Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
We know that the latest Naplan results have indeed come
out today and the Northern Territory will our students have
gone backwards in nearly every Naplan indicator we know the
national Naplan results, they have revealed that there's deficits in
territory students literacy and numerous these skills. Now, the Northern
(00:21):
Territory government, though issuing a statement saying that overall the
Naplan participation rates increased territory wide from seventy nine point
four percent in twenty twenty four to eighty one point
five percent this year, and that we have got more
Indigenous students being tested than in previous years. Now, the
(00:42):
government claims that school attendance officers are getting more children
to school and as a result, Naplan participation results have increased.
But maybe what it's meant is that we've seen a
bit of a change in some of those results. Now
joining us on the line to talk about this from
the Education Department's perspective, it is the Deputy Chief Executive
(01:05):
of Early Years and School Services, Adren Chatterton. Good morning to.
Speaker 2 (01:10):
You are darn Good morning Katie. How are you this morning?
Speaker 1 (01:14):
Yeah? Really good, great to have you on the show.
Now talk us through some of the results and how
we have fared this time around when it comes to naplace.
Speaker 2 (01:26):
Yeah, thank you, Katie. And just for your listeners, we
throw the word nap plan around all the time. So
this is a national assessment program in literacy and numeracy.
So once a year, students in years three, five, seven
and nine undertake the test and it is an important
point in time that enables us to see how our
(01:49):
students are progressing in those really important core skills. And
as you mentioned, we've seen an increase in the participation
in the Northern Territory schools this year, which is really
important because it is about us getting data around how
our young students are progressing in their learning. And when
you look at our results this year, you would be
(02:11):
able to see that across domains the test results from
more than one third of our students show that they
do need additional support compared to around one in ten nationally.
It's really interesting when you look at our data, Kadie,
it's very reflective of the unique educational landscape that we
(02:34):
deliver educating within within the territory. So when you start
to look at different cohorts as students, so our non
Aboriginal student cohorts in many cases the average score for
them is higher than their counterparts into state. And then
(02:54):
when we look at how our Aboriginal students are performing
report and the data is broken up, it talks about
outer regional location, which is for us like Darwin and Palmerston,
and so our students in our outer regional locations are
(03:15):
Aboriginal students are closer to our regional Aboriginal students nationally,
but when we look at our remote and very remote locations,
that's where we see the gap. So it's about, you know,
our commitment with our boosting literacy and numeracy is about
supporting every Northern Territory student in anti government schools, regardless
(03:39):
of where they're attending school. And so there's absolutely gains
that we can see in the data that's been released
this year.
Speaker 1 (03:49):
So by the sounds of us, unfortunately, we have some
real work to do in some of our more remote
areas out in community and make sure that you know,
like not only getting kids to school, but making sure
that they're able to learn in a way that is
helping them to reach those national benchmarks.
Speaker 2 (04:10):
Absolutely, every day that a young person attends school they
benefit the great teaching and learning that is occurring as
well as those social connections with their peers. And so
our Boosting Literacy and Numeracy Plan is a really important
piece that provides those three key pillars. It's about supporting
(04:33):
our wonderful educators with high quality resources, professional learning so
that they can continue to explicitly teach the core skills
of literacy and numeracy. It's the work we're doing as well.
This is the first year where our year one students
or undertake a phonics test, so that's going to occur
(04:54):
over the next couple of weeks actually, and that's really
important as well because that's a out seeing where our
young people are at in their learning even earlier so
year one, and it's while it's a screener, it's not
a test for teaching and learning tools. Where's each young
person at and what do we need to do to
continue to support them in their progress and then be
(05:18):
important things around targeted support. So for those young people
who have been identified in that plan as requiring additional
support our Boosting Literacy and Umerescity Plan, there are materials,
there's professional learning, there's tools to help power educators do
(05:38):
that really important.
Speaker 1 (05:39):
Work well, and this is the thing we have to
make sure that kids aren't being left behind. And I
know that there's a lot of work in that space. Darren.
Can we take a look at things that are happening,
you know, in our urban areas and you touched on
this before, I mean when you sort of break it
down then and look at Darwin and Palmerston and some
of our regional town centers. How are our kids performing
(06:01):
then when you go more.
Speaker 2 (06:04):
Urban sorry, when you go more urban, yeah, so when you.
Speaker 1 (06:09):
Know, so when you come into our urban centers, So
when we're looking at you know, schools like Darwin, Palmerston
around our urban centers.
Speaker 2 (06:20):
So we've seen some great gains happening. This is the
first year since the change in naplan where we've been
able to look at progress between the years. So for
year three students who did naplan in twenty twenty three,
seeing their progress, what their results were in twenty twenty five.
(06:42):
And so the ENCHI has achieved higher cohort games in
five out of the fifteen domains compared to the national rate,
and specifically for our non Aboriginal students eleven out of
fifteen domains. So that speaks to the great work our
teachers are doing to value add and support students progressions.
