WEBVTT - The little school getting big results the old fashioned way

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<v Speaker 1>From The Australian. Here's what's on the front. I'm Christinamiot.

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<v Speaker 1>It's Wednesday, August five, twenty twenty six. Businesses, manufacturers, schools,

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<v Speaker 1>hospitals and farms will get a big discount if they

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<v Speaker 1>install solar panel systems on their premises. Climate Change Minister

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<v Speaker 1>Chris Bowen will announce the incentive in a major speech

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<v Speaker 1>at the National Press Club on Wednesday. Multi lingual migrant

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<v Speaker 1>students are boosting literacy and numeracy results in schools across Australia.

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<v Speaker 1>That's according to the latest results from the National Assessment

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<v Speaker 1>Program for Literacy and Numeracy released on Wednesday. Today, Education

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<v Speaker 1>editor Natasha Beta joins me to unpack this year's napland

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<v Speaker 1>results and go inside one school that's boosting skills the

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<v Speaker 1>old fashioned way.

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<v Speaker 2>National Day of reckoning for students across the nation with

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<v Speaker 2>NAPLAN results just released.

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<v Speaker 1>Natasha Beta is The Australian's Education editor and Natasha, it's

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<v Speaker 1>a big day in your world because the annual NAPLIN

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<v Speaker 1>results are released today. What's the big takeaway from this

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<v Speaker 1>year's results.

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<v Speaker 3>Okay, we've got one in three students are not meeting

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<v Speaker 3>the standards for reading and numeracy. So these are the

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<v Speaker 3>National Assessment Program for Literacy and numeracy. It's been held

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<v Speaker 3>every year since two thousand and eight and alas we're

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<v Speaker 3>still flatlining. We've got a slight improvement in numeracy. Reading's

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<v Speaker 3>gone down. It just keeps going down and down and down.

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<v Speaker 3>But some interesting trends they're migrant students are doing really well.

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<v Speaker 3>If you come from a family where you speaking up

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<v Speaker 3>the language at home, or your parents speaking of the

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<v Speaker 3>language at home, you're more likely to be one of

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<v Speaker 3>the top performers in your class. Girls are doing better

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<v Speaker 3>than boys in reading and writing. Boys are doing better

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<v Speaker 3>than girls in numeracy. It's always been that way, but

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<v Speaker 3>you know, it'd be good if they could even out

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<v Speaker 3>a bit. And Aboriginal and Torrestrate Islander students unfortunately are

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<v Speaker 3>still so far behind other students. So a lot of

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<v Speaker 3>that is to do with living in remote areas, but

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<v Speaker 3>Australia really does need to do a lot more to

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<v Speaker 3>help them get hold of the basics of literacy and numeracy.

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<v Speaker 1>You mentioned there that migrant children are boosting our results

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<v Speaker 1>across the board. Do you know what's driving that trend?

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<v Speaker 1>Am On that cohort A.

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<v Speaker 3>Kara, which runs the Naplan test, has not given any

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<v Speaker 3>explanation for that. But we have had a big increase

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<v Speaker 3>in migration from a lot of Asian countries and India

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<v Speaker 3>which have got very strong education systems. They outperform the

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<v Speaker 3>rest of the world in science and maths and language

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<v Speaker 3>testing every year, and they come here and they're coming

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<v Speaker 3>here for a better life, and they really do value education.

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<v Speaker 3>Education is a priority for these families. A lot of

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<v Speaker 3>them are going into the private schools, but the results

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<v Speaker 3>this years show that the more likely to be top

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<v Speaker 3>of the class.

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<v Speaker 1>And how did these Naplan results compare with previous years

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<v Speaker 1>in sort of general terms? Are there any areas where

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<v Speaker 1>we've had an improvement?

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<v Speaker 3>Akara changed the measurements in twenty twenty three, so it's

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<v Speaker 3>impossible to do a proper comparison to anything before that.

