Latest news with #NAPLAN
The Age
4 days ago
- Science
- The Age
In the age of AI, our kid's writing skills are more important than ever
In an era of accelerating technological advancements – including the rapid evolution of AI, and the fleeting, transitory nature of thought and communication – the ancient act of writing remains one of the most powerful skills we have to shape thought, build understanding, sharpen reasoning, and express ourselves meaningfully as human beings. However, the release of the Australian Education Research Organisation's (AERO) decade-long NAPLAN study has revealed a troubling reality – Australian children's writing skills are at a record low, with many year 9 students performing at a primary school level. Writing is an essential life skill for all, but it is especially crucial for children as they develop the tools needed to navigate challenges, articulate their thoughts clearly, and shape a purposeful, fulfilling life. Its importance lies not merely in communication, but in cognition. Structured writing reflects synthesised, deliberate thought and is essential for deep learning and the cognitive benefits of interleaving – where knowledge is continuously connected, reinforced, and refined over time, most importantly as output and not just input. Writing is a foundational and essential mental process that constructs, organises, and reveals the development and sophistication of our thinking. If our children cannot write at an appropriate level, we are limiting their ability to think critically, solve problems, and engage meaningfully in learning. In a commendable response to the issue, AERO has launched the School Writing Instruction Framework (SWIF), a professional learning program designed to support explicit and systematic teaching of writing across all subject areas. Handwriting supports brain plasticity and may even delay cognitive decline in older age. This renewed call to prioritise writing is a vital reminder of its enduring importance in learning and life. In an overcrowded curriculum, where competing demands pull schools in many directions, a deliberate reset that centres on writing is not only innovative but also transformative. But it's not AERO's job alone. The NAPLAN analysis is a wake-up call for all of us to support our young people – to help them develop strong writing skills so they can think clearly, communicate authentically, and face the complexities of the world with confidence and agency.
Sydney Morning Herald
4 days ago
- Science
- Sydney Morning Herald
In the age of AI, our kid's writing skills are more important than ever
In an era of accelerating technological advancements – including the rapid evolution of AI, and the fleeting, transitory nature of thought and communication – the ancient act of writing remains one of the most powerful skills we have to shape thought, build understanding, sharpen reasoning, and express ourselves meaningfully as human beings. However, the release of the Australian Education Research Organisation's (AERO) decade-long NAPLAN study has revealed a troubling reality – Australian children's writing skills are at a record low, with many year 9 students performing at a primary school level. Writing is an essential life skill for all, but it is especially crucial for children as they develop the tools needed to navigate challenges, articulate their thoughts clearly, and shape a purposeful, fulfilling life. Its importance lies not merely in communication, but in cognition. Structured writing reflects synthesised, deliberate thought and is essential for deep learning and the cognitive benefits of interleaving – where knowledge is continuously connected, reinforced, and refined over time, most importantly as output and not just input. Writing is a foundational and essential mental process that constructs, organises, and reveals the development and sophistication of our thinking. If our children cannot write at an appropriate level, we are limiting their ability to think critically, solve problems, and engage meaningfully in learning. In a commendable response to the issue, AERO has launched the School Writing Instruction Framework (SWIF), a professional learning program designed to support explicit and systematic teaching of writing across all subject areas. Handwriting supports brain plasticity and may even delay cognitive decline in older age. This renewed call to prioritise writing is a vital reminder of its enduring importance in learning and life. In an overcrowded curriculum, where competing demands pull schools in many directions, a deliberate reset that centres on writing is not only innovative but also transformative. But it's not AERO's job alone. The NAPLAN analysis is a wake-up call for all of us to support our young people – to help them develop strong writing skills so they can think clearly, communicate authentically, and face the complexities of the world with confidence and agency.
