2015–16

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Department of Education

ANNUAL REPORT

2015–16

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WARNING: This report may contain images and stories of deceased persons.

Published by the Department of Education

Apart from any use permitted under the Copyright Act, no part of this document may be reproduced without prior written permission from the Northern Territory Government through the Department of Education.

Northern Territory Department of Education GPO Box 4821

Darwin NT 0801

www.education.nt.gov.au

ISSN: 2202-929X

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EXECUTIVE Level 14, Mitchell Centre 55-59 Mitchell Street, Darwin Postal address GPO Box 4821 DARWIN, NT, 0801 Tel (08) 8999 5857 Fax (08) 8999 3537 [email protected] The Honourable Eva Lawler MLA

Minister for Education Parliament House DARWIN NT 0800 30 September 2016 Dear Minister,

RE: Department of Education 2015–16 Annual Report

I am pleased to present this report on the activities of the Northern Territory Department of Education from 1 July 2015 to 30 June 2016 in accordance with section 28 of the Public Sector Employment and

Management Act, section 22 of the Education Act, section 12 of the Financial Management Act and section 131 of the Information Act.

To the best of my knowledge and belief as Accountable Officer, pursuant to section 13 of the Financial Management Act, the system of internal control and audit provides reasonable assurance that:

a) proper records of all transactions affecting the agency are kept and that the department’s employees observe the provisions of the Financial Management Act, the Financial Management Regulations and Treasurer’s Directions;

b) department procedures provide proper internal control and a current description of those procedures is recorded in the Accounting and Property Manual, which has been prepared in accordance with the requirements of the Financial Management Act;

c) no indication of fraud, malpractice, major breach of legislation or delegation, major error in or omission from the accounts and records exists;

d) in accordance with the requirements of section 15 of the Financial Management Act, the internal audit capacity available to the agency is adequate and the results of internal audits have been reported;

e) the financial statements in this annual report have been prepared from proper accounts and records and are in accordance with the Treasurer’s Directions;

f) in accordance with the requirements of section 18 of the Public Sector Employment and Management Act, all Employment Instructions issued by the Commissioner for Public Employment have been satisfied and reported for 2015–16; and

g) procedures within the department complied with the requirements of the Information Act.

In addition, the Chief Executive of the Department of Corporate and Information Services (DCIS) has advised that, in relation to items a) and e), and to the best of her knowledge and belief, proper records are kept of transactions undertaken by DCIS on behalf of Treasury, and the employees under her control observe the provisions of the Financial Management Act, the Financial Management Regulations and Treasurer’s Directions.

The Auditor-General has conducted compliance audits during the year to provide audit assurance that DCIS has maintained appropriate controls and record-keeping practices.

Yours sincerely

Vicki Baylis

Acting Chief Executive

DEPARTMENT OF EDUCATION

www.education.nt.gov.au

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OVERVIEW ... 2

ABOUT THE ANNUAL REPORT ... 3

KEY STAKEHOLDERS AND PARTNERS ... 3

LEGISLATIVE REQUIREMENTS ... 3

PROVIDING FEEDBACK ... 3

CHIEF EXECUTIVE’S FOREWORD ... 4

OUR PROFILE ... 6

ORGANISATIONAL CHART ... 8

STRATEGIC PLANS 2013–2015 AND 2016–2018 ... 10

OUR GOALS ... 10

GOAL 1:A GREAT START FOR CHILDREN ...11

INTEGRATED CHILD AND FAMILY SERVICES ... 12

FAMILIES AS FIRST TEACHERS PROGRAM ... 13

NATIONAL QUALITY FRAMEWORK ... 14

PRESCHOOL ... 15

GOAL 2: EVERY STUDENT A SUCCESSFUL LEARNER ...19

INDIGENOUS EDUCATION STRATEGY ... 20

ENGAGEMENT ... 20

SUPPORTIVE LEARNING ENVIRONMENTS AND STUDENT WELLBEING ... 21

PROMOTING HEALTH AND WELLBEING ... 22

LITERACY AND NUMERACY ... 23

COMPLETIONS AND PATHWAYS ... 24

ASIAN LANGUAGES AND CULTURE ... 25

GOAL 3: QUALITY LEADERS, QUALITY EDUCATORS, QUALITY LEARNING ...27

SCHOOL WORKFORCE LEADERSHIP PROGRAMS ... 28

RECOGNISING EXCELLENCE IN TEACHING .... 29

HIGHLY ACCOMPLISHED AND LEAD TEACHERS ... 31

VISIBLE LEARNING ... 31

VISIBLE LEARNING SHOWCASE ... 32

COLLABORATIONS ... 34

MIDDLE YEARS OF SCHOOLING ... 34

QUALITY SECONDARY EDUCATION ... 34

TRANSITION SUPPORT UNIT BUILDING RELATIONSHIPS ... 36

DATA INFORMING QUALITY TEACHING ... 36

GOAL 4: COHERENT AND CAPABLE ORGANISATION ...37

SCHOOL AUTONOMY ... 38

REFORM OF THE EDUCATION ACT ... 39

WORKFORCE PLANNING FRAMEWORK ... 39

LEARNING AND DEVELOPMENT ... 40

PRE-SERVICE TEACHER PROGRAMS ... 41

EARLY CAREERS ... 42

LEADERSHIP PROGRAMS ... 43

PERFORMANCE AND ACCOUNTABILITY... 45

MAJOR INFRASTRUCTURE PROJECTS ... 46

GOAL 5: BUILDING PRODUCTIVE PARTNERSHIPS ...48

SCHOOL ATTENDANCE ... 49

NON-GOVERNMENT EDUCATION ... 50

FINANCIAL ASSISTANCE FOR NON-GOVERNMENT SCHOOLS ... 50

OPERATION OF NON-GOVERNMENT SCHOOLS ... 50

TERTIARY EDUCATION ... 52

INTERNATIONAL EDUCATION AND TRAINING ... 52

BUILDING INTERNATIONAL EDUCATION PARTNERSHIPS ... 53

AUSTRALIAN GOVERNMENT PARTNERSHIPS ... 54

RESEARCH PARTNERSHIPS ... 54

NATIONAL VOCATIONAL EDUCATION AND TRAINING REFORMS ... 54

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS SCHOOL EDUCATION ... 55

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MONITORING OUR PERFORMANCE...56

