1
00:00:00,280 --> 00:00:02,640
Speaker 1: A new approach to learning is being rolled out in

2
00:00:02,680 --> 00:00:06,680
Speaker 1: the Northern Territories government schools to boost literacy and numeracy.

3
00:00:07,200 --> 00:00:11,160
Speaker 1: The model, called explicit teaching, involves breaking down reading and

4
00:00:11,200 --> 00:00:15,800
Speaker 1: maths concepts into manageable steps to help students build an

5
00:00:15,880 --> 00:00:20,600
Speaker 1: understanding and independence. Now fourteen point two million dollars has

6
00:00:20,680 --> 00:00:23,520
Speaker 1: been committed by the Northern Territory Government in the budget

7
00:00:23,880 --> 00:00:26,920
Speaker 1: to roll it out. And joining me in the studio

8
00:00:27,080 --> 00:00:31,080
Speaker 1: is the Deputy Chief Executive for Early Years and School Services,

9
00:00:31,440 --> 00:00:35,760
Speaker 1: Adarren Chatterton. Good morning to you. Good morning Katie, A yeah,

10
00:00:35,880 --> 00:00:37,960
Speaker 1: really good. Lovely to have you in the studio and

11
00:00:38,040 --> 00:00:40,720
Speaker 1: thank you for coming in to have a chat with us. Now,

12
00:00:40,760 --> 00:00:43,680
Speaker 1: can you explain to me, to all of the other parents,

13
00:00:43,680 --> 00:00:47,680
Speaker 1: to everybody out there listening this morning, what does explicit

14
00:00:47,760 --> 00:00:49,760
Speaker 1: teaching mean and how does it work?

15
00:00:50,360 --> 00:00:55,280
Speaker 2: Thanks Katie. Explicit teaching is the approach that we're taking

16
00:00:55,400 --> 00:00:57,840
Speaker 2: in our commitment to getting back to the basics, like

17
00:00:57,880 --> 00:01:00,360
Speaker 2: you said, and so what it means is that the

18
00:01:00,400 --> 00:01:04,560
Speaker 2: way in which we are engaging with students delivering information

19
00:01:04,680 --> 00:01:09,240
Speaker 2: and ensuring that it's broken down in really manageable chunks,

20
00:01:09,600 --> 00:01:14,320
Speaker 2: and so it gives the students more opportunity to connect

21
00:01:14,360 --> 00:01:17,000
Speaker 2: with the learning and then build on it at the

22
00:01:17,040 --> 00:01:20,000
Speaker 2: pace that they need to be doing it.

23
00:01:20,040 --> 00:01:22,760
Speaker 1: Does it make it different for teachers when they're you know,

24
00:01:22,840 --> 00:01:25,280
Speaker 1: like when they're teaching in this way, what's it like?

25
00:01:25,800 --> 00:01:29,800
Speaker 2: Yeah, it's actually we've seen explicit teaching already happening across

26
00:01:29,800 --> 00:01:32,320
Speaker 2: the Northern Territory And just yesterday we were down at

27
00:01:32,520 --> 00:01:37,319
Speaker 2: Catherine South Primary School Meddie Barlow, very experienced teacher, you know,

28
00:01:38,200 --> 00:01:41,760
Speaker 2: inspired and passionate teachers, and what you see is the

29
00:01:41,840 --> 00:01:45,240
Speaker 2: teacher modeling we talk about I so the teacher really

30
00:01:45,600 --> 00:01:48,480
Speaker 2: if we were looking at a small word sounding it

31
00:01:48,560 --> 00:01:51,840
Speaker 2: out to the students modeling it and then the students

32
00:01:51,880 --> 00:01:54,680
Speaker 2: doing it with the teacher together. And then for those

33
00:01:54,720 --> 00:01:58,400
Speaker 2: students who are ready, they do it more independently. And

34
00:01:58,480 --> 00:02:00,960
Speaker 2: so what you see when you walk into classrooms with

35
00:02:01,200 --> 00:02:05,400
Speaker 2: explicit teaching happening is a great energy because you've got

36
00:02:06,040 --> 00:02:09,399
Speaker 2: students really engaged. They're coming in at the learning where

37
00:02:09,400 --> 00:02:14,919
Speaker 2: they're at, and so students are feeling successful, teachers are

38
00:02:14,919 --> 00:02:18,720
Speaker 2: feeling successful and that engagement is high.

