Ancora Imparo

I am still learning (Michelangelo)

Board of Studies Bulletin

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Year 1 Behaviours Indicator of Dropout Rates

A study from Johns Hopkins University has identified behaviours that are flags to high school drop out rates for at least 75% of those students. These behaviours are indicated as early as the second semester of Year 1.

These Year 1 indicators include students who are:

absent from school nine or more times (in Year 1) are twice as likely to dropout in high school

suspended one or more timescan be up to 5 times as likely to drop out of high school

below grade level in reading and/or mathematics are twices as likely to drop out of high school.

As students move through their schooling these numbers become worse. "A third grade student is twice as likely to drop out if he or she only misses three or more times, and they are three times as likely to do so in the 9th grade."

At present we are collecting data to assist student transition at Years 6 into 7 and Years 10 into 11. The question becomes what do we do with this rich bank of information about our students. It is not enough to identify students, we need to use data to develop valid intervention strategies. Report

Gender based behaviours affect school experience - Brittish Study

The Brittish Department for Education has identified that:

"Nearly one in four boys at state school has special needs, statistics show

Nearly one in four state school boys is classed as having special educational needs, almost double the number of girls, statistics show.

.... girls are more likely to be “compliant” and fall off the radar than boys, making them less likely to be identified as having SEN.(special education needs)

Last week government data showed that pupils with special needs are up to eleven times more likely to receive a permanent exclusion, and up to six times more likely than their classmates be suspended at least once."

Boys Reading Commission

Why do some boys struggle to be readers? How do we develop these boys as readers? What are the challenges for the school? How does the home influence the habit of reading? These issues and more are addressed in the UK Literacy Trust's "Boys Reading Commission"

The report asks, "what is making boys more likely to struggle with reading" whilst acknowledging that "there are obvious sensitivities when discussing boys’

underachievement in reading. Boys are not a homogenous

group; they are not all failing. In focusing on this issue there is a

danger that we can overemphasise and make it a self-fulfilling

prophecy; arguments that imply boys are not expected to be good

or enthusiastic readers are simply reinforcing it as a social norm.

However, the long-term impacts of low literacy have such a massive

influence on future life chances that we feel it is our responsibility to

address the issue and unpick the evidence."

The recommendations supply a list of ideas for implementation at the school and home levels.

Which boys/which girls?

Instead of blanket statements, Dr Wayne Martino from the University of Western Ontario, argues that we need to identify the characteristics of both boys and girls who are struggling within the school context. The focus should not be on boys' education concepts which tend to label all boys as underachieving and all girls as achieving .

Alterations to the Payments to Teachers

Changes to Teacher Reward Payments The Gonski reform has been agreed to by the Commonwealth and NSW governments. As such, the Institute has been advised that Rewards for Great Teachers payments under National Partnerships funding will conclude at the end of 2013.