GOVERNMENT EDUCATION — EARLY YEARS AND PRESCHOOL EDUCATION ... 57

PRIMARY, MIDDLE AND SENIOR YEARS EDUCATION ... 58

NAPLAN ... 59

INTERNATIONAL EDUCATION ... 61

TERTIARY EDUCATION ... 62

NON-GOVERNMENT EDUCATION ... 63

CORPORATE AND GOVERNANCE ... 64

GOVERNMENT EDUCATION — SECONDARY OUTCOMES ... 67

OUR PEOPLE ... 68

WORKFORCE PROFILE ... 69

SCHOOL-BASED EMPLOYEES ... 71

RETENTION OF EMPLOYEES ... 72

EQUITY AND DIVERSITY ... 72

INDIGENOUS STAFF PROFILE ... 74

WORK HEALTH AND SAFETY ... 76

WORKERS COMPENSATION ... 77

EMPLOYEE RELATIONS ... 77

CORPORATE GOVERNANCE ...83

CORPORATE GOVERNANCE ... 84

DELEGATIONS ... 84

PERFORMANCE AND ACCOUNTABILITY... 84

CORPORATE GOVERNANCE FRAMEWORK .... 85

SENIOR MANAGEMENT TEAM ... 87

EXECUTIVE BOARD AND STANDING COMMITTEES ... 90

SCHOOL EDUCATION COMMITTEE ... 91

AUDIT AND RISK COMMITTEE ... 92

BUDGET COMMITTEE ... 93

STRATEGIC HUMAN RESOURCE COMMITTEE ... 94

PROCUREMENT REVIEW COMMITTEE ... 94

INFORMATION MANAGEMENT COMMITTEE 95 EMERGENCY MANAGEMENT COMMITTEE .. 96

ADVISORY BOARDS, COUNCILS AND COMMITTEES... 98

NORTHERN TERRITORY BOARD OF STUDIES ... 98

NON-GOVERNMENT SCHOOLS MINISTERIAL ADVISORY COUNCIL ... 99

PRINCIPAL REFERENCE COMMITTEES ... 100

LEGISLATIVE FRAMEWORK ... 101

COMPLIANCE WITH INFORMATION ACT ... 101

PRIVACY ... 102

RECORDS AND ARCHIVES MANAGEMENT .... 102

RISK MANAGEMENT ... 102

AUDITS AND REVIEWS ... 104

EXTERNAL AUDITS ... 105

INSURANCE ... 106

SUSTAINABILITY ... 107

COMMUNICATION ...111

FINANCIAL REPORT ...113

FINANCIAL STATEMENT OVERVIEW ... 114

COMPREHENSIVE OPERATING STATEMENT ... 122

BALANCE SHEET ... 123

STATEMENT OF CHANGES IN EQUITY ... 124

CASH FLOW STATEMENT ... 125

NOTES TO THE INANCIAL STATEMENTS ... 126

APPENDICES ... 165

APPENDIX 1: HOW TO CONTACT US ... 166

APPENDIX 2: ACRONYMS AND GLOSSARY ... 167

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Department of Education Annual Report 2014–15 - CONTENTS

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OVERVIEW

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ABOUT THE ANNUAL REPORT

This report informs the Minister for Education, the Northern Territory Legislative Assembly and the community on the scope of programs delivered by the Department of Education, its strategic intent and performance during the 2015–16 financial year.

The annual report is an integral part of the

department’s corporate governance framework and fulfils the department’s commitment to accountability and transparency, and obligations under legislation.

This report provides a summary of the department’s activities and progress in achieving planned

strategies, key actions and performance measures against five strategic goals as outlined in

department’s strategic plans, 2013–15, Creating Success Together and 2016–18, Growing Success Together. The department’s expenditure and financial position is also provided in this report.

Performance against the 2015–16 Budget Paper No. 3 and the department’s targets is provided in the Monitoring Our Performance section of this report.

KEY STAKEHOLDERS AND PARTNERS

Young Territorians and their families are the

department’s primary stakeholders. In addition, the department works in partnership with a range of non-government and government organisations to deliver children’s services and education from the early years of life through to the senior years of schooling across the Northern Territory.

LEGISLATIVE REQUIREMENTS

Pursuant to section 28 of the Public Sector Employment and Management Act, section 22 of the Education Act, section 13 of the Financial Management Act and section 131 of the Information Act, this report contains information about the department’s:

• primary functions and responsibilities;

• unique education context and challenges, legislative and organisational governance, workforce and strategic intent;

• specific activities undertaken during the year against budget outputs, significant achievements and outcomes; and

• financial management and performance relative to the budget.

PROVIDING FEEDBACK

The department is committed to accountability and transparency in its reporting to the community and values input from readers of the report.

Feedback can be submitted by email to [email protected].

Community

Families

Children and Young People

Northern Territory Christian Schools Association

Catholic Education Office Northern

Territory

Higher education providers

Northern Territory Council

of Government Schools Organisation Association of

Independent

Schools Local Industry

Organisations

Northern Territory Government

Agencies

Australian Government

Agencies Unions

Education and Care Services

Indigenous and Community Organisations

Figure 1: Department of Education Key Stakeholders and Partners

Department of Education Annual Report 2015–16 - OVERVIEW

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CHIEF EXECUTIVE’S FOREWORD

I am pleased to present the 2015–16 Annual Report for the Department of Education.

We have continued to implement a range of reforms outlined in our strategic plan to achieve sustainable improvements in educational outcomes for all children and young people in the Northern Territory.

There are many highlights in 2015–16.

The Education Bill 2015 was passed in the

December 2015 sittings after 20 months of extensive consultation. The new Northern Territory Education Act commenced on 1 January 2016 modernising the way the department operates and providing the framework to deliver a contemporary education service across the Territory, now and into the future.

In May 2016 Great Start Great Future — Early Years Strategic Plan 2016–2020 was released.

Great Start Great Future is a five-year whole-of- government plan to improve the health, education and wellbeing of young Territorians from birth to eight years old. This plan complements A Share in the Future — Indigenous Education Strategy

2015–2024 launched in May 2015. Key projects are well underway including:

• expansion of Families as First Teachers program into an additional four communities;

• a new preschool curriculum;

• mandated literacy and numeracy programs;

• targeted support for remote and very remote students considering their secondary schooling options; and

• commencement of construction of a $20 million residential facility in Nhulunbuy for remote secondary students.

Increased school autonomy has continued with schools operating with global school budgets for the second year in 2016. A further seven schools became independent public schools in 2016,

including Gunbalanya School, the first remote school to achieve independent public school status.

These schools underwent a rigorous selection process demonstrating innovative vision and plans to shape the future of their schools and to lead change in the system as a whole.

Our independent public schools received the award for Strengthening Government and Public Administration in the 2015 Chief Minister’s Awards for Excellence in the Public Sector, a significant achievement for the department.

