Actions for teachers Focus Strategies Strengthen approaches to oral language In the English learning area, teachers share, trial and discuss an extended range of listening, speaking and oral interaction activities, micro-scaffolding where necessary. In all learning areas, ‘dialogic teaching’ is discussed and developed to involve students in deep learning in a way that ‘teacher talk’ alone cannot. Strengthen reading instruction for complexity of academic meaning English teachers review NAPLAN reading and PAT–R data to identify the specific comprehension skills that need attention, eg monitoring meaning; making logical connections across the text; summarising main ideas; inferring implied ideas. In the English learning area, use reciprocal teaching to strengthen comprehension skills. In all learning areas, teachers strengthen the design of before, during and after reading activities (BDA) with a particular focus on ‘close reading’ as a during reading activity. Focus writing instruction in key disciplinary genres Learning area teams map where key disciplinary assessment genres/text types are being developed through years 8–10 towards the SACE. Learning area teams review key written and multimodal assessment tasks in terms of authentic purpose and audience. Teachers use the teaching and learning cycle to design and scaffold the writing process for students from surface to deep to transfer learning: build topic/field knowledge; deconstruct model texts of the genre; collaboratively compose parts of the text; write independently. Quality school improvement planning ABORIGINAL LEARNER ACHIEVEMENT Leaders’ Resource
Aboriginal Learner Achievement - Leaders' resourceStrengthen
approaches to oral language
In the English learning area, teachers share, trial and discuss an
extended range of listening, speaking and oral interaction
activities, micro-scaffolding where necessary.
In all learning areas, ‘dialogic teaching’ is discussed and
developed to involve students in deep learning in a way that
‘teacher talk’ alone cannot.
Strengthen reading instruction for complexity of academic
meaning
English teachers review NAPLAN reading and PAT–R data to identify
the specific comprehension skills that need attention, eg
monitoring meaning; making logical connections across the text;
summarising main ideas; inferring implied ideas.
In the English learning area, use reciprocal teaching to strengthen
comprehension skills.
In all learning areas, teachers strengthen the design of before,
during and after reading activities (BDA) with a particular focus
on ‘close reading’ as a during reading activity.
Focus writing instruction in key disciplinary genres
Learning area teams map where key disciplinary assessment
genres/text types are being developed through years 8–10 towards
the SACE.
Learning area teams review key written and multimodal assessment
tasks in terms of authentic purpose and audience.
Teachers use the teaching and learning cycle to design and scaffold
the writing process for students from surface to deep to transfer
learning: build topic/field knowledge; deconstruct model texts of
the genre; collaboratively compose parts of the text; write
independently.
Quality school improvement planning
Acknowledgements
We acknowledge the traditional custodians of the lands and waters
where our schools are located and recognise their continuing
connection to country. We pay our respects to Elders past and
present, and extend that respect to all Aboriginal peoples.
We would like to thank and acknowledge the following contributors
to the resource: Raising Aboriginal Learner Achievement in Literacy
and Numeracy.
The Aboriginal Learner Achievement Champions Group: consisting of
principals from 16 schools across the state, who provided advice on
the structure, content and implementation of this resource.
The Aboriginal Learner Achievement Working Group: consisting of the
Manager for Aboriginal Education (Country), 4 Education Directors
and Learning Improvement Division Directors.
The principals and corporate leaders who provided advice to the
writers on improvement actions and strategies to raise literacy and
numeracy achievement for all Aboriginal learners.
“Literacy and numeracy are the foundation for every child and young
person’s ability to engage with learning. Together with social and
communication skills, they provide the basis for successful
engagement both within the school and outside the local community.”
(Aboriginal Education Strategy p14.)
Note: The Department for Education uses the term ‘Aboriginal’ to
refer to people who identify as Aboriginal, Torres Strait Islander,
or both Aboriginal and Torres Strait Islander. This term is
preferred by Aboriginal South Australians and the department.
(Aboriginal Education Strategy)
Aboriginal Learner Achievement | Leaders’ Resource | School
improvement planning 3
RAISING ABORIGINAL LEARNER ACHIEVEMENT
3 Aboriginal Education Strategy 2019 to 2029
https://www.education.sa.gov.au/teaching/projects-and-programs/
aboriginal-education-strategy
5 Australian Curriculum
https://www.australiancurriculum.edu.au
7 Best Advice Series – Literacy
https://edi.sa.edu.au/educating/literacy-and-numeracy/best-advice-
series/best-advice-series-literacy
series/best-advice-series-numeracy
11 Literacy and Numeracy Guide books
https://edi.sa.edu.au/educating/school-improvement/guidebooks
12 Perspectives on Aboriginal and Torres Strait Islander Cultural
Competence
https://www.education.sa.gov.au/doc/perspectives-aboriginal-and-
torres-strait-islander-cultural-competence
plan-2018-2021
14 South Australian Certificate of Education
https://www.sace.sa.edu.au
15 Teaching Aboriginal and Torres Strait Islander EALD learners -
EALD Hub
https://edi.sa.edu.au/educating/curriculum/eald/support-for-
teachers/eald-hub
16 The Aboriginal Education Teacher 2018
https://dlb.sa.edu.au/tlsmoodle/course/view.php?id=191§ion=2
17 The School Improvement Handbook
https://edi.sa.edu.au/educating/school-improvement/planning-
templates-and-resources
Contents
Connection with the school improvement planning cycle 6
Principles guiding improvement actions for raising
Aboriginal learner achievement 8
Aboriginal learner achievement 10
Six key element descriptions
Assuring consistent, high-quality classroom practice 22
Applying rigorous, evidence-based learning interventions 26
Engaging Aboriginal families as partners in literacy and numeracy
learning 30
Promoting the continuity of learning 34
Supporting Documents 38
Introduction
The implementation of the school improvement planning cycle in
South Australian schools has provided the opportunity to address
the Department for Education’s 10-year aspiration of building a
world-class education system.
At the same time, the 2018 launch of the Aboriginal Education
Strategy 2019 – 2029 reinforces that, as a world-class system, we
must raise the prominence of all Aboriginal learners in our
strategic improvement processes, so that they can draw direct
benefit from it. Importantly, the Aboriginal Education Strategy is
a commitment to the Aboriginal community that the interests of all
Aboriginal learners will be at the forefront of the system’s
planning and action.
This resource has been developed to support school leaders in
raising achievement in literacy and numeracy for all Aboriginal
learners. It is designed to complement the school improvement
planning cycle, and the Improvement Dashboard. It also complements
the evidence-informed, differentiated practices described in the
Literacy and Numeracy guidebooks (2018) and other Learning
Improvement division resources. Thus, the purpose of this resource
is to raise the prominence of Aboriginal learners in the strategic
thinking of school leaders, working with their various teams.
This resource focuses on 6 interrelated elements where school
principals and their teams can ensure that Aboriginal learners’
levels of achievement are raised, particularly in literacy and
numeracy.
These elements are:
Assuring consistent, high-quality classroom practice
Applying rigorous, evidence-based learning interventions
Engaging families as partners in literacy and numeracy
learning
Promoting the continuity of learning.
Aboriginal Learner Achievement | Leaders’ Resource | Quality school
improvement planning 3
The resource affirms the importance of significantly raising
literacy and numeracy achievement for all Aboriginal learners as
reflected in the Aboriginal Education Strategy: Goal 2 – Aboriginal
children and young people excel at school – and particularly
objective 1: 'Aboriginal children achieve growth in their learning,
including Standard Australian English and numeracy skills at or
above their year appropriate level.'
