❓ Hon Ray Halligan asks about the consistency of outcomes and standards education in Years 11 and 12, given a $9.7 million investment. Hon Ljiljanna Ravlich responds, highlighting the Robson report, professional development days, moderation, and teacher professional judgement as key to achieving consistency.
AnsweredQoN 373Legislative Council
QuestionView source ↗
OUTCOMES AND STANDARDS EDUCATION IN YEARS 11 AND 12 - CONSISTENCY
I refer the minister to the new expenditure initiatives, outcomes and standards of education contained in the budget. Some $9.7 million is to be spent on initiatives and strategies associated with the implementation of outcomes and standards education in years 11 and 12, part of which is to be spent on ensuring, assessing and reporting consistency across public schools. Will the minister please explain how this consistency will be achieved; and, if not, why not? Hon LJILJANNA RAVLICH
I refer the minister to the new expenditure initiatives, outcomes and standards of education contained in the budget. Some $9.7 million is to be spent on initiatives and strategies associated with the implementation of outcomes and standards education in years 11 and 12, part of which is to be spent on ensuring, assessing and reporting consistency across public schools. Will the minister please explain how this consistency will be achieved; and, if not, why not? Hon LJILJANNA RAVLICH
AnswerView source ↗
Members might be aware that upon becoming minister I initiated the Robson report, which made nine recommendations regarding the implementation of the outcomes and standards framework. Members might remember that at least half of the nine recommendations concerned moderation and assessment. I fully endorsed the recommendations of the Robson task force, because it made those recommendations after extensive consultation with the key players in the education system. The government recognises the importance of addressing those issues. Members might remember also that I made decisions about the provision of two additional personal development days for secondary teachers and one extra PD day for primary school teachers. Secondary teachers now have nine PD days each year, and primary school teachers have a total of eight PD days. I have been most mindful of the workload of the assessment process. Hon Ray Halligan : Is this related to the consistency? Hon LJILJANNA RAVLICH : The consistency is achieved through moderation between courses. The impact of the assessment workload on teachers was an area of concern. On 10 May, I met with sector heads and the Curriculum Council to work through some refinement to the assessment procedures. That information was then communicated by each of the sectors to the teachers. Basically it allows teachers greater flexibility and use of their professional judgment. I said then, and I continue to say, that we want teachers to use their professional judgment. We have spent an enormous amount of money on the Making Consistent Judgements program in lower school, and I want teachers to have the confidence in themselves to not need to rely on being prescribed what to do for each decision they make. Obviously a funding requirement is attached to all these initiatives, and that money was sought following the Robson task force recommendations.
Hon LJILJANNA RAVLICH replied: Members might be aware that upon becoming minister I initiated the Robson report, which made nine recommendations regarding the implementation of the outcomes and standards framework. Members might remember that at least half of the nine recommendations concerned moderation and assessment. I fully endorsed the recommendations of the Robson task force, because it made those recommendations after extensive consultation with the key players in the education system. The government recognises the importance of addressing those issues. Members might remember also that I made decisions about the provision of two additional personal development days for secondary teachers and one extra PD day for primary school teachers. Secondary teachers now have nine PD days each year, and primary school teachers have a total of eight PD days. I have been most mindful of the workload of the assessment process. Hon Ray Halligan : Is this related to the consistency? Hon LJILJANNA RAVLICH : The consistency is achieved through moderation between courses. The impact of the assessment workload on teachers was an area of concern. On 10 May, I met with sector heads and the Curriculum Council to work through some refinement to the assessment procedures. That information was then communicated by each of the sectors to the teachers. Basically it allows teachers greater flexibility and use of their professional judgment. I said then, and I continue to say, that we want teachers to use their professional judgment. We have spent an enormous amount of money on the Making Consistent Judgements program in lower school, and I want teachers to have the confidence in themselves to not need to rely on being prescribed what to do for each decision they make. Obviously a funding requirement is attached to all these initiatives, and that money was sought following the Robson task force recommendations.
Members might be aware that upon becoming minister I initiated the Robson report, which made nine recommendations regarding the implementation of the outcomes and standards framework. Members might remember that at least half of the nine recommendations concerned moderation and assessment. I fully endorsed the recommendations of the Robson task force, because it made those recommendations after extensive consultation with the key players in the education system. The government recognises the importance of addressing those issues. Members might remember also that I made decisions about the provision of two additional personal development days for secondary teachers and one extra PD day for primary school teachers. Secondary teachers now have nine PD days each year, and primary school teachers have a total of eight PD days. I have been most mindful of the workload of the assessment process. Hon Ray Halligan : Is this related to the consistency? Hon LJILJANNA RAVLICH : The consistency is achieved through moderation between courses. The impact of the assessment workload on teachers was an area of concern. On 10 May, I met with sector heads and the Curriculum Council to work through some refinement to the assessment procedures. That information was then communicated by each of the sectors to the teachers. Basically it allows teachers greater flexibility and use of their professional judgment. I said then, and I continue to say, that we want teachers to use their professional judgment. We have spent an enormous amount of money on the Making Consistent Judgements program in lower school, and I want teachers to have the confidence in themselves to not need to rely on being prescribed what to do for each decision they make. Obviously a funding requirement is attached to all these initiatives, and that money was sought following the Robson task force recommendations.
Hon Ray Halligan : Is this related to the consistency? Hon LJILJANNA RAVLICH : The consistency is achieved through moderation between courses. The impact of the assessment workload on teachers was an area of concern. On 10 May, I met with sector heads and the Curriculum Council to work through some refinement to the assessment procedures. That information was then communicated by each of the sectors to the teachers. Basically it allows teachers greater flexibility and use of their professional judgment. I said then, and I continue to say, that we want teachers to use their professional judgment. We have spent an enormous amount of money on the Making Consistent Judgements program in lower school, and I want teachers to have the confidence in themselves to not need to rely on being prescribed what to do for each decision they make. Obviously a funding requirement is attached to all these initiatives, and that money was sought following the Robson task force recommendations.
