Indigenous-Education-Review_DRAFT

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Review of Indigenous Education in the Northern Territory Bruce Wilson and sight words, reporting against these benchmarks and using the data to monitor school effectiveness and program efficacy; and f. including the effective implementation of mandated approaches in teacher and principal appraisal processes, school Annual Operating Plans and school reviews. 11. Implement the Australian curriculum in bush schools only in English and mathematics during the first four years of schooling except as a means of broadening the focus of the literacy curriculum, and use the Multiple Year Levels materials in subsequent years. 12. Provide support, initially for bush schools, in implementation of mandatory literacy programs including sustained funding for professional learning and coaching. 13. Conduct an internal review to advise on the state of English as an Additional Language or Dialect (EAL/D) practice and how the area can be effectively supported and improved. 14. Undertake internal analysis of numeracy teaching to map areas of weakness in numeracy achievement and identify intervention programs with a proven record of success for at‐risk students, for mandatory implementation in bush schools from 2016. Secondary education Secondary education is the key to future options for young people. The NT has made substantial efforts to deliver secondary schooling in remote settings for more than a decade, with limited success. Enrolments and attendance in these schools decline rapidly during the secondary years, NAPLAN results show low success rates and there have been very few NTCET completions. The review found evidence of curriculum programs without a clear link to qualifications and with a narrow range of options, and many students engaged in busy‐work. The review argues that secondary education for bush students should mainly be provided in towns, with students accommodated in residential facilities. In a small number of larger bush schools, it is proposed to implement remote secondary provision but only in schools that can satisfy secondary enrolment and attendance criteria. Other bush schools will teach to Year 6, but in a small number of cases can negotiate with the region to offer one or more years of middle schooling if they satisfy strict criteria. Distance education will be an important element of this set of solutions: the current arrangements should be reviewed to ensure they meet the need. Recommendation DRAFT 15. Offer secondary education for bush students in towns, with students accommodated in residential facilities, and through remote secondary provision in a small number of bush schools that can satisfy secondary enrolment and attendance criteria: a. conduct trials of both remote secondary provision and residential arrangements to determine adaptations needed for more widespread delivery; b. offer programs to Year 6 in bush primary schools, and offer one or more years of middle schooling only by negotiation with regional managers if schools satisfy agreed criteria; and c. examine the three‐school distance education arrangement and current practice to determine how well they are suited to the changed secondary schooling arrangements proposed in this report. 13
Review of Indigenous Education in the Northern Territory Bruce Wilson Attendance Attendance patterns in the Northern Territory have declined on the last decade, especially in very remote schools. Despite major programs run by the Australian and Territory Governments in recent years and substantial programs at school level, remote and very remote attendance continues to deteriorate. The evidence is clear that measureable student improvement only occurs once attendance reaches 60% (or three days per week) and that 80% is the minimum for most students to achieve success. Effort should focus on early childhood and primary children to establish regular patterns of attendance, and on secondary children attending on average at least three days per week. Incentives for attendance should be provided. Work should be undertaken to minimize the effect of a wide range of community activities on attendance. The Clontarf program should be maintained and a similar system‐wide program for girls established. Recommendations 16. Direct attendance efforts preferentially to early childhood and primary children aiming to establish regular patterns of attendance, and to secondary children attending on average at least three days per week: a. focus attendance programs run by primary and secondary schools on children attending at least three days per week; d. focus Territory and Australian Government programs preferentially on primary children attending less than three days per week; and e. adopt programs of information and incentives in all schools to encourage student, parent and community responsibility for attendance. 17. Undertake a whole Department and whole‐of‐Government initiative to analyse the attendance effect of the range of community activities and initiatives (including football carnivals, rodeos, shows, royalty payments, funerals and ceremonies and community shops) and negotiate to achieve modifications that will reduce their effect on attendance. DRAFT 18. Maintain the Clontarf program but jointly plan for improved achievement outcomes, and seek a similar system‐wide program for girls, with the characteristics outlined in the report. Wellbeing and behaviour management Respondents to the review were concerned that problems associated with student behaviour were a barrier to learning. These arose in part from health (including hearing loss) and social and emotional issues. Many underlying problems were not diagnosed, and schools had adopted a wide variety of programs to address the issues. The review supports the development and resourcing of a whole‐system approach to wellbeing and behaviour management in association with the Behaviour Management Taskforce. Bush schools should be required to use School Wide Positive Behaviour Support (SWPBS), and other schools advised to adopt it. Now Hear should be used in all bush schools and other schools with students experiencing hearing difficulty. The department should provide professional development programs, coaching and specialist support for these programs. Other initiatives in the review will also assist in improved behaviour and wellbeing. 14
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