educationalpublishingedpubawards.com/wp-content/uploads/2016/06/epaa... · “extraordinary new...

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ABOUT THE AWARDSThe Educational Publishing Awards Australia celebrate 22 years of excellence in educational publishing in Australia...

Organised by the Australian Publishers Association, the Educational Publishing Awards Australia celebrate excellence in educational publishing. Generously supported by our long-standing major sponsors, Copyright Agency and OPUS Ligare, these awards recognise and reward the work of educational publishers in all sectors, including Primary, Secondary, TAFE and Vocational, and Tertiary education.Now in their 22nd year, the awards continue to exemplify the work publishers devote to producing world-class educational resources and, more than ever before, they showcase innovative development of digital content. Judging of the awards is a rigorous process for the Chief Judge, 16 sector judges, and two observers. This year the panel was responsible for judging a total of 88 entries across 20 categories, which culminated in the selection of the shortlisted and winning titles presented in this catalogue.The Educational Publishing Awards Australia were instituted in 1994 and were originally judged by a panel of educators under the auspices of the Teaching Resources and Textbook Research Unit (TREAT) at the University of Sydney. Today, the awards are judged by experienced educational publishing professionals under the direction of Chief Judge Mike Horsley and Penny

Martin, an Independent Publishing Consultant. Mike is the Director of the Learning and Teaching Research Centre at Central Queensland University, and has been the Chief Judge of the awards since their inception.The Primary Publisher of the Year and the Secondary Publisher of the Year is also awarded at the Educational Publishing Awards Australia celebration. These awards are voted on by primary school teachers, secondary school teachers and educational booksellers.We thank everyone who has been a judge and all publishers who have entered resources for judging over the last 22 years.It is our ambition that these awards continue to raise the bar for excellence and the profile of our industry for many more years to come.

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ABOUT THE AWARDSTHE AUSTRALIAN PUBLISHERS ASSOCIATIONThe Australian Publishers Association (APA) is the peak national body responsible for representing the Australian publishing industry and for promoting the importance of the published word to the educational, social, cultural and intellectual life of Australia.An advocate, collaborator, advisor and educator, the APA represents a diverse array of publishing businesses: big and small, commercial and non-profit, popular and academic, large multinational and local independent. The APA is governed by a board of directors and six Sectional Committees that cover the different sectors of the industry: Schools Educational, Tertiary and Professional, Scholarly and Journals, Trade, Children’s and Independent Publishers. Across the whole industry, publishers play a central role in the life of the country, serving the cultural, entertainment and educational needs of Australians. The APA aims to ensure that there is an environment in which creators are fairly rewarded for their work and that the businesses of its members can flourish. The APA is also the creator of the Australian industry’s online lookup service, TitlePage, used by over 3000 booksellers and libraries to obtain free access to current price, availability and stock information that is updated daily by publishers.

READING AUSTRALIA IS TAILOR-MADE FOR TEACHERS

a word from our sponsor

Reading Australia was set up by the not-for-profit Copyright Agency to provide useful online teaching resources for books, plays and poetry from top Australian authors. It was developed in partnership with the Australian Association for the Teaching of English, the Primary English Teaching Association Australia, the Australian Literacy Educators Association and the Association for the Study of Australian Literature.Literary icon, David Malouf, invited teachers and students to discover Australian stories when he launched Reading Australia at the country’s premier event for English educators, the AATE/ALEA Conference in Canberra on 6th July, 2015.Mr Malouf said, “Learning to read and immersing yourself in books provides untold pleasures. I know from my own experience that the reading I did in childhood and adolescence still has an impact on me today.”“With this wonderful resource, teachers will be able to bring the pure joy of reading to their students – from junior primary through to university. It’s also an excellent place for anyone to begin a journey of discovery of unforgettable Australian literature.”

For any avid reader, this site is a real treasure trove, listing around 220 of Australia’s best-loved stories…from the latest page-turners, like Richard Flanagan’s The Narrow Road to the Deep North, to poignant stories reflecting our early urban life, such as Ruth Park’s The Harp in the South.The Reading Australia list is tailor-made for teachers. The site showcases the work of popular Australian writers and illustrators, with many of the primary and secondary books featuring teacher resources mapped to the Australian (and NSW) Curriculum. Indeed on all teacher resources, the site has curriculum links in light grey, with the first code listed in each case being for the Australian Curriculum, with the next code alongside it to the right, being for the NSW syllabus.The website also features many engrossing essays written by high-profile authors for secondary school age titles, that delve deeply into the underlying themes of the work. It’s all designed so that teachers and librarians have the means to provide students with a greater depth of understanding about stories that enrich our cultural identity.New website functionality at http://readingaustralia.com.au includes a handy personal bookmarking and notes feature, the ability to search the list by theme, and a ‘recommended titles’ section, plus there are also ten filmed videos with high-profile authors, created in cooperation with ABC ‘Splash’. A helpful quick video (http://bit.ly/1fbnxJC) outlines just how easy it is to navigate and find resources on the site.For more details contact [email protected].

Teachers already using the Reading Australia site have given it the thumbs up…

“I have recently come across Reading Australia, a website of wonderful leading Australian authors with useful teaching resources linked to the Australian Curriculum. What an amazing resource to have at your fingertips!”

Maria E, Performing Arts specialist, Reservoir VIC

“Thanks for creating the Reading Australia resource site. It promises to be very useful to English teachers who want to share Australia’s rich literature with their students.”

Mark G, Teacher / Librarian, Middle Swan, WA

“Varied, layered, enriching – Reading Australia paves practical pathways into our national reading culture. Students and teachers will tap into the treasure trove, encouraging reading.”

Jennifer J, Secondary School Senior Leader / Teacher, Netherby SA

“We are delighted to see such high quality materials available, especially for texts suitable for primary aged students.”

Leonie M and Susan W, Co-principals, Launceston, TAS.