The urgency of this improvement agenda is reflected in the
strategy’s 10-year goal, namely that: 'Aboriginal children meet or
exceed the same standards of achievement for literacy and numeracy
as non- Aboriginal students.'
The Aboriginal Education Strategy states: 'Literacy and numeracy
skills are the foundation for every child and young person’s
ability to engage with learning'. Literacy and numeracy are a means
to a broader end in all areas of learning (including the Australian
Curriculum, the Early Years Learning Framework, the South
Australian Certificate of Education and Vocational Education
pathways). This resource will provide leaders with the tools to
support and strengthen their current strategies for raising
Aboriginal achievement, within the school’s literacy and numeracy
priorities, whilst continuing to build a culturally responsive
approach to improvement. The subsequent conversations and planning
for literacy and numeracy achievement can also help to inform the
decisions made in developing and implementing One Child One Plans
(referred to
as One Plan) for all Aboriginal learners in consultation with
teachers and families.
There is evidence in recent years, that Aboriginal learners have
made modest progress towards achieving the same literacy and
numeracy outcomes as their non-Aboriginal counterparts. Progress
however, has been slower and less consistent than expected.
Overall, there are still significant challenges in raising the
achievement of Aboriginal learners in reading, writing and
numeracy. Through the use of this resource as well as the
Aboriginal Learner Achievement Quality Matrix and the Aboriginal
Learner Achievement Action Template, principals can assure the
Aboriginal community that Aboriginal learners receive the constant
and flexible support needed to bolster their literacy and numeracy
achievements.
NB: The term ‘families’ includes many different carer roles,
including grandparents, custodial parents, other relatives and,
where relevant, the wider community.
4 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
This resource has been developed based on research, and evidence of
strategies to amplify learner achievements in literacy and
numeracy, and draws on the experience and advice of principals from
a wide range of South Australian primary, secondary and R-12
schools.
Accompanying this resource are 2 quality assurance tools used
to:
gauge the effectiveness of the ways in which schools are applying
relevant strategies to raise the literacy and numeracy achievement
of Aboriginal learners
assist in establishing actions, roles and resources required to
implement improvement.
These tools are:
Aboriginal Learner Achievement Quality Matrix
This describes the various levels of quality by which schools have
applied each of the 6 key elements. Principals will use this matrix
with their relevant leadership and teaching teams to drive
evidence- based discussions about the degree to which each of the
key elements are evident in practice at the school. In this sense,
it is both an evaluative tool and a provocation.
Within the matrix, the types of evidence referred to include
various documents, schedules, schemas, tools, artefacts, role
statements and publications, that capture intended actions as well
as the degree to which these are well-understood and adopted by
staff. Each element is accompanied by a set of guiding questions
that can generate and facilitate discussions.
The matrix is divided into 4 evidence-reliant sections to assist
judgements. These consist of:
Not evident: where there is no evidence to demonstrate levels of
organisation or adoption.
Low: where there is some evidence to demonstrate levels of
organisation and/or there is evidence that some staff have adopted
these.
Medium: where there is considerable evidence of documentation with
some annotation to display sound levels of organisation and clear
evidence of widespread adoption by staff.
High: where there is a comprehensive set of publications that are
well-annotated and reflect highly complex organisational processes
and clear evidence of all staff adoption and adherence.
Schools are encouraged to prioritise and address 1 or 2 key
elements, then identify and implement a set of improvement
actions.
How to use this resource
ABORIGINAL LEARNER ACHIEVEMENT QUALITY MATRIX
Key Element 1 Guiding Questions
Indicators of Degree of Implementation: What evidence can leaders
provide to show progress in each element?
Not evident Low Medium High
Data Informed Planning
The collection and strategic analysis of assessment data to inform
literacy and numeracy improvement priorities for Aboriginal
learners at the school, team and teacher level.
The effective use of data to inform school decisions and teacher
practice for each Aboriginal learner.
How does the school effectively collect data for Aboriginal
learners?
An assessment and reporting schedule for Aboriginal learners is not
in place or not documented.
An assessment and reporting schedule is in place and captures data
for some Aboriginal learners.
A documented assessment and reporting schedule – including more
‘fine grained’ assessments – is flexibly applied to capture all
Aboriginal learner progress, and directly informs literacy and
numeracy improvement planning.
A comprehensive, documented and regularly reviewed system for
collecting, recording and managing data is in place, which aligns
with literacy and numeracy improvement planning at whole-school,
team and teacher levels.
How does the school support deep analysis of individual Aboriginal
learner data?
A data management system is not evident, not consistently used or
doesn’t inform planning for Aboriginal learners.
A local data management system, including the Improvement
Dashboard, is used to compare individual Aboriginal learner data
against standards (SEA).
A comprehensive data management system, including the Improvement
Dashboard, is used for in- depth analysis of Aboriginal learner
progress and achievement. This analysis is shared across the school
and informs actions.
A comprehensive data management system is embedded, visible and
highly adopted by all staff to drive:
— high-quality data analysis
— visible evidence of ‘fine grained’ growth.
This directly leads to specific actions aligned to the school’s
improvement planning.
How does the school ensure Aboriginal learners are prominent in
improvement planning?
Aboriginal learners are not prominent within improvement planning
processes.
Planning and actions for literacy and numeracy improvement relate
to some Aboriginal learners.
Aboriginal learners are prominent within literacy and numeracy
improvement planning for teams and teachers.
Leaders, teams and all teachers can articulate how Aboriginal
learners are prominent within improvement planning, and can explain
the impact on their actions, at a range of levels.
Aboriginal Learner Achievement Action Template
This enables principals and their teams to use the results of their
quality audit as the driver to address priority areas for
improvement. The template:
identifies a small number of focus areas based on audit
results
determines agreement on actions that can enhance the quality of
work in the focus area
establishes the person or team responsible for the actions
identifies the time and resources required.
The use of the template, and progress achieved from it, can then be
re-evaluated using the matrix after a specified period of time. The
template reinforces that each school will make decisions in this
area based on their context and on numbers of Aboriginal
learners.
These tools should be used in conjunction with the advice contained
in the resource.
Six essential interrelated elements of a school-wide system
designed to raise literacy and numeracy achievement for Aboriginal
learners.
Key Element 1 Guiding Questions Area of focus Action(s) Person
responsible
Resources / timeline
Evidence / Achieved
Data Informed Planning The collection and strategic analysis of
assessment data to inform literacy and numeracy improvement
priorities for Aboriginal learners at the school, team and teacher
level. The effective use of data to inform school decisions and
teacher practice for each Aboriginal learner.
How does the school effectively collect data for Aboriginal
learners?
How does the school support deep analysis of individual Aboriginal
learner data?
How does the school ensure Aboriginal learners are prominent in
improvement planning?
6 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
Connection with the school improvement planning cycle
The school improvement planning cycle is a central component of the
department’s school improvement model.
It focuses professional conversations on the teacher-learner
relationship in every classroom through relevant challenges of
practice. This resource complements the cycle by directing leaders
to consider other aspects of improvement that can add value to
classroom practice, particularly for students with complex needs.
In essence, this resource aims to keep the interests of Aboriginal
learners prominent in any improvement conversation, whether it is
at the classroom, the team or the whole-school level.