39
00:02:18,400 --> 00:02:21,080
Speaker 1: Because that's a really important aspect, isn't it. Like kids

40
00:02:21,080 --> 00:02:23,799
Speaker 1: if they're not feeling like they're understanding stuff. They can

41
00:02:23,880 --> 00:02:27,040
Speaker 1: become quite disengaged quite quickly and start to feel a

42
00:02:27,040 --> 00:02:29,760
Speaker 1: bit down on themselves if they feel like they're not

43
00:02:29,760 --> 00:02:32,640
Speaker 1: getting a certain concept or they're not understanding something. So

44
00:02:32,800 --> 00:02:35,720
Speaker 1: is this you know, does this kind of this way

45
00:02:35,760 --> 00:02:38,799
Speaker 1: of teaching sort of help to bring everybody in.

46
00:02:39,320 --> 00:02:42,600
Speaker 2: Absolutely, I think the power of this way of teaching,

47
00:02:42,680 --> 00:02:45,520
Speaker 2: it's built on the research. It says to us, this

48
00:02:45,600 --> 00:02:49,480
Speaker 2: is how young people learn best, and so we need

49
00:02:49,560 --> 00:02:52,520
Speaker 2: to be really intentional and there's a whole suite of

50
00:02:52,560 --> 00:02:55,680
Speaker 2: resources that we've developed to support our teachers with this

51
00:02:55,800 --> 00:02:59,480
Speaker 2: work that actually says these are the skills that need

52
00:02:59,520 --> 00:03:02,320
Speaker 2: to be taught, this is the sequence in which to

53
00:03:02,400 --> 00:03:05,480
Speaker 2: teach it. So it's really important. We're very committed to

54
00:03:05,520 --> 00:03:07,760
Speaker 2: supporting our teachers in the great work that they do,

55
00:03:08,120 --> 00:03:11,480
Speaker 2: and so the guides and the documents that supports them,

56
00:03:11,840 --> 00:03:15,160
Speaker 2: because when they know the pathway they're taking their students through,

57
00:03:15,560 --> 00:03:17,320
Speaker 2: the students feel more success. Yeah.

58
00:03:17,560 --> 00:03:19,880
Speaker 1: As a parent, would people, you know, do you think

59
00:03:19,880 --> 00:03:23,120
Speaker 1: that parents might notice some differences in the way in which,

60
00:03:23,280 --> 00:03:25,760
Speaker 1: you know, like homework coming home or you know, the

61
00:03:25,800 --> 00:03:27,480
Speaker 1: way in which their children are learning.

62
00:03:28,639 --> 00:03:31,880
Speaker 2: Most definitely, and as you know, we're spending the next

63
00:03:31,919 --> 00:03:35,440
Speaker 2: six months doing some really important work to support our

64
00:03:35,520 --> 00:03:39,400
Speaker 2: teachers and our principles and our staff with learning about

65
00:03:39,440 --> 00:03:41,680
Speaker 2: this new way of teaching. I say new, but we've

66
00:03:41,680 --> 00:03:44,800
Speaker 2: already got educators doing it. But as part of that,

67
00:03:44,840 --> 00:03:48,000
Speaker 2: we've actually got a website that has information for families

68
00:03:48,040 --> 00:03:51,240
Speaker 2: and parents, and so we've started off with some really

69
00:03:51,240 --> 00:03:54,400
Speaker 2: important fact sheets with some ideas of what families can

70
00:03:54,440 --> 00:03:58,240
Speaker 2: be doing through everyday activities to help their children build

71
00:03:58,240 --> 00:04:01,920
Speaker 2: their confidence, and we're meeted to continuing to update that

72
00:04:02,040 --> 00:04:05,120
Speaker 2: information tips on what kind of questions could you be

73
00:04:05,160 --> 00:04:09,080
Speaker 2: asking your teacher, there's even your child's teacher if you're worried,

74
00:04:09,200 --> 00:04:11,960
Speaker 2: if you've got a concern, And so we know the

75
00:04:12,000 --> 00:04:15,360
Speaker 2: important role that parents play and the importance of our

76
00:04:15,400 --> 00:04:16,520
Speaker 2: partnership with them.

77
00:04:16,880 --> 00:04:19,680
Speaker 1: And in terms of teachers, then, like you said, you've

78
00:04:19,720 --> 00:04:22,719
Speaker 1: already got some educators that are doing this in schools.