Partnering with Australia’s leading education publishers has enabled LearningField to create an extensive catalogue of digital textbooks. For an annual subscription fee, this world-first innovation delivers curriculum-linked eTextbooks direct to students’ and teachers’ devices. LearningField is now in its second year of operation, and is servicing 49 schools around Australia, providing 20,000 users with access to more than 800 textbooks. St James College in Brisbane is one of the schools who started using LearningField in 2015. St James is in an inner city school, and their diverse community includes students from refugee families and those with special needs. The school’s Principal, Gerry Crooks, says LearningField has opened “extraordinary new pathways for teachers in their teaching and learning processes in the classroom”. The teachers have made extensive use of the choice available to them in the catalogue, and Head of E-Learning, Nikki Carpenter, said she finds it amazing that, for example, a Science teacher now has access to 15 Science textbooks for Year 7.Both teachers and students at St James College have found LearningField easy to use. History teacher Tim Fergus noted the familiarity of LearningField to students: they are added to ‘groups’ which reflects their

behaviour on social media. By allowing the students to use LearningField as a digital library the school knows they are accessing credible and current resources, in a safe and appropriate manner.Director of LearningField Ben Heuston says that there is always a focus on increasing the catalogue and ensuring schools have access to textbooks from multiple publishers. Heuston says, “We’re continually evolving LearningField and have recently added content from Impact Publishing and the Australian Association for the Teaching of English.” These publishers join others such as Pearson, Cambridge University Press, Oxford University Press and Cengage in their continued support of LearningField.To find out more, visit www.learningfield.com.au, email [email protected] or telephone Copyright Agency on 02 9394 7600.

St James College students using LearningField in the classroom.

LEARNINGFIELD BRINGS DIGITAL TEXTBOOKS TO AUSTRALIAN SCHOOLS

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Handwriting Rules Katy Collis, Alexandra Kennedy macmillan education

Nelson Literacy Directions: ComprehensionVarious authorscengage learning

Writing Time Jane Rheeder, Carolyn Smales, Wayne Lightbourne, Mary Serenc and Firefly Educationfirefly education

commended commended

primary: student resource – english (literacy/literature/language)

category winnerprimary: student resource – english (literacy/literature/language)

Pearson English 3–6 (Geography, Health and Physical Education, Civics and Citizenship topics) Various authors Pearson

Pearson English 3–6 offers a unique approach to teaching English that allows teachers to integrate curriculum areas of Civics and Citizenship, Geography, and Health and Physical Education. It provides opportunities for personalised learning through the allocation of differentiated online resources.

commended

The Best of FriendsDr Kimberley O’Brien, Barbara Gonzalez (Stories), Leonardo Rocker Quirky kid

primary: student resource – arts/science/humanities

Discovering Geography John Butler OAM and various authors Pearson

Discovering Geography meets an important need in the market and is aligned to the Australian Curriculum: Geography. The series provides clear pedagogy for teachers and is a flexible resource that engages learners.

category winnerprimary: student resource – arts/science/humanities

primary: student resource – mathematics (numeracy)

Nelson Maths Australian Curriculum NSW K-6+Glenda Bradley, Pauline Rogers, Yale Mercieca, Lauren White, Aaron Taitcengage learning

commended

primary: teaching resource category winner

Primary Connections Interactive Teaching Resource – Feathers, Fur or Leaves? Kathryn Edmondson, Nicole McAlester, Julie SmithPrimary ConneCtions

Primary Connections – Feathers, Fur or Leaves? digital teaching resource seamlessly incorporates all three Australian Curriculum: Science strands. It has a major focus on both science and literacy to support student learning.

primary: outstanding digital resource

category winner

Primary Connections Interactive Teaching Resource – Feathers, Fur or Leaves? Kathryn Edmondson, Nicole McAlester, Julie SmithPrimary ConneCtions

The digital features in Primary Connections – Feathers, Fur or Leaves? provide the capacity for educators to meet Science curriculum outcomes. This product engages students, helping them learn by constructing and editing their own digital Science portfolios.

A NEW EPAA’s JUDGING PERSPECTIVE

Following the judging period, the three invited judges took time to reflect on their experience. All three judges commented that they were not aware of the awards prior to being invited to judge, but they were all impressed by what they learned about the EPAAs through the process.

Alistair: “The EPAAs are a really important means of celebrat-ing the hard work and expertise that publishers provide to sup-port teachers and students in the classroom, as well as giving an opportunity to showcase some of the highest quality resources thereby helping to lift the standard across the industry. I felt honoured to be asked and privileged to be involved in this process, which gave me a good insight into not only the awards themselves, but also the breadth and quality of the education resources that publishers are producing.”

Lynne: “The EPAAs are important for the publishing industry as well as education in general, as they encourage and support publishers to extend and develop themselves. The professional health of any group is enhanced through a respected and valued system of acknowledgment and recognition of application. For educational publishers to keep meeting the future demands of students, and society more broadly, it’s critical that publishers test their skills to remain a relevant and valuable part of edu-cation. I was delighted to be invited as a judge. The experience has provided me with the opportunity to see first-hand the important contribution that awards of this type have in foster-ing and celebrating excellence in the publishing field. It was a thoughtful, informed and well developed consultative process. It was both valuable and interesting to be further informed by the expertise and knowledge base of my fellow judges. It was also interesting to learn more about what Australian publishers are involved with, what they are passionate about, where their thinking was at and where their depth and breadth was, not only for their audience but also for the profession as a whole.”

With the exception of the Publisher of the Year awards, the Educational Publishing Awards Australia (EPAAs) are peer-judged. The judging panel comprises a number of experienced publishing professionals across the Primary, Secondary and Tertiary sectors, and each year they undertake the huge task of evaluating the wealth of print, digital and blended resources submitted to each category. There are three panels, one for each sector, and they judge independently over a three week period. On the final day, the three panels convene to decide on overall winners.

