead in a modified format, with students and teachers even rising to the occasion and excelling under challenging conditions during the global pandemic.

In recognition of their efforts the first school to benefit from this partnership will be 2020 Grand Champion School  Penrith Valley School

The Archibull Prize, along with Kreative Koalas and Young Farming Champions, Action for Agriculture’s other world-class flagship programs, aim to showcase the diversity of careers and pathway opportunities in the agriculture sector.

We thank all our partners who are investing in the future by empowering young Australians to solve tomorrow’s problems today

 

 

 

 

 

Careers and Pathways to a job in agriculture – a personal approach to reaching hearts and minds

One of the guiding principles of Picture You in Agriculture (PYiA) is to introduce students to the world of work and encourage the uptake of agricultural careers by presenting the industry as an exciting option for a career with purpose.

Together with our supporting partners PYiA delivers the in-school programs Kreative Koalas ( primary students) and The Archibull Prize (secondary students) to ensure career development begins on the first day of school.

This life-long learning journey is further strengthened by the engagement of Young Farming Champions, a cohort of young agricultural professionals who relate easily to students.

The programs:

  • Align with the National Career Education Strategy using bottom-up tried and tested innovative localised approaches targeting wants and needs of teachers, students, parents and carers.
  • Support partnerships to thrive between schools, education and training providers, employers, parents and carers, and the broader community.
  • Ensure students have transferable skills that equip them for the future of work.

Our surveys and research over the last decade have proven this to be a highly effective model of keeping agriculture careers front of mind, improving agricultural career outcomes, creating educational pathways and catering for the needs of teachers and students and the future workforce and employers.

Kreative Koalas is an action learning program for primary school students that introduces them to the world of work through connection to the United Nations Sustainability Development Goals. Kreative Koalas embeds sustainability across multiple Key Learning Areas of the school curriculum and encourages students to develop external collaborations with professionals within their community; expanding their understanding of the world of work as they learn how people in different jobs contribute to a sustainable future.

We were lucky to have the opportunity to have a Zoom meeting with farmer and environmentalist Karin Stark, whose family uses renewable energy (solar) to power their cotton and wheat farm. This was an extremely valuable experience, as students were able to develop their knowledge and understanding of how renewable energy can be used in different communities for different purposes.

The Archibull Prize then consolidates this introduction by showing students career pathways to sustainability though the lens of agriculture and asking them to investigate innovative approaches to problem solving in an industry that requires multi-disciplinary knowledge and skills. Throughout The Archibull Prize students develop the transferable 21st century skills that underpin employability for the future.

“Picture You in Agriculture’s school-based programs support the establishment of school-industry partnerships, connecting young people with the world of work in agriculture. Delivered to students K-12, these programs were adapted by teachers to meet the developmental needs of students and used to integrate a range of subject interests and skills into project-based learning activities. Teachers were empowered to collaborate with local community groups, employers, and organisations which meant the program activities provide effective career guidance in ways that are meaningful for students. It is promising, that in a year where teachers reported significant challenges with student’s engagement at school due to COVID-19 restrictions, that both The Archibull Prize and Kreative Koalas programs successfully contributed to the development of participants 21st century skills and increased interest in careers in agriculture.” Dr Nicole McDonald PhD in Vocational Psychology of Agriculture, BSci. (Hons.) Psychology Program Evaluation

Underpinning the success of both Kreative Koalas and The Archibull Prize are the Young Farming Champions (YFC). Due to their age (often not much older than the students they connect with) YFC become role models. They are memorable, credible, passionate about their industries and they disrupt  stereotypical images of what a farmer is.

See how 2020/2021 Australian Young Farmer of the Year, Emma Ayliffe is sharing her journey to be a farmer with students here

Students learning from a YFC realise careers in agriculture can be high-level, STEM-based worlds of opportunity.

Value adding to the one-off engagement events like careers fairs offered by industry, YFC go into schools as part of a 12-week immersion process providing multiple touch points for learning and two way conversations. For these 12 weeks the YFC are basically on speed-dial for teachers and students.

YFC are trained by PYiA to be advocates for agriculture and positive role models for younger generations. Through their training they are given opportunities to practice in safe environments to become confident communicators and trusted voices in the communities in which they work and live. Horizontal development comes from online and in-person workshops where they build their skills and knowledge. Vertical development comes from the multiple opportunities to stretch themselves and interact with thought-leaders and strategists from around the world.

Our YFC represent a range of industries and professions in agriculture.

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They firstly learn to lead themselves then, as alumni, they learn to lead others while being supported by mentors from their sponsor organisations or workplace and through the YFC alumni buddy system. This produces young people who understand the importance of listening to understand and are confident sharing their story with students and opening students (teachers, parents and influencers) minds to changing images and perceptions about careers. Our research shows that YFC as role models are the key to opening the door.

