Do children have a right to do nothing? exploring the place of passive leisure in Australian school age care

In 2021, the Australian Government commissioned a review and update of My Time Our Place, its curriculum framework for School-Age Care services for primary-age children. One update trialled was the introduction of passive leisure. Whilst children’s passive use of leisure time is recognised as a right, it is often problematised and associated with negative health outcomes. This article explores a trial of passive leisure provision. It provides hopeful evidence that passive leisure spaces can be interactive, conversational and restful

Engaging with Aboriginal and Torres Strait Islander Students, Families, and Communities

The Australian Institute for Teaching and School Leadership (AITSL) identifies two focus areas that graduate teachers need to be familiar with to be competent to teach Aboriginal and Torres Strait Islander students and all other students about Aboriginal and Torres Strait Islander languages, history, and culture (AITSL 2017). Embedding Aboriginal and Torres Strait Islander history and culture into pedagogy and practice and engaging with Aboriginal and Torres Strait Islander families and communities can be daunting for educators. While on paper these appear to be two different elements, it is not possible to have one without the other. Being able to effectively embed content relies heavily on meaning full engagement with the Aboriginal and Torres Strait Islander students, families, and communities attached to a school and by developing and maintaining respectful, reciprocal relationships. The following guidelines are based on experience when working closely with and assisting staff at an Early Learning Centre in Regional Queensland who were exploring ways to connect with Traditional Owners and the broader Aboriginal and Torres Strait Islander community