Visible Learning continued to be implemented in schools, creating conditions to bring about ongoing and sustainable improvement in learner achievement. Direct Instruction is now being used in nineteen remote and very remote schools in the Northern Territory, giving students curriculum continuity and stability in schools where there is high student mobility.

We continued to invest in infrastructure to provide the best possible learning environments for all young people. The construction of the new $33 million Henbury School and $12.74 million Northern Territory School of Distance Education (formerly Northern Territory Open Education Centre) were completed in June 2016. Construction is underway for stage one of the new $21.35 million special school in Palmerston which is expected to be completed in September 2016 and the $5.5 million Larapinta Child and Family Centre which is expected to be completed in August 2016.

Following the review into the middle years of schooling, Work Like the Best: Middle Years Teaching and Learning Strategy 2016–2018 was launched in March 2016 to strengthen the quality, consistency, effectiveness and efficiency of education for our middle years students. Key projects will enhance curriculum and support

students to develop resilience, life-long learning skills and a strong sense of self.

The combined focus by both the Northern Territory and Australian governments to improve student attendance, particularly in remote and very remote schools has led to the development of the Northern Territory Government School Attendance Strategy 2016–18, Every Day Counts.

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Every Day Counts strengthens partnerships with families, communities, schools and government agencies helping young people engage in schooling by reducing attendance barriers and establishing regular patterns of attendance.

The 2015 National Assessment Program – Literacy and Numeracy (NAPLAN) report showed strong improvement in our Year 3 results, indicating the focus and investment in early childhood programs is paying off.

A strong improvement was also reported for Indigenous student results across all year levels demonstrating the investment in Indigenous education is working to improve achievement and close the gap.

Although these results are pleasing, it is fair to say we still have a great deal to do to close the gap, particularly for our remote Indigenous students, and the focus on improving literacy and numeracy outcomes for all Territory students will be maintained.

In 2015, 1338 Northern Territory Year 12 students received their Northern Territory Certificate of Education and Training (NTCET), the highest

number in the history of the NTCET, and an increase of 22 students from 2014.

Every extra student who completes Year 12 is important, and particularly so for our Indigenous students. The number of Indigenous Year 12 students to complete the NTCET increased from 172 in 2014 to 187 in 2015. International research shows that completing Year 12 has a significant lifelong impact. It means individuals have the capacity to guide and care for a family, manage a budget, live a healthier, longer life, and get a job or start a successful business.

These are small but significant steps.

Creating partnerships with Asia and planning for a strong international education sector are a key focus under the Northern Territory International Education and Training Strategy 2014–2024.

We have established an English language centre in Dili, Timor-Leste, in partnership with Timor- Leste’s Secretariat of State for Vocational Training and Employment and the Batchelor Institute of Indigenous Tertiary Education. The first cohort of students to complete their Certificate I in Spoken and Written English graduated in June 2016.

Recruitment, retention and development of our staff was a significant focus in 2015–16 with $5 million spent on staff learning and development activities.

An extensive program of professional development was provided to our educators, fundamental to improving the educational outcomes of our students.

We are concentrating on increasing our diversity and growing our Indigenous workforce within the department, including in our schools. A plan is in place, designed to increase opportunities for the recruitment and retention of Aboriginal and Torres Strait Islander employees. Special Measures requires priority consideration of candidates who identify as being Aboriginal and/or Torres Strait Islanders and meet the essential selection criteria specified in the job description for all positions within the department, including school-based positions in all government schools.

Working with Indigenous students and their families is a core part of our business, requiring employees who bring first-hand knowledge and valuable expertise in Indigenous culture, so we can work together to improve student outcomes across the Territory.

It has been a year of hard work in the department with many significant achievements. I was very pleased to see the hard work and dedication of staff recognised and celebrated throughout the year.

I look forward to continuing to deliver high quality services to improve educational outcomes for young Territorians and I would like to thank all our staff for their professionalism and commitment to our students, partners, communities and families.

Vicki Baylis

Acting Chief Executive 30 September 2016

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OUR PROFILE

OUR PURPOSE

The Department of Education delivers services to children and young people to maximise their educational outcomes, safety and wellbeing from their early years through to senior years of schooling.

OUR CONTEXT

The Department of Education provides education services to over 32 000 school-aged children across the Northern Territory’s 151 government schools, providing programs from the early years to post schooling pathways.

In the Northern Territory, 73 per cent of government schools are located in remote and very remote areas with 46.3 per cent of our students enrolled at these schools. There is a diverse student population, with Indigenous students making up 44.4 per cent of the student population. In government schools, approximately 48.8 per cent of Northern Territory students have a language background other than English.

The social, economic and health challenges in remote areas are significant. Over 67 per cent of Northern Territory Government schools are located in areas classified in the lowest decile on the national Index of Community Socio-Educational Advantage.

The department is prepared to meet the challenges this brings by delivering flexible and innovative programs, including access to first class online learning services delivered through the Northern Territory School of Distance Education (formerly Northern Territory Open Education Centre) and Schools of the Air. Education programs are delivered by over 3500 dedicated staff working in our schools to support young Territorians to reach their full potential. Over 500 additional staff provide systems and services to support school staff in their delivery of quality education.

To achieve our vision and improve student outcomes, quality learning and improving student attendance will continue to be a key focus of effort.

Table 1: Summary of Northern Territory Government Schools Demographic Data

Number of students enrolled in school¹ 32 729

Number of schools 151

Number of schools in remote and very

remote areas 110

Proportion of students living in remote

and very remote areas 46.3%

Proportion of Indigenous students 44.4%

Average student attendance 81.2%

Average Indigenous student attendance 67.4%

Proportion of non-Indigenous students

attending four day or more per week 86.7%

Proportion of Indigenous students

attending four days or more per week 35.6%

Proportion of students with a language

background other than English 48.8%

Source: Department of Education

Note: 1. Based on 2015 Age Grade Census enrolment figures and includes all students enrolled in preschool, primary, middle and senior years.

The Department of Education also regulates and funds 37 non-government schools servicing nearly 12 000 students across the Northern Territory.

Table 2: Summary of Northern Territory Non-Government Schools Demographic Data

Number of students enrolled in school1 11 994

Number of schools 37

Number of schools in remote and very

remote areas 20

Proportion of students living in remote

and very remote areas 40.8%

Proportion of Indigenous students 29.2%

Average student attendance 86.3%

Average Indigenous student attendance 69.9%

Proportion of students with a language

background other than English 38.4%

Note: 1. Based on 2015 Age Grade Census enrolment figures and includes all students enrolled in preschool, primary, middle and senior years.

