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Putting creative thinking at the core of the English school curriculum
No full textACER UK and Rethinking Assessment have launched an exploratory study looking at the feasibility and benefits of integrating creative thinking into the English national curriculum
Infographic: Learning beyond the classroom
Get PDFWhen you’re planning a unit of work for your students, there may be opportunities to include a local trip to support the learning outcomes. Recent research from ACER shows the most popular local learning destinations in Australia and New Zealand for some schools participating in Children’s University, a program designed to engage students aged 5-18 in out-of-school learning enrichment activities.https://research.acer.edu.au/teacher_graphics/1225/thumbnail.jp
TIMSS 2023 Encyclopedia: Australia
No full textThe TIMSS Encyclopedia provides an overview of the national contexts for mathematics and science education in the countries participating in TIMSS 2023. The country chapter on Australia summarises the structure of state and territory education systems, mathematics and science curricula and instruction in primary and secondary year levels, teacher education requirements, and assessment practices
Stacking \u27learning\u27 interventions to address inequity
No full textEnsuring children have positive and equitable learning and developmental pathways means we need to consider the environments in which they are born, live and play. More recent research is telling us that these outcomes cannot be achieved by any single ‘intervention’ but rather by stacking them over time for mutual benefit. This includes thinking about the child, the parent and the community over time, from the antenatal period onwards, in a way that is mutually reinforcing. While this seems complicated it also offers lots of opportunities to make a difference. One important backbone for this process is the ECEC-to-preschool-to-school universal learning stack. This presentation will focus on how to think about ’stacking‘ and the importance of services (including frontline staff) measuring the quantity, quality and participation triple bottom line for equitable learning and developmental outcomes
Does play belong in the primary school classroom?
Get PDFLearning through play has emerged as an important strategy to promote student engagement, inclusion, and holistic skills development beyond the preschool years. If we want to build an education system preparing children for lifelong learning, we can use these strategies and achieve a balance of academic growth, holistic skills and a joy of learning. This presentation addresses the disconnect between policy, research, and practice, by summarising 5 key findings from international studies and 4 challenges to connect policy and practice. The evidence that play supports learning is considerable, and a new framework can create continuity between the early years learning contexts and implementation in schools
Towards estimating the value-add of preschool programs for 3 year olds
No full textAs part of a project on behalf of the South Australian Royal Commission into Early Childhood Education and Care, Deloitte Access Economics explored the empirical evidence on the returns to participation in a preschool program for 3 year olds, using data from the Longitudinal Study of Australian Children (LSAC). This has involved following children who attended 2 years of preschool rather than one to examine the impact of an additional year of preschool on outcomes in the Australian Early Development Census, NAPLAN and their self-reported health and socio-emotional outcomes as teenagers. This work extends the existing literature by using LSAC to look specifically at the value of an additional year of preschool and reporting on children’s outcomes into high school. The analysis finds evidence of improved academic and health outcomes associated with an additional year of preschool
Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region
Get PDFSubstantive work has been undertaken to define and frame global citizenship education (GCED). Global citizenship and related terms are included in the curricula and policy statements of many diverse nations around the world (Parker & Fraillon, 2016; APCEIU, 2020b), however, the education sector often struggles to enact and monitor GCED in ways that reflect the changing conditions of students and schools. This study responds to an identified need for enhanced tools and resources for schools and systems to monitor and evaluate GCED, in accordance with United Nations (UN) Sustainable Development Goal (SDG) 4.7. This need is particularly pressing in the primary school sector, where little research has examined staff or student interpretations of GCED, and the Asia-Pacific (APAC) region, where despite significant interest, gaps in understanding and implementing GCED remain. This report presents a draft framework for monitoring effective GCED, which is relevant to systems, schools, and staff supporting upper primary school students. The framework has been developed from a review of existing instruments and research, including work undertaken to frame and assess global citizenship for the Southeast Asia Primary Learning Metrics (SEA-PLM). To develop this framework, we have also sought the input of GCED experts and teachers from the Republic of Korea, the Philippines and Australia to ensure relevance to these contexts. Accompanying the framework is a series of preliminary questions for systems, schools, and teachers designed to assist in exploring enabling conditions for the enactment of global citizenship, which is also underpinned by key findings and gaps from the literature.
This study is co-funded by UNESCO’s Asia Pacific Centre for International Understanding (APCEIU) and the Global Education Monitoring (GEM) Centre – a long term partnership between ACER and the Australian Government’s Department of Foreign Affairs and Trade
Infographic: Classroom disciplinary climate – global comparisons
Get PDFThe new country report Education Policy Outlook in Australia has highlighted the fact that \u27The disciplinary climate in schools in Australia was among the least favourable in the OECD according to students\u27 reports in PISA 2018\u27. In this infographic we take a look at those PISA survey statistics, and how Australia compares with 11 other countries.https://research.acer.edu.au/teacher_graphics/1190/thumbnail.jp
Year 4 students hold their ground in international reading assessment: PIRLS
No full textAustralian year 4 students’ literacy levels have remained steady during the COVID-19 pandemic, an international study implemented nationally by the Australian Council for Educational Research (ACER) has found
Improving remote learning for students with disability
No full textACER and Catholic Schools NSW have identified strategies that contribute to inclusive learning experiences of students with disability during remote learning as well as upon returning to the physical classroom