WITH the 2019 school year now in full swing, preparations are being made for the upcoming annual National Assessment Program – Literacy and Numeracy (NAPLAN) scheme.
Already busily developing strategies and skills, Glenburnie Primary School has recently been highlighted in a three-year snapshot of its NAPLAN results as boasting the state’s top Year 3 reading level.
Recently reported statistics show that from 2015-17, 76pc of Year 3 students read at a high-achievement level, a result which came as “no surprise” to school principal Sam Griffith.
“It is a great spotlight for the school,” Mr Griffith said.
“We use NAPLAN as a individual learning tool which allows us to see what kids understand and what they need help with.
“Although, we stress the test is only one assessment strategy schools use.”
Mr Griffith said the program results were positive, but added the school had many other ways to track student progress.
“We are already preparing for this year’s assessments held in May and there is still work to be done,” he said.
“This year is different for us as we will be completing NAPLAN online.
“This allows us to introduce a whole new element of learning and skills for the students, teachers and staff.”
Mr Griffith said teachers tended to adapt and modify their curriculum delivery to suit student learning strategies.
“Obviously each year the student cohort is different so we need to change in the hope it will benefit the kids,” he said.
“When preparing for the NAPLAN tests we do introduce students to the same styling of testing.
“It is important they understand what it looks like and how it will run as the test is very much individualised.”
Some student strategies implemented by the school include looking at previous test questions, reading questions out aloud, taking notes and writing personal thinking schemes.
“We talk to them about strategies they can use to try and complete the test and get the best possible result they can,” he said.
“It involves a fair bit of practice, especially for the Year 3 students as it is all new to them.
“We do not want them going in cold turkey so it is important they have some knowledge of what they will exposed to and what to look out for.”
While an important tool in children’s development, Mr Griffith said the tests can have a negative impact on students’ mental health.
“It does cause anxiety and stress for kids which is not great,” he said.
“We try and talk to them in order to ease those factors.”
When breaking down the final results later on in the year, Mr Griffith said he hoped the school could use the data to further develop strategies to support students in the years to come.
