Page 523 - Week 02 - Wednesday, 19 March 2014
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In 2013, 90 per cent of ACT schools at year 3 and 91 per cent at year 9 had results for reading that were equivalent to or higher than the national average. Similar results were achieved in numeracy, with 83 per cent of schools at year 3 and 84 per cent of ACT schools at year 5 achieving results that were equivalent to or higher than the national average. Eighty-eight per cent of the 2011-13 ACT public school cohorts achieved growth in reading the same as or more than the growth of cohorts nationally with the same start scores. The ACT continues to provide our students with excellent senior secondary schooling. In 2013, My School results show that 4,385 students attained a year 12 certificate, 94 per cent of year 12 students.
We have a strong base when it comes to student outcomes, but we need to continue to raise the bar and to strive for improvement so that no student is left behind. A key to achieving this ambitious goal is to make sure that every student in every classroom every day has a quality teacher in front of them responding to their individual needs. This is why I want to see that all new teachers in our public school system are in the top 30 per cent nationally when it comes to literacy and numeracy. This is also why I am making moves to make English mandatory for students up to year 12 and have revised policies in areas such as gifted and talented education.
We will continue to ensure that every ACT student is given the opportunity to reach their full potential and be provided with quality education.
MADAM SPEAKER: A supplementary question, Mr Gentleman?
MR GENTLEMAN: Minister, what ACT schools have shown particular growth or improvement in their results and what is the government doing to lift the performance bar for all schools?
MS BURCH: The number of schools across the ACT achieving high-performance results is, indeed, very pleasing and a testament to the quality of our schools and their teachers. By way of illustration, nine of our schools had growth in at least one aspect of NAPLAN testing at a rate 50 per cent greater than the national average. These include schools such as Richardson and Ainslie primary schools and Alfred Deakin and the University of Canberra Kaleen high schools.
Wanniassa school is one school that achieved great results, outperforming similar schools, particularly in years 3, 5 and 7, across reading, writing, spelling, grammar and numeracy. The school achieved this by implementing a personalised learning approach focusing on literacy and numeracy activities. Strategies and interventions implemented at the school have resulted in improved student outcomes which the school is confident will see further improvements into the future. Other schools achieving above the average of similar schools include Calwell primary, Mawson primary and Jervis Bay.
ACT public schools have focused on a literacy and numeracy strategy to improve outcomes for all students. They continue to develop teaching and leadership capacity to deliver high-quality literacy and numeracy programs whilst implementing the full richness of the Australian curriculum. All public schools report on specific outcomes
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