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GTAC Annual Report 2017

Learning by immersion, inspired by life

2017 Annual Report

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GTAC Annual Report 2017

We acknowledge the traditional owners and custodians of the land on which our Centre is located, the Wurundjeri people of the Kulin nation, and pay our respects to their elders past and present.

Our Mission To excite Victorian students and teachers in

STEM by providing equitable access to leading

life science expertise, practices and technologies

Our Vision Victorian students inspired by STEM through

innovation in Life Science education

Our Values Innovative thinking

High expectations of selves and others

Critical reflection and continuous

improvement

Inclusive and encouraging learning

environments

Positive communication, collaboration

and consideration of ideas

Sharing our joy and wonder of the life

sciences

Strategic priorities

Inspire students and teachers in STEM

through exposure to contemporary life

sciences

Sustain an environment that supports

innovation in life science education in

STEM

Enable increased reach and impact on

student outcomes in STEM, with a

particular focus on equity for

disadvantaged students

CONTENTS

2. Message from the Director: GTAC supporting Education State Ambitions

3. The year at a glance

4. Centre context

5. LEARNING FOR LIFE: Program quality

6. LEARNING FOR LIFE: Collaborations with STEM research and education institutions

7. LEARNING FOR LIFE: Student participation and impact

9. BREAKING THE LINK: Reducing the effects of disadvantage

10. BREAKING THE LINK: Virtual learning through the GTAC website

11. BREAKING THE LINK: Igniting STEM aspirations in indigenous students

12. BREAKING THE LINK: Science Immersion Research Experience (SIRE)

13. PRIDE AND CONFIDENCE IN OUR SCHOOLS: Invigorating teacher practice

15. Centre highlights

17. The GTAC Advisory Board

18. Centre organisation

19. IMPACT: A selection of unsolicited email testimonials

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GTAC Annual Report 2017

Director’s message: GTAC supporting

Education State Ambitions It is an exciting time to be an educator in the

Education State. The Department of Education

and Training (DET) is committed to financing

initiatives to meet a number of Education State

targets by 2025. This annual report shows how

GTAC supports the following DET ambitions:

Learning for life in science, maths and

critical and creative thinking

Breaking the link between disadvantage and

student outcomes

Pride and confidence in our schools through

building excellence in teacher education

Raising achievement in 15 year olds maths,

scientific literacy and critical and creative

thinking skills requires a focus on primary and

early secondary education.

Traditionally GTAC has focused on providing

programs for teachers and students in upper

secondary and VCE Biology to raise competencies

and aspirations in pursuing tertiary studies in the

life sciences. While we remain committed to this

goal we are implementing strategies over the

next 3 years to increase our impact on teaching

and learning in primary and early secondary

years STEM.

This year we made changes to our organizational

structure to support early secondary and primary

teaching and learning through:

Establishing a biomaths team who will

support the DET numeracy strategy by

delivering Professional Learning (PL) and

online programs for year 5 – 10 teachers and

students in 2017 - 2019.

Establishing a digital technologies team who

will deliver PL and online programs to

support delivery of the new digital

technologies curriculum across levels 5 and

6 in 2018 and 2019.

Introducing a program for year 7 and 8

students titled Using Technologies in the Life

Sciences.

Delivering two PL programs for Victorian

Government School teachers, fully

subsidized by a department PL grant,

providing teachers with access to STEM

research and education experts.

Increasing the number of face-to-face

outreach programs delivered to primary

students.

Increasing onsite participation for year 5 –

10 students.

Supporting VCE Biology clients through

o Provision of online student courses and

teaching resources.

o Introducing half-day onsite programs for

VCE metropolitan students as of 2018 to

continue to meet client demand while

directing Centre space towards

programs for years 5 – 10 students.

As you read this report I hope you feel pride and

confidence in the contributions of GTAC towards

meeting the Education State Ambitions.

Jacinta Duncan

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GTAC Annual Report 2017

Total annual student participants*

* Decrease in face to face program numbers in 2016 and

2017 due to strategic allocation of resources towards

provision of virtual learning experiences

The year at a glance

510 (89%) of Victorian

secondary schools

connecting with GTAC

programs and resources

25 Collaborations with

science research

institutions, societies and

industries on student and

teacher programs

282 STEM and education

experts connected with

students and teachers in

GTAC programs

89 GTAC Scientist Mentors

employed to lead small

groups of students in

investigations

Victorian schools accessing GTAC programs in

2017. Represents 26% of total Victorian

schools and 89% of Victorian Secondary

schools. 2017 teacher Professional Learning

profile by school category (n=1,103)

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GTAC Annual Report 2017

Context

Victoria’s Science and Mathematics Specialist Centres GTAC is one of the six Science and Mathematics Specialist Centres established by the Victorian Department

of Education and Training (DET). This network of six Centres aims to improve student experience and

achievement in STEM by providing learning programs that encompass new and emerging scientific thinking,

state of the art facilities and cutting edge technologies. The Centres provide specialised programs for all

Victorian students and teachers. They have an equity focus on rural and disadvantaged metropolitan

schools.