79
00:04:22,880 --> 00:04:25,479
Speaker 1: But in terms of teachers having the supports that they

80
00:04:25,560 --> 00:04:30,000
Speaker 1: need or you know, I guess using this new method,

81
00:04:30,120 --> 00:04:33,000
Speaker 1: will it be much of a you know, will it

82
00:04:33,040 --> 00:04:35,200
Speaker 1: be quite a noticeable change for them? Will it be

83
00:04:35,240 --> 00:04:37,040
Speaker 1: a difficult change or do you feel as though it

84
00:04:37,120 --> 00:04:39,080
Speaker 1: will be something that they can do quite easily.

85
00:04:39,720 --> 00:04:42,080
Speaker 2: I feel it will be something that they can do easily.

86
00:04:42,120 --> 00:04:45,280
Speaker 2: And you know, the teachers that are already championing this

87
00:04:45,360 --> 00:04:48,000
Speaker 2: way are very inspired about it, and they will be

88
00:04:48,040 --> 00:04:51,000
Speaker 2: an important part of us telling their story as well.

89
00:04:51,400 --> 00:04:54,560
Speaker 2: But also we're going to be walking alongside our teachers.

90
00:04:54,600 --> 00:04:58,039
Speaker 2: There's professional learning available that helps them see what this

91
00:04:58,160 --> 00:05:00,599
Speaker 2: looks like. We will be featuring the great work of

92
00:05:00,640 --> 00:05:04,760
Speaker 2: our territory schools and showcasing that as well the resources

93
00:05:04,760 --> 00:05:06,640
Speaker 2: that we've got available to support them.

94
00:05:07,120 --> 00:05:10,480
Speaker 1: And in terms of why the change was needed, because

95
00:05:10,480 --> 00:05:12,800
Speaker 1: I suppose some people might be listening this morning and

96
00:05:12,920 --> 00:05:15,680
Speaker 1: parents might be thinking to themselves, Oh, my kids, you know,

97
00:05:16,200 --> 00:05:18,680
Speaker 1: seem to have gotten through their early years and done

98
00:05:18,720 --> 00:05:21,960
Speaker 1: it all. Okay, why is the change needed? And is

99
00:05:21,960 --> 00:05:24,200
Speaker 1: it something that's rolling out in other states or other

100
00:05:24,279 --> 00:05:25,560
Speaker 1: locations around the world.

101
00:05:25,960 --> 00:05:28,279
Speaker 2: Oh, it's most well. First of all, why the change

102
00:05:28,320 --> 00:05:32,120
Speaker 2: is we are committed to continually improving outcomes for territory

103
00:05:32,160 --> 00:05:36,520
Speaker 2: students in every government school in the Northern Territory, and

104
00:05:36,560 --> 00:05:39,440
Speaker 2: so this plan ensures that those great things that are

105
00:05:39,440 --> 00:05:43,360
Speaker 2: happening happen for every student in the Northern territory. And

106
00:05:43,440 --> 00:05:47,120
Speaker 2: so to your question, is this something we're seeing nationally. Absolutely,

107
00:05:47,400 --> 00:05:49,960
Speaker 2: and it's underpinned by the science that said this is

108
00:05:50,000 --> 00:05:52,560
Speaker 2: what works best for young people in their learning.

109
00:05:52,880 --> 00:05:56,120
Speaker 1: So how like in a real practical scenes, how does

110
00:05:56,160 --> 00:05:58,080
Speaker 1: it roll out? Is it something that now we just

111
00:05:58,120 --> 00:06:01,719
Speaker 1: sort of start teaching kids, you know, when they step

112
00:06:01,760 --> 00:06:04,520
Speaker 1: into transition, or is it something that you start doing,

113
00:06:04,720 --> 00:06:07,560
Speaker 1: you know, whether a child's in grade four or how

114
00:06:07,560 --> 00:06:08,240
Speaker 1: does it work?

115
00:06:08,560 --> 00:06:11,799
Speaker 2: Yeah, a great question, Katie. It's all of the material,

116
00:06:11,880 --> 00:06:15,920
Speaker 2: the professional learning, the resources actually supports teaching from transition

117
00:06:16,040 --> 00:06:20,719
Speaker 2: to year ten and this approach it's a way of teaching.