This year, we decided to bring a different perspective into the judging process, and invited three judges from outside the educational publishing industry to join the panel... Tertiary

Tracy O’Shaughnessy is the Program Director for the Graduate Diploma in Editing and Publishing at RMIT. She was previously a trade publisher for 20 years, specialising in illustrated publishing.

SecondaryAlistair Harkness left a career as a mechanical engineer to become a secondary school teacher. He currently teaches physics at Hoppers Crossing Secondary College, Victoria.

PrimaryLynne Bury worked in education for over 30 years, including classroom teaching as well as team and school leadership roles. She worked with the Victorian Department of Education & Training as a project officer and senior policy officer, and was involved in curriculum support and development.







EPAA EPAA EPAA

Tracy: “I think the awards are an invaluable part of the educa-tional publishing industry, particularly in these times of great change. They allow space and time to look at and critically assess the innovation and excellence within the industry. It was genuinely a privilege to be among such a committed, smart, highly skilled and professional group. People who are passionate about producing truly excellent resources and who are forward thinking in terms of both print and digital delivery. People who are genuinely looking at ways to improve the resources they produce and to be innovative and be adaptable in these times of change.”

Alistair switched from his career as a mechanical engineer to secondary school teacher because he enjoys being part of the learning process with students, and particularly enjoys increas-ing student engagement with science. He commented on his experience of selecting resources for senior science students at his school: “The most important factors in a good science resource are: that the resource follows consistent literacy guidelines so that the content is easily accessible for its audi-ence; concepts are developed in a logical order; lots of worked examples are used to demonstrate application of concepts; and lots of questions are provided for student practice.”

From Lynne’s perspective, published educational resources “…provide a crucial support for teachers in their day to day work with students. Quality educational resources provide a strong foundation which teachers can use to meet the needs of the students in their classrooms. With continuing educational research, curriculum development has become more detailed, in-depth and informed. Excellent educational resources provide teachers with practical, 21st century resources that will both engage students and prepare them for their future.”

Tracy gained a new insight into educational publishing, quite far removed from her trade background but solidified by her expe-rience in teaching editing and publishing at RMIT: “Through

the process of judging the vast array of resources entered in the EPAA’s this year, it became clear to me that the following components were important hallmarks of a valuable resource:

• Print resources had clear mapping against learning out-comes, were appealing (not slabs of impenetrable text from either a content or design perspective) and didn’t look dated, had current and Australian case-studies, had good design that helped you navigate and find/absorb important information, and were appropriate to their audience. Great covers are also important.

• Digital resources should be easy to navigate without too many click-throughs to get to the correct section, and then easy to find your way back to the main menu, and should offer more than just a glossary and flash cards.”

All three judges agreed that having educator judges on the panel was a positive move.

Alistair: “Being involved gave me greater insight into the publishing industry and the range of quality resources available, which is something that I intend on sharing with my colleagues at school in all subject areas. I think this is beneficial for the publishing industry too because it creates another avenue of exposure for their market. Regarding the EPAAs themselves, I hope that I was able to contribute another perspective as some-one who implements educational resources on a daily basis.”

Lynne: “I think it’s important to have independent academic judges to compliment the peer review process. Generally speaking organisations that elect to make use of independent evaluation are able to add an additional perspective and a range of views that may not necessarily have had. I certainly hope that as an educational and independent judge I can share my experience and knowledge as part of the judging process to add value to this group.”

Tracy: “Even though I’m not strictly speaking an educator judge, I think it is essential that educators are being asked to partic-ipate. Nothing is ever more instructive than getting feedback from someone who has to use your resource and then convince a cohort of students to engage with it and use it too. It is also important that the conversation about the resources includes all key stakeholders, and educators and students are essential.”

The experience has changed the perception of educational publishing for all three judges:

Alistair: “It has given me a better understanding of the inno-vative approaches that publishers are taking to better engage students and support teachers. It has also helped me see the challengers faced by publishers and the competitiveness of the industry in which they operate.”

Lynne: “This experience has provided me with an additional level of insight into the themes and directions that are important to educational publishers as they work to meet the demands of an increasingly diverse but critically literate and demanding group of stakeholders.”

Tracy: “As a trade publisher, I was in awe of the complexity of both the books and online resources in the tertiary sector. The sheer volume of components in each resource (both print and online) was quite amazing – hundreds of images which need sourcing, permissions and regular updating; a staggering array of design elements and navigational tools in the print component; content that needs to be accessible and appealing to teachers and students, but appropriately written to comply with learning outcomes from multiple stakeholders; and online resources that need to be relevant and cutting edge with technology that is constantly changing. And, as is the case throughout pub-lishing, consumers are expecting more, especially in the online space, and this all has to be achieved with reduced budgets and timeframes.”

meet our Judges

Sabine Bolick content and learning specialist, literacy, schools division, pearsonSabine came to publishing after teaching and a corporate career in staff training and development. While her clients have changed, all Sabine’s roles have involved researching, identifying, developing and evaluating learning solutions to help people achieve their learning goals. Sabine has now been in this industry for over 15 years. She is passionate about literacy in particular, and making learning relevant and engaging.

Lynne Bury literacy consultant/proJect officer, rmit universityLynne has worked in primary education for over 30 years, including as a teacher, Assistant Principal, Project Officer, Senior Policy Officer, Lecturer and Tutor. She has been an active member of the Australian Literacy Educators’ Association (ALEA), Victoria for over twenty-five years, including as Victorian State Director and as a member of national council. Lynne is currently working on a three-year project with ALEA (Vic) and the Victorian Association for the Teaching of English (VATE) and is also working as a literacy consultant as well as being a Doctoral canditate at RMIT University.

Catherine Charles-Brown senior publisher, secondary division, oxford university pressCatherine’s career in educational publishing spans more than 10 years and includes experience in both primary and secondary markets. She has worked on many leading print and digital resources using an in-depth knowledge of curriculum and pedagogy combined with a detailed understanding of market needs. She is committed to innovation and strives to develop resources that help students and teachers achieve more.