Each Centre is hosted by a government secondary school. The Centres each have an area of specialisation,

while operating collectively as a statewide network. The Centres have a focus on the development of

partnerships with local organisations, industry and universities. The Specialist Science and Mathematics

Centres Network proudly operates under the following Governance Principles:

Excellence Integrity Transparency Equity Accountability

About GTAC

Science, Technology, Engineering and Mathematics (STEM) are key to future productivity in Australia. To

inspire the next generation of innovators and entrepreneurs, it is important that Victoria’s youth are

exposed to STEM-related careers and the opportunity to practice STEM-related skills. GTAC provides

opportunities for students and teachers to collaborate with practicing scientists as they apply cutting edge

technologies to investigate contemporary life sciences. GTAC is proud of its reputation as a leader in life

science education. We offer engaging and immersive programs to inspire Victorian teachers and students

in the life sciences.

The Centre is hosted by the University High School located in Parkville. This places GTAC in the major

medical and bioscientific research precinct in Australia that underpins the biotechnology industry. Our

science and education partners are The Walter and Eliza Hall Institute of Medical Research (WEHI) and The

University of Melbourne (UoM). Our location and partnerships facilitate access to practicing scientists and

education experts and strengthen our standing in the Science and Education communities.

Our partners

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GTAC Annual Report 2017

LEARNING FOR LIFE: Program quality GTAC provides onsite, outreach and virtual learning experiences to

equip students with a broad range of skills they need to reach their

potential to achieve success in STEM. Our teaching and learning

model embraces intellectual engagement where students

collaborate with STEM experts to think critically and creatively to

solve complex problems through productive dialogue. Our

programs:

Link to the Victorian F10 or VCE curriculum

Showcase contemporary STEM content and practices

Explore case studies of positive change involving the

application of STEM

Provide students the opportunity to work collaboratively in small groups guided by a scientist

mentor who imparts skills, knowledge and a

joy and wonder for science

Invite students to practice inquiry through

dialogue

GTAC staff design programs showcasing contemporary

practice and knowledge in STEM research using a

variety of pedagogies and practices that promote

student participation including, education gaming,

animation, reasoning through scientific modelling,

multi modal representation construction, applying

current research grade technologies such as computer

programs and scientific equipment to explore the life

sciences, and thinking critically around social, moral

and ethical issues in STEM for active citizenship

What visiting teachers say about our programs:

Teacher testimonial:

This experience has been very

eye opening for the students.

They are able to gain an

understanding of the real

applications of the science

and theory they are learning

in the classroom. They have

the opportunity to discuss

with scientists and use

materials and equipment that

they would otherwise not

have the chance to use.

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GTAC Annual Report 2017

LEARNING FOR LIFE: Collaborations with STEM

research and education institutions We continue to maintain and establish new connections with National

STEM and education research institutions and industry. Collaborators

support GTAC programs through sharing intellectual expertise; assisting

with the development of resources and programs, supplying laboratory

samples and equipment, and interacting with students and teachers.

GTAC collaborated with 32 STEM institutions, societies, organisations

and industries in 2017 on 16 special event programs. These programs

connected STEM experts with 1,633 students and 214 teachers. The programs showcase entrepreneurial

pursuits and convergence of STEM in the life sciences in Victoria and expose students and teachers to:

pathways to STEM careers

workshops showcasing approaches to current STEM research

site visits to view STEM experts at work

STEM experts presenting and sharing their knowledge, skills and research discoveries

Collaborators on programs not included in the image above include AGRF, Bio21, CSL, VCCC, MCRI, ANZAAS, AMSI, MGSE, Museum Victoria, Murrup Barak Melbourne Institute for Indigenous Development, ACCESS Melbourne, the Convergence Science Network, the Peter Doherty Institute, RMIT, Federation University, La Trobe University, Monash University, the Melbourne Neuroscience Institute, the Bureau of Meteorology, Science Works Museum, the Harry Brookes Allen Museum of Anatomy and Pathology, St Vincent’s Hospital, The Royal Women’s hospital, and the faculties of Medicine, Dentistry and Health Science; Engineering; Science; and Veterinary and Agricultural Science, University of Melbourne.

