Learning

  • Indicators

    • Combined domains

    • Communication skills and general knowledge domain

    • Emotional maturity domain

    • Language and cognition domain

    • Physical health and wellbeing domain

    • Social competence domain

    Policy context

    The assessment of a child’s readiness for learning involves the combined consideration of children’s socio-emotional, cognitive and behavioural strengths and vulnerabilities and the individual literacy and numeracy skills the child brings to school.

    This indicator is informed by the Australian Early Development Census (AEDC), formerly the Australian Early Development Index, which is a national measure of early childhood development.

    The AEDC is a population-based measure of children’s development as they enter their first year of full-time school. The assessment takes place nationally every three years. Teachers complete the Early Development Instrument for each child in their class.¹

    The AEDC collects data relating to five key areas of early childhood development which are closely linked to child health, education and social outcomes. The five domains are physical health and wellbeing, social competence, emotional maturity, language and cognitive skills (school-based), and communication skills and general knowledge.

    AEDC results are presented as the number and percentage of children who are developmentally on track, developmentally at risk and developmentally vulnerable in each domain.² Further, two summary indicators are presented to show the percentage of children who are developmentally vulnerable on one or more domain(s) and developmentally vulnerable on two or more domains.

    References

    1. For more information on the Australian Early Development Census refer to the Australian Early Development Census website. Available at: https://www.aedc.gov.au/

    2. In 2009, when the AEDC was first completed nationally, a series of cut-off scores was established for each of the five domains. Children falling below the 10th percentile were considered ‘developmentally vulnerable’, children falling between the 10th and 25th percentile were considered ‘developmentally at risk’, and all other children were considered to be ‘developmentally on track’. The cut-off scores set in 2009 provide a reference point against which AEDC results can be compared. These have remained the same across all five collection cycles. Source: Australian Early Development Census National Report 2021, p. 45. Available at: https://www.aedc.gov.au/resources/detail/2021-aedc-national-report

  • Indicators

    • Attendance in early childhood education

    • Childcare availability

    Policy context

    Starting from infancy, children need nurturing, engaging, and attentive care to support their early childhood development and well-being. Childcare, which involves looking after a child by someone other than their parents or legal guardians, can take formal forms such as professional childcare providers or informal forms like grandparents, other relatives, friends, neighbours, or nannies.

    Children’s participation in formal childcare, as well as early childhood education programs (such as preschool), are encompassed by the term early childhood education and care (ECEC).

    In Australia, a preschool program is defined as a structured, play-based learning program, delivered by a degree-qualified teacher, aimed primarily at children in the year or two before they commence full-time schooling. Preschool programs are referred to by a variety of other terms across states and territories. Preschool age entry requirements also differ across states and territories.¹

    References

    1. Australian Bureau of Statistics 2022, Preschool Education, Australia methodology [cited 2023 September 18]. Available at: https://www.abs.gov.au/methodologies/preschool-education-methodology/2021

  • Indicators

    Liking school – Speaking Out Survey WA

    Policy context

    Research suggests that a sense of belonging at school and the degree to which students report liking school has an important influence on student motivation, engagement, participation and academic outcomes.¹ʼ²

    Currently, there is a lack of comprehensive national data collection to inform the indicators within this theme. Instead, most states and territories conduct their own surveys among school students, addressing aspects such as their sense of belonging in school and their engagement with teachers. However, these survey findings are typically only made available in the form of a summarised report specific to each state or territory. In some states, no public reporting takes place.

    References:

    1. Goodenow C and Grady KE 1993, The Relationship of School Belonging and Friends’ Values to Academic Motivation Among Urban Adolescent Students, The Journal of Experimental Education, Vol 62 No 1, pp. 60-71 [cited 2023 September 18]. Available at: https://www.tandfonline.com/doi/abs/10.1080/00220973.1993.9943831

    2. Ma X 2003, Sense of Belonging to School: Can Schools Make a Difference? The Journal of Educational Research, Vol 96 No 6, pp. 340-349. Cited in: Commissioner for Children and Young People WA, Indicators of Wellbeing, Learning and participating [cited 2023 September 18]. Available at: https://www.ccyp.wa.gov.au/our-work/indicators-of-wellbeing/age-group-12-to-17-years/a-sense-of-belonging-and-supportive-relationships-at-school/

  • Indicators

    • Grammar and punctuation

    • Numeracy

    • Reading

    • Spelling

    • Writing

    Policy context

    Since 2008, all students in Years 3, 5, 7 and 9 are tested annually using a common assessment tool under the National Assessment Program – Literacy and Numeracy (NAPLAN). Each year in May, over one million students nationally sit the NAPLAN tests. The students are assessed in the domains of reading, writing, language conventions (spelling, grammar and punctuation) and numeracy.¹

    The NAPLAN national minimum standard is “the agreed minimum acceptable standard of knowledge and skills without which a student will have difficulty making sufficient progress at school”.² This tool is administered by the Australian Curriculum, Assessment and Reporting Authority (ACARA).

    References

    1. Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, NAPLAN Achievement in Reading, Writing, Language Conventions and Numeracy. National Report for 2021, ACARA, p. iv [cited 2023 September 18]. Available at: https://www.nap.edu.au/docs/default-source/default-document-library/2021-naplan-national-report.pdf?sfvrsn=2

    2. Ibid, p. vi [cited 2023 September 18]. Available at: https://www.nap.edu.au/docs/default-source/default-document-library/2021-naplan-national-report.pdf?sfvrsn=2

  • Indicators

    • All schools

    • Government school

    • Non-Government schools

    Policy context

    Regular attendance and engagement in school is important for the development of intellectual and socio-emotional skills and contributes significantly to educational outcomes.