118
00:06:20,880 --> 00:06:24,040
Speaker 2: So while our plan is about literacy and inmacy, it's

119
00:06:24,080 --> 00:06:26,120
Speaker 2: the way you can teach science, it's the way you

120
00:06:26,120 --> 00:06:29,400
Speaker 2: can teach history. It's about how you present the information

121
00:06:29,520 --> 00:06:33,440
Speaker 2: to the young people. And so absolutely it's starting in transition,

122
00:06:33,839 --> 00:06:37,480
Speaker 2: but we you know year nine students, those teachers will

123
00:06:37,520 --> 00:06:41,520
Speaker 2: have support materials because it's all framed through the Australian curriculum.

124
00:06:41,880 --> 00:06:45,560
Speaker 2: It's all absolutely what we need to be teaching and

125
00:06:45,600 --> 00:06:48,280
Speaker 2: there's support for how we teach it in this way.

126
00:06:48,320 --> 00:06:52,479
Speaker 1: And have teachers largely at this stage been fairly receptive

127
00:06:52,760 --> 00:06:56,479
Speaker 1: to the change being implemented. From your feedback, yeah.

128
00:06:56,400 --> 00:07:00,000
Speaker 2: Most certainly. And we've had teachers involved in the development

129
00:07:00,279 --> 00:07:04,120
Speaker 2: giving us feedback. We've already had some schools trialing the material.

130
00:07:04,520 --> 00:07:09,080
Speaker 2: We're hearing stories of it administrating, reducing the administrative burden

131
00:07:09,160 --> 00:07:12,720
Speaker 2: for them, supporting them in that important work, and freeing

132
00:07:12,800 --> 00:07:14,760
Speaker 2: them up to do that magic they do every day

133
00:07:14,760 --> 00:07:17,120
Speaker 2: in a classroom, right, the relationship thing.

134
00:07:17,480 --> 00:07:20,320
Speaker 1: Yeah, And that's something that I suppose I've noticed over

135
00:07:20,320 --> 00:07:22,520
Speaker 1: the years, even like when my kids were in those

136
00:07:22,600 --> 00:07:26,200
Speaker 1: younger grades. Is is you think it does seem as

137
00:07:26,280 --> 00:07:30,800
Speaker 1: though teachers and education, you know, people working in education

138
00:07:30,920 --> 00:07:33,680
Speaker 1: more generally, a lot of that admin stuff and a

139
00:07:33,720 --> 00:07:36,040
Speaker 1: lot of the you know, the behind the scenes stuff

140
00:07:36,560 --> 00:07:40,360
Speaker 1: is almost you know, not drowning them, but making it

141
00:07:40,400 --> 00:07:42,720
Speaker 1: a bit more difficult for them to actually, you know,

142
00:07:42,840 --> 00:07:45,560
Speaker 1: have that magic in the classroom because teachers, like I

143
00:07:45,720 --> 00:07:48,920
Speaker 1: just think it is it can be sometimes such an

144
00:07:49,080 --> 00:07:54,080
Speaker 1: underrated profession and these people are literally mentoring and are

145
00:07:54,200 --> 00:07:57,560
Speaker 1: helping us raise our kids, and they do a phenomenal

146
00:07:57,640 --> 00:07:59,400
Speaker 1: job at it. So I just think any way that

147
00:07:59,440 --> 00:08:02,800
Speaker 1: they can be supported or assisted to be able to

148
00:08:02,840 --> 00:08:04,520
Speaker 1: do that better is surely a.

149
00:08:04,480 --> 00:08:07,960
Speaker 2: Good thing, absolutely, Katie. And you know, way back as

150
00:08:08,000 --> 00:08:11,200
Speaker 2: a former teacher and a principle, I know the importance

151
00:08:11,240 --> 00:08:15,880
Speaker 2: of our department delivering a plan that as evidence based

152
00:08:15,880 --> 00:08:18,840
Speaker 2: so it will benefit the students. But built within it

153
00:08:18,880 --> 00:08:21,360
Speaker 2: is the support for our educators to make it come

154
00:08:21,400 --> 00:08:24,040
Speaker 2: alive and I think that's what I'm most proud of

155
00:08:24,120 --> 00:08:25,680
Speaker 2: with the piece of work that we've done here.

156
00:08:25,880 --> 00:08:29,920
Speaker 1: Good stuff well Adarren Chatterton, the Deputy Chief Executive for

157
00:08:30,040 --> 00:08:33,320
Speaker 1: Early Years and School Services, thank you very much for

158
00:08:33,400 --> 00:08:34,880
Speaker 1: joining me in the studio this morning.

159
00:08:35,040 --> 00:08:36,440
Speaker 2: Thank you, Katie, thank you