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GTAC Annual Report 2017

LEARNING FOR LIFE: Student participation and impact Over 308 Victorian schools from across the state participated in a GTAC program in 2017. Of these schools,

165 participated in more than one program and 55 schools participated at least 4 times. The most return

visits by an individual school in 2017 was 16. Repeat visits are a strong endorsement for our programs.

Onsite participation 2017 against DET targets Outreach delivery mode 2017 (n = 4,443)

2017 student participation in onsite and

outreach by school classification (n=12,515)

2017 student participation by student cohort

(n=12,515)

3,807 students completed an online survey to provide feedback on our onsite signature programs. Mean

participant responses to survey statements provide a snapshot of their thoughts and feelings about the

impact of the program on the day.

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GTAC Annual Report 2017

What do participants comment on when they leave extra comments? (Comment analysis showing % of comments in identified categories)

Students Teachers

298 teachers

completed an

online survey

after their

students

participated in a

GTAC onsite

program.

The proportion of

teachers who

agree to strongly

agree with survey

statements are

shown here.

Teacher participant:

This program was excellent. It

enabled my students to use

equipment that we don't have

access to at school, and put them

into a new environment. They got

to meet research professionals, and

be exposed to new ideas. I think

one of the best things about today

was being able to join my students

in the activities, to see how they

learn and get an understanding for

where they are at with their

biological skills and understanding.

Student participants:

It was super fun to do a hands on task and be able to do

the tests myself instead of just hearing about it at school.

I really enjoyed interacting with scientists and physically

learning about DNA, also our mentor was great at

explaining the content and the process.

I gained a lot of insight into the research different

scientists do and the equipment they use which I found

really cool. I now want to pursue a science career myself

especially in the biology field.

It made me want to consider science as my future career.

This was cool and very helpful as doing hands on helps

me learn rather than just looking at the theory of things.

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GTAC Annual Report 2017

BREAKING THE LINK: Reducing the effects of

disadvantage Programs for all students are

subsidized by DET through the current

funding model. Disadvantaged schools

(Rural Government and Metropolitan

Disadvantaged Government) are not

charged for onsite GTAC programs and

Rural Government schools have access

to travel assistance. GTAC also offers

outreach and virtual learning programs

for disadvantaged schools at no charge.

Our outreach programs increase access for disadvantaged schools

through:

school incursions where education officers and scientist mentors

visit schools bringing specialist equipment, and

Video-conferencing where education officers and scientists link

with schools using Polycom or Skype. To facilitate a hands-on

interactive approach we liaise with teachers to provide resources

prior to running

the program.

These policies have a positive impact on reducing

disadvantage. In 2017, 62% of students participating

in a GTAC program were from disadvantaged schools.

The table on the left shows data for schools visiting

the Centre at least four times. In 2017, 55 schools

participated in at least four different programs with

60% being disadvantaged schools.

Number of schools participating in at least 4 GTAC programs

55

Rural Government 18

Metropolitan Disadvantaged

Government 15

Other Government 17

Independent 5

Primary teachers on GTAC incursions:

I would definitely recommend this program. It's well

organised and taught. Students question and investigate

and learn in a fun way. The program allows for students to

use materials/tools that we don’t have access to in the

classroom.

Being a new teacher to the 5/6 area and not very

knowledgeable in science, I found the content interesting

and loved seeing the children engaged and learning.

Secondary teacher on a Video-conferencing program:

That was one of the most valuable experiences for me.

Gave me confidence to be able to do that activity in the

future (I was a bit daunted when I initially looked at it) and

was very inspiring. – Graduate teacher

Outreach student participants:

Year 6 participants: I learnt a lot and now I

like science more. I used to love it, then I

didn’t, and now I do again

I really enjoyed using the equipment, I had

lots of fun. Scientist was really helpful. I

LOVED itl

Year 9 participants: Loved it, definitely

makes me want to further explore a future

in lab work in the medical industry

This has been an eye-opening experience. I

had tons of fun and am now more

interested in science

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GTAC Annual Report 2017

BREAKING THE LINK: Virtual learning through the GTAC website Our commitment to equity of access for all students and teachers, and to reducing the impact of

disadvantage on student outcomes, is enhanced through offering open access to STEM virtual learning

resources. Victorian students and teachers, and learners from around the world, freely access 93 resources

designed to support teaching and learning of the Victorian curriculum and to inspire students in STEM.

Resources are made available through the GTAC website and GTAC’s Youtube channel.