Mark Cohen head of higher education product strategy, pearsonSince joining Pearson in 1992, Mark has held roles in sales, product development, custom publishing, and editorial management. Over a 15-year span he established a portfolio of print and digital healthcare training products in the U.S. Mark then took his experience to Asia where he oversaw publishing divisions in Singapore, Korea, Japan, Hong Kong, and Malaysia. He now leads a team of product managers across higher education disciplines.

meet our Judges

Sonia Davoine senior content and learning specialist, english and literacy, pearsonSonia has been working in educational publishing for ten years. She has worked on many primary and secondary print and digital resources, in subject areas including Literacy, Languages, English, Humanities and Science. Sonia’s experience of teaching and learning, publishing, combined with an understanding of students’ needs and teachers’ practices has led to the development of sound teaching and learning products. She is committed to producing innovative resources, supportive and relevant to the 21st century learner.

Danielle Dominguezpublishing editor, cengage learningDanielle works across a range of subject areas, including the arts and mathematics. Before joining the publishing team, Danielle was senior editor for languages at Cengage Learning. Previous to Cengage Learning, Danielle worked in editorial and commissioning roles at Cambridge University Press, and at Pearson, where she had roles in several areas of the business, including customer service, permissions, editorial and publishing. Much of Danielle’s time at Pearson was spent managing the production and development of new content for Pearson Custom.

Thuong Du publishing manager, education, cambridge university pressThuong has been with Cambridge University Press for more than 7 years and worked across a range of subject areas in both print and digital formats. She began her career as a Development Editor Intern through the Australian Publishers Association (APA)’s Publishing Industry Internship Program. She is passionate about education and producing valuable resources for students and teachers.

Alistair Harkness seconday school teacher, hoppers crossing secondary collegeAlistair has worked as a mechanical engineer before switching to a career in secondary teaching in which he pursues his interests in lifting the profile of physics and improving scientific literacy to better equip students for the challenges and opportunities of the future.

Penny Martinindependent publishing consultantPenny’s MA research (Macquarie University, 2002) focused on the complementarity of digital ancillaries with print products in textbooks, and their effectiveness. She has extensive industry experience in educational, professional and trade publishing, and was a convener and lecturer in the Post-graduate Diploma of Editing and Publishing at Macquarie University, where she is currently an Honorary Associate and Visiting Fellow. She has been involved in the Educational Publishing Awards as both entrant and judge.

Tracy O’Shaughnessy program director, graduate diploma in editing and publishing, rmit universityTracy is a trade book publisher with over 20 years’ experience. Throughout her career she has specialised in illustrated publishing and worked at a number of Australian publishing houses, including Hardie Grant Books, Melbourne University Press as the Miegunyah Publisher, and Allen & Unwin. In 2014 she moved to RMIT University to be the Program Director of the Graduate Diploma in Editing and Publishing and continues to work as a publishing consultant.

Kate McGoughpublishing manager, primary division, oxford university pressKate develops and works on a range of print and digital products spanning all subject areas for years F–6. Her role allows her to explore publishing opportunities that range from creating core literacy products to online assessment and learning solutions, to reference publishing. Previously, Kate was a senior publisher at Pearson where she developed print and digital literacy resources, and a senior literacy publisher for Harcourt Education where she worked on large export projects, in particular for the US market.

Geoff Howard geoff howard, publishing editor, cengage learningGeoff’s career in publishing started out in trade books, then moved to the mass-market and has lately settled in the higher education area. He has been published by both Penguin and Pearson, and teaches and lectures on publishing and editing skills. Along the way he has worked on platforms ranging from textbooks to apps and maps, and on content running the gamut from undergraduate financial accounting to videogames and survival guides to the Amazon jungle.

Cathy Riddle commissioning editor, primary, macmillan educationCathy has worked in the educational publishing industry for 14 years. She joined Macmillan Education in 2009 and recently commenced her role as Commissioning Editor in Macmillan’s Primary Publishing Division, having previously worked as Primary Field Sales Manager (Victoria). Prior to that she was a sales representative at Macmillan, Harcourt Education and Barrie Publishing.

Nina Sharpe senior commissioning editor, academic, cambridge university pressNina’s career in the publishing industry began in 2002 in the role of Publishing Assistant at OUP. Always working in the academic/higher education sector of the business, she worked with Cengage Learning and John Wiley & sons before moving to Cambridge University Press 5 years ago. Nina has experience publishing for many different subject areas including law, nursing and education.

Peter Stannarddirector, firefly educationFirefly Education specialises in publishing primary education materials for students and resources for teachers. Peter has a science background and has taught for over 20 years in high schools in Queensland. Together with co-author Ken Williamson, he has written over 50 books for secondary science students.

Norma Tamaras publisher, vocational education, mcgraw hill educationNorma has more than 14 years’ experience in publishing in both sales and editorial roles involving secondary education, trade and professional and more recently in VET. Norma is passionate about engaging with her customers and how learning happens. She is committed to helping make a difference in the lives of our educators and students. This commitment has allowed her to be instrumental in driving content development with emerging technologies where the science of learning meets the science of teaching.

commended commended

The Rock Book Dr Geoff Lowecengage learning

MyMaths Qld Jennifer Nolan, Melanie Koetsveld, Sonja Stambulicoxford university press

SpyClassRon BarassiJacaranda (wiley)

commended

Through My EyesLyn White (Ed.)Rosanne Hawke (Shahana), John Heffernan (Naveed), J.L. Powers (Amina)allen & unwin

Ancient Australia Unearthed Alethea Kinselaplainspeak publishing

secondary: student resource – Junior

Total Food Leanne Compton, Carol Warrenoxford university press

highly commended

category winner

Gallipoli: The Landing Hugh Dolan, Mal Gardiner

Reg Saunders: An Indigenous War Hero Hugh Dolan, Adrian Threlfallnewsouth Publishing

Presenting two significant events from Australia’s history as narrative graphical novels, Gallipoli: The Landing and Reg Saunders: An Indigenous War Hero represents a new way to engage and educate students in both the history and English classrooms, across multiple year levels. The provision of free teacher resources will ensure teachers feel well supported to discuss the themes presented. The judges were unanimous in their praise for this truly innovative publication.