ABC News
25-06-2025
- Science
- ABC News
New teaching resources aim to reverse Australian students' poor writing results
NAPLAN analysis shows the writing skills of Australian children are at an all-time low after what's been described as a "30-year policy failure" in schools. To help reverse the decline, new resources are being launched that will enable writing to be taught across subjects like science, maths and physical education as well as English. The Australian Education Research Organisation (AERO) said the resources were designed in response to analysis of 10 years of NAPLAN data that showed many Year 9 students were writing at primary school level. 'What we discovered was that there was a large number of students whose punctuation and sentence structure was what we would expect of students at a Year 4 level, so serious cause for concern because writing was such an important skill,' AERO CEO Jenny Donovan said. AERO is government-owned and was established by education ministers four years ago to come up with evidence-based solutions to declining performances in Australian schools. AERO spent the last year trialling its new resources in 10 schools across three different states, where it trained more than 35 teachers and school leaders. Teachers then taught writing across the entire school not just in English, but also in science, maths and physical education, which yielded a marked improvement in results. 'Absolutely, it's based on the evidence about how students learn. It takes an approach that makes sure that the knowledge we want students to attain is built up over time and they get opportunities to practice it,' Ms Donovan said. Rebecca Birch is the Year 7 English teacher and academic in residence at Queenwood, an independent Sydney girls' school that participated in the trial. 'Writing has been, as far as I'm concerned, a bit of an orphan capability in skills for a number of years, partly because in the English syllabus, writing wasn't actually included until the last syllabus change a couple of years ago. 'So, it's a bit of a 30-year failed policy to expect that a whole school can become capable in the teaching of writing without any training.' As part of the AERO trial Ms Birch worked with English, maths, science and PE teachers to arm them with the skills to teach and improve students' writing in these classes too. Ms Birch said there was a significant increase in the number of students in the highest performing bands in NAPLAN for writing. More surprisingly, students also improved in other subject areas which Ms Birch said was backed by evidence about the way students learned. 'Writing is really good for memory as well, so every piece of content, once it's written, it aids students' memory in actually remembering that material and applying it conceptually as well. It has this kind of knock-on effect,' she said. Education academics have been keenly debating the impact of artificial intelligence (AI) on skills like writing, but three experts told ABC News writing needed to remain a crucial part of school. 'In an age where AI can compose essays in seconds and we see AI writing news articles, we are asking the questions, 'Do students still need to learn how to write?' But the answer is unequivocally 'yes',' Rebecca Marone, from the University of South Australia, said. 'These skills are foundational in every subject, every job and pretty much every conversation that we have, so these are also the skills we can't afford to lose to automation.' Dr Marone said it was still important to teach students about AI, including ethical practice on when it should and should not be used. Maria Nicholas from Deakin University said higher education institutions around the world were combating AI-fuelled cheating by reverting to paper and pen exams. Legibility and sentence structure would be important for university study, but Dr Nicholas said research increasingly showed writing was also vital for developing children's fine motor skills. 'The little precise movements that you make with fingers and wrists with your hands that are also important in everyday needs like doing up buttons or doing up shoelaces,' Dr Nicholas said. Alex Bacalja from the University of Melbourne said writing would remain foundational, but young people should still be equipped to be critical users of AI. 'While resources that support the teaching of writing across the curriculum are welcome, we need to take seriously the lag between new technologies and their impact on teaching method,' Dr Bacalja said. 'Educators should resist the temptation to defer the teaching of writing to generative AI. We risk developing a generation who are very good at developing prompts but struggle to understand how language works.'
The Advertiser
18-06-2025
- Health
- The Advertiser
'I don't know how I survived it': the untold stories of teenage carers
Maddie McAuliffe was just trying to keep up with school work and deal with puberty when she began caring for both her mum and brother in earnest. Her older brother by two years had ongoing mental health problems combined with a hereditary joint and muscle condition, while her mother began battling type 2 diabetes and liver disease. She was 14, living in a single parent household in regional Victoria, and unaware of where to turn for help. "Looking back on it now, I don't know how I survived it," Ms McAuliffe, now 25, said. "A lot of it was teachers, schools [not] understanding or being a little bit more nicer about things and not just judgmental, or putting it down to that everything's behavioral." Ms McAuliffe's experience is not uncommon. The latest data from the Australian Bureau of Statistics (ABS) revealed the number of carers aged 25 and under increased by 156,000 to 391,300 over the four years to 2022. And that caring, while sometimes rewarding, takes a toll. Carers aged 14 to 15 were more likely to fall behind at school and struggle financially, new research drawn from the Longitudinal Study of Australian Children has found. Boys who cared for someone in their home for at least five hours a week were one and a half years behind their peers with no caring responsibilities in year 9 NAPLAN reading results and almost the same in numeracy. For girls in a similar boat, they were nearly 10 months behind in reading, according to the Young carers: impacts of caring on children's learning and wellbeing report. The study, released on June 19, also found teenage carers were more likely to live in a jobless, lower income household with parents relying on government assistance