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Notes: 1. Based on 2015 Age Grade Census enrolment figures.

2. A small number students may be dual enrolled across regions.

3. Calculations are based on precise data. Data is rounded for presentation. This results in rounded numbers occasionally appearing incongruous when compared. The rounded numbers are correct.

KATHERINE

27 Schools 3850 Students

ARNHEM

BARKLY

PALMERSTON

& RURAL

ALICE SPRINGS

32 Schools 4072 Students DARWIN

27 Schools 10 918 Students

Figure 2: Number of Government Schools and Students by Region

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ORGANISATIONAL CHART AS AT 30 JUNE 2016

Chief Executive Ken Davies

Deputy Chief Executive School Education Marion Guppy

School Education key areas of delivery:

• develop and implement education policy and curriculum

• provide operational advice to schools and education service providers

• monitor and support school and student performance improvement

• provide student disability, behavioural and mental health services

• engage with industry and provide vocational education and training employment pathways for students.

Deputy Chief Executive Organisational Services Catherine Weber

Organisational Services key areas of delivery:

• analyse and influence local and national policy related to education

• financial and budget management, and funding relationships with the Australian Government

• provide quality data, reporting and analysis on staffing and school performance

• provide infrastructure planning and management, human resource services and information services

• regulate and support early childhood education and care services

• other services such as corporate communications, legislation, and risk and audit.

Executive Director Education

Partnerships Kevin Gillan

Education Partnerships key areas of delivery:

• regulate and manage partnerships with non-government schools

• develop strategic partnerships with higher education providers

• develop and manage relationships with international education and training stakeholders to strengthen Asian engagement

• strategic advice and partnerships with international education markets.

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OUR VISION

YOUNG TERRITORIANS ARE CONFIDENT AND

CAPABLE GLOBAL CITIZENS

OUR VALUES

PROFESSIONALISM

We are an organisation with a strong performance agenda that expects the highest of standards of ethical practice and transparency.

Staff work with integrity and accountability to deliver high quality services and advice.

RESPECT

We value respect as an

essential foundation for working collaboratively with others. Our day to day interactions with students, colleagues, parents and stakeholders are conducted honestly and respectfully.

INNOVATION

We are adaptive, proactive and innovative to achieve the best results for young Territorians.

We work together in our schools and workplaces to find new approaches to meeting challenges in an ever-changing environment.

DIVERSITY

We provide culturally inclusive and responsive services to meet the needs of the Northern Territory’s diverse population. We create inclusive work and learning environments where people are valued for their cultures, experiences, skills, knowledge and capabilities.

EXCELLENCE

We have high expectations of our people, children and students to strive to achieve their best. Staff work efficiently and effectively to achieve high standards and support students to achieve their learning goals.

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STRATEGIC PLANS 2013–2015 AND 2016–2018

This report captures our progress against performance targets and key actions outlined in the department’s strategic plans, Creating Success Together 2013–2015 and Growing Success Together 2016–2018.

Growing Success Together builds on work commenced under the previous strategic plan and aligns our vision to educate young Territorians to become confident and capable global citizens to key goals and strategies which are translated into key actions.

CREATING SUCCESS TOGETHER i

STRATEGIC PLAN 2013–2015

DEPARTMENT OF EDUCATION

2015 Key Actions

OUR GOALS

GOAL 1: A GREAT START FOR CHILDREN

We are committed to working with families to support the early development of children to provide them with the best possible start in life so they begin school ready to learn.

GOAL 2: EVERY STUDENT A SUCCESSFUL LEARNER

We are committed to creating opportunities and the environment for successful learning for every student in every school.

GOAL 3: QUALITY LEADERS, QUALITY EDUCATORS, QUALITY LEARNING We are committed to fostering a strong and collaborative learning culture for our people and schools.

GOAL 4: COHERENT AND CAPABLE ORGANISATION

We are committed to being responsive, efficient and effective by providing frameworks and timely services to drive operations and inform decision making across the organisation.

GOAL 5: PRODUCTIVE PARTNERSHIPS We are committed to developing and embedding education partnerships and collaborations locally, regionally and internationally that contribute to the economic and social development of the Territory.

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GOAL 1:

A GREAT START FOR CHILDREN

KEY ACTIONS ACHIEVED

✓

Provided integrated child and family services at schools in remote and urban communities across the Northern Territory that support transition to school and strengthen parent engagement in learning.

✓

Expanded the delivery of Families as First Teachers to 25 sites, ensuring programs use evidence based literacy and child development approaches.

✓

Continued the assessment and rating of education and care services under the National Quality Framework, including preschools, and commenced second round assessments.

✓

Developed a system-wide approach to curriculum and learning in preschools.

✓

Continued to invest in targeted pre-literacy and numeracy strategies that improve school readiness and child development outcomes.

✓

Developed and

implemented a coherent and cogent early years policy framework and a curriculum framework for preschools that focuses on explicit teaching practices.

✓

Delivered a system-wide approach to the provision of early childhood education and care in schools and communities.

Department of Education Annual Report 2015–16 - GOAL 1

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The department is committed to working with families, communities, other government agencies and non-government organisations to continue to improve child wellbeing and to prepare children for school, particularly remote and Indigenous children.

This is reflected in the development of Great Start Great Future — Northern Territory Early Years Strategic Plan 2016–2020, a five-year whole of government plan to improve the outcomes of all children from birth to eight years old. The plan focuses on sustainable and coordinated investment in early years services to improve children’s health and wellbeing by delivering quality learning programs and services and providing better support for parents through the provision of integrated services.

This plan is complemented by A Share in the Future — Indigenous Education Strategy 2015–2024 which includes a focus on providing Indigenous children with quality early childhood education and development programs, and engaging parents and carers in their children’s learning and development from the early years.

The department’s quality early childhood education services are delivered through child and family centres, Families as First Teacher programs and preschools.

INTEGRATED CHILD AND FAMILY SERVICES

Child and family centres bring a number of services together in one place. This includes early childhood education and care, child and maternal health, family support and adult education services for children from birth to age eight and their families. The centres are managed by the local school principal, with the support of local advisory groups and non-government organisations.

In August 2015, a new child and family centre began operating in Palmerston. The new centre became the fifth in the Northern Territory, along with centres at Gunbalanya, Maningrida, Ngukurr and Yuendumu. Construction for a sixth centre at Larapinta Primary School commenced and is due to be opened in August 2016.

YOUNG MOTHERS ARE STRONG MOTHERS

The Young Mothers are Strong Mothers program provides support for young mothers under the age of 25 years who are pregnant or parenting.