GTAC virtual learning resources were used 174,889 times in 2017. 70,931 deliveries were made to Victorian

students and teachers, with an additional 22,755 deliveries to users in Victoria (this number would contain

a very high proportion of Victorian students due to the tailored design of the resources).

Virtual learning resource type Number of

resources

available

online

Times accessed

by or delivered

to a learner

(worldwide)

Times accessed by

or delivered to a

Victorian student or

teacher

Animations and videos 20 73,682 *

Downloadable classroom activities

and practical investigations

39 69,987 68,472

Interactive online student courses 22 26,044 *

Student study aids 10 2,717 *

Educational games 2 2,459 2,459

Total 93 174,889 70,931

* Numbers could not be confirmed as Victorian students due to Google Analytics data collection methods

In 2017, 80% of Victorian secondary schools connected with the GTAC website

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GTAC Annual Report 2017

BREAKING THE LINK: Igniting STEM aspirations in indigenous students GTAC is committed to equity of access and to improving outcomes for

Aboriginal and Torres Strait Islander young people. Our approach

is enriched through our strong association with the Murrup Barak

Institute for Indigenous affairs at the University of Melbourne. In

2017, 33 year 9 and 10 students attended our annual Residential

Indigenous Science Experience (RISE) camp which is run in

collaboration with Murrup Barak and the University of Melbourne.

The purpose of this program is to raise aspirations for tertiary

studies and build resilience for a student university life.

Students experience the lifestyle of an undergraduate, living at

Trinity College supported by residential Indigenous mentors and

Scientist mentors. They participate in cultural experiences that

promote indigenous leadership and in academic experiences that

ignite aspirations in STEM.

Student testimonials on their RISE experience:

This experience has changed my opinions on various

degrees/subjects. It explored pathways that I haven't

considered before and teared down stereotypes

Initially I was nervous as I knew no one and wasn’t

sure what the mentors would be like but this camp has

opened up so many pathways that I had never

considered previously. A Fantastic week overall

It’s helped my confidence, talking to people is a lot

easier for me now

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GTAC Annual Report 2017

BREAKING THE LINK: Science

Immersion Research Experience

(SIRE) SIRE is a 5-day STEM program where students

from various schools collaborate to conduct

authentic research in partnership with practicing

scientists. The students conduct experiments and

analyse data that contributes to the scientists

work.

In 2017 two programs ran for 43 students, with

88% being from disadvantaged schools.

A program snapshot: Students collaborated with scientists from the Bio21 Institute, using a ‘wiggle assay’

to investigate pesticide resistance in fruit flies. They applied molecular biology techniques to search for

evidence of a genetic mutation in fruit flies that could explain emerging pesticide resistance in one

particular breeding line. They compared fruit flies using optical and scanning electron microscopy to

identify variations and analyse data to explore the link between underlying genetics and physical form.

Science Communication: Student teams produce

blogs that describe their findings and their

experience. Blogs can be viewed on the GTAC website

at: https://www.gtac.edu.au/science-

immersion-research-experience-sire-at-gtac/

Excerpt from student blog: Day 4 was the major day

for our findings. We separated the DNA from flies to

test for Bari-Jheh Element which we believed aided in

insecticide resistance. We did a Polymerase Chain

Reaction (PCR) on the isolated DNA to amplify its

quantity. We then ran a gel to test how far the DNA

moved and to check for the Bari Element. Our results

showed that our fly strains were homozygous and

that the mutated strains contained the Bari Element.

Student testimonials:

I really enjoyed my experience at GTAC, and would gladly come and do this program again. Doing

some pioneering work for a lab was incredibly satisfying and the Teachers and preparation were

impeccable.

An invaluable experience that afforded us an insight into future careers in sciences.

What I enjoyed most was seeing the results we got in the gel. It was really fascinating and I was really

glad that we didn’t fail. Now I know how it feels when scientists nail their experiments

What I enjoyed most was the scanning electron microscope. I didn’t know that kind of machine even

exists. It was incredible. The machine can magnify to 100,000 times!

At the end of this program, we left with a wealth of knowledge revolving around what it is like to

complete biological, and chemical research in a lab environment.

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GTAC Annual Report 2017

PRIDE AND CONFIDENCE IN OUR SCHOOLS: Invigorating teacher practice The biggest impact factor for improving learning outcomes for Victorian students is our teachers. GTAC

supports the state education initiative of building excellence in teacher education through offering

Professional Learning (PL) programs for practicing and pre-service teachers. Our PL programs invigorate

teacher practice in teaching the Victorian F10 and VCE curriculum through providing teachers with access

to contemporary STEM knowledge, skills, pedagogies and resources.