The school improvement planning cycle provides school leaders with
the means to ensure that their evidence-based goals for improvement
are translated into every classroom, and that teachers are
effectively supported to ensure classroom strategies are applied
for maximum impact. At the same time, we know that the complexity
of the educational needs for many Aboriginal learners requires a
more intensive approach. It also requires a tailored set of
strategies that add value to classroom practice, by:
increasing the prominence of Aboriginal learners in school
improvement conversations
better aligning roles and resources to those actions that have
greatest impact
building flexibility into systems to cater for Aboriginal learners
who are experiencing complex circumstances
maintaining an intensity of effort in the face of illness and other
barriers to learning
guiding proactive discussions about relevant support
mechanisms
raising learners’ influence when describing their learning
goals
ensuring that families are knowledgeable about their child’s
progress and support.
This resource will enable school leaders, in consultation with
teachers and community members, to clearly design data-informed
tracking and monitoring processes that identify the literacy and
numeracy needs of Aboriginal children and young people within their
educational and community context. It is paramount that the
learning needs of Aboriginal students, (particularly in the areas
of literacy and numeracy), are prominent within each school.
When read in conjunction with the Aboriginal Learner Achievement
Quality Matrix, this resource provides advice on how to identify
and implement a set of actions at the whole-school, team and
classroom level. These documents are complementary and will benefit
the school’s literacy and numeracy priorities and associated
classroom strategies within the school improvement cycle.
The improvement strategies identified in this resource complement,
and build on, research-based Department for Education resources
already in place across schools that include:
The School Improvement Handbook
Literacy and Numeracy guidebooks
Best Advice Series: Numeracy
Best Advice Series: Literacy
Literacy and Numeracy First document
Improvement Dashboard
8 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
Principles guiding improvement actions for raising Aboriginal
learner achievement
The Aboriginal Education Strategy 2019 – 2029 outlines 5 principles
to guide the implementation of the strategy in schools and
preschools.
These principles underpin the strategic actions reflected in this
resource and in the quality tools, and thereby influence the
thinking, planning and implementation of strategies that support
the literacy and numeracy achievement of Aboriginal learners.
Highest expectations
We will have the highest expectations for Aboriginal learners’
achievement.
For raised Aboriginal learner achievement in literacy and numeracy,
this means that those expectations will be articulated through
relevant learning goals established with students and their
families. It also means that principals and their staff must
articulate and model high expectations of themselves in the
interests of Aboriginal learners.
Accessibility and responsiveness
We will partner with families and communities to create culturally
safe and inclusive learning environments, identify opportunities
for growth, and respond to barriers for Aboriginal learners.
For raised Aboriginal learner achievement in literacy and numeracy,
this means ensuring that families are actively and respectfully
included in discussions about each child’s progress, achievements
and future goals.
Culture and identity
We will acknowledge, value and respect Aboriginal knowledge, wisdom
and expertise, including our existing Aboriginal staff and
learners, and we will adopt local approaches to teaching Aboriginal
histories, culture and languages.
For raised Aboriginal learner achievement in literacy and numeracy,
this means that schools acknowledge that Aboriginal learners bring
a wealth of language, culture and experiences to their literacy and
numeracy learning.
Community engagement
We will hear, seek and respect the voices of Aboriginal people and
their representative organisations, and encourage participation of
Aboriginal learners, parents, carers, families and communities
across our services.
For raised Aboriginal learner achievement in literacy and numeracy,
this means that families are included as meaningful partners in
supporting each student's learning.
Aboriginal Learner Achievement | Leaders’ Resource | Quality school
improvement planning 9
Accountability
We will be transparent and accountable for improving learning
outcomes, using allocated resources to support the growth and
development for all Aboriginal learners.
For raised Aboriginal learner achievement in literacy and numeracy,
this means that principals demonstrate their commitment to each
Aboriginal learner and embrace the responsibility for ensuring that
relevant improvement strategies are properly implemented.
Principals also ensure that their staff equally embrace
responsibility for enacting improvement strategies at the whole-
school, team and classroom levels.
Research shows that broader enabling factors positively impact on
improvement strategies employed to raise Aboriginal attendance and
learner achievement (ACER 2013).
Advice from South Australian school leaders reinforced the
importance of 4 important enabling factors necessary to develop a
truly supportive learning environment that not only meets the needs
of Aboriginal learners but can also directly impact on attendance.
These are:
a strong professional culture with culturally responsive
professional learning and high levels of professional
capacity
a relational and culturally respectful school environment that
recognises the languages, knowledge and experience of Aboriginal
people
a safe and stable learning environment that accepts and respect all
learners, and provides a culturally relevant pedagogy, while
reinforcing high expectations, resilience and perseverance
the provision of efficient procedures to access support services
and site-specific programs that promote learner engagement and
attendance, including the use of mentoring programs and vocational
pathways.
These enabling factors build on the 5 principles, and support the
development of a strong, consistent whole-school approach, which is
culturally sensitive, contextual, and features:
quality pedagogy
practice agreements
role clarity
School communities have a range of contexts and include variations
in enrolments, location, community involvement and resources.
Nonetheless, all learners deserve to access quality pedagogy and
curriculum support networks, learning environments and experiences
that are learner-centred and contextual, in order to achieve growth
and success. This resource, and associated quality tools, are
framed in ways that reinforce the importance of school leaders
focusing on all Aboriginal learners, irrespective of enrolment
numbers.
10 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
Reaching high achievement targets for Aboriginal learners requires
consideration of how the school supports continuous improvement,
and how well the school functions as a system of interdependent
elements.
This resource is centred on 6 essential interrelated elements of a
school-wide system, which together form the foundation for schools
to explicitly improve literacy and numeracy outcomes for Aboriginal
learners. Guiding questions for each of the elements provide
direction for school planning and focused actions. Each element is
not meant to be read independently, but in reference to each other.
They add value to existing literacy and numeracy planning and
strategies within each school.
A 1-page synopsis of the 6 key elements is provided for your
reference in the supporting documents section of this
resource.
Overview of the 6 key elements to raise Aboriginal learner
achievement
The six interrelated elements are:
Data-informed planning
Assuring consistent, high-quality classroom practice
Applying rigorous, evidence-based learning interventions
Engaging families as partners in literacy and numeracy
learning
Promoting the continuity of learning.
Aboriginal Learner Achievement | Leaders’ Resource | Quality school
improvement planning 11
The collection and strategic analysis of assessment data to inform
literacy and numeracy improvement priorities for Aboriginal
learners at the school, team and teacher level. The effective use
of data to inform school decisions and teacher practice for each
Aboriginal learner.
Guiding questions:
How does the school effectively collect data for Aboriginal
learners?
How does the school support deep analysis of individual learner
data?
How does the school ensure Aboriginal learners are prominent in
improvement planning?
Data-informed planning
The ongoing monitoring of learning growth and achievement in
literacy and numeracy for Aboriginal learners to inform improvement
actions and goal-setting.
Guiding questions:
How does the school track, monitor and review the growth and
achievement of every Aboriginal learner?
How does the monitoring of progress inform Aboriginal learner
literacy and numeracy goals?
Tracking and monitoring growth and achievement
12 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
The continuous building of high-quality practice to deliver on
whole-school commitments to action that will directly impact on
Aboriginal achievement.
