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

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

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

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

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

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

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

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

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

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

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

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

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