In this episode, Kristy Miller and Suzanne Litchfield share their journey founding Turrun Primary School on a greenfield site. In this episode of Around the School Table, host Steve Davis explores how they built a school identity rooted in local Indigenous language and meaning. From day one, Principal Kristy Miller and Assistant Principal Suzanne Litchfield focused on core values—respect, care, kindness and personal best—as the heartbeat of every decision.

This audio interview covers how they handled constant change and heavy cognitive loads. They explain their innovative hiring: prioritising “good humans” over skill sets and trusting gut instincts. Discover how they navigated Australia’s teacher shortage by sticking firmly to their high standards—even if that meant non-appointments. The pair also explain why they’re transforming open-plan learning spaces into calmer, wall-based classrooms, supported by evidence on reducing cognitive overload in students.

You’ll learn how these leaders fostered a strong, culturally rich school community speaking over 20 languages. Turrun’s leadership built from the ground up ensures every student, staff member and family feel known and valued. Kristy and Suzanne also detail their ‘At Turrun Guides’—short, sharp staff resources that create consistency, clarity and a human‑first school culture.

If you’re interested in adaptability, values-driven leadership and school culture, this episode offers practical lessons. Plus, hear how Turrun Primary balances administrative rigour with intentional, daily human connection—even as the school grows. It’s an inspiring example of shaping a school’s soul from the very start.

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In this episode of Around the School Table, host Steve Davis speaks with Kendall Lange and Wendy Tregenza from North Mandurah Primary School in Western Australia. Kendall Lange, the principal, and Wendy Tregenza, leader of the school’s Specialised Learning Programs for Autism (SLP-A), share real-world strategies for supporting autistic students and fostering inclusive school communities.

Kendall Lange and Wendy Tregenza explore how schools have shifted from one-size-fits-all methods towards personalised support that embraces every student’s strengths. They offer insights into recognising invisible disabilities, setting individual education plans (IEPs), and building a culture where all students feel happy, connected, and successful.

The conversation covers the complexities of autism diagnosis, emphasising collaboration between schools, families, and medical professionals. Kendall Lange and Wendy Tregenza highlight how tools like visual timetables, break cards, and token economies help autistic students transition into mainstream classrooms. Their program focuses on guiding students to full participation, using a strength-based approach and neurodiversity-affirming strategies.

Listeners will hear how North Mandurah’s model influences broader educational practice, including reverse integration programs in high schools and sharing inclusive practices with other schools. Kendall Lange and Wendy Tregenza stress that passion and mindset matter more than specialisation when building teaching teams—creating adaptable, compassionate learning environments.

Whether you're a principal, teacher, or parent, this episode with Kendall Lange and Wendy Tregenza offers actionable advice on creating truly inclusive schools. Their experience shows that inclusion is not just about programs or policies; it’s about relationships, flexibility, and always seeing the person behind the challenge.

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In this episode of Around the School Table, host Steve Davis talks with Paul James, ICT Manager at St Ignatius College in Geelong—a school where technology is no longer confined to the IT office but woven through every aspect of school life. From cybersecurity to AI-driven classroom tools, James is helping reshape how schools operate, protect, and innovate.

As the person responsible for all things with an electric current—from audiovisual systems to network security—James explains how artificial intelligence is creating safer, smarter learning environments. Using tools like Darktrace, the school’s network learns to recognise normal behaviour and can detect threats in real time, reducing manual monitoring and freeing up valuable time.

But AI isn’t just bolstering security. James and his team are experimenting with AI platforms like Cursor and ChatGPT to solve real operational challenges. From automating learning management tasks to developing user-friendly dashboards that help educators track assessments and reporting, these tools are transforming daily processes—allowing the IT team to focus less on troubleshooting and more on creative problem-solving.

The discussion also explores the human side of AI in schools. James reflects on how technology can be made more approachable by giving software personality, and how plain-English interfaces can help teachers and coordinators interact meaningfully with complex systems. The potential for AI to tailor student learning, personalise teacher insights, and even help with sustainability initiatives is also unpacked.

Beyond the immediate benefits, James raises thoughtful questions about AI’s role in education equity. While the tools are widely accessible, the impact will depend on school leadership, culture, and community engagement.

This conversation is a compelling look at how AI, used thoughtfully, can enhance—not replace—human connection, creativity, and care in our schools.

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In this episode of Around the School Table, host Steve Davis speaks with Anthony Rowe, principal of Huntingdale Primary School in Melbourne — a pioneering bilingual school where students navigate their learning in both English and Japanese from their very first day. With half the curriculum delivered in Japanese, including subjects like mathematics—the school challenges traditional education models and is achieving remarkable academic outcomes. Rowe explains that far from being a barrier, bilingual education enhances student capability, building resilience and cognitive flexibility. Mathematics, often described as a language in itself, proved the ideal entry point for the school’s 50/50 bilingual programme. The results speak for themselves: Huntingdale’s mathematics outcomes significantly outperform similar schools across Victoria, a testament to both pedagogy and perseverance. Beyond the numbers, Huntingdale fosters cultural fluency and global citizenship. With students from over 40 cultural backgrounds, the school community embraces traditions such as the Japanese Undōkai sports day, classroom rituals like bowing, and artistic exploration of Japanese masters like Yayoi Kusama and Hokusai. These daily experiences cultivate curiosity, respect, and connection. The discussion also touches on the challenges of integrating students who join in later years without Japanese language foundations, and how the school’s robust support structures—including tailored learning plans and dedicated language support—help bridge the gap. Rowe reflects on leading a bilingual teaching team, the cultural nuances that shape collaboration, and the importance of aligning language programmes with local community needs and secondary pathways. For Huntingdale graduates, bilingualism isn’t just an academic asset—it’s a springboard to future studies, global careers, and enriched worldviews. This episode is a fascinating exploration of how language, culture, and education can combine to create more than just dual fluency—they can create confident, adaptable learners ready for a complex world.