Personal Development, Health and Physical Education Gareth Hawgood, et alcambridge university press

Art and Me: Cambridge Senior Visual Arts (Stage 6) Marianne Hulsbosch, Paul FitzGerald, Alan Guihotcambridge university press

Nelson Modern History K.J. Mason, Sue Gordon, Tony Taylorcengage learning

Nelson Senior Graphics Kristen Guthrie, Chris Ralphcengage learning

highly commendedcommended

secondary: student resource – senior

category winner

Pearson Lightbook Penny Commons, Chris Commons, Greg Moran, David Coffey, Greg Carroll and various authorsPearson

Pearson Lightbook is an online learning environment that lends itself particularly well to senior classrooms as it supports self-directed learning by combining text with interactive assets such as worked examples, videos, tutorials and widgets. The judges felt that this next-generation product should be rewarded for its groundbreaking nature and adaptability across multiple senior subjects.

secondary: teaching resource

Dynamic Science for the Australian Curriculum Peter RazosCambridge university Press

Dynamic Science for the Australian Curriculum is a digital-only teacher resource that includes a suite of valuable time-saving planning resources for teachers: task manager, online marking, test generator and reporting functionalities. These resources provide a complete learning management system for years 7-10 science teachers.

category winner

secondary: reference resource

Legal Dictionary for Australia Peter Aldersoncengage learning

commended

category winnersecondary: reference resource

Oxford Australian Curriculum Atlas +obook/assess Peter Van Noordenoxford university Press

The Oxford Australian Curriculum Atlas offers a blended learning solution to meet the exact requirements of the Australian Curriculum: Geography for years 7-10. The judging panel was particularly impressed by the way in which comprehensive content is delivered in a format that is engaging, relevant and contemporary. The judges felt this atlas is set apart from other atlases due to outstanding digital offerings such as interactive maps and statistical content. The harmony between the print and digital versions of the product, along with stunning images and maps, make this a complete reference package for students studying geography.

secondary: outstanding digital resource

category winner


The judges felt that the Pearson Lightbook is the strongest contender for the Outstanding Digital Award because of its innovative and bold commitment to digital-only learning. In producing this product, Pearson has set the direction for educational resources in the 21st century classroom.

Jan OwenCeo of the foundation for young australians

Jan Owen became the CEO of the Foundation for Young Australians (FYA) in 2010. Before joining FYA, Jan was Executive Director of Social Ventures Australia, and prior to this, she founded the CREATE Foundation, the national consumer body for children and young people in out of home care.Jan has contributed to the establishment of many social change organisations in Australia and served on a wide range of boards. She is currently a Board Director of the Malthouse Theatre and the Australian National Development Index (ANDI); Chair, University of Melbourne Social Equity Institute Advisory Board; Member, RMIT College of Business Industry Advisory Board; and is the Patron of Children’s Ground and Vanish.In March 2014 Jan received the degree of Doctor of Letters (honoris causa) from the University of Sydney in recognition of her significant contribution to young people and policy in Australia. In 2012, she was named the inaugural Australian Financial Review & Westpac Group ‘Woman of Influence 2012’. In 2000, she was awarded membership of the Order of Australia for services to children and young people, and in 1999 she received a fellowship for leadership and innovation to the Peter Drucker Foundation in the US. Jan is the author of The Future Chasers (2014) and Every Childhood Lasts a Lifetime (1996).

MEET THE KEYNOTE SPEAKER

Image credit: Adam Haddrick for Dumbo Feather

TALKING WITH JAN OWEN

Jan Owen is CEO of the Foundation for Young Australians (FYA). FYA connects young people, governments and business through a range of initiatives designed with and for young people to deliver change across Australia. Originating in 1999 through a partnership between the Queen’s Trust and the Australian Youth Foun-dation, it is the only national independent non-profit organisation dedicated to all young people in Australia. Its role is to provide the tools and connections that equip young people to change their world. Together with young people, FYA seeks to influence and shape education and career pathways, transform worldviews and lead communities in innovative ways.

Innovation in education is one of the core values of the Educational Publishing Awards Australia, and so we are delighted to welcome FYA CEO Jan Owen as our keynote speaker at this year’s event. Here, Jan reflects on how the world looks to young Australians today, and the education requirements of the future.

What are your views on the current Australian education landscape? How are young people faring in schools?

“What we don’t have in our curriculum is enterprising skills embedded across every

single lens of learning.”FYA produces a number of reports each year on how young people are faring in Australia, both in education and as they transition out of education and training into work.

Like other countries around the world, Australia is facing unprecedented uncer-tainty regarding the future of work and significant disruption in education. FYA

strongly believes that the current education system is not geared to the future – it is, in the main, still a fairly clunky, 20th century system. There are pockets of innovation, great approaches and incredible determination, but they are certainly not systemic. One of the things we do know is that every single young person in the world is going to need enterprising skills in the future. Skills and capabilities in creativity, innovation, collaboration, complex problem solving, digital literacy and financial literacy are the fundamentals of an enterprising mindset and capability. In an uncertain world these are also transferrable skills that can be taken into multiple contexts – either working for yourself (which is going to be much more common in the future), and working with and for other people. What we don’t have in our cur-riculum are those enterprising skills embedded across every single lens of learning. Our research tells us that with this kind of learning we must go hard and go early. Where we are currently doing some of this work in schools - often around year 10 - it’s already way too late. So there’s a fundamental systemic change that’s going to have to happen.

The other change that we will see is industry becoming much more involved in education because of the mismatch of skills taught in school and university and the skills required in the workplace. Industry has been part of the VET system in Australia for decades, however I believe it is also going to shape education more broadly, which will be disruptive but potentially enormously beneficial.