Through the program, young mothers are provided with parenting support, child health checks, early childhood immunisations and child care. The program also helps the young mothers identify their learning and training needs and to complete their education and/or attain a qualification.

Mothers and children participating in Young Mothers are Strong Mothers program activities

In May 2016, there were 15 mothers with 17 children enrolled in the program at the Palmerston Child and Family Centre. All the mothers were working towards completing Certificate II in Community Services, which can contribute towards their Northern Territory Certificate of Education and Training, and provide a basis for obtaining future employment. The program was developed by the Department of Health in consultation with the Department of Education.

The Department of Education will oversee the program’s ongoing operation.

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FAMILIES AS FIRST TEACHERS PROGRAM

The Families as First Teachers program is a key initiative providing early learning and family support programs to remote and very remote Indigenous families with young children from birth to three years.

The program commenced in 2009 and is currently operating in 25 remote and very remote Indigenous communities across the Northern Territory.

In 2015–16, 1152 children and 1061 families

participated in the program, which employed 60 staff, including 30 local Indigenous community members.

There are plans to expand the Families as First Teachers program to 33 remote and very remote communities and to five sites in urban and town centres in Darwin, Palmerston, Katherine and Alice Springs by December 2017.

The Families as First Teachers program works in partnership with a range of early childhood education and care, health, and family support programs to ensure parents and carers are engaged in, and support their children’s learning and development from birth.

The program promotes children’s literacy and numeracy development through age-appropriate learning games, book sharing, storytelling, singing, play and health related routines.

The program uses the Abecedarian Approach Australia (3a) comprising of four elements —

conversational reading, LearningGames®, language priority and enriched caregiving. This early learning approach focuses on the children and families playing and interacting together to improve learning.

The department is working in partnership with the University of Melbourne to measure the effect of the Abecedarian approach on the early learning of English literacy and numeracy outcomes through the Families as First Teachers program.

The program has continued to operate successfully in remote Indigenous communities and further work is being done to guide the individual learning requirements of young children under the Indigenous Education Strategy.

REMOTE COMMUNITIES WIN DIGITAL STORY COMPETITION

A strong focus on developing early literacy skills and community based resources to engage families and children in learning has rewarded two remote schools implementing the Families as First Teachers program.

The Families as First Teachers playgroup at the remote community of Galiwinku, and the Ellemor 8 class (Year 5/6) at Shepherdson College on Elcho Island shared first prize of $1000 with an Indigenous clam story in the Living Archive Digital Story

Competition run by Charles Darwin University.

Both entries were for the same story — a tale of three clams, called ‘Ḏiŋ’ Ḏaŋ’ ga Ḏoŋ’.

The Galiwinku playgroup used craft to create an underwater world including fish, jellyfish, octopus and seaweed, using paper plates for the dhalimbu (clams) and then filmed the story using an iPhone.

Parents also wrote a song and created an animation.

Ellemor 8 students at Shepherdson College created puppets for a play, built a set and props, and learned their lines for the story. They performed the play at an assembly, sharing their story with other classes, and filmed the performance to share online. They also created an animated film using Flash software.

Ellemor 8 class at Shepherdson College

The Living Archive of Aboriginal Languages contains more than 2500 books in more than 40 Indigenous languages from 30 different communities. It includes traditional stories, language instruction, histories, songs, experience stories, and ethno-scientific texts.

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NATIONAL QUALITY FRAMEWORK

The National Quality Framework regulates and provides a quality assurance and improvement system for education and care services.

The department’s Quality Education and Care Northern Territory unit regulate education and care services under the National Quality Framework to ensure the safety of children in care and the quality of the care and education service.

A key aim for the department is to continue to improve the quality of early childhood education and care services.

There are 219 services regulated under the National Quality Framework in the Northern Territory. Of these services, 89 services were assessed and quality rated against the National Quality Standard in 2015–16, including 36 that were assessed for the first time.

In total, the Northern Territory has assessed and quality rated 88 per cent of services (193 services) against the National Quality Standard, compared with 80 per cent of services nationally. The

assessment of remaining services are being finalised or were postponed as these services were newly opened or damaged by extreme weather events.

Berry Springs Preschool and Kentish Lifelong Learning and Care were two services out of 49 nationally to be awarded an excellent rating by the Australian Children’s Education and Care Quality

Authority. Anula Preschool, Larapinta Preschool, Murraya Child Care, Gray Child Care, Alice Springs Child Care Centre, Farrar Early Learning Centre, Tindal Preschool and Alekarenge Preschool were rated as exceeding the National Quality Standard.

To drive quality improvement in the early education and care sector, the department has:

• provided professional development on the National Quality Standard;

• developed the Northern Territory Preschool Curriculum to support educators in

the implementation of the Early Years Learning Framework;

• developed fact sheets relating to regulatory requirements under the National Quality Framework;

• established working groups to explore ways to share the quality practices of services rated as excellent and exceeding and to promote collaboration between schools and outside school hours care services.

This has seen improvement in second round assessment and ratings. A second assessment and rating was conducted at 23 services and 30 services were partially reassessed. The overall improvement in quality ratings of meeting or exceeding the National Quality Standard had increased from 21 per cent as at 30 June 2015 to 39 per cent as at 30 June 2016.

Table 3: Number of National Quality Framework regulated education and care places across the Northern Territory by region as at June 2016

Service Type Darwin Palmerston

and Rural Arnhem Katherine Alice

Springs Barkly Total

Long Day Care 1 971 1 647 211 280 483 50 4 642

Three Year Old Kindergarten 22 0 0 0 24 0 46

Outside School Hours Care 1 859 1 401 80 260 260 0 3 860

Preschool 972 1026 256 392 580 128 3 354

Total 4 824 4 074 547 932 1 347 178 11 902

Source: National Quality Agenda IT System

Note: 1. Family Day Care Services are not included in the above table as they are not issued with a maximum number of places.

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EARLY CHILDHOOD EDUCATIONAL LEADERSHIP DEVELOPMENT

The Australian Children’s Education and Care Quality Authority (ACECQA) conducted a second round of National Education Leader workshop in the Northern Territory in March 2016. The topic of the workshop was Educational Leadership presented in conjunction with Quality Education and Care Northern Territory and Child Australia. The workshop focused on leadership and provided participants with the opportunity to explore practical strategies to support their team to improve the quality of their education program and practices.

Topics explored in the workshop included the link between leadership and learning at practitioner and organisational levels and what it means to be a leader in an early childhood service. Other areas covered included the building of knowledge about the role of educational leaders, drawing from experiences of educational leaders and exploring and identifying strategies of effective leadership.