and more likely to experience financial hardship. "Policies aimed at improving school readiness and early school outcomes of those children with household members with a restrictive health condition or disability will improve the future prosperity of young carers," the Australian Institute of Family Studies (AIFS) report said. Ms McAuliffe, from Shepparton in northern Victoria, said she wished her school had been more understanding when she was adjusting to responsibilities at home. "It's hard when schools don't understand or don't make referrals for younger children [and] teenagers to get extra resources or additional help," she said. "Normally they just put it down to behavior as being, 'Oh they've got ADHD' or 'They're just acting out'. "They don't see the whole story, or they don't ask for it until sometimes it's too late." In between grocery shopping and medical appointments she finished year 12 and went on to get TAFE qualifications as a teacher's aide and in early childhood education - and now works at a before and after school care service. But there were many days when she spent school class time drawing because she lacked the energy for anything else. "Other days I was able to focus and get the school work done and it was just exhausting," Ms McAuliffe said. Since then her mother has been through a life-threatening health scare which involved trips back and forth to Melbourne. "All the experts are down in Melbourne so, unless you've got private health insurance or can access privately, you don't get that opportunity in your own home or in your own city," she said. With help from organisations like Little Dreamers, which supports young people caring for family members, Ms McAuliffe is doing her best to look after her mum with cooking, cleaning and "reminding her to sit down" when she gets tired. This is something the young woman sees continuing in her future. "Probably still living with Mum and still working, still taking care of her for as long as she needs it," she said. Maddie McAuliffe was just trying to keep up with school work and deal with puberty when she began caring for both her mum and brother in earnest. Her older brother by two years had ongoing mental health problems combined with a hereditary joint and muscle condition, while her mother began battling type 2 diabetes and liver disease. She was 14, living in a single parent household in regional Victoria, and unaware of where to turn for help. "Looking back on it now, I don't know how I survived it," Ms McAuliffe, now 25, said. "A lot of it was teachers, schools [not] understanding or being a little bit more nicer about things and not just judgmental, or putting it down to that everything's behavioral." Ms McAuliffe's experience is not uncommon. The latest data from the Australian Bureau of Statistics (ABS) revealed the number of carers aged 25 and under increased by 156,000 to 391,300 over the four years to 2022. And that caring, while sometimes rewarding, takes a toll. Carers aged 14 to 15 were more likely to fall behind at school and struggle financially, new research drawn from the Longitudinal Study of Australian Children has found. Boys who cared for someone in their home for at least five hours a week were one and a half years behind their peers with no caring responsibilities in year 9 NAPLAN reading results and almost the same in numeracy. For girls in a similar boat, they were nearly 10 months behind in reading, according to the Young carers: impacts of caring on children's learning and wellbeing report. The study, released on June 19, also found teenage carers were more likely to live in a jobless, lower income household with parents relying on government assistance and more likely to experience financial hardship. "Policies aimed at improving school readiness and early school outcomes of those children with household members with a restrictive health condition or disability will improve the future prosperity of young carers," the Australian Institute of Family Studies (AIFS) report said. Ms McAuliffe, from Shepparton in northern Victoria, said she wished her school had been more understanding when she was adjusting to responsibilities at home. "It's hard when schools don't understand or don't make referrals for younger children [and] teenagers to get extra resources or additional help," she said. "Normally they just put it down to behavior as being, 'Oh they've got ADHD' or 'They're just acting out'. "They don't see the whole story, or they don't ask for it until sometimes it's too late." In between grocery shopping and medical appointments she finished year 12 and went on to get TAFE qualifications as a teacher's aide and in early childhood education - and now works at a before and after school care service. But there were many days when she spent school class time drawing because she lacked the energy for anything else. "Other days I was able to focus and get the school work done and it was just exhausting," Ms McAuliffe said. Since then her mother has been through a life-threatening health scare which involved trips back and forth to Melbourne. "All the experts are down in Melbourne so, unless you've got private health insurance or can access privately, you don't get that opportunity in your own home or in your own city," she said. With help from organisations like Little Dreamers, which supports young people caring for family members, Ms McAuliffe is doing her best to look after her mum with cooking, cleaning and "reminding her to sit down" when she gets tired. This is something the young woman sees continuing in her future. "Probably still living with Mum and still working, still taking care of her for as long as she needs it," she said. Maddie McAuliffe was just trying to keep up with school work and deal with puberty when she began caring for both her mum and brother in earnest. Her older brother by two years had ongoing mental health problems combined with a hereditary joint and muscle condition, while her mother began battling type 2 diabetes and liver disease. She was 14, living in a single parent household in regional Victoria, and unaware of where to turn for help. "Looking back on it now, I don't know how I survived it," Ms McAuliffe, now 25, said. "A lot of it was teachers, schools [not] understanding or being a little bit more nicer about things and not just judgmental, or putting it down to that everything's behavioral." Ms McAuliffe's experience is not uncommon. The latest data from the Australian Bureau of Statistics (ABS) revealed the number of carers aged 