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

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

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

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

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

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

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

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

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

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

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