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<v Speaker 3>Since twenty twenty three, we've had a slight improvement in numeracy,

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<v Speaker 3>but literacy has gone down. Reading and writing results are poorer.

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<v Speaker 3>This could be a result of a big tech failed

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<v Speaker 3>during the exam this year along the East Coast, where

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<v Speaker 3>students found error messages when they were trying to do

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<v Speaker 3>the writing. So I wouldn't be comparing any writing results

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<v Speaker 3>to previous years. And also in Tasmania it has not

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<v Speaker 3>been included in any of the national data this year

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<v Speaker 3>because of industrial action from teachers around the time of testing.

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<v Speaker 4>What what Tasmanian Public School staff rallying a lot alongside

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<v Speaker 4>other state service workers, so they're feeling undervalued and disrespected

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<v Speaker 4>by the state government.

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<v Speaker 3>And also in March there was some flooding in parts

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<v Speaker 3>of the Northern Territory which also impacted results. So it's

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<v Speaker 3>pretty tricky to be able to compare to any other years.

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<v Speaker 3>But the results aren't good enough and.

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<v Speaker 1>It's quite ominous, isn't it that the portal that's been

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<v Speaker 1>set up to measure these very things itself isn't working

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<v Speaker 1>when we're talking about comprehension among school kids.

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<v Speaker 3>Well, in fact, the education ministers have now asked Akara

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<v Speaker 3>to consider going back to pen and paper testing because

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<v Speaker 3>of this tech fail, which is probably a really good idea.

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<v Speaker 1>Yeah, it sounds like it from another story that you

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<v Speaker 1>have in the Australian Today about Como West Public School,

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<v Speaker 1>tell me what's happening there. They seem to be kicking

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<v Speaker 1>at old school already.

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<v Speaker 3>Okay, so there's Como Wester Public School as a primary

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<v Speaker 3>school in the Southerland shire of Sydney. The principal, Felicity Preston,

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<v Speaker 3>has gotten rid of digital devices. So you know, you

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<v Speaker 3>might remember back in I think it was two thousand

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<v Speaker 3>and eight there was this big digital education revolution and

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<v Speaker 3>kids had to bring their own devices and parents had

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<v Speaker 3>to shell out for laptops and iPads. Well, thank goodness,

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<v Speaker 3>where we've decided that that was a pretty failed experiment

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<v Speaker 3>and this principle is as brought back pen and paper.

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<v Speaker 2>We haven't thrown technology out the window. We still do

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<v Speaker 2>have that as one of our rotation tasks within the

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<v Speaker 2>literacy block for example, though instead of the technology being

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<v Speaker 2>the program, it might be a small element where children

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<v Speaker 2>are learning how to touch type, for example, because that

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<v Speaker 2>is a skill that they will need further on in

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<v Speaker 2>their lives. But the main focus definitely is using real books,

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<v Speaker 2>pen and paper. Engaging the children that isn't a screen

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<v Speaker 2>is really key.

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<v Speaker 3>She said that the kids love learning more, they love

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<v Speaker 3>reading more, they're more engaged, they're less distracted. She also

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<v Speaker 3>is a great champion of explicit instruction, which is a

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<v Speaker 3>teaching style that went out of favor because teachers just

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<v Speaker 3>wanted kids to have fun and learn in a way

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<v Speaker 3>that interests them and that's relevant to them. This is

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<v Speaker 3>a teaching method that just goes back to the teacher

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<v Speaker 3>leading the class, explaining topics very very clearly and importantly,

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<v Speaker 3>very sequentially, so that the children are building on their

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<v Speaker 3>knowledge so.

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<v Speaker 2>Excellent and then putting navy putting our adults out actually.