“We could truly be an innovation nation.”I see a great deal reform and disruption around the edges of education that hasn’t yet been mainstreamed. As has always been the case, students who have access to this innovation will reap the benefits, and others will miss out because of their geography or postcode. This lack of systemic responses always leads to inequality.

In Australia, with only 23 million people, we can’t afford for some people to miss out if we don’t want to be left behind, and we really have no excuse with such a rela-tively small population! We could truly be an innovation nation, not least because we have the capacity to test ideas and get them quickly to market.

How is FYA involved in all this?

We are all about equipping and inspiring young people with the skills and networks to shape the future, in their communities, schools and the world. One example of our work in promoting enterprise skills is our ‘$20 Boss’ enterprise challenge in partnership with NAB. In Term 3 this year, over 10,000 students across the country will undertake the challenge, with a target of 100,000 in the next five years. We have produced a set of resources to help teachers assist young people to establish an enterprise, starting with a $20 ‘loan’ from the $20 Boss bank. After a month, they must pay back the loan, with interest, to our evergreen bank. The pilot in Victoria last year was hugely successful – we discovered that not only did almost all the young people pay the loan back (a high return for any bank!), 47% of the students said they’d now consider entrepreneurship or small business own-ership as a career or pathway, something they had never considered before. At the end of the year we will hold national awards to showcase the best student ideas and their schools. $20 sounds like a small amount but there have been plenty of great ideas - last year two 14-year-old girls in the pilot set up a t-shirt recycling enterprise which is now a fully operating venture.

How did this project get started?

We saw a similar programme to $20 Boss in the UK, after our research had clearly identified this enterpris-

ing skillset that young people were going to need. We presented our vision to NAB and they loved the idea as it aligns so clearly to their vision of being the small business bank in Australia. This project is an example of the best kind of corporate and not-for-profit partnership. We have worked closely with NAB for the past 6 years – in fact our joint $25m programme Schools First initiative was a precursor to the Federal Government’s Business Partnerships Broker Program, in which $130 million was invested. At FYA we look for strategic opportunities and alliances whereby our initiatives can be leveraged to create broader systemic change. Australia is behind many other countries in developing entrepreneurship, so our vision with $20 Boss is not just about this particular initiative, but about embedding enterprising learning in the curriculum for every single student over the next five years.

Tell us a bit more about how the FYA operates.

We have three major strategies:

1. We work with young people in schools. For example, the Adappt project, through which we partnered with Samsung to help students create apps for social good.

2. We work with young people to create social ventures or businesses that fulfil a need in the community. We have the largest stable of young social entre-preneurs in Australia – around 350 young people aged from 15 up to 29 years, running ventures and campaigns that are doing everything from address-ing climate change and sustainability to community life and everything in between. These young people are taking on big social issues and innovating around them using technology as short cuts. We also have

the largest cohort of Indigenous young people, who we work with around campaigns for social change. The FYA has real form in backing young people, connecting them and giving them the skills once they leave school to be in that space.

3. We help young people who have innovative ideas for social change to make their ideas a reality and take them to the next level, helping connect them with government, business and community to create change. For example, Chris Raine started Hello Sunday Morning through his own experience of binge drinking at university – he stopped drinking for three months and reclaimed his ‘Sunday morn-ings’. He went on to build a team and created an online community to change Australia’s relationship with alcohol and make people think differently, not by abstaining completely, but by taking a break. He now has 50,000 users in Australia and the pro-ject is going global. Chris is now very interested in addiction more generally and in creating innovative ways to help people. Young people like Chris in this country – and around the world - have the solu-tions, but they need backing, support and networks to make their innovations happen, and that’s where FYA comes in.

How do you think young people are faring in today’s globally connected world?

Research tells us that Generation Z, those under 21, are set to be the most tolerant demographic of any gener-ation. Their catch-cry is ‘equality’, and they genuinely believe that differences in religion, race and opinion adds value. Their mindset is global and wide. Testing shows they have the capacity to process information and complex

problems much faster than any other generation – they may be smarter! They are true digital natives who embrace multi platforms, robotics and future technolo-gies. The difficulties they are going to face are employ-ment, sustainability, climate change and inequality.

I see two scenarios for this generation:

1. A hyper competitive world, with absolutely no job security, and the previously generations’ promise of housing and financial security not accessible. A highly casualised workforce means limited access to mortgages or savings.

2. Young people using their hypersmart skills to inno-vate in a world that thrives on a very different system of economy, tax, career, etc. They have the oppor-tunity to have a portfolio career and an engaging, fulfilling lifestyle.

These scenarios are painted as starkly different choices but our job as educators, politicians and parents is to ensure that young people are equipped to step into the best scenario and contribute beyond just providing for themselves.

“I have a strong belief the teacher of the future is an

expert content curator and a facilitator of learning, time travelling and epic meaning.”

How do you think young people can shape education and its delivery?

Young people are already shaping their education – in the last decade, they have started to take themselves into all kinds of realms of learning beyond the classroom. They’ve voted with their feet – they seek out the resources and the people they need. Again this favours the people who have the support and resources to do this. If students are exposed to programmes like $20 Boss through parents or school as a legitimate form of learning in the world, they not only embrace it, they run at it. Digital literacy is another area where students are already disrupting their own education – the challenge for us is how to ensure these disruptions equip students for the future and are not fragmented pilots and disconnected ‘bolt ons’ which are endemic in Australia. We have to ensure equity. The Innovation Unit in the UK purposefully structures innovation interventions in schools – it’s very interest-ing. Whole-school systems like Charter Schools or Big Picture Schools are trying to tap into future learners, but they’re hard to scale as they don’t have systemic support behind them. Teach For Australia is one of the most innovative disruptions I’ve seen. It’s controversial, but it is now a global movement and has had huge impact. They have achieved outstanding results by placing graduates with disciplines other than teaching in the classroom.

