Virtual spaces to share PD/Network/specialist knowledge/resources/learning strategies/teaching strategies/links for both students and staff Teachers workshop participant Central administration of knowledge and resources Teachers workshop participant 1.3 Giving students a broad range of skills, experiences and options for the future Key of feedback related to choices about curriculum, how it is delivered and what aspects should be emphasised. There was a strong focus on establishing the right foundations and ensuring students have the right academic and life skills as they move through school and beyond. A range of responses emphasised the importance of making learning fun and engaging, in order to maintain student interest. Providing more choice in subjects, and pathways to work or further study, were also seen as critical for preparing students for life after school. 1.3.1 Addressing fundamental skills such as numeracy and literacy Survey respondents and some community workshop participants raised the fundamental role of literacy and numeracy to ensure students have the right foundations for learning. Much of this feedback indicated a desire to ‘get back to basics’, and ensure that students have the building blocks for later learning. What’s working well Some participants suggested the renewed focus on reading, such as promotion of reading time the bell’ ‘before was resulting in a stronger culture of literacy. Opportunities for improvement Early intervention in literacy and numeracy was seen as critical. Some participants felt that some of the attainment and behavioural challenges experienced in secondary schools can be traced back to inadequate literacy and numeracy capabilities. Some participants felt that the curriculum needed to be simplified or to hone right in on these core ‘telescoped’ skills, alongside a view that there is too much content to get through in the curriculum. Targeted literacy programs were seen as important by some, although others said the number of programs introduced too much complexity. Some felt they knew what programs were needed, but wanted more support to implement them in the classroom. One participant suggested establishing a coordinated plan between schools to ensure students’ literacy and numeracy skills are actively supported as they transition through the levels. Students with low numeracy, and especially with low literacy skills are disadvantaged in area of school and life. Online survey participant all students achieve at a minimum state average grades in core subjects such as English and maths. The students are …ensuring identified, we lack the capacity to give them enough one on one help. Online survey participant
Virtual spaces to share PD/Network/specialist knowledge/resources/learning strategies/teaching strategies/links for both students and staff Teachers workshop participant Central administration of knowledge and resources Teachers workshop participant 1.3 Giving students a broad range of skills, experiences and options for the future Key of feedback related to choices about curriculum, how it is delivered and what aspects should be emphasised. There was a strong focus on establishing the right foundations and ensuring students have the right academic and life skills as they move through school and beyond. A range of responses emphasised the importance of making learning fun and engaging, in order to maintain student interest. Providing more choice in subjects, and pathways to work or further study, were also seen as critical for preparing students for life after school. 1.3.1 Addressing fundamental skills such as numeracy and literacy Survey respondents and some community workshop participants raised the fundamental role of literacy and numeracy to ensure students have the right foundations for learning. Much of this feedback indicated a desire to ‘get back to basics’, and ensure that students have the building blocks for later learning. What’s working well Some participants suggested the renewed focus on reading, such as promotion of reading time ‘before the bell’ was resulting in a stronger culture of literacy. Opportunities for improvement Early intervention in literacy and numeracy was seen as critical. Some participants felt that some of the attainment and behavioural challenges experienced in secondary schools can be traced back to inadequate literacy and numeracy capabilities. Some participants felt that the curriculum needed to be simplified or ‘telescoped’ to hone right in on these core skills, alongside a view that there is too much content to get through in the curriculum. Targeted literacy programs were seen as important by some, although others said the number of programs introduced too much complexity. Some felt they knew what programs were needed, but wanted more support to implement them in the classroom. One participant suggested establishing a coordinated plan between schools to ensure students’ literacy and numeracy skills are actively supported as they transition through the levels. Students with low numeracy, and especially with low literacy skills are disadvantaged in area of school and life. Online survey participant …ensuring all students achieve at a minimum state average grades in core subjects such as English and maths. The students are identified, we lack the capacity to give them enough one on one help. Online survey participant
Shepparton_Phase_One_Engagement_Full_Report.docx