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1
NAPLAN national results release media release 23.08.23
non-urban areas, Indigenous Australian heritage and those with low socio-educational backgrounds, the highest socio-educational background were substantially above those from the lowest. o Fewer than 3
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arts-final-report-australian-curriculum-review
and the strands and core concepts being clear about what is important in the subject attracted the lowest, %). The statement that the content descriptions make it clear what should be taught attracted the lowest, statements directly related to the TOR received lower agreement (between 46% and 59% agreed or strongly, opportunities to connect with other learning areas was dramatically lower (between 30% and 37% agreed, information, the 5 statements directly related to the TOR received lower agreement (between 22% and 28
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media-release-civics-and-citizenship-2024-report-18.2.25
and to the lowest levels since the assessment began in2004: • 43 per centof Year6 students, ,resultinginlarge,significantdifferencesbetweenthe highest and the lowest occupational
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languages-final-report-phase-2-german-indonesian-korean-modern-greek-spanish
connections. It was lowest for the statement that the key considerations provide important information, opportunities to connect with other learning areas. The level of agreement was lowest for the statement, sections provide important information, the 5 statements directly related to the TOR received lower, will demonstrate. It was lowest (n=4/5) for the statements on attributes of key connections, directly related to the TOR received lower agreement (between 2 and 4 respondents agreed or strongly
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media-release-2024-naplan-national-results-release-14.8.24
educationaldisparities for studentsfromnon-urbanareas, First Nations Australian heritage and those with low, -Indigenous students (7.7%) fall into that proficiency level. • A lower proportion of students in very remote
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ACARA - Student Background data collection for independent schools
of students in the lower two quarters of Socio-Educational Advantage are used by the Australian, . The proportion of DLBOTE students is used to calculate the low English proficiency loading. For further, collected from parents with poor English skills and low education levels. Therefore, whilst the model
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St Bernadettes School, Victoria
 ACHIEVING CONSISTENTLY HIGH PROGRESS IN WRITING About us Our approach St Bernadette’s School, Victoria We are a small, co-educational, prep–6 Catholic primary school located in Sunshine North, Victoria, with a diverse student cohort drawn primarily from low-socioeconomic backgrounds. Approximately 87% of our students have a language background other than English (LBOTE). Our pedagogical practices at both school and a classroom level involve a range of initiatives and programs
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Fairfield Heights Public School, NSW
 ACHIEVING CONSISTENTLY HIGH PROGRESS IN WRITING About us Our approach Fairfeld Heights Public School, NSW We are a large, metropolitan, co-educational, K–6 public primary school located in Western Sydney, NSW, with a student cohort drawn primarily from low-socioeconomic backgrounds. Approximately 94% of our students have a language background other than English (LBOTE). Our K-6 Core Programs in Literacy promote high expectations for student achievement in writing. The leadership
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New data on schools and students in Australia released
in 2021. The average student to teaching staff ratio was lower in independent schools (11.8 students
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science-final-report-australian-curriculum-review
the major learnings that students need to demonstrate (81%). They were lowest for the statements, important information, the 5 statements directly related to the TOR received lower agreement (between, , realigned, and decluttered received the lowest level of agreement with 41% of respondents agreeing, of the introductory and curriculum elements, the below propositions received lower agreement ratings, of content as well as the low levels of agreement among respondents that the amount of content can