Through Kreative Koalas, The Archibull Prize and Young Farming Champions, PYiA is providing leadership and career development action learning opportunities for young people from Prep to early 30s; showcasing the world of work in agriculture and sustainability and providing pathways and skills for the workforce of tomorrow.

A little bit of trivia to show its working

  • Nationally, the most popular broad field of education (in terms of the number of applications) in 2020 was Health (74,780 applicants or 26.0 per cent of all applicants). This was followed by Society and Culture (69,036 applicants or 24.0 per cent) and Management and Commerce (32,516 applicants or 11.3 per cent).
  • Fields of education that recorded strongest growth in applications in 2020 were Agriculture, Environmental and Related Studies (10.8 per cent), followed by Information Technology (9.8 per cent), Natural and Physical Sciences (3.1 per cent), Society and Culture (2.3 per cent), Education (2.0 per cent), Health (1.7 per cent), Engineering and Related Technologies (1.1 per cent) and Architecture and Building (0.7 per cent Source

At PYiA we believe leaders are made. They are products of their environments, of the people surrounding them, nurturing them, and INVESTING IN THEM.

We thank our supporting partners for investing in our Young Farming Champions

We thank our supporting partners for investing in the wellbeing of young Australians by ensuring students:

  • have the skills and capabilities to meet the challenges of the rapidly changing world of work.
  • have access to high-quality career education, and
  • make more informed career and pathway decisions to prepare them for life beyond school.

#agriculture #SDGs #careersinstem #careerswithpurpose #careersinagriculture #youthinag

 

 

 

 

Crafting Careers in Agriculture – Meet Kris Beazley Principal of Centre of Excellence in Agricultural Education

The world has changed – we are living in a new norm. Today in our Crafting Careers in Agriculture series we are looking at how our education system is adapting to support our young people to be resilient and thrive in the new norm.

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Taking a new approach to learning by partnering with tertiary institutions, industry and community is the goal of Richmond Agricultural College’s Centre for Excellence in Agricultural Education. In this edition of our Crafting Careers series we talk with Principal Kris Beazley on how the new model works and how it equips young people for a career in the agricultural industry.

 

The recently formed Centre of Excellence is still developing and stretching its educational wings and Kris is excited to be on the frontline of an educational revolution. “The Centre of Excellence is a privileged place to be because we have had the luxury of taking some time to look at our curriculum and ask how we can do it differently, meet syllabus outcomes and ensure authentic, partnered and applied learning opportunities for our students,” she says. “In addition to our stand-alone AgSTEM high school we have the capacity to work with schools from Kindergarten to Year 12 across the state in delivering AgSTEM, sustainability and  careers education, and teacher professional learning.”

The Centre has five pillars of learning: agriculture, STEM, sustainability, Aboriginal Knowledges and career-transition. “Everything we do aligns to those components,” Kris says. “We want our young people to have the confidence and agency to use their capabilities, not only for career purposes but as change agents in community and society. We talk about our young people being social entrepreneurs in everything they do, and that is very important to us.”

Using a transdisciplinary rather than siloed approach to the curriculum the Centre of Excellence is underpinned by partnered learning, which is reflected in its location on Western Sydney University’s (WSU) Hawkesbury campus. But the partnering does not end with tertiary institutions. Instead partnerships with industry and community are actively encouraged. Students work on design thinking projects with members of society as diverse as astronauts, local permaculture community organisations and industry at a local and national level. “In all elements of our programs we have developed partnered learning opportunities for our students beyond the school,” Kris says.

Another aspect of the Centre is its ability to deliver programs into schools across the state, with a focus on agriculture and sustainability, on topics such as protected cropping and food production, the importance of bees and river health. As with the fulltime campus delivery, partnering is critical. “We give young people a real world problem and ask them to be part of a real world solution,” Kris says. “These programs give kids the power to go and stand side by side with people in industry and community.”

Hackathons are another innovative way the Centre educates. During hackathons students and teachers work to develop solutions to real world problems and create new future possibilities. In their recent series of Hackathons with Cotton Australia, Woolmark/Wool Innovation, Adobe and tertiary institutions students explored the future possibilities of sustainable fibre in Australia, considering issues such as the supply chain, circularity, impacts  on rural communities, cities and consumers. The Centre also delivers Hackathons linked to Bees and Pollinators, sustainable fashion, water management and other contemporary issues. A hackathon was a contributing factor in Penrith Valley Learning School’s winning entry in the 2020 Archibull Prize. “They did a full day hackathon with us where all students engaged in deep learning and critical thinking. All students in the group contributed to a collective design solution through developing their ideas, intense feedback, prototyping and testing; we thought about what they valued and gave them the research, communication and critical thinking skills to take their project to reality. Watching a group of young people stand up and have agency and voice was extremely powerful.”