The workshops were held in Alice Springs, Nhulunbuy and Darwin and were well attended with a total of 154 participants.

PRESCHOOL

The department is committed to improving learning outcomes for children, by investing in implementing early language and literacy learning programs in preschools.

The department provides access to pre-compulsory part-time or full-time preschool services for children aged from four years in urban areas and from three years in remote areas.

Every child is provided with a quality preschool program for 15 hours per week under the National Partnership Agreement on Universal Access to Early Childhood Education in the year before they commence full-time schooling. Funding under this agreement is distributed to schools as part of global school budgets to support the Northern Territory Government’s existing investment in preschool programs.

Through A Share in the Future – Indigenous Education Strategy 2015–2024, the department has developed the Northern Territory

Preschool Curriculum.

The curriculum, specific to the Northern Territory context, is a practical guide to assist teachers and early childhood educators implement the nationally agreed Early Years Learning Framework for children aged three to five years.

It provides strategies for educators to explicitly teach oral language, literacy and numeracy skills.

The curriculum was trialled in 37 preschools across the Northern Territory in Term 1, 2016 and will be implemented in government schools from the start of Semester 2, 2016.

ANULA PRIMARY SCHOOL’S ENGINE ROOM

Anula Primary School introduced the Engine Room, comprising of objects of different heights and surfaces that students can crawl through, over and under to regulate a student’s sensory system.

The Engine Room assists to balance students’

sensory systems as studies have shown it can affect children’s ability to learn if they are over or under stimulated.

Selected children complete a circuit in the Engine Room twice a day prior to the commencement of lessons and participate in the How My Engine Runs (Alert Program) once a week for ten weeks. This program teaches children to recognise their levels of arousal and to know how to get the engine (body) running just right.

Teachers have reported that students enjoy their time in the Engine Room and noticed significant improvement in their confidence, willingness to try activities, mood and socialisation, and are able to remain on task and not distract or be distracted by other children.

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AUSTRALIAN EARLY DEVELOPMENT CENSUS

The Australian Early Development Census conducted every three years, measures the

development of children in Australia in their first year of full-time school.

Development is reported under the five domains of:

physical health and well-being; social competence;

emotional maturity; language and cognitive skill;

and communication skills and general knowledge.

The domains are closely linked to predictors of good adult health, education and social outcomes.

Between 2009 and 2012, the census data showed some improvement in the development of children in the Northern Territory. This improvement aligns with significant investment in the quality of early childhood services across the Northern Territory and investment in initiatives such as the Families as First Teachers program.

However, since 2012, developmental outcomes for Northern Territory children have not improved. The 2015 census reported that 37 per cent of Territory children started school developmentally vulnerable in one or more domains compared to 22 per cent across Australia.

Vulnerability in one or more domains for

non-Indigenous children in the Northern Territory is consistent with non-Indigenous children nationally.

Non-Indigenous children in the Territory have lower levels of vulnerability than the Australian average on two out of five domains — Physical Health and Wellbeing; and Communication Skills and General Knowledge.

However, the proportion of Indigenous children developmentally vulnerable in one or more domains in 2015 was 42 per cent nationally and 63 per cent in the Northern Territory.

Figure 3: Proportion of children developmentally vulnerable in one or more domains in the NT

Source: Australian Early Development Census (AEDC).

The 2015 census reported that 23 per cent of Northern Territory children (10 per cent non- Indigenous and 45 per cent Indigenous), were developmentally vulnerable in two or more

domains compared to 11 per cent across Australia.

Indigenous children in the Northern Territory also reported higher levels of vulnerability than other Indigenous children across Australia on all five domains with the highest level of vulnerability of 47 per cent, in Language and Cognitive Skills.

Implementation of Great Start Great Future — Northern Territory Early Years Strategic Plan 2016–2020, and A Share in the Future —

Indigenous Education Strategy 2015–2024, will be a key focus to improve early childhood development and provide the best possible outcomes for Northern Territory children.

42.1%

37.2%

20%

30%

40%

50%

2011 2012 2013 2014 2015

Proportion of students attending 80% or more

Indigenous Indigenous Target

Non-Indigenous Non-Indigenous Target

0%

20%

40%

60%

80%

100%

All Non-Indigenous Indigenous

2009 2012 2015

39% 36%37%

23% 21% 22%

65% 56% 63%

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Table 4: Australian Early Development Census results for the Northern Territory

Performance Measure 2009 2012 2015

Number Proportion Number Proportion Number Proportion Participation Numbers

Schools 155 92.2% 154 95.9% 154 98%

All Children 3183 n/a 3470 n/a 3582 n/a

Non-Indigenous Children 1920 60% 2050 59% 2171 61%

Indigenous Children 1263 40% 1420 41% 1411 39%

Children Developmentally vulnerable in one or more domains

All 1109 39% 1106 36% 1207 37%

Non-Indigenous 408 23% 398 21% 454 22%

Indigenous 701 65% 708 59% 753 63%

Children Developmentally vulnerable in two or more domains

All 673 23% 653 21% 751 23%

Non-Indigenous 174 10% 197 10% 211 10%

Indigenous 499 47% 456 38% 540 45%

Children developmentally vulnerable in Physical Health and Wellbeing

All 541 19% 472 15% 518 16%

Non-Indigenous 159 9% 160 8% 169 8%

Indigenous 382 36% 312 26% 349 29%

Children developmentally vulnerable in Social Competence

All 517 18% 468 15% 603 19%

Non-Indigenous 156 9% 175 9% 201 10%

Indigenous 361 34% 293 25% 402 34%

Children developmentally vulnerable in Emotional Maturity

All 440 15% 421 14% 504 16%

Non-Indigenous 154 9% 144 8% 180 9%

Indigenous 286 27% 277 23% 324 27%

Children developmentally vulnerable in Language and Cognitive Skills

All 644 23% 649 21% 697 22%

Non-Indigenous 143 8% 142 7% 135 7%

Indigenous 501 47% 507 42% 562 47%

Children developmentally vulnerable in Communication Skills and General Knowledge

All 507 18% 454 14% 530 16%

Non-Indigenous 125 7% 139 7% 129 6%

Indigenous 382 35% 315 26% 401 34%

Source: Australian Early Development Census (AEDC).

Note: 1. Children who score below the 10th percentile (in the lowest 10 per cent) of the national AEDC population are classified as

‘developmentally vulnerable’.

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RECOGNISING OUTSTANDING ACHIEVEMENTS

The Northern Territory Education and Care Awards recognise the outstanding achievements of educators and services in early childhood and outside school hours’ care.

