Dva od pet studenata Queensland godine 3 ispod referentne vrijednosti matematičke sposobnosti

Two in five year 3 students in Queensland have failed to meet national NAPLAN numeracy benchmarks, according to the Australian Curriculum, Assessment and Reporting Authority (ACARA). This revelation comes months after the state initiated a numeracy screening trial for year 1 students aimed at identifying early learning difficulties. ACARA described the decline in year 3 numeracy performance across the country as “clearly concerning.” In Queensland, 43.3 per cent of year 3 students were classified as either “developing” or “needs additional support”, the lowest performance bands. Nationally, 35.9 per cent of year 3 students fell into these categories, while Victoria recorded the strongest results, with more than 70 per cent of students achieving the national benchmark. Brisbane mother Katie Wilson expressed mixed feelings about her year 3 and 5 children’s NAPLAN results, calling them “OK” and “pretty happy” with their scores. She noted that the extensive preparation for the tests had been overwhelming for some students, creating a sense of anxiety. ACARA chief executive Stephen Gniel emphasized that while families should not stress over the point-in-time nature of the test, the year 3 results highlighted a broader national issue. He stated that ACARA was already reviewing its mathematics curriculum from prep through to year 2, and education ministers were implementing a range of measures, including national year 1 numeracy checks. In Queensland, year 1 students at 62 schools underwent a numeracy screening at the start of 2026. A Queensland Education Department spokesperson explained that the screening aimed to identify weaknesses in numeracy early, allowing for timely intervention to prevent widening learning gaps. When questioned about the resources provided to teachers, schools, and students, the spokesperson indicated that the department was still analyzing results from the year 1 screenings and collecting additional data to guide future strategies for supporting numeracy development in Queensland schools. Gniel also noted that the NAPLAN tests revealed weaknesses in reading scores across years 5, 7, and 9 compared to 2025. He expressed disappointment at the persistent disparities in performance among students from regional and remote areas, Indigenous students, and those from disadvantaged backgrounds. Just under one-quarter of students from very remote schools across all year levels met the curriculum benchmarks for reading and numeracy, scoring in the two highest brackets, “strong” or “exceeding.” In contrast, 70.0 and 70.8 per cent of students in major cities cleared the national benchmarks for reading and numeracy, respectively. In Queensland, approximately one-third of students participating in NAPLAN tests this year lived outside major cities, compared to 21.5 per cent in Victoria and 24.1 per cent in New South Wales. These statistics underscore the varying degrees of access to educational resources and support across different regions. Across Australia, less than half of all year 3 students in Western Australia met proficiency standards in grammar and punctuation, with nearly 40 per cent requiring additional support. Despite declines in all testing areas for the state’s year 3 students compared to scores in 2023, writing and numeracy suffered the most significant drops. However, WA’s year 9 students excelled in numeracy, with 71.3 per cent meeting proficiency standards, the highest nationally and matching those in the Australian Capital Territory. WA Education Minister Sabine Winton highlighted the stability of student participation in NAPLAN and the progress made by the majority of students. She noted that year 9 students maintained strong and exceeding proficiency across all assessment areas, with results surpassing the national average in reading, writing, and numeracy. Winton also mentioned that Western Australian students recorded gains across all test areas, with year 7 students showing notable improvements in numeracy, spelling, and writing compared to their year 5 results. Meanwhile, nationally, one in three Australian students failed to meet national numeracy and literacy benchmarks, with Victorian schools outperforming those in other states. NAPLAN results showed minimal improvement from the previous year, with a significant number of children still struggling with fundamental learning aspects despite efforts to reform how reading and math are taught and tested. Sunshine Primary School in Victoria reported an improvement in its NAPLAN results for year five students. Principal Lyn Read attributed this to the introduction of phonics in 2019, prior to its mandate in Victoria, which contributed to enhanced reading results. Read emphasized the importance of having dedicated and passionate teaching staff who collaborate effectively to drive such improvements. NAPLAN participation in 2026 was slightly lower than in 2025 due to disruptions caused by teachers’ industrial action over wages and conditions in Tasmania and flooding in the Northern Territory. Some students had to take the NAPLAN writing exams twice after an online platform crash on the first day of testing. The Australian Curriculum and Reporting Authority clarified that the disruption affected only students in years 5, 7, and 9, and those impacted did not receive mark adjustments, although their results included a cautionary note. Education experts warn that low literacy skills can be associated with poorer employment and health outcomes later in life, urging parents to address concerns early while maintaining a balanced view of NAPLAN results. Professor Tanya Serry from La Trobe University advised parents not to become overly alarmed by low scores, emphasizing that NAPLAN is not a diagnostic tool and that a child’s performance might change over time. She recommended discussing concerns with the child’s school to gain a comprehensive understanding of their progress. Ardeer Primary School in Melbourne’s western suburbs celebrated its best-ever NAPLAN results, with significant improvements in reading, writing, and numeracy levels across year 3 and 5. The school adopted a model of explicit teaching five years ago, which has shown positive results. Principal John Mifsud explained that the explicit teaching approach involves clearly communicating learning intentions and success criteria to students, ensuring there is no ambiguity about what they should aim to achieve during lessons. This method contrasts with the previously popular whole language model, which has been largely discredited. The implementation of explicit instruction practices across Australia has led to improved student engagement and focus in classrooms, as highlighted by Education Minister Jason Clare, who declared “the reading wars” were over. Mr. Mifsud noted that the transition to the new teaching model required considerable effort but ultimately proved beneficial for students. In Western Australia, the NAPLAN results triggered concern for year 3 students, with 40 per cent struggling with numeracy. However, year 9 students outperformed the national average in every category. Despite the younger years experiencing below-average scores, there were some improvements compared to last year’s figures. Opposition education spokesperson Liam Staltari echoed concerns over the year 3 scores, advocating for greater support for students facing challenges in early education. In rural communities and towns with high Indigenous populations, results have shown dramatic improvements in recent years, attributed to increased funding and the adoption of explicit teaching models. Federal Education Minister Jason Clare highlighted the rise in numeracy results for Indigenous students, noting increases in Year 5 and Year 7 scores. The federal government’s commitment to covering a quarter of the Schooling Resource Standard to achieve full funding for public schools was implemented in 2026. Additionally, the controversial Thriving Kids program will partially replace the National Disability Insurance Scheme for children under nine with developmental delays, beginning in October. Tasmanian students did not participate in NAPLAN in 2026 due to industrial action. For families of students like Mark, an 11-year-old with ADHD and autism, the NAPLAN results can be demoralizing. His mother, Ruby, expressed frustration over the lack of adequate support for students with special needs, emphasizing the need for better resources tailored to the unique requirements of struggling families. Organizations like The Smith Family advocate for targeted support to help low-income students thrive academically and beyond.