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NAPLAN national results release media release 23.08.23
Carvalho said. “The results also continue to highlight the educational disparities of students from non-urban areas, Indigenous Australian heritage and those with low socio-educational backgrounds, tending to align with students from the highest socio-educational backgrounds, in urban areas, or from non- Indigenous backgrounds. Specifically: o Nationally, just under 10 per cent of students, , on average across all year levels and domains, around a third of Indigenous students ‘need additional
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Mandurah Catholic College, Western Australia
 ACHIEVING CONSISTENTLY HIGH PROGRESS IN WRITING Mandurah Catholic College, Western Australia About us We are a large, co-educational, prep–12 Catholic college located in the coastal city, prioritised lessons for Education Perfect (Functional Literacy) and silent reading • use of glossaries, . The Education Perfect online platform provides us with engaging activities that complement, % INDIGENOUS 2% ICSEA 1040
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NAPLAN National Report 2021 media release
12,” he said. “At the national level, Indigenous students have improved performance in Year 9, Carvalho. While there are indications that the gap between high and low socio-educational groups, for writing. Indigenous • The difference in achievement between Indigenous and non-Indigenous students, in the performance gap between females and males, Indigenous and non-Indigenous students
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Measurement_Framework_for_Schooling_in_Australia_2010
on Educational Goals for Young Australians, endorsed by all Australian Education Ministers in December 2008, in the Melbourne Declaration and supported by MCEECDYA Indigenous Education policy directions and action plans, : National Education Agreement—Objectives (COAG targets)........................................... 13, two educational goals for the next ten years: Goal 1: Australian schooling promotes equity, Governments (COAG) targets, the performance indicators contained in the National Education Agreement
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Taminmin College, Northern Territory
 ACHIEVING CONSISTENTLY HIGH PROGRESS IN READING About us Our approach Taminmin College, Northern Territory We are a large, co-educational, year 7-12 public secondary school located 40km south of Darwin in the rural area of Humpty Doo, Northern Territory. Approximately 20% of our student population identifes as Indigenous. Over the past 7 years, we have been analysing data from ACER PAT, , reading confdence. Our profle ENROLMENTS 1,110 LBOTE 15% INDIGENOUS 20% ICSEA 934
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Kolbe Catholic College, Western Australia
 ACHIEVING CONSISTENTLY HIGH PROGRESS IN READING Kolbe Catholic College, Western Australia About us We are a large, metropolitan, co-educational, year 7-12 Catholic secondary college located in Perth, Western Australia. Our approach Our approach centres on the early identifcation of students, . Wave 2 - English teacher and education assistant (EA) support At this level of intervention, year, . Our profle ENROLMENTS 1,144 LBOTE 13% INDIGENOUS 3% ICSEA 1046
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recommendation-for-recognition-of-alternative-curriculum-framework-steiner
Government logo and the Education Services Australia Limited logo; 2. other trade mark protected, the Australian Curriculum and the ASCF ............................ 7 Alice Springs (Mparntwe) Education, ........................................................................................ 8 Health and Physical Education, educational outcomes for students comparable with those based on the Australian Curriculum. In the first, meets the principles and guidelines outlined in the Alice Springs (Mparntwe) Education Declaration
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Tarremah Steiner School, Tasmania
 ACHIEVING CONSISTENTLY HIGH PROGRESS IN READING Tarremah Steiner School, Tasmania About us We are a small, co-educational, K–10 Steiner School, the only one located in southern Tasmania. Our approach There are a number of reasons for our consistently good results in reading. We have, , phrase matching, sight word practice and repeat reading. We work closely with educational psychologists, , including literacy. Our profle ENROLMENTS 211 LBOTE 13% INDIGENOUS 2% ICSEA 1117
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National Report on Schooling in Australia 2020
for the Evaluation of Educational Achievement IES Indigenous Education Strategy ITE initial teacher education KPM, School logo, the Australian Government logo and the Education Services Australia Limited logo • other, courtesy of the Department of Education, Western Australia Contact details Australian Curriculum, Children’s Education and Care Quality Authority ACT Australian Capital Territory AERO Australian Education Research Organisation AFaFE Aboriginal Families as First Educators AITSL Australian
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National Report on Schooling in Australia 2020
for the Evaluation of Educational Achievement IES Indigenous Education Strategy ITE initial teacher education KPM, School logo, the Australian Government logo and the Education Services Australia Limited logo • other, courtesy of the Department of Education, Western Australia Contact details Australian Curriculum, Children’s Education and Care Quality Authority ACT Australian Capital Territory AERO Australian Education Research Organisation AFaFE Aboriginal Families as First Educators AITSL Australian