These awards focus on educators and services that are innovative, and exhibit an outstanding commitment to ensuring quality outcomes for children and their families.

An awards ceremony was held on 9 October 2015 at Parliament House in Darwin. The award recipients went on a study tour to Sydney visiting 10 services including long day care, preschool, outside school hours care and family day care. The tour focussed on areas of quality provision, helping to build the participant’s capacity and providing an opportunity to share their learning with colleagues and the broader sector to improve the quality of education and care in the Northern Territory.

Award Category Award Winner

Emerging Professional Educator Mescha Manski, Girraween Preschool

Outstanding Leadership Carla Hayes, Berry Springs Preschool

Outstanding Education and

Care Service in Preschool Larapinta Primary School, Alice Springs Outstanding Education and Care Service in Long Day

Care and Three Year Old Kindergarten La Crèche on the Avenue, Darwin Outstanding Education and Care Service

in Outside School Hours Care Holy Spirit Catholic Primary School Outside School Hours Care, Darwin

Outstanding Education and Care Service

in Family Day Care Kentish Family Day Care, Palmerston

Outstanding Education and Care Service

in Budget Based Funded Services Smile a Mile Fun Bus and Toy Library, Humpty Doo

Outstanding Achievement in Sustainable Practice Berry Springs Preschool, Berry Springs Outstanding Achievement in

Community Engagement Arnhem Early Learning Centre,

Nhulunbuy

OUTSTANDING EDUCATION AND CARE SERVICE IN PRESCHOOL — LARAPINTA PRESCHOOL

Larapinta Preschool received the Outstanding Education and Care Service in Preschool award.

The preschool provides literacy and numeracy rich programs delivered through thoughtful play based teaching and learning activities.

There is also an emphasis on child centric and sustainable practices. Larapinta Preschool’s family atmosphere and community engagement practices ensure strong relationships between educators, children and families.

Larapinta Preschool teachers with award

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19 GOAL 2:

EVERY STUDENT A

SUCCESSFUL LEARNER

KEY ACTIONS ACHIEVED

✓

Commenced the roll out of the A Share in the Future – Indigenous Education Strategy 2015–2024,

✓

Expanded girls’ engagement programs to 13 schools.

✓

Implemented annual health screen check for students in remote and very remote schools.

✓

Continued to implement the Australian curriculum in all schools in a way that is relevant and meets the needs of all students.

✓

Implemented mandated and consistent diagnostic tools to measure age benchmarks in literacy and numeracy in the primary and middle years.

✓

Provided targeted support to secondary school aged students to increase Northern Territory Certificate of Education and Training completions.

✓

Established employment pathways programs in identified schools.

✓

Identified priority Asian languages to be delivered in Northern Territory government schools.

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Based on the belief that every student can be a successful learner, the department is committed to the continual improvement of the educational outcomes of students across all stages of schooling.

The aim is to ensure all students attend school regularly, are motivated, connected to their school and successful in their learning.

A significant focus includes working with families and other agencies to provide support and services for students.

A number of strategies are being implemented to improve enrolment and attendance rates, increase results in literacy and numeracy and provide appropriate pathways to work, training or higher education for every student in government schools.

INDIGENOUS EDUCATION STRATEGY

Outcomes of Indigenous students are lower than for non-Indigenous students, hence improving educational outcomes for Indigenous students

continues to be a significant priority for the department.

A Share in the Future — Indigenous Education Strategy 2015–2024 released in May 2015 provides a long term plan to improve outcomes and will be implemented in three phases.

The first phase has commenced with an

Implementation Plan incorporating five elements considered to have an impact on Indigenous student educational outcomes:

• Foundations — Indigenous children entering primary schooling have the skills and attributes they need to succeed in their education.

• Essentials — Indigenous students achieve age benchmarks in literacy and numeracy in their primary years of schooling and plan for their secondary education with confidence.

• Pathways — Indigenous students complete schooling well equipped to take up employment, training and higher education opportunities.

• Engagement — Indigenous children at all stages of schooling attend school regularly and are supported in their education by their families and community.

• Workforce — Indigenous student outcomes are improved through a consistent system-wide approach to providing highly skilled and motivated educators and leaders in our schools.

Implementation is in its second year with key projects well underway, including:

• expansion of the Families as First Teachers program into 25 communities increasing to 32 communities by December 2017;

• mandated literacy programs in 29 schools;

• provision of secondary pathway options for remote and very remote students and families with assistance and support from the Transition Support Unit; and

• construction of a residential facility in Nhulunbuy for remote secondary students which is planned to be completed in December 2016.

Progress of implementation is being monitored and evaluated to ensure the programs are making a difference to improving the educational outcomes for Indigenous students.

ENGAGEMENT

Schools have a range of engagement programs intended to maximise the attendance, participation and engagement of students leading to improved educational outcomes.

Involving parents and communities to support their children throughout their learning journey is an important component of the Indigenous Education Strategy, Early Years Strategic Plan and the School Attendance Strategy.

Targeted engagement programs for Indigenous students are in place to reduce the likelihood of students disengaging from school. Students are rewarded for good school behaviour and regular attendance, with sporting activities and excursions.

These engagement programs assist students with their school program, and support them as they move from school to work or further study and build strong relationships between program staff, students and families.

The Clontarf Foundation operates school-based academies providing mentoring support for Indigenous boys to attract and maintain their engagement until Year 12 and improve their employment prospects. Clontarf operated in 13 government schools with approximately 870 Indigenous boys enrolled.

In 2015, 55 Indigenous boys completed Year 12 of whom 43 attained a Northern Territory Certificate of Education and Training.

Role Models and Leaders Australia and the Stars Foundation operate school-based academies providing relationship based mentoring and wellbeing support to attract and maintain

engagement in education for Indigenous girls until Year 12. Girls’ academies operate in 13 government schools with more than 700 Indigenous girls enrolled in the program.

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CLONTARF BILLY KART DERBY

Approximately 40 students from the Clontarf academies at Tennant Creek High School, Centralian Middle School and Centralian Senior College delighted in the chance to put their Billy Karts to the test at the Clontarf Billy Kart Derby held at Yirara College.

The Billy Kart Derby was the culmination of preparations during Clontarf contact time at each school. The project allowed students to develop their teamwork, problem solving and communication skills to work together effectively to design and construct karts to meet specifications within a budget.

Clontarf programs engage students in activities that allow them to build positive relationships, develop life skills and awareness of social and emotional wellbeing. Participating in combined events develops relationships with students from other schools and breaks down barriers outside the school gate. Community members were invited to participate in the event with Alice Springs Mayor, Damien Ryan presiding on the finish line.

