Introduce new reporting arrangements with a focus on both learning attainment and learning gain, to provide meaningful information to students and their parents and carers about individual achievement and learning growth. Revise the structure of the Australian Curriculum progressively over the next five years to present the learning areas and general capabilities as learning progressions. Prioritise the implementation of learning progressions for literacy and numeracy in curriculum delivery during the early years of schooling to ensure the core foundations for learning are developed by all children by the age of eight. Strengthen the development of the general capabilities, and raise their status within curriculum delivery, by using learning progressions to support clear and structured approaches to their teaching, assessment, reporting and integration with learning areas.
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The Guardian understands state ministers are yet to see the report. The report — which was commissioned by the federal education minister, Simon Birmingham , with the goal of dictating the way funding in schools should be directed — will on the whole avoid advocating for specific teaching policies and does not endorse one-size-fits-all educational reforms such as greater phonics teaching in schools or class sizes.
Sources in the education sector expect the review to recommend improving the evidence base for educational methods to spread the best teaching practices and programs between schools, states and systems.
Suggested models for an evidence base vary. The Productivity Commission recommends the Australian Curriculum, Assessment and Reporting Authority Acara should perform the function, the Grattan Institute favours a new independent body and Evidence for Learning wants an independent body decided by tender.
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What's in the Gonski report?
The historic Gonski Review Report identified several highly concerning trends in the educational outcomes of Australian students. It found that over the past decade, the performance of Australian students had declined at all levels of achievement compared to international benchmarks. In addition to declining performance, the review found that Australia has a significant gap between its highest and lowest performing students; far greater than in many OECD countries. Disturbingly, the review identified an unacceptable link between low levels of achievement and educational disadvantage, particularly among students from low socioeconomic and Indigenous backgrounds. The OECD has consistently argued for countries to address disadvantage and increase equity in school systems, most particularly in the publication 'Equity and Quality in Education — supporting disadvantaged students and schools':. The highest performing education systems are those that combine equity with quality. They give all children opportunities for a good quality education
The Government says it's vital and the Opposition now agrees. Unions, teachers and parents say the money won't come soon enough. But what does the page Gonski report on school funding actually say? Find out, and then take our pop quiz. Pop quiz: What did you learn? Commissioned by the Government in and chaired by businessman David Gonski, the review panel received more than 7, submissions, visited 39 schools, and consulted 71 education groups across Australia.
Gonski 2.0 report – a fail
Bill Louden has received funding in the past from state and federal governments. These weaknesses include decline in student achievement over time, age-based rather than developmental approaches to differentiation in learning goals, and failure to prepare students for a complex and rapidly changing world. On the third of these issues, the report argues more attention to general capabilities such as problem-solving, social skills and critical thinking is essential in preparing students for an uncertain future. Early critiques of the report have asserted critical thinking has taken over from knowledge in the latest Gonski review. And also that an increased focus on general capabilities means a decreased focus on knowledge and skills in school subjects such as history and science. This approach treats the school curriculum as a zero-sum game.