This is supported by relevant professional learning, together with
performance development systems and processes.
Guiding questions:
How does the school ensure a collective ‘commitment to action’
towards raising the achievement of all Aboriginal learners in
literacy and numeracy?
How does the school continuously build teacher capacity for raising
literacy and numeracy achievement of Aboriginal learners?
How do the school’s performance development processes ensure
quality practice is evident for every Aboriginal learner?
Assuring consistent, high quality classroom practice
Effective and targeted learner interventions that support and/or
extend Aboriginal learner achievement.
Guiding question:
How does the school effectively provide literacy and numeracy
intervention for identified Aboriginal learners?
Applying rigorous, evidence- based learning interventions
Aboriginal Learner Achievement | Leaders’ Resource | Quality school
improvement planning 13
Data-informed conversations with Aboriginal families about the
growth, achievement and successes of their child, and the
strategies to best support them.
Guiding questions:
How does the school ensure that there are culturally respectful and
purposeful conversations with families about:
- learner progress and achievement based on evidence?
- the support provided by the school for the learner?
- the ways in which the family can support the learner’s growth in
literacy and numeracy?
The comprehensive sharing of detailed information about each
Aboriginal learner's progress when there is a change of teacher or
school.
Guiding questions:
How does the school facilitate the effective sharing of information
about each Aboriginal learner’s progress within the school?
How does the school organise for the sharing of literacy and
numeracy information as part of cross-site transition
processes?
The following section aims to provide more detail and information
about each of the 6 key elements, as well as descriptions of how
they further amplify Aboriginal learner achievement in literacy and
numeracy.
The information relates to each key element. However, it is not
exhaustive, and comprehensive planning requires leaders and
teachers to contextualise the strategy to meet the needs of their
learners, school and community. The Literacy and Numeracy
guidebooks also provide further direction, improvement strategies,
and support for leaders in their improvement planning
journey.
Each of the following sections contains a:
- re-statement of the overall description and guiding
questions
- brief explanation of relevant terms
- description of why this element is important
- summary of relevant improvement actions
- description of possible intended impacts
- set of other things to consider.
Each of these supports the implementation of the Aboriginal Learner
Achievement Quality Matrix and completion of the Aboriginal Learner
Achievement Action Template.
Engaging Aboriginal families as partners in literacy and numeracy
learning
Promoting the continuity of learning
14 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
Data-informed planning refers to the collection and strategic
analysis of assessment data to inform literacy and numeracy
improvement priorities and practice for Aboriginal learners at the
school, team and teacher level.
Schools need to implement and utilise well-defined data management
systems and practices, along with structures that support the deep
analysis and effective use of data. Teachers should have access to
key data sets and be supported to inform quality teaching practice
for each Aboriginal learner.
Important terms
The Aboriginal Learner Achievement Quality Matrix for this element
refers to a number of terms that are explained below.
Assessment and reporting schedule is a document that captures all
relevant assessment collection processes and plots them with
timelines against each term. It outlines the responsibilities for
assessing, collecting and managing relevant data.
Data management systems are electronic means of storing, describing
and analysing data in a range of ways. They are compatible with the
Improvement Dashboard.
Literacy and numeracy planning process is a whole-school
improvement plan that describes literacy and numeracy learning
goals and actions.
Fine-grained assessment refers to assessments that examine very
specific aspects of learning (eg phonological awareness as an
aspect of reading).
Guiding Questions
How does the school effectively collect data for Aboriginal
learners?
How does the school support deep analysis of individual learner
data?
How does the school ensure Aboriginal learners are prominent in
improvement planning?
Key element 1 Data-informed planning
Aboriginal Learner Achievement | Leaders’ Resource | Quality school
improvement planning 15
Why data-informed planning is important
Data-informed conversations are imperative for successful
curriculum planning to ensure the educational and wellbeing needs
for each learner are met within the school context.
A comprehensive and well-structured data collection process will
inform improvement goals and provide information about each
Aboriginal learner’s literacy and numeracy achievement, in addition
to wellbeing information. The data collection and analysis will
support the identification of learners who require additional
support in literacy and numeracy.
The role of leaders is essential to the timely collection, analysis
and maintenance of data systems and requires a relentless focus on
improving literacy and numeracy outcomes for Aboriginal
learners.
It is essential that data literacy support is provided to staff to
understand and establish well-documented data collection and
analysis processes that will:
identify and capture data for all Aboriginal learners
inform strategic planning aligned to improvement goals and
targets
inform teacher practice
support the formation of learning interventions
enable setting of aspirational goals for Aboriginal learners
identify and share strengths of each Aboriginal learner.
School level data analysis should be about helping schools
understand if they are achieving their purpose and guiding
principles and meeting the needs of all students—and, if not why
not? (Bernhardt 1998)
Key Elements
16 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
N.B. The Department for Education One Plan is an online
personalised learning plan that contains information to support a
child’s inclusion and achievement in school.
Schools will use a range of systems and processes for data
collection and analysis to inform and guide planning. Leaders will
drive these processes and support teachers at an individual and
team level to analyse data, by allocating time and providing
relevant professional learning.
Effective improvement actions
Build individual Aboriginal learner profiles. These are drawn from
student information and includes strengths, interests, potential
barriers to learning, family considerations, and student
performance reports containing assessment results, evidence of
growth, intervention provided, and attendance and behaviour
data.
Ensure that teachers and support staff clearly understand the
learning data for each Aboriginal learner. This may include the use
of a ‘Data Wall’ to make the data ‘visible’. Data is compared
against standards and benchmarks with regular scheduled
conversations during professional learning team meetings.
Support teachers in analysing and using learner data to:
- determine and document appropriate literacy/numeracy goals and
document these goals in each Aboriginal learner’s One Plan
- inform teaching practice.
Create rigorous school systems and processes to identify Aboriginal
learners at risk of not achieving expected growth in their
learning, and any relevant intervention programs and
strategies.
Provide the necessary resource allocation to ensure appropriate and
effective support is received by Aboriginal learners.
Improvement actions
Intended impact of data-informed planning
Learning data is readily accessible.
Aboriginal learners are prominent in improvement planning, with
identified learning goals recorded in One Plan.‘Baseline’ data in
relation to defined benchmarks and standards is identified.
Specific learning needs of individual Aboriginal learners is
identified.
Access to additional support from the department’s student support
services as required.
Support is provided for teachers to provide for multiple entry and
exit points for learners along learning continuums.
Outcomes in perception data surveys (eg attitudes to learning and
sense of belonging and future) are improved.
An increase in the level of engagement is achieved, and lead to
improved learning outcomes for Aboriginal students in all areas of
learning across the curriculum.
Aboriginal learners are engaged in data conversations.
Other things to consider
It is acknowledged that some students arrive at a school with
little learning data. The same complexities that lead to low levels
of literacy and numeracy may also lead to little or no assessment
of learning.
How will you manage continual access to, and administration of all
assessment regimes throughout the year, to cater for ongoing
enrolments and transience?
Data relating to Aboriginal learners, like any learner, has to be
treated respectfully and confidentially with all relevant
permissions sought and applied.
18 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
Guiding Questions
How does the school track, monitor and review the growth and
achievement of every Aboriginal learner?
How does the monitoring of progress inform Aboriginal learner
literacy and numeracy goals?
