From the Assistant Principal

I Was a Punk

I was a punk.

Well.

Sort of.

Maybe ‘punk’ is too strong a word. But growing up in the height of the mid-2000s emo movement, I’d certainly rather consider myself a punk than the obvious alternative.

I could probably illustrate this better through reflections on my hair…

In Grade 5, I had a mohawk for about three minutes before Mum turned it into a proper buzz cut. In Year 7, I dyed the tips of my hair bright red - a regret I still live with. And by Year 9, I attempted to dye it jet black, leaving the laundry splattered with semi-permanent dye and soaked towels.

But where my punk credentials really came through was in the music I listened to. Having an older brother meant my interests were flavoured by his taste, but I discovered enough bands of my own to burn dozens of CDs filled with angsty punk anthems.

I was a punk.

I remember playing Punk-O-Matic on our PC after school (instead of doing the homework I definitely claimed I was doing), clicking away at buttons and inventing songs that were played by digital musicians (beware of inappropriate language if you choose to explore exactly what this is).

School holidays were spent designing websites for made-up bands on Geocitiesand inventing insane stories of their imaginary exploits. This led to the creation of my very real high school band, Highspeed Minibus. I won’t go into specifics, but we were amazing. 

Well… I thought we were.

Over the years, I’ve often wondered what might have been - if we were better at, say, writing songs. Or playing our instruments. But in 2025, I don’t have to wonder anymore.

Because of AI.

It. Is. Wild.

I can take any of Highspeed Minibus’ early recordings, plug them into a website, enter a few prompts, and end up with a ridiculously polished, radio-worthy track. Want proof? Here’s a playlist based on one of our songs. 

From Punk-O-Matic to Suno, AI has come a long way in twenty years.

Last week I attended a professional learning day in the city and was lucky enough to hear Bruce Armstrong speak about educational leadership and the future of schooling. One of the big ideas he unpacked was AI - and the dizzying pace at which it’s evolving. By 2038 - the year our current Foundation students will graduate high school - AI may surpass the brainpower of all human minds combined.

All. Human. Minds. Combined.

It was fascinating. Frightening. Inspiring. And, honestly, it left me feeling completely unprepared.

So how do we respond to that?

How do we equip our students not just to use AI, but to understand it?

That means more than just teaching them how to write clever prompts or generate AI artwork. It’s about helping them question what AI creates, understand where its information comes from, and recognise its limits. We’ll need to talk with our students about originality, authorship, bias, misinformation - and how to use these tools to support learning, not replace it.

Our challenge as educators isn’t just about integrating new tech. It’s about holding onto what matters most: deep thinking, creativity, compassion, ethical awareness, and human connection. AI might offer shortcuts - but real learning still requires time, effort, reflection, and meaningful relationships. No algorithm can replicate that.

So how do we prepare kids for a future we can’t yet fully imagine?

So many big, big questions.

As educators (and that includes you, our parents), we don’t need to have all the answers. But we do need curiosity, courage, and a willingness to try. We need to keep learning ourselves and stay open to the tools that might help us better connect with our students and the world they’re growing up in.

The role of schools won’t be to compete with AI - but to teach what it can’t: critical thinking, collaboration, compassion, and creativity.

And maybe a little punk spirit too.

Now if you’ll excuse me, I’m off to try and make Highspeed Minibus the biggest band in the world.

Mat Williamson

Assistant Principal (and punk at heart)