Empowering young people to find and use their voice is the cornerstone to this revolution in agricultural education. With voice and agency students will not only become the changemakers of tomorrow, but will start this journey in their primary and secondary years today. They will be confident to ask the right questions and network with experts in industry, policy making, research and the community. In doing so they are confident consumers, wise decision makers and more importantly have a greater understanding of the opportunities available to them in the Australian Agriculture and STEM industries.  Australian agriculture will be stronger because of it.

 

Announcing The Archibull Prize 2020 winners

   

In a year when the world was thrown into disarray and the notion of work and education tipped on its head, Picture You in Agriculture (PYiA) is thrilled to announce that not only did the 2020 Archibull Prize go ahead in a modified format, but that all students and teachers rose to the occasion and excelled under challenging conditions.

The Archibull Prize is an internationally recognised program in secondary schools designed to engage students with agriculture and sustainability by challenging them to research an area of food and fibre production and to present their findings in multi-media and artistically on a life-sized fibreglass cow.

 

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The 2020 Grand Champion Archibull was awarded to Penrith Valley Learning Centre, (PVLC) for their exceptional Archie that incorporated a working hydroponic system.

PVLC is an SSP school that provides specialist and intensive support in a dedicated setting for students with moderate to high learning and support needs.

“Penrith Valley has 49 students who fall into a range of behavioural and emotionally disturbed categories so not only did they get artist’s therapy from painting but they also got practical knowledge on a hydroponic system. We have kids who don’t get along but would tolerate each other just to get access to the Archie, which was an amazing result. We wanted the Archie to be not just a beautiful object but to have a functional purpose for our kids and leave a permanent reminder in the school. We now have a hydroponic system that can grow life and sustain future generations. It was a lovely legacy for our senior kids to create something they knew would transfer to the juniors.” Ceramics and Visual Arts teacher Tara Wagner says

The Archibull Prize judge Wendy Taylor, from Red Blue Architecture, concurs with Tara’s comments.

“I look for intelligent design with layers of meaning.  Penrith’s entry is brilliant, intelligent, incredibly beautiful, engaging and really well done. It is a functional piece; a piece with purpose,” she says.

Other award winners in the 2020 Archibull Prize were:

Chevalier College in the Southern Highlands who won the Carmel Mills Memorial Award for Learning with Impact.

“The students and I thoroughly enjoyed the Archibull experience. As a teacher I found it a very valuable learning experience that enabled us to do project based learning and got the students to learn/ think in other ways in the complex COVID environment. I was inspired by the fact that the students investigative and critical thinking skills were very much extended by the nature of the task, something they weren’t used to in a conventional classroom. The students gained so much new knowledge about complex agricultural issues, without realising they were learning whilst being creative. A fabulous experience and result from an agriculture teacher’s perspective.”  Verity Gett Agriculture teacher

Innisfail State College in Queensland has won the Allan Eagle Memorial Award for Community Engagement

Archibull Prize lead teachers, Adrienne Shaw and Janet Lane, are very proud of what their students have achieved and are excited by partnerships they have built with their local council, industry and business.

“I am confident we have built sustainable partnerships beyond the school, benefiting our students by making real life authentic links with people working in the agriculture sector. A local agronomy business has invited students to participate in local field trials.  Cassowary Coast Council is providing ongoing support to open students’ eyes to the diversity of regional agricultural careers on offer, recently funding an excursion for year 12 students to visit the Jungle Creek Aquaculture facility ” Janet Lane says

Leonay Public School and Nepean Creative and Performing Arts High School won the Partnered Learning Award for collaboration between primary and secondary schools.

PYiA director Lynne Strong was full of praise for the participating schools.

“Because of the pandemic schools couldn’t go on excursions, host Young Farming Champions or local experts and they found alternative ways of exploring agriculture and this has led to an increased connection with their communities. For example the students at Chevalier, who are surrounded by dairy cows, participated in Cows Create Careers and University of New England’s Voyager Discovery program “Soil Your Undies” to get diverse perspectives.

This new respect for local agricultural industries has led to the school building a close relationship with a local dairy farmer and are embedding a dairy farm case-study in the Year Ten curriculum. It’s been a wonderful outcome for the local region. It was an extraordinary complex year and I salute all participants – there is no more important role than investing in the future of our young people and opening their eyes to the diversity of ways you have can a career that has real world impact in the agriculture sector.”

Students from Chevalier share their investigations into Regenerative Agriculture practices and fake news

Successful schools for the 2021 program have now been announced and expressions of interest for the 2022 Archibull Prize will shortly be open on the website.

Contact Lynne Strong, Picture You in Agriculture National Program Director, by email at lynnestrong@pyia.com.au for more information.

