Department of Education

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NAPLAN – Numeracy NAPLAN - Numeracy Legend Exempt 1 band below NMS AT NMS 1 band above NMS 2 bands above NMS 3 bands above NMS 4 bands above NMS NMS = National Minimum Standard Achievement of Year 3 Students Percentage of Students 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% TAS 2009 1 5 14 23 26 20 12 TAS 2010 1 4 12 23 28 20 12 TAS 2011 2 3 13 25 26 18 12 AUS 2011 2 2 11 24 27 20 13 Achievement of Year 5 Students Percentage of Students 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% TAS 2009 1 6 18 30 27 13 5 TAS 2010 1 6 15 29 28 15 7 TAS 2011 1 5 17 30 27 14 6 AUS 2011 2 4 14 28 28 16 9 Achievement of Year 7 Students Percentage of Students 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% TAS 2009 1 6 18 29 27 14 5 TAS 2010 1 5 17 30 26 14 7 TAS 2011 2 6 17 28 25 15 8 AUS 2011 2 4 14 26 26 17 12 Achievement of Year 9 Students Percentage of Students 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% TAS 2009 1 5 19 32 27 12 4 TAS 2010 1 6 19 32 27 12 4 TAS 2011 1 7 23 29 23 11 5 AUS 2011 2 5 18 28 24 15 9 28 Pre-Compulsory and Compulsory Education – Literacy and Numeracy
Commentary • Tasmania’s 2011 results for all year levels in Numeracy were comparable with its 2010 results, and over the longer-term, 2008 results. • The only significant change was improvement in Year 5 Numeracy from 2008, matching a national improvement. • Tasmania’s 2011 results were generally comparable to Australia in Numeracy for the percentage of students at or above national minimum standard, demonstrating that students are achieving quite well in the basic skills. • The extent of the gap between Tasmania and Australia was equivalent to incorrect responses on about one question in the Numeracy test(s). • Often Tasmanian students matched national performance on problem-solving tasks in Numeracy, but performed less well in some specific areas such as spatial terminology. • Some schools in lower socioeconomic areas are showing improvements, indicating that initiatives aimed at raising the numeracy levels of students in these schools (see ‘Major Initiatives’) are making a positive difference. Explanatory notes to the charts • All figures are inclusive of government and nongovernment schools. • The percentages of students represented have been rounded and may not sum to 100. • Exempt students were counted as assessed and are deemed not to have met the national minimum standard and are included in the result for each test. • These measures have been sourced from the national website for NAPLAN – www.nap.edu.au • The 2009 and 2010 measures are taken from the Stage 2 release of those results. • The 2011 measures are taken from the Stage 1 (preliminary) release of 2011 results and some minor changes can occur between the Stage 1 and Stage 2 reporting due to be released in December 2011. Closing the Gap on Aboriginal Education Outcomes Key performance measure 2007 2008 2009 2010 Tasmania Together Benchmark Percentage gap in Indigenous students achieving expected outcomes 9.7% 7.4% 9.4% 7.4% 3.2.2 In terms of a national comparison, Tasmania has the smallest differences in mean score results between Aboriginal and non-Aboriginal students for all tests and year levels in NAPLAN. On average, the gap between Aboriginal and non-Aboriginal students is 50% less in Tasmania than other states and territories. Pre-Compulsory and Compulsory Education – Literacy and Numeracy 29
Page 1 and 2: Department of Education Annual Repo
Page 3 and 4: Contents About this Report 2 Depart
Page 5 and 6: Department at a Glance
Page 7 and 8: changes to what is currently taught
Page 9 and 10: Educational Performance Services (E
Page 11 and 12: Clients Licensed child care service
Page 13 and 14: Workforce Whole of department as at
Page 15 and 16: Age of principals and assistant pri
Page 17 and 18: Pre-Compulsor y and Compulsor y Edu
Page 19 and 20: Schools participating in Launching
Page 21 and 22: 2008 LiL Cohort, Reading Performanc
Page 23 and 24: Child Care Direction The Child Care
Page 25 and 26: RTBCTG is complemented by Smarter S
Page 27 and 28: National Assessment Program - Liter
Page 29: Commentary • Tasmania’s 2011 re
Page 33 and 34: Direction Major Initiatives Retenti
Page 35 and 36: Qualification for Teacher Registrat
Page 37 and 38: Direction Major Initiatives Learnin
Page 39 and 40: The Digitisation Program continued
Page 41 and 42: Work and Life Skills stream. Of the
Page 43 and 44: Employment Workforce in summary The
Page 45 and 46: Teachers 5 Required Reporting - Emp
Page 47 and 48: Employee development programs Learn
Page 49 and 50: Tasmanian Polytechnic In 2011 the T
Page 51 and 52: Goal 2. Physical Access: All school
Page 53 and 54: Public Access to the Department Com
Page 55 and 56: Statutory and Non-statutory Bodies
Page 57 and 58: Other Annual Reports Tasmanian Libr
Page 59 and 60: with other services providers such
Page 61 and 62: Allport Library and Museum of Fine
Page 63 and 64: Tasmanian Home Education Advisory C
Page 65 and 66: Notices about home education were p
Page 67 and 68: In addition the board inspected Lam
Page 69 and 70: Climate Change The department’s l
Page 71 and 72: Pricing Policies/Administered Payme
Page 73 and 74: Major Capital Projects Summary of m
Page 75 and 76: Building the Education Revolution -
Page 77 and 78: Building the Education Revolution -
Page 79 and 80: Capital Investment Program Bridgewa
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Contracts and Tenders Summary of pa
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Contractor Location Description Eco
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Other Contractor Location Descripti
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Statement of Comprehensive Income F
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Statement of Cash Flows For the yea
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Notes Notes to and forming part of
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Note 1: Administered financial stat
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Note 2: Significant accounting poli
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Polytechnic were brought under the
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2.9 Net assets received under a res
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2.13 Assets Assets are recognised i
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2.18 Foreign currency Transactions
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Output group 2 Post- Compulsory Edu
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Output group Capital Investment Pro
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Note 4: Explanations of material va
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6.2 Grants 2011 $’000 2010 $’00
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7.4 Grants and subsidies 2011 $’0
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9.3 Property, plant and equipment,
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9.4 Other assets (a) Carrying amoun
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Note 12: Reserves 12.1 Reserves 201
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13.2 Reconciliation of net result t
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Note 14: Financial instruments 14.1
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14.4 Comparison between carrying am
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16.9 Administered receivables 2011
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Superannuation Certificate Financia
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Auditor-General’s Report Financia
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Appendices PHOTO TO COME 131
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Corporate Services Performance meas
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GOAL 3: High quality education and
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Raising the Bar Closing the Gap (RT
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The Tasmanian Academy is accountabl
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GOAL 5: Vibrant, inclusive and grow
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GOAL 6: Dynamic, creative and inter
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GOAL 7: Acknowledgement of the righ
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GOAL 8: Open and accountable govern
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Abbreviations and Acronyms AAS AASB
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Contact Details Postal Address: Dep
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S Schools Registration Board 64-65
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Department of Education

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