Key element
This element refers to the ongoing monitoring of learning growth
and achievement in literacy and numeracy for Aboriginal learners to
inform improvement actions and goal setting.
This means that all schools will have effective systems and
processes in place to track and monitor the progress of all
Aboriginal learners. A collaborative approach is established to
analyse learning data and also to determine effective strategies
for improvement in literacy and numeracy. Well-defined monitoring
processes will support educators and learners in determining and
evaluating individual learning goals.
2
Important terms
The Aboriginal Learner Achievement Quality Matrix for this element
refers to a number of terms that are explained below.
Monitoring of progress is the deliberate scrutiny, evaluation and
review of Aboriginal literacy and numeracy data
Standards and benchmarks refer to the standards and benchmark
levels stated in assessments conducted by schools. This includes
the South Australian Department for Education, Standard for
Educational Achievement (SEA), Australian Curriculum Achievement
Standards and South Australian Certificate of Education (SACE)
standards. Assessments conducted by schools with stated benchmark
levels include the Progressive Achievement Tests (PAT), Running
Record reading levels, the National Assessment Program – Literacy
and Numeracy (NAPLAN) and other school-based assessments.
Literacy and numeracy goals refer to 2 types of learning goals.
Both are specific, measurable, attainable, realistic, time-bound,
agreed upon and reviewed: ie SMARTAR.
1. Summative learning goals outline the intended learning outcomes
for each Aboriginal learner. These are documented or recorded in
the learner’s One Plan
2. Formative learning goals provide the next steps in learning for
each Aboriginal student.
Tracking and monitoring growth and achievement
Aboriginal Learner Achievement | Leaders’ Resource | Quality school
improvement planning 19
Why tracking each learner’s growth and achievement is
important
The key purpose of tracking student achievement and growth is to
identify what is working and what needs to change – in a timeframe
that enables effective change and in a way that supports each
student to move forward in their learning.
An integral part of tracking and monitoring is the consideration of
factors that impact on learning, such as family and community,
attendance, student behaviour, motivations and aspirations,
strengths, and areas of need.
South Australian Department for Education data systems, and local
data systems, enable schools to track the growth and achievement of
every Aboriginal learner and to build a comprehensive but
individualised learning profile. These data systems include:
Improvement Dashboard
Education Dashboard
Progressive Achievement Test (PAT) online assessment and reporting
system
Running Record data
External School Review Framework and Report
Assessment results (eg phonics screening check and BrightPath
data)
Australian Curriculum Achievement Standard A-E grades
Formative and summative assessment results
Feedback from Aboriginal learners about themselves as
learners
Attendance, behaviour and wellbeing data
Anecdotal information
Schools should establish clear systems and processes which support
individual and team analysis and the tracking and monitoring of
individual learner data to inform action.
Collaborative work with teams of colleagues, sometimes the whole
staff, sometimes with smaller groups, supported by school
leadership, builds a context in which teachers can interpret and
use data more effectively (Meiers 2008).
Key Elements
Effective improvement actions
Establish systems and processes to track and monitor growth for all
Aboriginal learners.
Use efficient and comprehensive data management systems – which
includes the Improvement Dashboard – managed by identified key
personnel.
Provide strong leadership to drive the implementation and
monitoring processes.
Assign responsibilities to key personnel (individuals or
teams).
Establish clear, robust, documented, school- wide processes for
tracking, monitoring and review (who, what, how, when?).
Schedule opportunities for regular and authentic tracking and
monitoring by individuals and teams of teachers.
Provide data literacy training and guidance to support staff to
analyse data (ie What is the data showing? Why is this so? What do
we need to do now?).
Establish Student Review Teams and identify their purpose and
function, track Aboriginal learner achievement and growth, and
implement actions in response.
Build-in meaningful and timely reviews of programs and
strategies.
Determine the level of information and data sharing with specific
groups (ie leadership, professional learning communities, classroom
teachers, Aboriginal learners, families).
Involve Aboriginal learners in tracking and monitoring their own
learning.
N.B. The Department for Education One Plan is an online
personalised learning plan that contains information to support a
child’s inclusion and achievement in school. Improvement
actions
Aboriginal Learner Achievement | Leaders’ Resource | Quality school
improvement planning 21
Intended impacts of effectively tracking growth and
achievement.
Documented and clearly defined whole-school monitoring and review
processes support teachers, students and families in determining
learning goals.
Learning strategies and interventions with the greatest positive
impact are identified and broadened accordingly.
With constant tracking and monitoring of progress, students don’t
‘fall between the cracks’, as learning needs are identified and
strategies implemented.
There are regular and scheduled discussions and review of
Aboriginal student data.
Learner growth is clearly identified and shared with students and
their families.
Comprehensive data and information is readily available for
transition, to support the continuity of learning.
Other things to consider
Establishing clear procedures for tracking and monitoring growth
and achievement of students with high mobility is difficult.
However, schools should endeavour to identify opportunities to
access and distribute continuous learning data with neighbouring
and transitioning schools. This may include access to assessment
schedules and support services visits.
22 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
Key element
3
This element refers to building high-quality practice to deliver on
whole-school commitments to action that will directly impact on
Aboriginal achievement. It also supports the relevant professional
learning and performance development systems and processes.
This means that there is a widely shared, reviewed and agreed set
of practices, articulated by teachers and consistently applied
across classes. A comprehensive and regularly reviewed set of
capacity-building strategies is connected to site priorities.
Documented performance development processes are scheduled, and
clearly connect teacher practice to raising achievement in literacy
and numeracy for Aboriginal learners.
Important terms
The Aboriginal Learner Achievement Quality Matrix for this element
refers to a number of terms that are explained below.
Agreed practices to raise Aboriginal learner achievement are the
whole-school statements of practice that support high expectations
and ensure consistency of language and practice across all
classes.
Continuous building of teacher capacity is the ongoing professional
growth of teachers in developing quality practice and understanding
of Aboriginal learners.
Performance development processes are the ongoing practices that
support staff at all levels to continuously improve their knowledge
and practice. This ensures that their work is in line with school
expectations and in raising each Aboriginal learner’s achievement
in literacy and numeracy.
Guiding Questions
How does the school ensure a collective ‘commitment to action’
towards raising the achievement of all Aboriginal learners in
literacy and numeracy?
How does the school continuously build teacher capacity for raising
literacy and numeracy achievement of Aboriginal learners?
How do the school’s performance development processes ensure
quality practice is evident for every Aboriginal learner?
Aboriginal Learner Achievement | Leaders’ Resource | Quality school
improvement planning 23
Within schools, quality of teachers and teaching has been
established as the most important factor in improving students’
learning (Hattie, 2002; Leigh & Ryan, 2008;
Rowe, 2003; Rowe, 2006).
Why is assuring consistent, high-quality classroom practice
important?
Research suggests that teacher quality accounts for 30 per cent of
the variance in student performance (Hattie 2013).
Commitment to Action
To maximise the achievement of Aboriginal learners, a collective
commitment to action is needed. This includes a visible,
whole-school approach, including consistency and coherence in
teaching pedagogy, curriculum content, and shared language. A
‘team’ with a shared vision, aspirational expectations, and an
unrelenting focus and commitment, has greater ability to
significantly influence and improve learning outcomes for
Aboriginal learners.
When teachers hold aspirational expectations for all Aboriginal
students, they support them to build self-esteem, increase
confidence and improve achievement.