(07:04):
And then in our ALTI regional all five domains for
the year three to five COHORT had growth and four
out of five domains for the five to seven COHORT
one domain for the year seven to nine, so we
can see growth in many many domains. We do see
(07:25):
a difference, as I mentioned earlier, between urban and remote.
There are great things happening in our remote schools as well.
There are remote schools doing explicit teaching already, but there
are other factors in remote schools the number of young
people who may be eld learners, for example, and so
(07:46):
their progress is also supported by important progression work as well,
not just NAPLAN, and also the IXIA ratings as well.
Speaker 1 (07:58):
I know there'll be plenty of parentss this morning, and
I guess I sort of approach NAPLAN like I don't
want my kids to have a lot of pressure on
them around naplan, you know. I think it's one thing
to sort of, you know, to to train kids up
so that they're able to do a test well. But
you know, I want them to be good, well rounded
people that are learning. You know all the basics and
learning what they need to at school, but I also
(08:20):
want them to, you know, to to not just be
good at testing. Is that something you know when the
education department sort of approaches this napland testing, like, how
much emphasis is placed on it or is it more
looking at things from a real holistic perspective to make
sure that you know, kids are doing well right across
the board, not just when it comes to a test.
Speaker 2 (08:43):
Absolutely, Katie, thank you. I think as well as parents,
teachers and educators feel that same way. NAP plan is
a point in time that assesses what you're seeing in numeracy,
and there are many many other skills and attributes that
we know contribute to a young person's growth. And also
(09:04):
our educators use a range of ways to assess how
a young person is progressing in their learning. That plan
is one and it is an important one. But even
with the shift online that's been really important. It's actually
now a test that's quite intuitive to a young person.
So the kind of questions a young person's being asked
(09:27):
changes depending on how they're progressing in their response. So
that experience for a young person as well is quite
different to a traditional you're in year three. Here's a
paper booklet, start on page one through to the end.
And I know our teachers, our full leaders do a
wonderful job of ensuring a balanced approach to assessing our
(09:51):
young people, but we also know it's important to understand
where they are in their learning and then, most importantly,
what do we do in response to sup pull it them? Yeah?
Speaker 1 (10:01):
Well a Darren Chatterton, Deputy Chief Executive of the Early
Years and School Services, I really appreciate your time this morning.
Thank you very much for having a chat with us.
Speaker 2 (10:12):
Thanks for your time too, Katie
Speaker 1 (10:13):
Thank you, thank you.
We know that the latest Naplan results have indeed come
out today and the Northern Territory will our students have
gone backwards in nearly every Naplan indicator we know the
national Naplan results, they have revealed that there's deficits in
territory students literacy and numerous these skills. Now, the Northern
(00:21):
Territory government, though issuing a statement saying that overall the
Naplan participation rates increased territory wide from seventy nine point
four percent in twenty twenty four to eighty one point
five percent this year, and that we have got more
Indigenous students being tested than in previous years. Now, the
(00:42):
government claims that school attendance officers are getting more children
to school and as a result, Naplan participation results have increased.
But maybe what it's meant is that we've seen a
bit of a change in some of those results. Now
joining us on the line to talk about this from
the Education Department's perspective, it is the Deputy Chief Executive
(01:05):
of Early Years and School Services, Adren Chatterton. Good morning to.
Speaker 2 (01:10):
You are darn Good morning Katie. How are you this morning?
Speaker 1 (01:14):
Yeah? Really good, great to have you on the show.
Now talk us through some of the results and how
we have fared this time around when it comes to naplace.
Speaker 2 (01:26):
Yeah, thank you, Katie. And just for your listeners, we
throw the word nap plan around all the time. So
this is a national assessment program in literacy and numeracy.
So once a year, students in years three, five, seven
and nine undertake the test and it is an important
point in time that enables us to see how our
(01:49):
students are progressing in those really important core skills. And
as you mentioned, we've seen an increase in the participation
in the Northern Territory schools this year, which is really
important because it is about us getting data around how
our young students are progressing in their learning. And when
you look at our results this year, you would be
(02:11):
able to see that across domains the test results from
more than one third of our students show that they
do need additional support compared to around one in ten nationally.
It's really interesting when you look at our data, Kadie,
it's very reflective of the unique educational landscape that we
(02:34):
deliver educating within within the territory. So when you start
to look at different cohorts as students, so our non
Aboriginal student cohorts in many cases the average score for
them is higher than their counterparts into state. And then
(02:54):
when we look at how our Aboriginal students are performing
report and the data is broken up, it talks about
outer regional location, which is for us like Darwin and Palmerston,
and so our students in our outer regional locations are
(03:15):
Aboriginal students are closer to our regional Aboriginal students nationally,
but when we look at our remote and very remote locations,
that's where we see the gap. So it's about, you know,
our commitment with our boosting literacy and numeracy is about
supporting every Northern Territory student in anti government schools, regardless
(03:39):
of where they're attending school. And so there's absolutely gains
that we can see in the data that's been released
this year.