I have a strong belief the teacher of the future is an expert content curator and a facilitator of learning, time traveling and epic meaning. Young people will craft their own adventure and look for guides along the way. Everything they need to learn is just one thumb swipe away – good curation, beyond sophisticated user pro-filing analysis, is key. And young people don’t just want online resources - they want to learn with their friends,

they still crave face time. They may have a vast menu of content, but they need to apply that to real life experi-ences and challenges (like $20 Boss), and know how to be with people and learn together. You miss the point if you craft an individual education journey – where are your ideas challenged or extended? Where else do you learn the power of collective effort and action?

On the one hand, incredible opportunities and a brave new future awaits, on the other, our education, and other systems, may not be fast enough to keep up with the external environment and gain the political commitment and will to turbocharge learning into the future.

I believe we need a compelling, future focussed national investment in young Australians.







EPAA EPAA EPAA

Professional Beauty Therapy Australia and New Zealand 2nd Edition Lorraine Nordmann, Andrea Daycengage learning

highly commended

tafe & vocational education: student resource

Building and Construction: Basics of Construction and Framing Volume 1Advanced Construction and Carpentry Skills Volume 2Daniel Bonnici et al mCgraw-hill

Building and Construction is a blended resource that provides a foundational text with an appropriate pitch for its intended market. Content is mapped to the competencies required for certification. The text layout is clear and straightforward, well-illustrated with clear expository diagrams and photographs. Digital content such as animated diagrams illustrate practical steps very well, and help reinforce learning. ‘Tradie Profiles’ provide students with career contexts in which to apply the practical skills taught in the books.

tafe & vocational education: student resource category winner

tafe & vocational education: teaching and learning resource

Electrical Wiring and Electrical Principles Blended Learning Superpack Jim Jenneson (Electrical Principles), Keith Pethebridge (Electrical Wiring)mcgraw-hill

highly commended

In addition to our sponsors, the Educational Publishing Awards Australia 2015 would not have been possible without the support of the following:

Cambridge University PressCengage Learning Australia

ERA PublicationsMacmillan Education

Oxford University PressPearson

We would also like to acknowledge the support and assistance of:Montse Aumatell, Julian Beckedahl, Avril Hogan, Kim Jones, James Penton-

Dodds, Cat Smith and Donalee Weis.

ACKNOWLEDGEMENTS







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Ethical Practice in Applied Psychology Christopher Boyle, Nicholas Gamble oxford university press

Government Accountability: Australian Administrative Law Judith Bannister, Gabrielle Appleby, Anna Olijnyk cambridge university press

The Road to Social Work & Human Service Practice4th Edition Lesley Chenoweth, Donna McAuliffe cengage learning

commended commended

tertiary (wholly australian): student resource

Abnormal Psychology: Leading Researcher Perspectives 3rd Edition Elizabeth Rieger (Ed.)mCgraw-hill

The level of investment in the ground-up blended learning package, Abnormal Psychology: Leading Researcher Perspectives, the only local product in the market in a very complex and sensitive discipline, is very impressive. Incorporating DSM-5, and with a team of 25 contributing Australian academic authors, all specialists, this well-structured, accessible resource helps students navigate the complexities of the discipline, providing content that is highly relevant, particularly in light of the rising incidence of mental illness in Australia’s rural population. Obtaining practical placements for undergraduate students in this field is extremely difficult, and the engaging online resources provide invaluable experiential learning activities that illuminate theory and understanding, and help students achieve the required grades to gain placements.

Teaching Primary Science Constructively 5th Edition Keith Skamp, Christine Preston (Eds) cengage learning

highly commended

category winnertertiary (wholly australian): student resource

Connecting with Law 3rd Edition Michelle Sanson, Thalia Anthony oxford university press

commended

Consumer Behaviour in Action Peter Ling, Steven D’Alessandro, Hume Winzar oxford university press

commended

Financial Institutions + Markets 7th Edition Ben Hunt, Chris Terry cengage learning

commended

tertiary (wholly australian): teaching and learning resource

Biology: An Australian Focus 5th Edition Bruce Knox, Pauline Ladiges, Barbara Evans, Robert Saintcengage learning

highly commended

category winner

Yatdjuligin: Aboriginal and Torres Strait Islander Nursing and Midwifery Care Odette Best, Bronwyn Fredericks (Eds)Cambridge university Press

Yatdjuligin: Aboriginal and Torres Strait Islander Nursing and Midwifery Care is a powerful and much-needed text that challenges the status quo in providing an agenda for students and practitioners to implement culturally safe working practices. The topic is a very important one in nursing as well as in other healthcare disciplines such as midwifery, psychiatric nursing and aged care. The text examines mainstream health services and how they relate to Aboriginal and Torres Strait Islander cultural values and practices. It covers issues with sensitivity, and frames topics from both the perspective of the practitioner and that of the person receiving care.

tertiary (wholly australian): teaching and learning resource

The Good Lawyer: A Student Guide to Law and EthicsAdrian Evans cambridge university press

highly commended

tertiary (wholly australian): scholarly resource

category winnertertiary (wholly australian): scholarly resource

A Theory for Indigenous Australian Health and Human Service Work Lorraine Muller allen & unwin

A Theory for Indigenous Australian Health and Human Service Work provides an authoritative insight into traditional Indigenous Australian knowledge and practices in working with other people, from an Aboriginal perspective. Well-researched and highly relevant, it makes a very important contribution to fostering understanding and respect between Australians today. The content is well structured, examining the background of colonisation and current practice, and covering topics such as the power of story, spirituality, Indigenous Australian social-health theory, healing and forgiveness.