Investment in teacher quality to deliver improved learning outcomes for students enhances community

pride in the Victorian school system. In 2017 a total of 1,103 teachers participated in GTAC programs, 700

attending a PL event and 403 attending a GTAC program with their students. Pre-service teacher programs

are delivered free of charge. Our signature PL programs attract a modest fee of $50 - $110.

53 teachers completed an online survey after participating in a GTAC PL event exploring

pedagogies for delivering the VCE biology curriculum.

The proportion of teachers who agree to strongly agree with survey statements are shown here

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GTAC Annual Report 2017

DET grant to support delivery of free PL programs for government school teachers The Department has provided PL funding to support the Centres

network to deliver free PL programs to government school teachers

over 12 months. In 2018 GTAC will focus on delivering primary PL. In

2017 we delivered two free PL events for secondary school teachers.

Reproductive technologies and stem cells

This teacher PL day was presented in collaboration with Stem Cells

Australia to explore the questions ‘Why are some couples infertile?’ And ‘How can Assisted Reproductive

Technologies help these couples?’ 42 teachers attended this program that featured:

2 one hour laboratory workshops where participants captured

live images of sperm and eggs

4 health and medical research experts presenting infertility

statistics, causes of infertility and current and future treatments.

An ethics workshop, run by Megan Munsie of Stem Cells

Australia, exploring issues surrounding emerging technologies

being used to generate germ cells from body cells

two workshops where participants trialed a new student

resource designed by GTAC staff titled Nation Repopulation.

Using predictive modelling in STEM to solve problems

This professional learning event was run in collaboration with the University of Melbourne to enable maths

and science teachers to work collaboratively with STEM experts and pedagogues to design education

resources for use in the classroom.

The real world issues of thunderstorm

asthma and the effect of climate change

on oceans were the themes for this

event. Each issue relies on predictive

modelling linking the science, maths and

critical and creative thinking curriculum.

30 maths and science teachers attended

this 2-day event to hear from experts

(64%), collaborate with colleagues to

design resources (64%) and to develop a

cross-curricular approach to teaching

STEM (93%). The format for this event is

shown below.

Teacher testimonials: Returning to school with a useable

resource is extremely valuable

The time that was provided and the process that was used were ideal for collaborating, reflecting and producing curriculum material

It was a terrific opportunity to meet and collaborate with scientists and mathematicians to develop rich learning tasks

Teacher testimonial: Great hearing from experts and linking theory to real world issues

Hearing from a range of experts has provided me with real life examples to use in my classroom

Great resources to take back to school

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GTAC Annual Report 2017

Centre Highlights

Understanding and treating cancer

featuring Nobel Laureate Harold Varmus GTAC collaborated with the Convergence Science

Network, to organise this special student program

featuring Nobel Laureate Harold Varmus, a pioneer of

cancer research who won the prize for discoveries

relating to how viruses can cause cancer. This research

underpins much of our modern view of the genetic basis

of cancer.

The program was designed to immerse students in dialogue and activities exploring emerging research and

technologies in treating cancer. John Stone, our Senior Education Improvement Leader for the DET

Southwest region, opened the program exploring the question, why study STEM? This was followed by a

Q&A session with Nobel Laureate Harold Varmus. Questions

asked by students included:

What inspired you to start trying to find a cure for cancer?

Student - Brauer College

How do certain substances trigger cancer? Student –

University High School

How has the research and treatment of cancer changed over

your career and where is it going? Student – Albert Park SC

Is CRISPR being used in cancer research and treatment?

Student – Brighton Secondary College

After the Q & A students were taken on a tour of the Victorian

Comprehensive Cancer Centre to meet Peter MacCallum

scientists and view their research laboratories. At GTAC they

heard from WEHI scientists on how research has contributed

to our knowledge of the lungs and treatments for lung cancer.

They then applied molecular technologies to diagnose the

type of lung cancer in patients to determine the best

treatment for their cancer.

Student participants:

The day was too good to put into words, I really enjoyed

all of the staff and mentors involved. They made the

day really fun and easy to understand.

I recommend this to everyone

I really liked the tour of the VCCC

It was such an interesting, and rewarding experience.

This was a great experience and I am really glad that I

had the opportunity to attend.