Effective schools have a shared accountability and responsibility
in raising the achievement of all Aboriginal learners and closely
attend to the needs of students requiring extra assistance.
Continuously Building Teacher Capacity
Consistent, high quality teaching does not occur by chance. It
requires processes for continuously building the capacity of staff
to meet the needs of individual teachers in alignment with school
priorities.
Effective teachers provide supportive and strong relationship-based
learning environments. They use learner data to inform their
planning and practice, and aspire for Aboriginal learners to attain
the highest educational standards. The ongoing professional growth
of teachers in continuously developing quality practice, cultivates
a growth mindset leading to improved learning outcomes for
Aboriginal learners.
Performance Development
A performance development culture has a clear focus on improving
teaching as a powerful means of improving learner outcomes. Schools
establish processes to develop a shared understanding of quality
practice through professional dialogue, observation, constructive
feedback, professional learning and coaching.
Effective performance development processes that are directly
linked to improving classroom teaching have been shown to increase
teacher effectiveness by as much as 20 - 30%. (Jensen and Reichl
2011)
'Studies suggest that students with a highly effective teacher
learn twice as much as students with a less effective teacher'
(Australian Institute for Teaching and School
Leadership).
24 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
N.B. The Department for Education One Plan is an online
personalised learning plan that contains information to support a
child’s inclusion and achievement in school.
Effective improvement actions
Develop a collective commitment to improvement, and document this
in statements which drive direction and action (agreed vision,
mission, beliefs, values, commitment).
Implement whole-school approaches and impress high expectations,
through:
- consistent approaches and/or programs
- shared language.
Ensure literacy and numeracy is everyone’s business – across all
year levels and in all areas of curriculum.
Use a variety of coaching and support models including peer,
leader, expert, mentor, and professional buddy.
Provide ongoing, quality, instructional leadership and professional
learning, which supports school priorities and targets individual
needs.
Establish ‘Professional Learning Communities’ supporting a model
for team collaboration and inquiry.
Use classroom ‘walk throughs’ as part of instructional
leadership.
Develop effective performance development processes which include
plans, goals, actions and feedback closely aligned with school
improvement priorities.
Differentiate literacy and numeracy to cater for individual
learning needs. (Refer to the Best Advice Series – Literacy, Best
Advice series – Numeracy, Literacy and Numeracy First – Primary
Years Focus, and Literacy and Numeracy guidebooks).
Implement classroom practices that engage and intellectually
stretch Aboriginal learners.
Improvement actions
Intended impact of assuring consistent, high quality classroom
practice
An improvement in the growth and achievement of Aboriginal learners
is achieved.
Relationships with families of Aboriginal students are
strengthened.
Classroom practices continually improve to support more meaningful
learning for all Aboriginal students.
Teacher motivation, and commitment to raise achievement of
Aboriginal learners, increases.
There is ‘buy-in’, and engagement of teachers in their work to
support growth of Aboriginal learners is strengthened.
The speed of change towards improvement is accelerated.
A collaborative culture of internal accountability, collective
expectations and improvement actions is built.
A shared understanding of quality teaching is developed.
Leadership is shared and advocated at all levels.
Engagement and attendance improve.
Other things to consider
Research indicates the importance of:
- understanding the ‘code-switching’ required of Aboriginal
students between home and school
- structured, culturally appropriate approaches to learning
literacy and numeracy, such as ‘scaffolding’
- culturally safe learning environments
- school as a place of belonging and relevance.
26 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
Key element 4 Applying rigorous, evidence-based learning
interventions
This element refers to effective and targeted learner interventions
which support and/or extend Aboriginal learner achievement.
This means that principals and their staff establish school systems
to identify and provide appropriate learning support and/or
intervention programs early, to enable Aboriginal students to
successfully enrich their literacy and numeracy skills.
Important terms
The Aboriginal Learner Achievement Quality Matrix for this element
refers to a number of terms that are explained below.
Learner intervention means providing targeted, additional literacy
and numeracy support for Aboriginal learners
Intervention programs are the evidence-based approaches that draw
on the recommended literacy and numeracy programs outlined in the
Literacy and Numeracy First document and Best Advice series.
Guiding Questions
How does the school effectively provide literacy and numeracy
intervention for identified Aboriginal learners?
Aboriginal Learner Achievement | Leaders’ Resource | Quality school
improvement planning 27
Students who are taught by expert teachers exhibit an understanding
of the concepts targeted in instruction that is more integrated,
more coherent, and at a higher level of abstraction, than the
understanding achieved by other students (Hattie 2003).
Why are rigorous, evidence-based, learning interventions important?
Without early intervention, gaps in literacy and numeracy knowledge
become wider, resulting in learners not keeping up, losing interest
and falling behind. It also has an impact on self-efficacy and
self-worth.
While not all children develop reading ‘skills’ at the same rate,
it is generally considered that children should learn to read by
age 7. Intervention programs are often implemented during year 1 at
school.
Children start school with a wide range of literacy experience and
knowledge. Some children benefit from additional support to enable
them to thrive academically and socially.
A high proportion of Aboriginal learners continue to experience
difficulties in the middle and upper years of school despite early
intervention, or for whom early intervention was not
received.
Support may be more effective during these years of schooling, if
provided in-class, with sufficient scaffolding to do the same
high-level tasks as would be expected at this year level. This
approach is based on Vygotsky’s theory of ‘Zone of Proximal
Development’, that learning occurs when a teacher supports or
‘scaffolds’ learners to do tasks that are well beyond their
independent abilities.
'In the primary school, it is possible for teachers to manage
students with weak literacy. It is not possible for any student
with weak Australian Standard English literacy skills, to handle
the secondary school curriculum, unless it is modified to a low
level. Early intervention is paramount to raising achievement'
(Rose 2015).
Key Elements
28 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
N.B. The Department for Education One Plan is an online
personalised learning plan that contains information to support a
child’s inclusion and achievement in school.
Effective improvement actions
Systematically schedule data-informed intervention programs, in
addition to classroom learning that are targeted, purposeful and
time-limited. (Refer Best Advice Series – Literacy, Best Advice
series – Numeracy, Literacy and Numeracy First – Primary Years
Focus, Best Advice: Intervention to address literacy and numeracy
learning difficulties and Literacy and Numeracy Guide books).
Implement review processes, which use assessments (reception to
year 9) to identify learners at-risk, and the specific learning
gaps in literacy and numeracy knowledge and skill.
Provide relevant professional learning for support staff who
provide intervention support programs with Aboriginal
learners.
Establish explicit, intensive small group instruction as a strategy
for targeting gaps in literacy and numeracy learning. This may
include the support of additional staff in working groups.
Set up responsive support strategies, such as mentoring programs,
and learning ‘buddies’.
Improvement actions
Aboriginal Learner Achievement | Leaders’ Resource | Quality school
improvement planning 29
Intended impacts of rigorous learning support and
intervention
The earlier a child learns to read, the better the child reads and
the more they enjoy reading.
Early identification of learners who may benefit from intervention
support, drastically reduces the chance of learning difficulties
compounding throughout schooling and supports higher-level
achievement.
A school-wide system for intervention leads to an increased
accountability for all learners to achieve.
The development of early reading and maths skills by a child at age
7, significantly and positively impacts that learner’s
future.
Intervention ensures support for Aboriginal learners in mastering
Standard Australian English (SAE).