25 and under increased by 156,000 to 391,300 over the four years to 2022. And that caring, while sometimes rewarding, takes a toll. Carers aged 14 to 15 were more likely to fall behind at school and struggle financially, new research drawn from the Longitudinal Study of Australian Children has found. Boys who cared for someone in their home for at least five hours a week were one and a half years behind their peers with no caring responsibilities in year 9 NAPLAN reading results and almost the same in numeracy. For girls in a similar boat, they were nearly 10 months behind in reading, according to the Young carers: impacts of caring on children's learning and wellbeing report. The study, released on June 19, also found teenage carers were more likely to live in a jobless, lower income household with parents relying on government assistance and more likely to experience financial hardship. "Policies aimed at improving school readiness and early school outcomes of those children with household members with a restrictive health condition or disability will improve the future prosperity of young carers," the Australian Institute of Family Studies (AIFS) report said. Ms McAuliffe, from Shepparton in northern Victoria, said she wished her school had been more understanding when she was adjusting to responsibilities at home. "It's hard when schools don't understand or don't make referrals for younger children [and] teenagers to get extra resources or additional help," she said. "Normally they just put it down to behavior as being, 'Oh they've got ADHD' or 'They're just acting out'. "They don't see the whole story, or they don't ask for it until sometimes it's too late." In between grocery shopping and medical appointments she finished year 12 and went on to get TAFE qualifications as a teacher's aide and in early childhood education - and now works at a before and after school care service. But there were many days when she spent school class time drawing because she lacked the energy for anything else. "Other days I was able to focus and get the school work done and it was just exhausting," Ms McAuliffe said. Since then her mother has been through a life-threatening health scare which involved trips back and forth to Melbourne. "All the experts are down in Melbourne so, unless you've got private health insurance or can access privately, you don't get that opportunity in your own home or in your own city," she said. With help from organisations like Little Dreamers, which supports young people caring for family members, Ms McAuliffe is doing her best to look after her mum with cooking, cleaning and "reminding her to sit down" when she gets tired. This is something the young woman sees continuing in her future. "Probably still living with Mum and still working, still taking care of her for as long as she needs it," she said. Maddie McAuliffe was just trying to keep up with school work and deal with puberty when she began caring for both her mum and brother in earnest. Her older brother by two years had ongoing mental health problems combined with a hereditary joint and muscle condition, while her mother began battling type 2 diabetes and liver disease. She was 14, living in a single parent household in regional Victoria, and unaware of where to turn for help. "Looking back on it now, I don't know how I survived it," Ms McAuliffe, now 25, said. "A lot of it was teachers, schools [not] understanding or being a little bit more nicer about things and not just judgmental, or putting it down to that everything's behavioral." Ms McAuliffe's experience is not uncommon. The latest data from the Australian Bureau of Statistics (ABS) revealed the number of carers aged 25 and under increased by 156,000 to 391,300 over the four years to 2022. And that caring, while sometimes rewarding, takes a toll. Carers aged 14 to 15 were more likely to fall behind at school and struggle financially, new research drawn from the Longitudinal Study of Australian Children has found. Boys who cared for someone in their home for at least five hours a week were one and a half years behind their peers with no caring responsibilities in year 9 NAPLAN reading results and almost the same in numeracy. For girls in a similar boat, they were nearly 10 months behind in reading, according to the Young carers: impacts of caring on children's learning and wellbeing report. The study, released on June 19, also found teenage carers were more likely to live in a jobless, lower income household with parents relying on government assistance and more likely to experience financial hardship. "Policies aimed at improving school readiness and early school outcomes of those children with household members with a restrictive health condition or disability will improve the future prosperity of young carers," the Australian Institute of Family Studies (AIFS) report said. Ms McAuliffe, from Shepparton in northern Victoria, said she wished her school had been more understanding when she was adjusting to responsibilities at home. "It's hard when schools don't understand or don't make referrals for younger children [and] teenagers to get extra resources or additional help," she said. "Normally they just put it down to behavior as being, 'Oh they've got ADHD' or 'They're just acting out'. "They don't see the whole story, or they don't ask for it until sometimes it's too late." In between grocery shopping and medical appointments she finished year 12 and went on to get TAFE qualifications as a teacher's aide and in early childhood education - and now works at a before and after school care service. But there were many days when she spent school class time drawing because she lacked the energy for anything else. "Other days I was able to focus and get the school work done and it was just exhausting," Ms McAuliffe said. Since then her mother has been through a life-threatening health scare which involved trips back and forth to Melbourne. "All the experts are down in Melbourne so, unless you've got private health insurance or can access privately, you don't get that opportunity in your own home or in your own city," she said. With help from organisations like Little Dreamers, which supports young people caring for family members, Ms McAuliffe is doing her best to look after her mum with cooking, cleaning and "reminding her to sit down" when she gets tired. This is something the young woman sees continuing in her future. "Probably still living with Mum and still working, still taking care of her for as long as she needs it," she said.