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GTAC Annual Report 2017

Biomedical sciences day 59 students from 15 schools attended our

annual Biomedical Sciences Day, an annual

program run in collaboration with The School of

Biomedical Sciences (SBS) at the University of

Melbourne. The program reaches out to rural

and indigenous students to inform them of

alternate pathways and opportunities to study

at The University. A feature of the program

involves students collaborating with biomedical

science students to capture microscopic images

to enter into

the secondary student category of the Under the Coverslip competition

which is also run for scientists and students at the University. The

winning entry features on the back of this report. The third placed entry,

Plant cells, by Cameron from Wallan SC, a rural government school, is

shown here.

The program also features University of Melbourne Student ambassadors

discussing their life at University and a tour of the Harry Brookes Allen

Museum of Anatomy

Devils Advocates 219 students participated in our new Devils Advocates program

run in collaboration with Zoos Victoria. Students attend

Melbourne Zoo where they are introduced to Devil Facial Tumour

Disease (DFTD) that is decimating our Devil populations in

Tasmania. They explore the pathology of the disease, its spread

through populations and its cause. They consider current methods

for combatting the disease, including captive breeding programs.

Students then spend time viewing Devils in captivity and speaking

to their keepers, and exploring other exhibits at the zoo.

After lunch students attend GTAC to investigate DFTD using molecular biology techniques. They perform

bioinformatics analysis of DNA samples collected from Devil populations before and after the emergence

of DFTD. They identify single nucleotide polymorphisms that have changed in frequency in response to

selection pressure exerted by DFTD and then conduct a BLAST search to identify the genes that are under

selection pressure.

Students then consider how biotechnology can be used

to select captive Devils for reintroduction into their

native habitat. They construct DNA profiles to identify

the alleles for a particular gene that is thought to confer

resistance to DFTD. They use this evidence to decide

which Devils make ideal candidates for breeding

programs to increase resistance in populations.

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GTAC Annual Report 2017

The GTAC Advisory Board

GTAC’s Advisory Board creates a formal mechanism

for engagement of partner organisations and

elevates the Centre’s position within the broader

educational and scientific community. Our Board

consists of stakeholders who provide industry,

tertiary and local government insight and advice on

the Centre’s programs and directions. This ensures

that GTAC reflects community needs and trends, as

well as gaining from the board’s intellectual capital.

In 2017 our Board representation was strengthened

by the appointment of Professor Jan van Driel. Jan

is the Melbourne Graduate School of Education’s

inaugural Professor of Science Education and

current Associate Dean (Research). Jan is also an

elected member of the Australian Academy of

Science Education committee.

Ms Cheryl Power announced her retirement from the Board as of 2018 and will be greatly missed. Her

passion for improving educational outcomes for students has seen Cheryl support GTAC programs through

provision of links to the microbiology and immunology community and providing invigorating presentations

for teachers. We thank Cheryl for 9 years of contribution to the GTAC Board, representing the Department

of Microbiology and Immunology, University of Melbourne. This position on the Board will be taken up by

Dr Hayley Newton in 2018. Hayley is a senior lecturer and laboratory head within the Department of

Microbiology and Immunology at the Peter Doherty Institute for Infection and Immunity.

Professor Suzanne Cory AC PhD FAA FRS Molecular genetics of cancer division and former Director, WEHI Chair Appointed: August 2001

Professor Dick Strugnell, Senior Executive, Research, UoM Deputy Chair Appointed: August 2001

Professor Brendan Crabb AC, PhD Director and CEO, Burnet Institute, and Chair, Victorian Chapter of the Association of Australian Medical Research Institutes Appointed: August 2001

Ms Cheryl Power Honorary Fellow Microbiology and Immunology, UoM Appointed: January 2008

Professor Tony Bacic Director, Plant Cell Biology Research Centre, UoM and former Director, Bio21 Appointed: January 2013

Dr Ruth Kluck, Laboratory Head, WEHI Appointed: February 2014

Professor David Clarke Director, International Centre for Classroom Research, UoM Appointed: June 2014

Ms Heather Thomson Principal, UHS Appointed: July 2015

Ms Haidi Badawi BSc (Hons), DipEd, M.Ed UHS School Council member Appointed: March 2016

Dr Andrew Nash Senior Vice President, Research, CSL Limited. Appointed: May 2016

Professor Jan Van Driel Professor of Science Education Associate Dean (Research) Melbourne Graduate School of Education Appointed: January, 2017

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GTAC Annual Report 2017

Centre Organisation GTAC staff are highly skilled practitioners who deliver programs that cannot be replicated in the ‘normal’

classroom. 2017 staffing consisted of 11.4 Equivalent Full Time staff (Director, Deputy Director, 6 Education

Officers, Laboratory Manager, Administration manager, Science animator and ICT manager (0.4 time

fraction)); and up to 90 casual staff (Scientist Mentors and Casual Replacement Teachers).