Other things to consider
a relationships-based and strengths-based ‘can do’ approach to
teaching
an excitement around, and celebration of, learning progress and
success
a safe learning zone, where students feel positive about the
support provided and progress made
continuous praise and encouragement where warranted
non-judgemental approaches, for example, a non-judgemental and
welcoming start to the day regardless of lateness or absence.
30 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
Key element
Engaging Aboriginal families as partners in literacy and numeracy
learning
5
Building a conversational culture is at the heart of developing
strong connections between families and schools. This element
refers to the data-informed conversations with Aboriginal families
about the growth, achievement and successes of their child and the
strategies to best support them.
This means cultivating culturally respectful environments that
enable purposeful conversations about student progress, the support
provided by the school, and ways in which the family can support
their child’s literacy and numeracy development.
Important terms
The Aboriginal Learner Achievement Quality Matrix for this element
refers to a number of terms that are explained below.
Data-informed conversations are the 2-way conversations about
perceptual data (information about how stakeholders feel or what is
observed through surveys, questionnaires and observations) and
performance data (information on how learners are performing and
includes assessment results, and attendance data)
Proactive strategies are the organised strategies schools implement
to engage Aboriginal families as active participants in their
child’s learning.
NB: The term ‘families’ includes many different carer roles,
including grandparents, custodial parents, other relatives and,
where relevant, the wider community.
Guiding Questions
How does the school ensure that there are culturally respectful and
purposeful conversations with families about:
learner progress and achievement based on evidence
the support provided by the school for the learner
the ways in which the family can support the learner’s growth in
literacy and numeracy?
Aboriginal Learner Achievement | Leaders’ Resource | Quality school
improvement planning 31
Why it is important to engage Aboriginal families as partners in
literacy and numeracy
Families can play an important role in helping their children to be
confident and enthusiastic learners. Engaging families in the
child’s education improves the child’s educational attainment and
ongoing engagement in school (Higgins & Morley 2014).
Families and schools need to work together to support successful
learning outcomes for each Aboriginal learner. Schools
should:
establish respectful and trusting relationships with families
encourage mutual communication
provide support to engage parents as partners in their child’s
learning.
Families need to feel valued and welcomed. Engaging families as
partners in learning takes time and commitment.
Schools that share purposeful conversations with families about and
their child’s learning, empower parents and help to build strong
connections.
An emphasis on opportunities is more beneficial than a focus on
obstacles. Benefits to learners are heightened when schools and
families take actions together to achieve improvements, and monitor
their combined impact over time.
School partnerships with Aboriginal families and communities thrive
when multiple opportunities are presented to initiate
conversations, using flexible methods and engagement
strategies.
'A potential barrier to the engagement of Aboriginal families, is
the cultural disconnect between families and schools. Values
fostered by schools are not always consistent with the values that
are important to Indigenous families. According to research at
Western Sydney University, many teachers lack the skills and
confidence to understand the different perspectives on learning
that Aboriginal families have. This lack of awareness prevents
parents from feeling included in the school community, thereby
reducing their involvement in their children’s education' (Woodrow
2016).
You can’t have a partnership without a relationship, and you can’t
have a relationship without a conversation. You’ve got to start the
conversation. Everything starts here… (Australian Government
Department of Education, Employment and Workplace
Relations 2009).
Key Elements
32 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
N.B. The Department for Education One Plan is an online
personalised learning plan that contains information to support a
child’s inclusion and achievement in school.
Effective improvement actions
Build relationships starting from the enrolment process. When
families arrive at school, staff ensure a welcoming, inclusive and
comfortable start at the school and involve support staff.
Introduce new families to all staff, (not just the class teacher).
Provide a reference document with names, photos and roles of each
member of staff.
Develop positive relationships through increased representation of
Aboriginal parents on governing councils and school committees.
Seek and listen to opinions and feedback.
Arrange for professional learning to support cultural awareness,
such as:
- Working Together - Cultural Awareness module
https://tinyurl.com/yygkdvzm
- Aboriginal Perspectives – Developing your Understanding (video)
https://tinyurl.com/yyezb7rb
Celebrate Aboriginal culture through events.
Provide Aboriginal spaces on school grounds.
Initiate informal conversations about children’s learning whenever
possible, for example during school social occasions, at barbeques,
in the carpark before and after school, and on the phone.
Work together with families to track and monitor learner growth and
achievement.
Contact parents regularly to share growth and successes about their
children.
Ensure that a range of strategies – including visual resources and
relevant graphics – are applied so data is easily understood by
families.
Schedule career pathway meetings with families, teachers, support
staff and students.
Establish sustainable mentoring programs – including engaging older
Aboriginal learners – to develop long-term relationships, involving
students, mentors and families. Where possible, commence these as
part of the enrolment process.
Actively support parent involvement and seek their views and
feedback in developing One Plan goals and interviews.
Involve and support parents to be part of the ‘team’ around the
child.
Improvement actions
Intended impacts of engaging Aboriginal families as partners in
literacy and numeracy
Families are empowered through better understanding of the growth
and achievement of their child and of the support available.
Sustained improvement of literacy and numeracy learning outcomes is
achieved.
Wellbeing and connectedness of students is improved.
There is a greater engagement and commitment of students in their
literacy and numeracy learning.
Attendance increases.
Family and community involvement and satisfaction with the school
improves.
A Reconciliation Action Plan based on trust and respect of
Aboriginal histories and cultures is created.
Levels of learner confidence, resilience and effort increase.
Other things to consider
All staff need to be welcoming, supportive and respectful of
Aboriginal culture.
Encourage non-judgemental mindsets.
Include cultural connection as part of the school environment, for
example, displays of language, Aboriginal flag, an appropriate
Acknowledgement of Country.
Create ‘safe environments’ for conversations. The administration
area is not often considered ‘safe’.
Identify opportunities for families and community members to share
and build on their knowledge and home language experiences.
34 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
Promoting the continuity of learning
Key element 6
This refers to transition from year to year, teacher to teacher and
school to school. It enables learners to build on previous
learning, leading to improved levels of achievement as a
result.
This means that schools need to implement systems to effectively
share comprehensive, detailed information about each Aboriginal
learner’s progress when there is a change of teacher or
school.
Important terms
The Aboriginal Learner Achievement Quality Matrix for this element
refers to a number of terms that are explained below.
School-wide processes for sharing literacy and numeracy data are
the organised and scheduled in-school processes for sharing
relevant perceptual and performance information and data.
Transition processes are the organised and scheduled processes for
sharing relevant information between teachers, schools and
Aboriginal families, and may include school tours and visits, and
enrolment and transition meetings with relevant stakeholders.
Guiding Questions
How does the school facilitate the effective sharing of information
about each Aboriginal learner’s progress within the school?
How does the school organise for the sharing of literacy and
numeracy information as part of cross-site transition
processes?
Aboriginal Learner Achievement | Leaders’ Resource | Quality school
improvement planning 35
Why ensuring continuity of learning is important
Effective transitions are critical to the development of Aboriginal
learners’ self-worth, confidence and resilience, and ongoing
success at school.
Successful, continuous learning requires a consistent and
coordinated approach. When there are seamless transition processes,
schools, Aboriginal learners and their families benefit from the
synchronised sharing of literacy and numeracy data and
information.