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In this episode of Around the School Table, host Steve Davis talks with Craig Ainsworth from Westport Public School about how a modest chess program in a low socio-economic school achieved elite educational outcomes over 18 years. Far from just a lunchtime club, Craig’s program developed students’ physical control, emotional intelligence, intellectual stamina, and creative thinking—all through the game of chess. Ainsworth shares that success wasn’t about innate giftedness, but about effort and process. Using a structured approach—such as the KM-PPS framework (King safety, Material, Pawn structure, Position, Space)—students learned to handle pressure, make strategic decisions, and apply consistent critical thinking under stress. Chess became more than a game; it was a vehicle for building resilience and a growth mindset. The program had broad academic impacts, boosting students’ performance in both maths and literacy. Notably, it also shattered stereotypes: many of the top players were athletic or quiet students who, through chess, discovered untapped cognitive strengths. Craig emphasises that coaching was not passive—it required active engagement, questioning students about their decisions, and creating an environment where learning was mutual. A key to the program’s longevity was its self-sustaining culture of mentoring. Elite players trained the next cohort, creating a legacy of peer-led excellence. Even though the program paused when Craig left in 2018, its ripple effects are seen in students now pursuing high-level studies and careers. When asked why chess still matters in the age of AI, Craig affirms that machines can analyse but not create. It’s human creativity, developed through tools like chess, that remains irreplaceable. This episode is a testament to how traditional games, paired with intentional teaching, can unlock transformative educational experiences—especially in places where they’re least expected.

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In this episode of Around the School Table, host Steve Davis speaks with Nikki Bonus, founder of Life Skills Group and the digital platform Life Skills Go. The conversation dives deep into the intersection of emotional intelligence, student well-being, and readiness to learn—arguing that emotional regulation is foundational to academic success. Bonus explains how Life Skills Go serves as a “student-facing technology for good” by helping children identify and manage their emotions daily. Drawing on neuroscience and trauma-informed practices, the platform provides real-time data on students’ emotional states, offering teachers actionable insights without disrupting classroom learning. One example: a quick morning check-in reveals if a student is emotionally regulated and ready to learn. If not, teachers are equipped to engage with empathy rather than discipline. Central to the platform’s philosophy is the understanding that emotions aren't good or bad—they’re data. Recognising, normalising, and validating feelings like anger or worry builds self-awareness and trust. As Bonus explains, being seen—truly seen—can make all the difference in a child’s day, improving engagement and creating a sense of belonging. The discussion also touches on National Check-In Week, a post-COVID initiative that revealed how many students mask distress. Bonus argues for cultural change within schools: data on student well-being should be as critical as academic metrics. Real-world examples show how unnoticed emotional patterns can surface through data, leading to early intervention and support. The episode ends with a call to action: rather than waiting for policy shifts, schools should act now using the tools and research available. Bonus’ message is clear—emotional literacy isn’t a luxury; it’s essential for learning, and schools have the power to transform lives by prioritising it.

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In this episode of Around the School Table, host Steve Davis visits Leigh Johnson, principal of Harkaway Primary School—a small, 150-year-old school nestled in Victoria’s scenic hills. Despite its modest size and absence from the national spotlight, Harkaway has gained international recognition for its innovative, student-centred approach to education, especially around resilience and disaster preparedness. Johnson describes Harkaway’s unique charm, rooted in deep community ties and aesthetic appeal. Many families bypass other schools to enroll there, drawn by its relational culture and meaningful learning experiences. The school’s educational philosophy is anchored in a "child-centred disaster risk reduction" manifesto developed collaboratively with students and experts. Its four pillars are: involving children in learning about risks, dismantling outdated myths, connecting students with real-world experts, and empowering them to teach peers. The school’s learning environment encourages action-based education. From participating in water quality monitoring with River Detectives to co-designing a climate education game with Indonesian schools, students engage as scientists and global citizens—not just learners. Harkaway also embraces the idea of "failing successfully." Inspired by Finland’s National Day for Failure, the school celebrates mistakes as part of the learning process, helping build student resilience and normalise the iterative nature of discovery. Johnson emphasises the value of understanding individual learners and acting on that knowledge—a principle he believes any school can adopt. The episode is a compelling portrait of how a small, rural school is pioneering meaningful, globally connected education rooted in empathy, inquiry, and agency.

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Strategikon is back in 2023 and we are kicking off the year with Round 5 of the Hyper Realist Bombs series. Our good friend Rhoderick Miller returns to the podcast to discuss the latest developments from the Russia / Ukraine conflict, from his hyper realist perspective.

John, David and Rhoderick discuss the present state of the Russian military, including whether it’s military production is struggling to keep up with the demands of the conflict, as well as the current situation in the eastern Ukraine city of Bakhmut and Russia's likely next step.

They also analyse the current and future trends of the post - covid global economy, as many countries attempt to fill a manufacturing void left by China.

This podcast is produced by Michael Migali for SAGE International Australia.

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