The GTAC strategic planning committee To ensure all staff enact our vision and mission we have established a strategic planning committee to

support the Director to implement the GTAC strategic priorities, to provide staff voice in making decisions

related to Centre organisation and operations, and to identify strategies to enhance our impact in

supporting DET state ambitions. This committee operates keeping student learning central to all decisions.

Grants awarded in 2017

1. Australian Society for Parasitology grant of

$ 1,800.00 to run a collaborative program

for 90 students

2017 Awards, publications and invitations

1. Presenting a workshop titled Using cutting-

edge pedagogical strategies in Science

education to ensure redistributive,

recognitive and representative justice is part

of the everyday curriculum at the Education

Transforms symposium 2017, University of

Tasmania, Underwood Centre.

2. Moderating ‘Growing organs in a dish: From

science fiction to reality?’ a public event

coordinated by Stem Cells Australia and the

Institute of Neuroscience as part of

Melbourne Knowledge Week 2017

3. Workshop on careers in genetics for

sisSTEM as part of Melbourne Knowledge

Week 2017

4. Presentation at the Science to Art

Competition for the Undergraduate

Research Opportunities Program (UROP),

Biomedical Research Victoria, UoM

5. Judge for the Graeme Clark Schools award

6. Presenting a workshop titled Biomedical

Animation: Visualising Cell and Molecular

Biology for the CSIRO Conference on

Computational and Data Intensive Science

7. Presenting on a career in biomedical

animation for frontiers in physiology, UoM

8. Biomedical animation workshops delivered

as part of the Arts Learning Festival for

Independent Schools Victoria

9. Judge for Molecular View of Diabetes

Treatment and Management, Video

Challenge for High School Students run by

RCSB protein databank

10. Poster presentation titled Clostridium tetani

and Tetanus: A 3D Animation Outlining

Process of Disease at Vizbi, the Visualizing

Biological Data 2017 Conference, Sydney

11. Presenting a workshop titled Biomedical

Animation: Visualising Cell and Molecular

Biology for EMBL Australia PhD course run

by the European Molecular Biology

Laboratory Australia and Monash University

12. GTAC animation titled Bordetella pertussis

and Whooping Cough, presented by

Technovalia and BioNet-Asia to coincide

with release of their new acellular pertussis

vaccine

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IMPACT: A selection of unsolicited email testimonials Year 12 student, Metro Disadvantaged

Government School: I would like to say a big

thank you to all the staff present on the day

because they truly made this experiment such an

entertaining and interesting one. To be honest

with you, I was not expecting to enjoy the

experimental research to such an extent. I simply

assumed it was going to be one of those boring

educational trips students go to where the

researcher talks a lot with not much learning on

our end. However, you guys made it engaging for

us by allowing students to be hands on, with

knowledgeable staff taking their time to guide us

in this experiment; they explained why each step

is necessary and the importance behind it.

I loved every bit of this experiment!

Secondary teacher, Rural Government School:

My girls thoroughly enjoyed the day and I think

you’ve managed to secure two future Biomedical

students. I am so very grateful for the opportunity

you gave them.

Primary teacher, Rural Government School:

Thank you so much for taking the time & making

the effort to come out to our school. All the

scientists had a wonderful rapport with the

students. I cannot thank you enough for your

visit, the staff and students loved it! One of the

teachers said that it was the best incursion he has

seen and the other agreed. They thanked me for

organising this and for providing the students

with such high quality science education

programs which will benefit these students in the

future! So thank-you! Thank-you! Thank-you! As I

said to you we definitely want to rebook for next

year please. When I mentioned about the new

program you are developing next year, the staff

were all very excited.

Secondary teacher, Rural Government School: It

was a great day thanks – the students I took

really enjoyed it & were focussed. One in

particular has been reinvigorated in her studies

with a lot going on personally for her the last two

years, & is getting back on track this year. Her

concern is needing Maths prerequisites, but she’s

keen to persist next year with Maths in order to

help get into a Science course of some sort. So it

was good to have the day in Melbourne on Friday

to keep her going with that. Thanks again though

for the opportunity, as well as the staff’s and uni

student’s manner and positivity.

Secondary teacher, Metro Disadvantaged

Government School: I just wanted to send a

quick email to say a big thank you to all the

people who worked on the development of the

resources for the Unit 4, Area of Study 3 Practical

Investigation. Your attention to detail is very

much appreciated. It was a real pleasure to work

through the lead-up activity (Antibiotics in

Action), then each of the Checkpoints for the prac

investigation.

