Continuous progress plan
Research shows parents want more frequent communication about their child’s learning, and that communicating both a student’s individual achievement, and learning growth is important. In this article, we speak to one school about their new approach to student reporting.
‘Underpinning PAT is recognition that every student is at some point in their long-term progress and is capable of further progress given learning opportunities at an appropriate level of stretch challenge.’ In his latest Teacher column, Professor Geoff Masters AO explores what makes ACER’s progressive achievement (PAT) resources special.
Lisa Seewraj from Child Side Playgroup and School in Western Australia teaches a multi-age class of 23 students across Years 7-10. In today’s episode we discuss how she manages the classroom on a daily basis, the range of abilities that she caters for, and how she provides each student with the appropriate level of challenge to progress in their learning.
The Association of Independent Schools New South Wales (AISNSW) has been working with 38 of its schools on a targeted early years program that aims to help students in Kindergarten to Year 2 master key literacy and numeracy skills.
Determined to lift the literacy and numeracy results of students at her school, special education teacher Jessica Colleu Terradas and her colleagues developed an intensive, individual instruction program for lower performing students.
In the third article in a series related to ACER’s Communication Student Learning Progress project, Dr Hilary Hollingsworth and Jonathan Heard highlight some of the observations that they’ve made in their early analysis of teacher comments on school reports.
In this fortnightly series, Teacher takes a closer look at some of the Gonski recommendations and what they might look like in practice. Here, we explore the review panel’s focus on individual student achievement.
Equity in education is often viewed as equivalence or sameness. A more useful way to view equity is through the lens of ‘fairness’, Professor Geoff Masters AO writes in his new Teacher column.
Raising the expected performance standard in each year of school and holding all teachers and students accountable for achieving these higher standards may not be the most effective way to improve levels of performance in Australian schools, Professor Geoff Masters AO writes in his latest Teacher column.
In the final instalment of our three-part series on curriculum implementation, Victorian educator Fiona Matthews reflects on the lessons learned throughout the process and offers advice.