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<v Speaker 3>And also testing them as they're going, so the teacher

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<v Speaker 3>is actually getting live feedback from the students instead of

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<v Speaker 3>waiting for the end of term exam and discovering the

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<v Speaker 3>little Jill did not understand the concepts of maths and

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<v Speaker 3>that's why she's struggling with the rest of it. Because

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<v Speaker 3>these first three years of school, like the KINDI or

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<v Speaker 3>prep year one, year two, is so fundamental to what

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<v Speaker 3>children will experience throughout schooling. They need to learn to

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<v Speaker 3>read and write and the basics of maths. The maths

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<v Speaker 3>results for year three were worse this year, and ministers

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<v Speaker 3>are so concerned about this they have told a car

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<v Speaker 3>to change the curriculum and ensure that it is much

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<v Speaker 3>more sequential because they're concerned that kids just aren't picking

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<v Speaker 3>up the fundamentals of addition, subtraction multiplication. If they don't

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<v Speaker 3>learn this in the first few years, they're not going

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<v Speaker 3>to be flourishing in high school unless their parents can

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<v Speaker 3>pay for tutors. But that should not be how our

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<v Speaker 3>education system works.

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<v Speaker 1>Was there a particular moment at Como West Public School

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<v Speaker 1>that sort of prompted this decision to put down the

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<v Speaker 1>devices and revert back to pen and paper or has

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<v Speaker 1>it been something a change that sort of happened organically.

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<v Speaker 3>So Miss Preston said she was looking at research which

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<v Speaker 3>was showing that children do learn better when they're taking notes.

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<v Speaker 3>In fact, she gives lessons on note taking to children

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<v Speaker 3>in year three, so they learn how to summarize something

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<v Speaker 3>as they're listening to it, rather than just passively looking

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<v Speaker 3>at a device where you don't remember what you've seen.

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<v Speaker 3>And also she was sort of concerned about kids' attention spans,

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<v Speaker 3>and she said that most children are kind of surrounded

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<v Speaker 3>by screens at home. They're watching TV, or they're gaming,

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<v Speaker 3>they're on social media, they're on their phone, so school

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<v Speaker 3>should be a space where they learn to kind of

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<v Speaker 3>slow down enjoy reading a book. I know it sounds

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<v Speaker 3>really really old school, but there is just something that

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<v Speaker 3>is very I suppose mindful, you know, mindfuls the big buzzword,

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<v Speaker 3>but it's very important for children's mental health as well.

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<v Speaker 3>Instead of having things just flashing and everything changing every

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<v Speaker 3>three seconds, there's something lovely and calm about immersing into

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<v Speaker 3>a book and children love it too. It's time, it's

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<v Speaker 3>quality time with their parents. If their parents are reading

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<v Speaker 3>to them at night, it is a very lovely and

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<v Speaker 3>calming routine, especially before bedtime, and it really helps your children.

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<v Speaker 3>But we need to fix the education system in this

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<v Speaker 3>country because if we're going to talk about productivity and

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<v Speaker 3>social cohesion, it is starting in the schools, and we

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<v Speaker 3>need to do more to support the teachers because they're

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<v Speaker 3>not miracle workers. They can do their best at school,

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<v Speaker 3>but we need parents to be supportive. What I found

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<v Speaker 3>a little depressing about the Naplan data is looking at

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<v Speaker 3>the difference in achievement levels between children who've got parents

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<v Speaker 3>with well paid managerial or professional jobs. We're assuming they

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<v Speaker 3>have a higher level of education. Again students whose parents

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<v Speaker 3>may be working in unskilled laboring jobs or who are unemployed,

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<v Speaker 3>and it really is a two class system, and this

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<v Speaker 3>shows that some parents just don't have the capacity to

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<v Speaker 3>compensate for any failures in schooling. So if a school

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<v Speaker 3>is not using the right teaching methods and not paying

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<v Speaker 3>attention to children who are struggling, parents with money or

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<v Speaker 3>parents who realize themselves, oh that's not right. Why I'll

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<v Speaker 3>help you with your maths, I'll help you with your reading.

