Anthony Micallef

Schools use consistent school-wide processes to identify barriers to learning for groups and individuals and collaboratively determine ways to address those barriers through tailored supports (Queensland Department of Education, September 2023, Curriculum Assessment and Reporting Framework)

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Today’s publication of the 7-10 History, Geography and Visual Arts syllabuses marks another significant milestone in NSW Curriculum Reform with the release of the final suite of reformed mandatory syllabuses for Years 7 to 10. They clearly outline the learning entitlement for all students in NSW, so we can be confident that the student at Bourke will be learning the same things as the student at Bourke Street. These syllabuses take a knowledge and skills explicit approach to their design and development. An approach that emphasises learning that builds on content in the new K-6 syllabuses and prepares students to pursue their highest level of learning in senior secondary. Underpinning these syllabuses is an academic optimism that every student can learn, accompanied with high expectations that every student will learn. Take a look at these syllabuses and some of our other work at https://lnkd.in/gHU4q3pU

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In maximising opportunity to learn EDUCATORS have to achieve four classroom goals: 1. Maximise productivity, and minimise wasted time 2. Apply rules, expectations and consequences for behavior clearly, explicitly and consistently 3. Prevent, anticipate and respond to potentially disruptive incidents 4. Reinforce positive student behaviours.

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This article published today underscores the vital work we're doing at the Y with our OSHC staff on behaviour. Whether it's in a school classroom or after school care, students need a clear understanding of what behaviour is expected of them and routines that will enable the service to be safe so that all students can flourish. Explore our approach further in the article below 👇👇 https://lnkd.in/g2xv3xfA

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🌟 Teacher Workforce and Standards: A Vital Evolution 🌟 In the evolving landscape of education, the professional standards for teachers and principals are under significant focus. Here in Queensland, new standards are being trialled with the potential for national adoption. This initiative is a crucial part of broader efforts to attract and retain a highly qualified workforce and to address workload issues through the National Teacher Workforce Action Plan. As an Education Storyteller and PR Consultant, I witness firsthand the remarkable dedication of educators. These new standards aim to ensure that this dedication is supported and recognized, fostering an environment where teachers and principals can thrive and continue to inspire. Let's champion these efforts and support our educators, who are the backbone of our communities. Together, we can build a stronger, more resilient education system that meets the needs of both students and teachers. #Education #TeacherStandards #ProfessionalDevelopment #TeacherVoicesConsultancy #InspiringCommunities Read more about the National Teacher Workforce Action Plan https://lnkd.in/g5GAhDDR

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I've spent some time today reviewing the guidelines regarding text selection in Australian Curriculum Version 9 looking at this through the lens of providing knowledge-rich curriculum. Statements about including informational texts from 'across the curriculum' and with 'topics being studied in other learning areas' are evident in every year level statement for the English subject area! If you're looking to convince others that great materials such as those from Think Forward Educators or Ochre Education or Reading Reconsidered (Teach Like a Champion) or Core Knowledge Foundation are 'allowed' in light of ACV9 - reviewing the attached doc might be of help. https://lnkd.in/g4wqny5R

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The resurgence of old-school teaching methods in schools, particularly Catholic schools in Canberra and Goulburn, Australia, which have led to significant academic improvements. These schools have adopted a "direct instruction" teaching style under the Catalyst project since 2020. Key points: 1. Academic Success: The return to traditional teaching methods has resulted in record-breaking academic outcomes, particularly in the NAPLAN results. 2. Effective Teaching Techniques: The direct instruction approach emphasizes explicit teaching, structured lesson plans, and clear curriculum materials. 3. Behavioral Improvement: There has been a reduction in disruptive behavior, as students are more engaged and actively learning. 4. Teacher Preparation: Teachers spend more time preparing for lessons, ensuring clarity and consistency in teaching practices. 5. Long-Term Impact: The focus on foundational skills has had transformative effects on students’ learning and engagement, reversing years of academic underperformance. The report published in 2024 highlights how these traditional methods are delivering measurable results, challenging modern educational trends.

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Don't miss out on our upcoming webinar - Curriculum Capers: The Compliance Conundrum Teachers from the Diocese of Bathurst are welcome to join us as we delve into the intricacies of curriculum compliance. Discover practical strategies, insights and best practices to navigate the compliance maze effectively. Save the date and register now for a fun look at an otherwise dry topic. Wednesday 22nd May #CurriculumCapers #Webinar #EducationInsights #ComplianceConundrum Curriculum Capers: The Compliance Conundrum

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According to a recent Australian Education Union (AEU) survey, 39% of early-career teachers plan to exit the profession within a decade. This figure has doubled since 2020, when only 18% expressed such intentions. The reasons behind this exodus are multifaceted, but let’s dissect the core issues. Education360 . . . https://lnkd.in/gqQWasg2 #data #education #data #analytics

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All #students (and their #teachers) have the right to be #safe at #school. However, recent #PISA data show that some Australian students don't always feel safe at school, especially outside the classroom. In this article, published today by Teacher Magazine, I provide an overview of practical ways to enhance safety across the school! While PISA data can help schools identify important areas for improvement, it is important to recognise that the data don’t tell the whole story. While students reported feeling less safe in areas of the school outside of the classroom, we don’t know why. When utilising PISA data to inform a new approach, practice, initiative or program in your school setting, school-specific surveys or discussions with students to gather more information about students’ perceptions of their safety would be a valuable addition. If students report feeling unsafe, it is important to identify why and then use this information to develop contextually appropriate and culturally responsive interventions to enhance safety that address the core reasons why students feel unsafe. Teacher ACER Monash Education https://lnkd.in/g94-6_Nm