The Australian
18-06-2025
- General
- The Australian
Ormiston College, Qld
Ormiston College is committed to leading innovative learning and developing digital competencies, mindsets and skillsets to equip students to thrive in the fast-changing 21st-century world. Headmaster Michael Hornby says: 'At Ormiston College, we are dedicated to fostering an environment where each student can thrive academically, socially and emotionally. Our goal is to prepare our students not just for exams, but for life.' Focused on quality teaching and learning, Ormiston College nurtures an enthusiasm for lifelong learning within a caring and supportive community. The Teaching and Learning Framework moves beyond traditional methods of reproducing knowledge, equipping students with the skills and strategies for problem-solving, decision-making, generating explanations, and creating new understandings. Ormiston College has achieved global acclaim for its innovative education and commitment to excellence. It has been named a Microsoft Showcase School and Five-Star Innovative School for a decade. Acknowledged among the highest academic performers in Queensland, combined scores for 2024 NAPLAN testing as reflected by the website Better Education place Ormiston College as the top-performing Prep to Year 12 School in the state. Students at Ormiston College receive constant encouragement from dedicated staff and benefit from a community-focused culture. 'We believe in celebrating each student's unique strengths and providing them with the tools they need to succeed in an ever-changing world,' Hornby says. Each student is encouraged, challenged, and given every opportunity to develop a sense of purpose and emotional wellbeing in a happy, spirited and secure environment. While strong academic performance is important, social skills and self-confidence are considered equally vital for success at Ormiston College. As students progress through the college, they have access to a diverse and challenging range of co-curricular activities, enabling them to develop leadership, complex reasoning, and responsibility beyond the classroom. FACT FILE ABOUT US Established in 1988, Ormiston College is an independent, co-educational, non-denominational Christian school for students from Prep to Year 12. The Early Learning Centre welcomes learners from 15 months. Located in the bayside suburb of Ormiston, southeast of Brisbane, the 67-acre campus features 21st-century learning spaces, a performing arts theatre and world-class sporting facilities. VALUES Our Christian values shape who we are. Through compassion, integrity, respect, responsibility and service, we foster self-worth, emotional resilience and social awareness. We promote kindness, honesty and good citizenship, encouraging students to positively impact their communities. WELLBEING Our wellbeing program integrates social, emotional, behavioural, and physical wellness. It emphasises resilience, a growth mindset, and community engagement, fostering a safe, supportive environment where students thrive academically and personally. TEACHING AND LEARNING A unique Teaching and Learning Framework provides a shared language for students, teachers and parents to understand quality education at Ormiston College. We move beyond traditional knowledge reproduction, equipping students with strategies to solve problems, make decisions, and create new understandings. With a strong emphasis on technology, students are encouraged to embrace innovative thinking for the 21st century. BEYOND THE CLASSROOM A broad co-curricular program offers diverse activities including music, drama, cultural, sports, STEM and leadership programs. These foster teamwork, creativity and personal growth. OUR COMMUNITY A close-knit community of students, parents, educators and alumni emphasises support, collaboration and shared values. Together, we create a nurturing environment that encourages lifelong learning and enduring connections. DISCOVER MORE Book a tour at Contact our registrar 07 3488 6794 email enrolments@
