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Legislative Assembly for the ACT: 2004 Week 10 Hansard (Wednesday, 25 August 2004) . . Page.. 4124 ..

Of relevance to indigenous students is the extension of Koori preschooling. Research shows that the results of indigenous children who have attended preschool are a lot better on entry to kindergarten than those of children who have not attended preschool or other children’s services. We are hoping that extending the number of sessions per week in Koori preschools over five locations will support indigenous preschool-aged children as they move into kindergarten.

Notwithstanding the excellent literacy and numeracy results achieved by a majority of ACT students, the government acknowledges the continuing need to improve literacy and numeracy outcomes for all students, particularly those most at risk. The development of literacy and numeracy skills is vital to the future of individuals and the community as a whole, and the government is committed to ensuring that all students have the opportunities and support to achieve their best.

ACT schools participate in a number of research projects, such as supportive practices to enhance literacy learning, known as SPELL, and the middle years numeracy research project. Our teachers are involved in professional development that enables them to cater for a diverse range of learners.

Teachers are supported in developing their classroom practices through the various arms of the high school development project, the first steps literacy program and the “Count me in too” numeracy initiative. Some students in years 1, 2 and 3 may be performing at three years above their school age and some may be performing at three years below. It is a real credit to teachers that they target these children. They understand there is an enormous difference in the range of skills, particularly in primary school, and they are able to cater for the range of needs.

The professional learning fund and teacher fellowships also support our teachers in developing programs that are up-to-date with current research. Providing better outcomes for our students requires government, schools, teachers, families and the community to work together. Our partnership with teacher training institutions, parents, professional associations and the wider community contributes to the success of the ACT education system.

Next week I will have the pleasure of attending the 21st birthday celebrations of the parents as tutors program. This program represents a unique partnership between the Department of Education and Training and the University of Canberra. By combining the grounded classroom experience of teachers with the university’s academic expertise, the parents as tutors program provides students with literacy support that is both practical and intellectually rigorous. The practical value of the program is demonstrated by the excellent results that children achieve. The program also provides practical strategies for parents and teachers to support the development of children’s literacy skills.

The teaching approach developed through the parents as tutors program represents years of hard work and research and development by the Schools and Community Centre. Currently, “Scaffolding Literacy”, the program developed through the Schools and Community Centre and its parents as tutors program, is being used in a range of new situations and locations as diverse as Northern Territory public schools, in remote

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