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<v Speaker 3>Those children have such an advantage over kids whose parents

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<v Speaker 3>don't have the money for tutoring and they may not

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<v Speaker 3>have the education or background themselves to understand that their

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<v Speaker 3>child is struggling. And then you just get this intergenerational

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<v Speaker 3>inequity like this government likes to talk about generational equity.

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<v Speaker 3>The best thing they could do is fix the education system.

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<v Speaker 3>I know they are trying with extra funding, but I

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<v Speaker 3>wish they kind of hurry up a bit, Like it

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<v Speaker 3>shouldn't be taking so long to fix the curriculum for maths.

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<v Speaker 3>They should pick up the curriculum from New South Wales.

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<v Speaker 3>New South Wales has its own syllabus because it was

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<v Speaker 3>so unhappy with the National curriculum. It is a brilliant syllabus.

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<v Speaker 3>It is clear, it is sequential. The teachers aren't wondering

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<v Speaker 3>what they're meant to be teaching every day, and their

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<v Speaker 3>results are so much better than, for example, Queensland or

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<v Speaker 3>South Australia. So I do not understand why ministers don't

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<v Speaker 3>just say, hey, what we've got is not working. Let's

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<v Speaker 3>go and look at New South Wales which has offered

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<v Speaker 3>to give it syllabus to everybody else and use it.

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<v Speaker 3>But as usual, we're in a federal situation where everybody

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<v Speaker 3>wants thinks that their own method is the best. They

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<v Speaker 3>should be looking at this data because the data tells

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<v Speaker 3>the truth.

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<v Speaker 1>Well, Natasha, it's certainly been a long while since I've

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<v Speaker 1>sat at the dining room table and struggled through some

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<v Speaker 1>long division. How are the kids at Como West responding

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<v Speaker 1>to this change that probably feels pretty foreign to them.

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<v Speaker 3>The kids at Como West are flourishing and they love it.

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<v Speaker 3>And the principle has explained to me that these methods

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<v Speaker 3>of explicit instruction, where the kids feel confident in what

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<v Speaker 3>they're learning, they're not falling behind and not given space

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<v Speaker 3>to fall behind. And also the phonics using phonics to

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<v Speaker 3>teach reading, which is sounding out words instead of just

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<v Speaker 3>trying to memorize them all or gets them by looking

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<v Speaker 3>at pictures, that is helping children with dyslexia, and it's

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<v Speaker 3>helping children with autism. So these are children who often

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<v Speaker 3>label as difficult or badly behaved because they're not understanding.

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<v Speaker 3>But the principle is saying that for children with autism,

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<v Speaker 3>this method of teaching is wonderful for them because they

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<v Speaker 3>love it. They engage that, they understand what's coming up,

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<v Speaker 3>they've got consistency. It benefits all students. She also tries

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<v Speaker 3>to extend the students who are a bit ahead so

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<v Speaker 3>they're not bored. So boredom is another reason children misbehave.

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<v Speaker 3>They shouldn't be punished for that, they should be extended.

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<v Speaker 3>These things are not impossible. We have schools here which

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<v Speaker 3>are showing they are improving results. They're getting kids to

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<v Speaker 3>want to go to school. Kids are enjoying learning. They're

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<v Speaker 3>in a calmer classroom, so they're not getting all stressed

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<v Speaker 3>out and anxious because someone's throwing rubbers across the room.

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<v Speaker 3>The other issue we have in Australia's school refusal. This

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<v Speaker 3>has been a growing issue ever since the pandemic. And

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<v Speaker 3>you can't teach a child who's not attending lessons. It's impossible.

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<v Speaker 3>You've got to get them to school. So I just think,

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<v Speaker 3>starting with our primary schools, we can turn this whole

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<v Speaker 3>system around because it's so important for Australia.

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<v Speaker 1>Natasha Beta, thank you very much.

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<v Speaker 3>Thank you.

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<v Speaker 1>Natasha Beta is The Australian's Education editor. You can read

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<v Speaker 1>her reporting and analysis of this year's NAPLAN results right

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<v Speaker 1>now at the Australian dot com dot au