Social Psychology – Australian and New Zealand Edition Saul Kassin, Steven Fein, Hazel Rose Markus, Kerry Anne McBain, Lisa A. Williamscengage learning

tertiary (adaptions): student resource

Joint category winnerstertiary (adaptions): student resource

Management; A Practical Introduction 1st Edition Angelo Kinicki, Brenda Scott-Ladd, Martin PerrymCgraw-hill

Kozier and Erb’s Fundamentals of Nursing 3rd Australian Edition, Volumes 1-3 Tracy Levett-Jones, et alPearson

Management: A Practical Introduction is a student-centred, blended resource that provides accessible content with a local context, accompanied by a range of interactive resources to promote student engagement with core concepts. Cases and activities are topical and well presented, and the scope of resources caters for a range of learning styles.

Kozier and Erb’s Fundamentals of Nursing provides localised content for first-year nursing students. The text integrates theory with practice and provides good linkage to the National Competency Standards. The pedagogical framework is well structured to promote learning. A good range of online resources supports extension activities.

Accounting Information for Business Decisions 2nd Edition B. M. Cunningham,L. A. Nikolai, J. D. Bazleycengage learning

Campbell Biology: Australian and New Zealand Version 10th Edition Noel Meyers, et alpearson

highly commended highly commended

tertiary (adaptions): teaching and learning resource

category winner

Marketing Principles, 2nd Asia-Pacific Edition William M. Pride, O.C. Ferrell, Bryan A. Lukas, Sharon Schembri, Outi Niininen Cengage learning

The excellent pedagogical framework of Marketing Principles is well supported by the sophisticated, contemporary design, a great example of form supporting function. The focus on Asia-Pacific cultural awareness, thematic local and global examples, clarity of style and integration of social networking and digital marketing, together with an engaging suite of accompanying teaching and learning resources, all contribute to making this highly appropriate for the intended market.

tertiary (adaptions): teaching and learning resource

tertiary and vocational: outstanding digital resource

category winnertertiary and vocational: outstanding digital resource

Online resource MasteringBiology to accompany Campbell Biology: Australian and New Zealand Version 10th Edition Pearson

MasteringBiology is a digital resource that provides both student and lecturer with effective and exciting online tools for enhancing learning and teaching, encompassing adaptive assessment and promoting student interaction and response. Links to core text content are clear, and sophisticated animations help understanding of complex concepts. Navigation is intuitive. The functionality of MasteringBiology promotes a wholistic learning experience that fosters engagement before, during and after class, and facilitates a range of learning styles.


Having won the Secondary Senior and Digital categories, the combined judging panel agreed that Pearson Lightbook is an outstanding and deserving winner of the overall award. Pearson Lightbook embraces the shift we are witnessing in modern classrooms and provides students and teachers with a complete digital-only solution.

AWARD FOR EXCELLENCE IN AUSTRALIAN EDUCATIONAL PUBLISHING







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overall winner

The Primary and Secondary Publisher of the Year awards are voted by educators and educational booksellers. The survey is conducted independently by Insightrix Research Pty Ltd.

primaryr.i.C. PubliCationsEstablished in 1986, R.I.C. Publications® was started by a group of teachers who had identified the need for a wide range of top-quality supplementary resources for Australian schools. With a publishing list that now exceeds 1200 titles—and with products sold in the UK, Ireland, Malaysia, Singapore, Hong Kong, South Africa, Zimbabwe, New Zealand, and, of course, Australia – R.I.C. has become a leading provider of practical and relevant teacher resource products designed for direct use in the classroom.

Jacaranda publishes texts, reference and electronic materials for the Australian secondary school market. We believe education brings life-changing benefits to individuals and is essential for a healthy and prosperous society. As such, we strive to actively work with teachers and other experts to improve educational outcomes by solving teaching and learning problems, pushing the boundaries of possibility.

secondaryJaCaranda

PUBLISHER OF THE YEAR 2015sponsored by

ALL YOUR PRINT NEEDSUNDERDESIGN

PR INTMAIL

WAREHOUSED IGITAL

[email protected]

www.opusgroup.com.au


What do we do... quite simply we print your books, lots of them, and we are good at it.We have a long history with the EPAA through our business Ligare Book Printers, a sponsor for over 10 years, and we are committed to the long term and ongoing support of the educational publishing sector.At OPUS we have the latest leading-edge technology to produce your books as efficiently and cost effectively as possible, and with impending new equipment investments (sssshhhh, it’s a secret) we offer a menu of choice all under one umbrella. The most talked-about issues for our customers are cost and speed to market. To help solve these challenges the entire OPUS business has been geared to meet ondemand orders coming in much later and for lower quantities. We work closely with our clients to reduce costs, printing on demand, looking at more economical paper and trim sizes or changing the distribution processes and channels.A key focus is enabling our customers to print what they need, when they need it, and delivering to where they want it. For you this is particularly important in the lead-up to school, TAFE, university and other higher education course commencement. It can be challenging to get the print numbers just right: too many and you run the risk of obsolescence. This is where OPUS comes in.

The beauty of OPUS is our manufacturing footprint located in three states and our offshore support in New Zealand and Singapore. Our printing and binding equipment is highly flexible and suited to educational publications. Digital print options include mono and colour both in high end and output suitable for textbooks, and we can rapidly produce product in various sizes and binding styles, all in-house. Why not get the OPUS Education Advantage?• Print on demand in both mono and high-end digital colour. • Traditional offset printing from black, 2 colour and up to 4 colour for

those longer print runs.• Variable data and exam printing with full lockdown security includes

ISO accreditation and government clearances.• Binding including perfect bound, section sewn, case bound, wiro and

coil binding, all in-house.• Specialist cover finishing including gloss and matt lamination and digital

foil effects.• Binder-making for loose leaf or product sets.• Lockdown warehouse facilities.• OPUS range of text and cover stocks held on the floor - we never run

out.• Online systems to manage the print, store and distribution of your

products.With the latest in innovation and technology, you can be assured of a quality, consistent product from a team of professionals dedicated to delivering superior service. We’re here to help. Our sales management team love print. To make contact and see how the OPUS Advantage can assist you to meet your goals, simply email: [email protected].

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