Deakin pre-service biology method lecturer:

Thank you for your efforts today in providing the

BEd 3rd year Biology pre-service teachers with

such a positive and insightful experience. Most

had never been to GTAC before. They all enjoyed

the hands on activities, visual representations,

questioning techniques and relevance to real life

of the ‘outbreak’ program. The PhD students

were great mentors. I am sure the BEd students

are now aware of the engaging and supportive

resources GTAC offers for both students and

teachers.Thank you for the opportunity.

Secondary teacher, Rural Government School:

My students really engaged with the Polycom

immunology modelling activity and have been

able to connect further learning to it. Their

comments after the session such as ‘That was

really fun!’ mean we’ll definitely be doing more of

the GTAC modelling activities. From a graduate

teacher’s perspective – that was one of the most

valuable experiences for me. Gave me confidence

to be able to do that activity in the future (I was a

bit daunted when I initially looked at it) and was

very inspiring. Thanks so much - very grateful.

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Secondary teacher, Metro Government School:

We visited GTAC today, and both staff and

students found the day to be of high value to the

study of Unit 3, AoS 2. Thank you. The

presentation and dramatic modelling was

excellent and the scientist mentors were very

professional and patient in their delivery of the

practical component for our students. The pace of

the day was spot on and really allowed students

to consolidate concepts in their minds. Thank you

for providing such an excellent resource

Secondary teacher, Rural Government School: I

am just letting you know my students played

melanoma search and destroy today and they

loved it. Thanks for the resource. Keep them

coming!!

Secondary teacher, Rural Government School:

Your work is amazing and so valuable!

Secondary teacher, Independent School: Thank

you for the wonderful service you provide. While

we are usually unable to attend any of your

excursion opportunities, we certainly appreciate

all the resources and information you provide

though your website

Secondary teacher, Independent School: I

attended your PD for Unit 1 Biology last Saturday

and I wanted to let you know how great and

useful I found the whole day. It was the best in

service I have been to, with so much practical,

accessible advice for the new course.

GTAC scientist mentor: It was really great to see

how easily the young students took to using the

microscopes and how excited they got! And it

was nice to see light bulbs turn on in the older

students.

Secondary teacher, Independent School: Before

the session with you guys I was really doubting

my ability to get through the term but once I

heard your awesome tips and tricks it brought

back all that knowledge I had stored away and

made me feel confident that I had it covered.

Secondary teacher, Independent School: I want

to begin by informing you that in 2017 one of my

students at St Margaret’s School in Berwick

received a ‘50’, a perfect score for her Biology

study score. As we all know this success is

definitely the result of her dedication and

enthusiasm for the subject. It can also be

attributed to various other factors but on this

occasion, I would like extend my sincere thanks to

one and all at GTAC for their professional support

throughout the year. I have been fortunate to

attend many of your VCE sessions and have found

them extremely informative and useful. Your

commitment and enthusiasm for the study of

Biology is contagious and I have felt empowered

to deliver the content with confidence thanks to

your encouragement and support. I look forward

to sharing future successes together!

Secondary teacher, Metro Government School:

I brought my year 12’s to you last year for the

hominins / phylogenetic tree excursion. I’ve just

been looking at my exam data and 100% of my

students got an exam question right based on

interpreting a table of amino acids comparing the

relatedness of species. I am sure it is because of

the work your team did with the students on the

excursion. Traditionally our students struggle

with data interpretation questions, however I

think the way you presented the information on

the day was memorable and clear. Overall I feel

that the understanding that they have shown

overall in this topic was improved due to their

attendance at GTAC. Thanks for the great work

that you do.

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Learning by Immersion, Inspired by Life

The Gene Technology Access Centre

77 Story Street Parkville 3052

T. +61 3 9340 3600

gtac@gtac.edu.au

www.gtac.edu.au

GTAC is a Specialist Science and

Mathematics Centre operated by the

Victorian Department of Education and

Training and hosted by the University

High School in Parkville, Victoria.

Our partners are The Walter and Eliza Hall

Institute of Medical Research and The

University of Melbourne.

Winning image in the 2017 Under the Coverslip -

Biomedical Science meets Art School

competition

Blue scales

By Allanah, a Year 10 student from Tyrell

College, a rural government school located in

Sea Lake

An insect wing viewed using GTACs scanning

electron microscope

Director: Jacinta Duncan

Principal, University High School: Heather

Thompson

Chair of the GTAC Advisory Board:

Professor Suzanne Cory