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Managing multi-age classes and planning with the Australian Curriculum (for principals and leaders)   School leaders play a pivotal role in selecting effective approaches for managing multi-age classes to ensure optimal student outcomes. This professional learning delves into various models for systematically planning multi-age classes, where students across two or more-year levels are taught together, tailored to the unique needs of the school.   Models Explored: Conceptual Threads Model: Connects lesson sequences across different year levels, emphasising skills, processes, knowledge, and attitudes. A/B Model – Over 2 Years: Teaches learning areas other than English and Mathematics over a two-year period, assessing Achievement Standards collectively. Split Model – English/Mathematics: Teachers cover English and Mathematics by year level, while Science and HASS are taught in multi-age settings. Split Model – Science/HASS: Teachers cover Science and HASS by year level, while English and Mathematics are taught in multi-age settings.   Join this online professional learning to gain insights and practical strategies for implementing these models effectively in your school.   Monday 18th November 2024 - Online Webinar - 3:30pm-4:30pm   Register at: Managing multi-age classes and planning with the Australian Curriculum (for principals and leaders) - Professional Learning Institute https://lnkd.in/dq6W-D_c

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At one level, government funding for across school regional initiatives is fine. What can be more meaningful and what would be helpful to have some system support for, are the real global citizenship opportunities for young people to engage and collaboratively problem solve with each other across countries and regions on real issues. That’s why I like “…the imperative of equipping future…leaders with the skills required to contribute to solving global challenges…ensure that contemporary curricula are informed by global and cross-cultural perspectives…and the need for young [people] to learn how to work collaboratively with their peers from around the world.” As one example, organisations like Generation Global https://generation.global/ provide resources and pedagogical support for schools across the globe to engage in intercultural dialogue and for young people to connect and build the skills and competencies to authentically engage as global citizens.

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One of the most powerful professional learning experiences you can have! ICSEI blends practice, research, and policy at the same time with all of the most influential minds in Education! #professionallearning #collabortation #researchpractice

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Have you seen this? The Parliament of Australia website has a quick guide It has a good overview of the system ( updated 12 Sept 2023). If you are delivering/ studying TAE or know someone in your team who needs a better understanding, please take a look. it includes 🔖 what the sector covers 🔖policy and regulatory responsibilities 🔖funding https://lnkd.in/g-ki5dw7

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Evidence is far superior to philosophy or trend

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✨For eight years, we have been committed to elevating school leadership, recognizing its importance in boosting student learning across the Global South. The 2024/25 GEM Report UNESCO’s focus on school leadership aligns closely with our work and the evidence we have generated over these years. 💡Our CEO, Camila P. shares her reflections on the GEM Report in a recent blog on the UKFIET - The Education and Development Forum blog, highlighting the need to prioritize school leadership. ▶️Check out the blog: https://lnkd.in/e_ePUnYg #SchoolLeadership #LeadForLearning #EducationLeadership #2024GEMReport

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#prime educational services how to manage your school effectively, how to improve Academics, management, Business Development for your school. school auditing is key factor for School Growth and Development for details: https://lnkd.in/gRMmBJp4

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So let’s understand where the real priority solutions lie first. For many many many years students entering all AotearoaNZ Teacher Education yrs Primary incl(yrs7/8) have expressed dislike and fear about maths.They say this is because it was taught so badly from yrs 7/8 upwards with prog especially rushing decimals fractions percentages +…..parts leaving many often most behind.Exactly the same pattern has been described in yrs 9-11 teaching and learning. Teacher Education responded in most Teachers Colleges with two core 25 hour long maths courses each semester over the three years and another 25 hr option yr three -Around 125 hrs. Though Maths staff did amazing recovery and rejuvenation work even this was not enough to recover students from their unhappy unsuccessful yrs7-13 School maths experiences Combined with consistent dramatic growth in school student numbers in Māori and Pasifika and migrants a one fits all English only mentality continued to try to squeeze linguistically and culturally diverse students into identical “be like us” Pakeha boxes continued.TESOL for mastering curriculum content abandoned- It was stunningly successful but very limited underfunded under valued and under staffed. Successive Govts then started cutting the length of Teacher Ed from full three years to approving shortened prog even to One Year giving grads in non maths degrees one course in Maths then less and less hrs allocated …Until mergers with Universities saw many staff become seriously distracted away from pedagogy into enormously demanding PBRF research demands for promotion or even survival. Under Govts funding restrictions from professional funding of $12,000 per student to only $10,000 Arts Faculty allocation. Universities then shortened courses and really shortened hours as low as under 10-12 per maths and literacy courses.Great staff objected and battled this with significant evidence and predicted the consequences of reducing Maths and Literacy courses -These predictions were ignored as PBRF research demands then took over including staff who had very seldom or never themselves taught in a school or who hold a Prof Teaching Registration began to be appointed for their Research PBRF funding and status they brought to Ed Faculties. All this time Primary students and beginning teachers loudly expressed their fears dislike inability to teach Snr Pr /Int School Maths well-Ignored by most Ignored by all really. So knowing,understanding and acting on a historical evidence base is vital in moving on from this situation suggests…. What ? ?? Repeat old mistakes and failures because Might is right? Always in the majority ? Certainly there will be few applicants for Primary Teaching 2025 from AotearoaNZ if NCEA level 2 Maths is required for entry to prog. More than Quick Political Soapbox Fixes needed..and ALLneed to be invited to present res evidence and options that have some possibility of driving long haul back. Mauri ora tātou

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