On the day of the Derby, students were required to present their vehicles to the judges and special guests. All team members took great pride in their creations and all the hard work that was required to create them. The Yirara Storm Riders were victorious, taking out the gold medal position and crowned the 2016 Clontarf Billy Kart Champions.

SUPPORTIVE LEARNING ENVIRONMENTS AND STUDENT WELLBEING

The department is committed to providing safe and supportive learning environments that ensure the wellbeing of all students.

The department has made a significant and important investment in special needs education to meet the growing educational demands of students with high support and additional needs in Darwin.

The construction of the new $33 million Henbury School was completed in June 2016 and

construction is underway for stage one of the new special school in Palmerston which is expected to be completed in September 2016.

The state of the art schools will maximise learning opportunities for special needs high support students and provide a teaching environment tailored to the safety and amenity of the students.

To support students with disability and special needs, the department is implementing a trial of the Abilities Based Learning and Education Support (ABLES) program in eight special schools and centres in the Northern Territory. The program assists teachers in recognising and responding to the diverse learning needs of all students, and in assessing and reporting student learning, monitoring student progress and providing accurate intervention advice.

HEALTH AND WELLBEING

Schools provide and promote a variety of health and wellbeing initiatives for students.

The development and implementation of a positive behaviour framework and social and emotional learning curriculum will provide a consistent

approach to wellbeing, engagement and behaviour in schools. This approach will assist students to develop as healthy, resilient young Territorians.

The framework and curriculum is currently being trialled in 23 schools across the Northern Territory with a plan to expand in 2017.

The health of young people can be a barrier to attending school, whether it is through chronic ear infections, respiratory infections, anaemia or other illness. Northern Territory government schools and health clinics are working together to improve the health, wellbeing and education outcomes for Indigenous students in remote and very remote locations. In 2015–16, over 2000 students had their health assessed across 52 communities in the Northern Territory resulting in improved health and wellbeing.

Students participating in the Clontarf Billy Kart Derby

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LAKE BENNETT CAMP

Twelve girls from the Stars girls’ academies who demonstrated the program values of respect, honesty, commitment and pride were chosen to participate in a camp at Lake Bennett.

The aim of the camp was to acknowledge the girls for their efforts and to engage the students in activities to build positive relationships, develop life skills and improve their wellbeing.

The girls had fun swimming and canoeing and enjoyed a BBQ dinner and toasting marshmallows

over the fire. Students participating in Lake Bennett Camp activities

PROMOTING HEALTH AND WELLBEING

Darwin High School hosted a successful Health and Lifestyle Expo in May 2016 to promote the benefits of leading a healthy lifestyle, and raise awareness of key issues that can impact young people in the Territory.

Support for mental health and well-being for young people is a key focus for the school and its students to enable them to succeed.

The expo has allowed students to learn more about the health and lifestyle organisations that are available in the Northern Territory, and how they can access them.

Students spoke with experts in the health and well-being industry, and participated in a range of activities including blood pressure testing, viewing materials under microscopes, and operating smokelysers (carbon monoxide monitors).

Over 45 organisations volunteered their time to speak with students in a supportive and encouraging environment, providing them with knowledge of local health and well-being services that they can access in the community.

The partnerships built with organisations through engagement activities allow the school to better broker services for our young people, and provide them with as much support as possible.

Students and police officer participating in Health and Lifestyle Expo activities

SHELTERS FOR

LEARNING CELEBRATED

Nhulunbuy High School students used building design and construction techniques dating back 40 000 years to create shelters of cultural significance as part of the school’s Social and Emotional Learning program.

The six week project involved members of the Raypirri Rom Wellbeing Program at Miwatj Health working with the school’s staff and students from Years 7 to 10 in designing the shelters. The open air shelters were used as learning areas for teaching and reflected traditional uses such as those customarily used for storytelling or specifically reserved for males and females. Students also learnt the Yolngu language, the bunggul customary dance and about kinship.

Nhulunbuy High School students with a Goŋ-Gaḻpu shelter

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LITERACY AND NUMERACY

From 1 January 2016, Northern Territory

Government schools commenced implementing the complete Australian Curriculum from Transition to Year 10.

Introduction of the Australian Curriculum sets high standards for achievement nationally, and provides a clear and shared understanding of what young people should be taught and the quality of learning expected of them.

The curriculum team provides schools with professional development workshops and online materials to support their use of the Australian Curriculum. Parent information sheets about the Australian Curriculum are also available on the department’s website.

Early literacy development provides a foundation for student success. In collaboration with researchers, the Foundations of Early Literacy Assessment — Northern Territory (FELA NT) has been developed.

FELA NT evaluates student achievement in early literacy learning and provides diagnostic information to monitor student progress and inform teaching.

Trials have commenced to evaluate the test with feedback determining the roll out of FELA NT in all schools.

Direct Instruction and explicit instruction are mandated literacy and numeracy programs that are being delivered across remote and very remote schools in the Northern Territory in consultation with communities. These programs provide students with curriculum continuity and stability in schools where there is high student mobility.

The Direct Instruction program emphasises well developed and carefully planned lessons designed around small learning increments and clearly defined and prescribed teaching tasks.

In 2016, over 1500 students across nineteen

government schools participated in Direct Instruction for reading, writing and language from Transition to Year 7. To support the program 178 school principals, teachers and assistant teachers participated in intensive training delivered by international experts from the National Institute for Direct Instruction.

Early indicators of success of Direct Instruction have seen students who attend regularly achieve measurable improvement in their learning.

With a strong focus on improving the writing skills of all students, eleven schools participated in a pilot of the Australian Council for Education Research, eWrite software in Term 1, 2016. This is an online writing assessment and marking system for students in Years 5 to 8. It features advanced techniques to provide instant diagnostic feedback on students’ skills across a range of writing styles.

The feedback from the eleven schools will be used to inform implementation of the eWrite software in other schools.

To better monitor student progress, a key action under the Indigenous Education Strategy is to establish Northern Territory wide age benchmarks for numeracy, reading, writing and phonemic awareness.

In 2015–16 the Northern Territory was the first jurisdiction in Australia to implement Australian Council for Education Research Progressive Achievement Tests in reading and mathematics across all schools.

The online tests, conducted twice a year, are administered to approximately 20 000 students in Years 1 to 10. The results provide objective and standardised information to teachers about their students’ skills and understanding in reading comprehension and mathematics, identifying students’ current strengths and weaknesses.

Territory wide collection of this data will make it possible to measure student growth in reading and mathematics and will help focus efforts where most needed.