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Identifying-potential-strength-data-NAPLAN-thumb

Identifying potential strength and weakness in key learning areas using data from NAPLAN tests (PDF, 1.1MB)

This technical report outlines the rationale and methods used by CESE's Statistics and Analysis unit to develop a new way of analysing test results, which is based on identifying relative achievement of students when compared to other students who had received the same overall results in a NAPLAN assessment. 

The new methodology and the reporting options outlined in the report are aimed to improve the way teachers and schools use the test data, in particular online test results.

HomebushWestPS

Homebush West Public School case study (PDF, 400kB)

Related: The role of student engagement in the transition from primary to secondary school

 

Summary

Homebush West Public School has an effective approach in preparing students for secondary school

The school, in the inner west of Sydney, places a strong emphasis on preparing its students for the transition to secondary school. This case study looks at their ‘middle school’ approach, where Year 5 and 6 students are introduced to secondary school structures and routines to prepare them for the transition.

‘Middle school’ helps emphasise the important transition the students will face

When students reach Year 5, the concept of ‘middle school’ is introduced. The students are given more responsibility and are provided opportunities to step into leadership roles. There is also a focus on teaching students to be more responsible for their own learning, including setting learning goals and participating in peer and self-assessment.

The approach allows students to experience secondary school structures and routines

This involves individual student timetables that require students to change classrooms, classmates and teachers according to subject and ability. The students say that this approach allows them to build relationships with more than one teacher and get used to differing teaching approaches and teacher expectations. It also creates opportunities for students to continue making new friends across the cohort.

The staff at Homebush West collaborate, engage in reflective teaching and foster a culture of high expectations

With their unique ‘middle school’ approach, the staff at Homebush West recognise the need to continually refine practice and to be able to differentiate learning to meet the needs of all Year 5 and 6 students. They also attest to the high levels of organisation and communication that are needed to facilitate this approach. They have a constant focus on high expectations, helping students to recognise the opportunities of secondary school and feel confident and excited about the transition.

Cognitive load practice guide thumb

This course is part 2 to the Cognitive load theory course. It allows educators to engage with practical strategies to implement cognitive load theory. Participants will be asked to reflect on these strategies and relate them to their own practice. 

Mode of delivery: online 
Accredited hours: 2
myPL course code: RG04611
Themes: cognitive load, explicit instruction

Learn more about what the course involves.

Learn more about the two Cognitive load theory publications.

Enrol on myPL.

language diversity bulletin (PDF, 680kB)

The language diversity bulletin (PDF, 680kB) summarises the diversity of students with a language background other than English (LBOTE) who are enrolled in NSW government schools in 2018.

Impact of mobile digital devices in schools (PDF, 2MB)

Impact of mobile digital devices in schools (PDF, 2MB) - a literature review on the impact of non-educational mobile digital device use on student wellbeing. 

known-valued-case-studies-image

Cecil Hills High School (PDF, 4.8MB)

Penrith Valley School (PDF, 4.1MB)

Rosehill Public School (PDF, 4.7MB)

South Wagga Public School (PDF, 3.5MB)

Trangie Central School (PDF, 2.6MB)

These case studies highlight how effective wellbeing practice supports learning in local contexts. They have been prepared to assist schools to meet the department's strategic goal of 'Every student is known, valued and cared for in our schools'.

Environmental scan

environmental scan (PDF, 7.9MB)

The environmental scan (PDF, 7.9MB) describes the structures and approaches that support student wellbeing and improve pastoral care. It includes an assessment of: current departmental practices; departmental data, trends and information; relevant state, national and international research; and current practices in a number of NSW public, independent and Catholic schools.

Friday, 16 November 2018

What works best - audio paper

What works best in schools to improve student outcomes? This paper will look at the following seven themes from the growing bank of evidence.

1. Setting high expectations (5:32)
2. Using explicit teaching practices (15:30)
3. Providing effective feedback (23:33)
4. Using data to inform future practice (30:01)
5. Establishing and maintaining effective classroom management (38:00)
6. Supporting student wellbeing (43:35)
7. Engaging in effective professional collaboration (53:28)

Read by Samuel Cox, CESE.

Download the transcript (PDF, 204kB)

Go to the full paper.

what works best

This audio paper summarises four evidence-based practices to improve student literacy and numeracy outcomes at school.
1. Intervene early and maintain the focus.
2. Know what students can do and target teaching accordingly.
3. Have clear and transparent learning goals
4. Focus on teacher professional learning that improves the teaching of literacy and numeracy.
The paper also examines the research on the importance of literacy and numeracy skills to individuals and to society more broadly, including employment outcomes, the economy, social inclusion, health, and other variables.

Download the transcript (PDF, 122kB).

Go to the publication. 

what works best

This course focuses on the participant connecting educational theory and research with their context.

Mode of delivery: online 
Accredited hours: 2
myPL course code: RG04031
Themes: high expectations, explicit teaching, effective feedback, use of data to inform practice, classroom management, wellbeing, collaboration

Learn more about what the course involves.

Learn more about the What works best publication. The What works best reflection guide is another useful resource for completing this professional learning. 

Enrol on myPL

Workforce profile of the NSW teaching profession 2016 (PDF, 6MB)

The Workforce profile of the NSW teaching profession 2016 (PDF, 6MB) includes data that details teachers' characteristics and experiences from entry into initial teacher education through to exit from the profession. The report provides information on both government and non-government school teachers, early childhood teachers and teachers in training.

The 2016 report builds on the data presented in the Workforce profile of the NSW teaching profession 2015 and the Workforce profile of the NSW teaching profession 2014.


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