Speaker 1 (03:49):
So by the sounds of us, unfortunately, we have some
real work to do in some of our more remote
areas out in community and make sure that you know,
like not only getting kids to school, but making sure
that they're able to learn in a way that is
helping them to reach those national benchmarks.
Speaker 2 (04:10):
Absolutely, every day that a young person attends school they
benefit the great teaching and learning that is occurring as
well as those social connections with their peers. And so
our Boosting Literacy and Numeracy Plan is a really important
piece that provides those three key pillars. It's about supporting
(04:33):
our wonderful educators with high quality resources, professional learning so
that they can continue to explicitly teach the core skills
of literacy and numeracy. It's the work we're doing as well.
This is the first year where our year one students
or undertake a phonics test, so that's going to occur
(04:54):
over the next couple of weeks actually, and that's really
important as well because that's a out seeing where our
young people are at in their learning even earlier so
year one, and it's while it's a screener, it's not
a test for teaching and learning tools. Where's each young
person at and what do we need to do to
continue to support them in their progress and then be
(05:18):
important things around targeted support. So for those young people
who have been identified in that plan as requiring additional
support our Boosting Literacy and Umerescity Plan, there are materials,
there's professional learning, there's tools to help power educators do
(05:38):
that really important.
Speaker 1 (05:39):
Work well, and this is the thing we have to
make sure that kids aren't being left behind. And I
know that there's a lot of work in that space. Darren.
Can we take a look at things that are happening,
you know, in our urban areas and you touched on
this before, I mean when you sort of break it
down then and look at Darwin and Palmerston and some
of our regional town centers. How are our kids performing
(06:01):
then when you go more.
Speaker 2 (06:04):
Urban sorry, when you go more urban, yeah, so when you.
Speaker 1 (06:09):
Know, so when you come into our urban centers, So
when we're looking at you know, schools like Darwin, Palmerston
around our urban centers.
Speaker 2 (06:20):
So we've seen some great gains happening. This is the
first year since the change in naplan where we've been
able to look at progress between the years. So for
year three students who did naplan in twenty twenty three,
seeing their progress, what their results were in twenty twenty five.
(06:42):
And so the ENCHI has achieved higher cohort games in
five out of the fifteen domains compared to the national rate,
and specifically for our non Aboriginal students eleven out of
fifteen domains. So that speaks to the great work our
teachers are doing to value add and support students progressions.
(07:04):
And then in our ALTI regional all five domains for
the year three to five COHORT had growth and four
out of five domains for the five to seven COHORT
one domain for the year seven to nine, so we
can see growth in many many domains. We do see
(07:25):
a difference, as I mentioned earlier, between urban and remote.
There are great things happening in our remote schools as well.
There are remote schools doing explicit teaching already, but there
are other factors in remote schools the number of young
people who may be eld learners, for example, and so
(07:46):
their progress is also supported by important progression work as well,
not just NAPLAN, and also the IXIA ratings as well.
Speaker 1 (07:58):
I know there'll be plenty of parentss this morning, and
I guess I sort of approach NAPLAN like I don't
want my kids to have a lot of pressure on
them around naplan, you know. I think it's one thing
to sort of, you know, to to train kids up
so that they're able to do a test well. But
you know, I want them to be good, well rounded
people that are learning. You know all the basics and
learning what they need to at school, but I also
(08:20):
want them to, you know, to to not just be
good at testing. Is that something you know when the
education department sort of approaches this napland testing, like, how
much emphasis is placed on it or is it more
looking at things from a real holistic perspective to make
sure that you know, kids are doing well right across
the board, not just when it comes to a test.
Speaker 2 (08:43):
Absolutely, Katie, thank you. I think as well as parents,
teachers and educators feel that same way. NAP plan is
a point in time that assesses what you're seeing in numeracy,
and there are many many other skills and attributes that
we know contribute to a young person's growth. And also
(09:04):
our educators use a range of ways to assess how
a young person is progressing in their learning. That plan
is one and it is an important one. But even
with the shift online that's been really important. It's actually
now a test that's quite intuitive to a young person.
So the kind of questions a young person's being asked
(09:27):
changes depending on how they're progressing in their response. So
that experience for a young person as well is quite
different to a traditional you're in year three. Here's a
paper booklet, start on page one through to the end.
And I know our teachers, our full leaders do a
wonderful job of ensuring a balanced approach to assessing our
(09:51):
young people, but we also know it's important to understand
where they are in their learning and then, most importantly,
what do we do in response to sup pull it them? Yeah?
Speaker 1 (10:01):
Well a Darren Chatterton, Deputy Chief Executive of the Early
Years and School Services, I really appreciate your time this morning.
Thank you very much for having a chat with us.
Speaker 2 (10:12):
Thanks for your time too, Katie
Speaker 1 (10:13):
Thank you, thank you.
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