    School attendance for students in Years 7 to 10 is collected annually through the data set National Student Attendance Data Collection (ACARA - administrative data). This is across all school sectors and jurisdictions in Australia.

    Attendance is commonly reported through two measures, attendance level and attendance rate. The attendance level records the proportion of full-time students in Years 1-10 whose attendance rate in Semester 1 is equal to or greater than 90 per cent.¹ The attendance rate is defined as the number of actual full-time equivalent student-days attended by full-time students in Years 1-10 as a percentage of the total number of possible student-days attended over the period.²

    References

    1. Australian Curriculum, Assessment and Reporting Authority (ACARA), Student attendance [cited 2023 September 18]. Available at: https://www.acara.edu.au/reporting/national-report-on-schooling-in-australia/student-attendance#:~:text=Attendance%20level%20is%20defined%20as,greater%20than%2090%20per%20cent

    2. Ibid.

  • Indicators

    • All schools

    • Government school

    • Non-Government schools

    Policy context

    Regular attendance and engagement in school is important for the development of intellectual and socio-emotional skills and contributes significantly to educational outcomes.

    School attendance for students in Years 7 to 10 is collected annually through the data set National Student Attendance Data Collection (ACARA - administrative data). This is across all school sectors and jurisdictions in Australia.

    Attendance is commonly reported through two measures, attendance rate and attendance level. The attendance rate is defined as the number of actual full-time equivalent student-days attended by full-time students in Years 1-10 as a percentage of the total number of possible student-days attended over the period.¹ The attendance level records the proportion of full-time students in Years 1-10 whose attendance rate in Semester 1 is equal to or greater than 90 per cent.²

    References

    1. Australian Curriculum, Assessment and Reporting Authority (ACARA), Student attendance [cited 2023 September 18]. Available at: https://www.acara.edu.au/reporting/national-report-on-schooling-in-australia/student-attendance#:~:text=Attendance%20level%20is%20defined%20as,greater%20than%2090%20per%20cent

    2. Ibid.

  • Indicators

    • Students feeling a high or low sense of belonging at school – Wellbeing Engagement Collection South Australia

    • Students feeling a high or low sense of belonging at school – Speaking Out Survey Western Australia

    • Students reporting high emotional engagement with teachers – Wellbeing Engagement Collection South Australia

    Policy context

    Research suggests that a sense of belonging at school and the degree to which students report liking school has an important influence on student motivation, engagement, participation and academic outcomes.¹ʼ²

    A sense of belonging at school is derived through the school environment, positive and supportive teacher and peer relationships and personal characteristics, such as conscientiousness, optimism and self-esteem.³

    Currently, there is a lack of comprehensive national data collection to inform the indicators within this theme. Instead, most states and territories conduct their own surveys among school students, addressing aspects such as their sense of belonging in school and their engagement with teachers. However, these survey findings are typically only made available in the form of a summarised report specific to each state or territory. In some states, no public reporting takes place.

    References

    1. Goodenow C and Grady KE 1993, The Relationship of School Belonging and Friends’ Values to Academic Motivation Among Urban Adolescent Students, The Journal of Experimental Education, Vol 62 No 1, pp. 60-71 [cited 2023 September 18]. Available at: https://www.tandfonline.com/doi/abs/10.1080/00220973.1993.9943831

    2. Ma X 2003, Sense of Belonging to School: Can Schools Make a Difference? The Journal of Educational Research, Vol 96 No 6, pp. 340-349 [cited 2023 September 18]. Available at: https://www.tandfonline.com/doi/abs/10.1080/00220670309596617

    3. Allen K et al 2016, What schools need to know about fostering school belonging: a meta-analysis, Educational Psychology Review, pp. 1-34. Cited in: Commissioner for Children and Young People WA, Indicators of Wellbeing, Learning and participating [cited 2023 September 18]. Available at: https://www.ccyp.wa.gov.au/our-work/indicators-of-wellbeing/age-group-12-to-17-years/a-sense-of-belonging-and-supportive-relationships-at-school/

    4. Available at: https://www.researchgate.net/publication/309224583_What_Schools_Need_to_Know_About_Fostering_School_Belonging_a_Meta-analysis

  • Indicators

    • Apparent retention rate

    • Highest year of school completed

    Policy context

    Attendance data for Years 11 and 12 are not captured as there are different pathways for students after Year 10. Apparent retention rates provide an indicative measure of the proportion of full-time school students who have stayed at school or equivalent, for a designated year and grade of education.¹

    In most states and territories, students are required to remain at school or participate in an approved non-school option (such as employment or training) until the end of the year they turn 17 years and six months, or graduate from high school. Young people who remain engaged in education, training or employment following their compulsory school years have better long-term prospects in the labour market, and consequently in life.²

    The Australian Bureau of Statistics records the highest level of primary or secondary schooling completed through the census. The data is used to help build a picture of the education levels attained in each area of Australia and to assist in the planning of educational facilities.³

    References:

    1. Australian Bureau of Statistics, Schools [cited 2023 September 18]. Available at: https://www.abs.gov.au/statistics/people/education/schools/latest-release#retention-rates

    2. Ryan C 2011, Longitudinal Surveys of Australian Youth, Research Report 56: Year 12 completion and youth transitions, National Centre for Vocational Education Research (NCVER), p. 8 [cited 2023 September 18]. Available at: https://www.ncver.edu.au/__data/assets/file/0016/7171/lsay_lsay56_2370.pdf

    3. Australian Bureau of Statistics, Highest year of school completed (HSCP), Census of Population and Housing: Census dictionary [cited 2023 September 18]. Available at: https://www.abs.gov.au/census/guide-census-data/census-dictionary/2021/variables-topic/education-and-training/highest-year-school-completed-hscp