Information about Aboriginal learner progress, growth, and
achievement in literacy and numeracy is shared for teachers to
implement effective and timely decisions in planning, and provide
quality learning experiences. This enables:
an earlier commencement to learning
earlier provision of any required intervention
the sharing of effective strategies for academic and social
development.
Sharing of literacy and numeracy information between sites and
teachers ensures continuity of learning and wellbeing. Having this
prior knowledge allows for smoother transition.
Consistent approaches will help families of Aboriginal learners to
support their child at all entry and exit points.
'When there is a consistency from one learning environment to the
next and communication and collaboration among educators, children
are able to establish connections between lessons, between ideas
and processes within a topic, between topics, and between learning
from one year to the next' (The National Academies Press,
2019).
Children’s and families’ sense of belonging in a setting is
strengthened by transition practices that respond to their
individual interests, abilities and strengths…Who children become
in a new setting partly depends on thoughtful, respectful and well
planned transition practices (Kennedy, 2013).
Key Elements
36 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
N.B. The Department for Education One Plan is an online
personalised learning plan that contains information to support a
child’s inclusion and achievement in school.
Effective improvement actions
Establish a systematic transition process to enable transference of
well-documented literacy and numeracy data.
Conduct regular meetings to ensure transition is targeted,
purposeful and planned for each Aboriginal learner.
Implement comprehensive planning to support handovers, prior to the
start of classes in the following year.
Collaborate with all subject teachers in secondary schools to set
goals and share approaches to support Aboriginal learners. This
builds consistency of practice for teachers and Aboriginal
learners.
Involve Aboriginal support staff in scheduled and incidental
transition activities.
Plan regular communication strategies between staff of neighbouring
sites.
Hold student review meetings prior to transition (ie case manage
each Aboriginal learner).
Nominate a key contact for Aboriginal learners with
disabilities.
Ensure transition expectations and processes are integral
components of school induction processes at the start of the year
and commencement of employment.
Ensure Aboriginal learners and their families are included as
integral components of school transition processes, for example,
through 5-week ‘check-ins’ to discuss progress, SACE/VET
progressions, and career pathways.
Improvement actions
Why ensuring continuity of learning is important
Sharing of relevant literacy and numeracy and information is
communicated in a timely manner.
Consistent approaches support families to engage with their child
at all entry and exit points.
Learner engagement is increased.
Increased levels of Aboriginal learner confidence and connection
with new teachers and/or with new sites are achieved.
SACE completion rates for Aboriginal learners increase.
Support staff are actively involved in transition processes.
Families of Aboriginal learners are involved and familiar with the
transition process.
Increased connection between sites supports smoother transitions
for Aboriginal learners from site to site.
Attendance rates improve.
Other things to consider
Aboriginal learners bring a wealth of knowledge, skills and
experiences when they transition. Teachers can improve the success
of the transition when the value of the relationship to the land,
traditional languages and the learner’s position within their
family and community is acknowledged and recognised as being of
high importance.
It is important for schools to acknowledge first language and that
it is highly valued and respected. Providing opportunities to share
and use first language will support learning Standard Australian
English.
38 Aboriginal Learner Achievement | Leaders’ Resource | Quality
school improvement planning
References Aboriginal Education Strategy 2019 to 2029, Government
of South Australia
ACER (July 2011) Literacy and Numeracy Learning: Lessons from the
Longitudinal Literacy and Numeracy Study for Indigenous Students.
ACER Research Monograph 65. Purdie, N. Reid, K. Frigo, T, Stone, A
and Kleinhenz, E. Retrieved from
https://research.acer.edu.au/cgi/viewcontent.
cgi?article=1006&context=acer_monographs
ACER (2013) Making a Difference: Improving outcomes for Indigenous
learners, Camberwell, Victoria: Australian Council for Educational
Research.
ACER (Feb 2013) Literacy and Numeracy Interventions in the Early
Years of Schooling: A Literature Review. REPORT to the Ministerial
Advisory Group on Literacy and Numeracy. Retrieved from
https://research.acer.edu.au/cgi/viewcontent.
cgi?article=1019&context=policy_analysis_misc
Australian Curriculum, Assessment and Reporting Authority 2018,
NAPLAN Achievement in Reading, Writing, Language Conventions and
Numeracy: National Report for 2018, ACARA, Sydney
Bernhardt V (1998) https://nces.ed.gov/pubs2007/
curriculum/pdf/multiple_measures.pdf Accessed July 9 2019
Fullan M & Quinn J (2016) Coherence The right drivers in action
for schools, districts and systems, United Kingdom: Corwin
Fox, S. and Olsen, A. (2014). Defining Parental Engagement:
Technical Report Part 1. Canberra:ARACY
Government of South Australia , Department for Education and Child
Development, Early years framework, Perspectives on Aboriginal and
Torres Strait Islander Cultural Competence, The journey for
educators: Growing competence in working with Australian Aboriginal
and Torres strait Islander Cultures, Retrieved June 24 2019,
https:// www.education.sa.gov.au/sites/g/files/net691/f/
persepctives_on_aboriginal_torres_strait_islander_
cultural_competence.pdf
Hattie, J.A.C. (2003, October). Teachers make a difference: What is
the research evidence? Paper presented at the Building Teacher
Quality: What does the research tell us ACER Research Conference,
Melbourne, Australia. Retrieved from http://research.
acer.edu.au/research_conference_2003/4/ Accessed July 7 2019
Hattie, J.A.C (2012) Visible Learning For Teachers: Maximising
impact on learning, USA: Routledge
Higgins D and Morley S 2014. Engaging Indigenous parents in their
children’s education. Resource sheet no. 32. Produced by the
Closing the Gap Clearinghouse. Canberra: Australian Institute of
Health and Welfare & Melbourne: Australian Institute of Family
Studies
Supporting documents The Aboriginal Learner Achievement Quality
Matrix is framed by 6 key elements and describes how relevant
strategies can be leveraged across the school to have the greatest
impact for Aboriginal learners. It is designed to enable leadership
teams to describe degrees of implementation to determine next steps
in developing school structures and processes, aligned to the
school improvement cycle.
By describing implementation through degrees of quality, it also
ensures that school leaders can prioritise actions and the
allocation of resources.
Therefore, it should be used in conjunction with the Aboriginal
Learner Achievement Action Template.
The Aboriginal Learner Achievement Key Element Synopsis provides a
summarised version of the elements and includes an elaboration, key
focus areas and guiding questions.
The 3 supporting documents can be accessed by following the
links.
Aboriginal Learner Achievement: Quality Matrix
Aboriginal Learner Achievement: Action Template
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Actions for leaders
Leaders build capabilities of literacy leaders to support whole
school improvement
Develop expertise of literacy leaders who can interpret the
literacy data and are able to engage with the Australian Curriculum
literacy learning continuum, National Literacy Learning
Progression1, and NAPLAN and PAT–R assessment criteria, to support
teachers work.
Use the expertise of literacy leader/s to build on the principle of
a gradual release of responsibility to inform handover to students’
independent use of literacy for learning and achievement.
Establish a culture where teachers view assessment as feedback
about their own practice and use this feedback to target what they
need to do next for learner improvement, including:
ensuring authenticity of tasks
identifying what literacy pedagogical content knowledge they need
to develop so their teaching is more targeted
targeting the right level of challenge for students, identifying
which students require scaffolded steps towards success
(strengthening the principle of the gradual release of
responsibility).
Published August 2019