Strategic Results Projects: what works?Rosanna and Millie were considered to be two of the best readers in their grade in a 3, 4 and 5 composite class in a remote school, yet neither child could read beyond what was expected of children in Kindergarten. Since being involved in a new project funded by the Commonwealth, their reading skills have developed significantly Innovative and conventional projects that combine a relentless approach with high expectations are having positive results in a relatively short space of time. They have been run by education providers in the last two years. The projects, run through the Commonwealth’s Indigenous Education Strategic Initiatives Programme (IESIP), are improving Indigenous students’ performance in literacy and numeracy, raising their attendance levels, and enhancing the likelihood that they will be awarded Year 10 completion certificates and continue their education beyond the compulsory years.
The Commonwealth also commissioned a consortium comprising the Australian Curriculum Studies Association and the National Curriculum Services to undertake a National Coordination and Evaluation Project during 1998–1999 which overarched the Strategic Results Projects. The team of educational consultants analysed project reports, interviewed project personnel on site and conducted two conferences for project personnel to consult on future directions and encourage sharing of effective practice. The final report, What Works? Explorations in improving outcomes for Indigenous students, summarises what experienced practitioners learned about accelerating the achievement of educational equality for Aboriginal and Torres Strait Islander students. It is now available, together with a teacher resource booklet entitled What has worked (and will again). The report shows that effective SRP projects, in the main, had site-based performance targets, and combined a relentless approach with high expectations and sound teaching and learning practices. Three principles were addressed separately and holistically in successful projects:
In identifying trends in successful projects the report
The following case studies focussing on literacy, numeracy and attendance issues give an indication of how some of these principles were adopted. Literacy ProjectsThe projects found that a key barrier to improving the literacy levels of Indigenous students is that standard mainstream literacy practices assume culturally-embedded literacy understandings and do not adequately support Indigenous students to become effective readers and writers. In addition, hearing impairments present a severe impediment to the development of English literacy for all students, but especially for Indigenous students for whom Standard Australian English may not be a first or even a second language. Other issues which projects identified as having a negative impact on indigenous literacy learning included:
A project conducted at an urban high school and at a remote primary school was designed to accelerate English literacy learning for Indigenous students. At the primary school, Indigenous children after five years of schooling were reading at a level normally expected of children in the first year of schooling. Closing this gap was seen as impossible. Less than a year later, these Indigenous children were reading comfortably close to their expected grade range.
For further details contact: Brian Gray Numeracy ProjectsThe issues relating to literacy also need to be addressed to improve levels of achievement in numeracy. The development of Indigenous students’ understanding in and the use of Standard Australian English as the language of mathematics is crucial for achieving proficiency. However literacy alone will not ensure numeracy. Mathematical concepts and practices appear to be more culturally embedded, compared to literacy. A project designed to improve the numeracy levels of a target group of Indigenous students, in a large district school in a remote location to the point where 50 per cent of Year 3 students and 80 per cent of Year 4 students achieved Level 2 of the State Student Outcome statements in number, came close to achieving this target. Seventy per cent of Year 3 students and 75 per cent of Year 4 students achieved Level 2 of the Outcome statements.
Mathematics was delivered through a number of explicit teaching strategies that allowed the students to work through understanding rather than by rote. Students were encouraged to do mental calculations, to talk and write about their thinking, to make generalisations about how the number system worked and to see mathematics as a network of interconnecting ideas rather than a mass of isolated facts. For further details contact: Attendance ProjectsThere are many reasons for the low attendance and high drop out rates of Indigenous students. The cultural alienation that leads to poor attendance, and the knowledge gaps and disciplinary action that students experience as a result, combine to reduce chances of success at school. A project undertaken in a country town with a high indigenous population targeted Years 7 and 9 as critical transition years in schooling in terms of the students’ engagement with the school and its culture. Indigenous adults were targeted through community and support service networks, and applicants then went through a TAFE based training programme aimed at enhancing a set of generic, work-based competencies. Nine adults completed the course and were employed in the project either as tutors or classroom assistants to provide active and continuing case management of a target group of ‘at risk’ students. Students with poor attendance, poor work skills and reduced work outcomes were withdrawn from class three times during a week, every second week, to work with the tutor. Information was gained from the students’ English and Mathematics teachers in regard to the topics and skills to be presented in ‘off’ week classes. These skills and topics were then pre-taught to the students so they would arrive in class with a stronger base knowledge of what was expected. The students’ progress, attitude and behaviour was supported and monitored in the classroom by the classroom assistants who documented the results. Year 7 students in particular made marked improvements during the project with a 125 per cent increase in English language achievement levels and 50 per cent increase in reading proficiency. The number of discipline referrals fell by 48 per cent and attendance rates have increased by up to 10 per cent. For further details contact: Nicole Claverie For further information on What Works? contact: Peter Buckskin Copies of the publications can be obtained online at: |
CONTENTSThis edition of Learning for All provides details of some significant developments in the education and training of Indigenous Australians in the schools, vocational education and training, and higher education sectors. The publication also provides information on research findings and best practice in education. Closing the Gaps – an overview of outcomes for Indigenous students in the different sectors. Introduction – the Minister for Education, Training and Youth Affairs, the Hon Dr David Kemp MP. The National Indigenous English Literacyand Numeracy Strategy – a major initiative to improve educational outcomes for Indigenous students. Absenteeism investigated – examines the attendance rates of Indigenous students at all levels of schooling and ways to improve them. Is there a relationship between the school success of Indigenous students and positive self-identity? – considers the relationship between school outcomes and the self-identities of young Indigenous Australians. Developing Best Practice with Indigenous New Apprenticeships – identifies innovative ways to implement Indigenous New Apprenticeships. Helping Indigenous students make the transition from school to work – examines how Indigenous students are performing at a number of transition points from school to work. (continued over page) Green Corps – discusses the participation of Indigenous people in this national training programme for young Australians. What Works? – discusses effective teaching strategies, which were trialled in schools throughout Australia during 1998 and 1999. 17 Partners in a Learning Culture – outlines the Aboriginal and Torres Strait Islander Strategy for Vocational Education and Training 1999–2005. Partners in a Learning Culture – outlines the Aboriginal and Torres Strait Islander Strategy for Vocational Education and Training 1999–2005. Kardu Kigay – young men in a remote Aboriginal community are helped to develop self-esteem, strengthen English literacy and numeracy skills and gain skills for possible future employment. Territorian takes out top training award – for Indigenous students in the 2000 Australian Training Awards. Career options and the world of work – help for Indigenous students and their parents to make choices about their education and careers. Gumala Mirnuwarni – “coming together to learn”, Indigenous community, schools and industry in the Karratha region of Western Australia work together. WADU “together in partnership and trust” – innovative workplace learning experiences for Indigenous secondary students. Indigenous law students gain work experience – since the 1970s Indigenous law students have been helped to successfully complete their degree. Yandi – an assignment and assessment tracking database to increase the success and retention rates for Indigenous students. Open Learning Initiatives to Assist Indigenous Australians – aim to improve access to education for Indigenous people. The Facts and Figures section – profiles trends in participation by Indigenous Australians across all sectors of education and training.
Questionnaire: Learning for All: Opportunities for Indigenous Australians. – The editors would appreciate your feedback on the pilot edition of Learning For All. |