 

The Archibull Prize 2021 – Colourful cows to make an impact on Sydney streets

The Grand Champion Archibull in 2020 was designed and painted by students at Penrith Valley Learning Centre. Pictured are students, Electra and Kandis with Lead Teacher Tara Wagner 

A herd of colourful cows will make appearances on Sydney streets in 2021 as Picture You in Agriculture’s acclaimed Archibull Prize once again inspires secondary students to imagine and create a better future. The Archibull Prize is an innovative project-based learning initiative connecting students to food and fibre production within the sustainability conversation.

As part of the program schools are tasked with identifying a United Nations Sustainable Development Goal important to them and their region, exploring its challenges and opportunities. They will then design, deliver and report on their Community Action Project, create a digital learning journal and put their findings on their fibreglass cow in the form of art  a case study report  and an artwork on a life-size fibre glass cow featuring their future-focused solution for their area of investigation. The students will be assigned a Young Farming Champion and encouraged to identify tertiary, business and government organisations with whom they can partner in their quest to take ownership of the challenge and share their findings and recommendations.

Lynne Strong is the program director.

“This year all of our schools are located in Sydney, in clusters, which is a targeted approach to minimize our footprint and ensure teachers can take advantage of the professional learning opportunities we deliver,” she said. “We are excited to have a diverse range of schools including private and state schools, schools with low socio-economic status and schools where 97% of students are first-generation Australian with English as their second language. The Archibull Prize is proud to provide equal opportunity learning to all students, regardless of circumstance.”

Winners of the 2020 competition and Grand Champion Archibull school Penrith Valley Learning Centre will be joined in 2021 by Pymble Ladies College, James Ruse Agricultural High School, Eden College – Youth Off The Streets, Merrylands High School, The Scots College, Centre of Excellence in Ag Ed _Richmond Ag College, Mary MacKillop Catholic College and Riverstone High School.

In addition three regional schools – The Henry Lawson High School in Grenfell, Lake Illawarra High School in Wollongong and Beaudesert High School in Queensland – will re-join the program after being deferred last year due to COVID.

Schools considering engaging The Archibull Prize as part of their curriculum in 2022 are encouraged to come together to create clusters, in order to enhance their selection in this highly sought after program.

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Check out some of our extraordinary past artwork finalists

The Archibull Prize is the perfect program to meet the wants and needs of schools, teachers and students

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

The Archibull Prize is an innovative and highly-successful project-based learning program designed to connect secondary school students with Australian agriculture and to empower these students to make changes for a better world. For over a decade the program has engaged students with Young Farming Champions to create a trusted partnership, which in 2021 will encapsulate the United Nations Sustainable Development Goals with a focus on environmental awareness through the lens of agriculture.

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.

Kris Beazley is the principal of the Centre of Excellence in Agricultural Education -Richmond Agricultural College and looks forward to embarking on the 2021 Archibull journey with the school’s inaugural Year 7 AgSTEM specialty class.

“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.”

https://youtu.be/wLkNjw5JG2o

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.

We all have a role to play in helping Australia reach the United Nations Sustainable Development Goal targets. By participating in The Archibull Prize students will look at the Global Goals through the lens of agriculture and work with farmers to see how their local community can meet Australia’s commitment to the Global Goals.

These commitments can be best achieved when The Archibull Prize is aligned to school strategic plans, can be embedded into the curriculum and can be used as an assessment task.

Expressions of Interest to participate are now open here

#GlobalGoals #SDGs #ArchieAction2021  #YouthVoices2021

Mega shout out to our supporting partners empowering the changemakers

 

 

 

 

The Archibull Prize supporting young people to solve tomorrow’s problems today by aligning agriculture and the Global Goals

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.

Schools will be able to use the Sustainability Circle concept to understand the challenges for farmers and draw inspiration from the Australian agricultural industries who have developed Sustainability Frameworks 

As an added bonus secondary schools students will be highly inspired by the Community Action Projects designed and delivered by our Kreative Koalas Kids 

The 17 SDGs were developed by the United Nations to be a “blueprint to achieve a better and more sustainable future for all.” Recognising that sustainability is an interconnected circle, the goals address issues such as hunger, energy and water use, consumption and production, equality and the power of partnerships.

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

#GlobalGoals #SDGs #ArchieAction2021  #YouthVoices2021

Looking in the mirror – reflecting on the 2020 Archibull Prize and Kreative Koalas

 

“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.

 

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2020 was a year of change and challenge for everyone. It was a year when we had to re-examine our expectations, be flexible in the way we approached work and find new ways of doing everyday things. Picture You in Agriculture (PYiA) was not immune to these challenges. Just as we were launching a new community engagement model for The Archibull Prize and Kreative Koalas schools were scrambling to take teaching online.

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.

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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.”

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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.

#KreativeKoalaKids #ArchieAction2020 #Changemakers #GlobalGoals

Meet the 2020 Archibull Prize artworks 

Meet the 2020 Kreative Koalas artworks