Hon LJILJANNA RAVLICH : The consistency is achieved through moderation between courses. The impact of the assessment workload on teachers was an area of concern. On 10 May, I met with sector heads and the Curriculum Council to work through some refinement to the assessment procedures. That information was then communicated by each of the sectors to the teachers. Basically it allows teachers greater flexibility and use of their professional judgment. I said then, and I continue to say, that we want teachers to use their professional judgment. We have spent an enormous amount of money on the Making Consistent Judgements program in lower school, and I want teachers to have the confidence in themselves to not need to rely on being prescribed what to do for each decision they make. Obviously a funding requirement is attached to all these initiatives, and that money was sought following the Robson task force recommendations.
Hon LJILJANNA RAVLICH replied: Members might be aware that upon becoming minister I initiated the Robson report, which made nine recommendations regarding the implementation of the outcomes and standards framework. Members might remember that at least half of the nine recommendations concerned moderation and assessment. I fully endorsed the recommendations of the Robson task force, because it made those recommendations after extensive consultation with the key players in the education system. The government recognises the importance of addressing those issues. Members might remember also that I made decisions about the provision of two additional personal development days for secondary teachers and one extra PD day for primary school teachers. Secondary teachers now have nine PD days each year, and primary school teachers have a total of eight PD days. I have been most mindful of the workload of the assessment process. Hon Ray Halligan : Is this related to the consistency? Hon LJILJANNA RAVLICH : The consistency is achieved through moderation between courses. The impact of the assessment workload on teachers was an area of concern. On 10 May, I met with sector heads and the Curriculum Council to work through some refinement to the assessment procedures. That information was then communicated by each of the sectors to the teachers. Basically it allows teachers greater flexibility and use of their professional judgment. I said then, and I continue to say, that we want teachers to use their professional judgment. We have spent an enormous amount of money on the Making Consistent Judgements program in lower school, and I want teachers to have the confidence in themselves to not need to rely on being prescribed what to do for each decision they make. Obviously a funding requirement is attached to all these initiatives, and that money was sought following the Robson task force recommendations.
Members might be aware that upon becoming minister I initiated the Robson report, which made nine recommendations regarding the implementation of the outcomes and standards framework. Members might remember that at least half of the nine recommendations concerned moderation and assessment. I fully endorsed the recommendations of the Robson task force, because it made those recommendations after extensive consultation with the key players in the education system. The government recognises the importance of addressing those issues. Members might remember also that I made decisions about the provision of two additional personal development days for secondary teachers and one extra PD day for primary school teachers. Secondary teachers now have nine PD days each year, and primary school teachers have a total of eight PD days. I have been most mindful of the workload of the assessment process. Hon Ray Halligan : Is this related to the consistency? Hon LJILJANNA RAVLICH : The consistency is achieved through moderation between courses. The impact of the assessment workload on teachers was an area of concern. On 10 May, I met with sector heads and the Curriculum Council to work through some refinement to the assessment procedures. That information was then communicated by each of the sectors to the teachers. Basically it allows teachers greater flexibility and use of their professional judgment. I said then, and I continue to say, that we want teachers to use their professional judgment. We have spent an enormous amount of money on the Making Consistent Judgements program in lower school, and I want teachers to have the confidence in themselves to not need to rely on being prescribed what to do for each decision they make. Obviously a funding requirement is attached to all these initiatives, and that money was sought following the Robson task force recommendations.
Hon Ray Halligan : Is this related to the consistency? Hon LJILJANNA RAVLICH : The consistency is achieved through moderation between courses. The impact of the assessment workload on teachers was an area of concern. On 10 May, I met with sector heads and the Curriculum Council to work through some refinement to the assessment procedures. That information was then communicated by each of the sectors to the teachers. Basically it allows teachers greater flexibility and use of their professional judgment. I said then, and I continue to say, that we want teachers to use their professional judgment. We have spent an enormous amount of money on the Making Consistent Judgements program in lower school, and I want teachers to have the confidence in themselves to not need to rely on being prescribed what to do for each decision they make. Obviously a funding requirement is attached to all these initiatives, and that money was sought following the Robson task force recommendations.
Hon LJILJANNA RAVLICH : The consistency is achieved through moderation between courses. The impact of the assessment workload on teachers was an area of concern. On 10 May, I met with sector heads and the Curriculum Council to work through some refinement to the assessment procedures. That information was then communicated by each of the sectors to the teachers. Basically it allows teachers greater flexibility and use of their professional judgment. I said then, and I continue to say, that we want teachers to use their professional judgment. We have spent an enormous amount of money on the Making Consistent Judgements program in lower school, and I want teachers to have the confidence in themselves to not need to rely on being prescribed what to do for each decision they make. Obviously a funding requirement is attached to all these initiatives, and that money was sought following the Robson task force recommendations.
Explore WA Government Data
Search the full archive in the free dashboard, or query programmatically via API.
Explore more
Government Gazette
Appointments, regulatory notices, planning changes.
Hansard
Debates, questions, speeches and sentiment.
Tabled Papers
Reports and documents tabled in Parliament.
Committees
Committee profiles and recent reports.
Regulations
Subsidiary legislation with filters and summaries.
Bills
Proposed laws and parliamentary progress.
Acts
Current WA legislation and summaries.
Explanatory Memoranda
Bills with EMs (text/PDF) available.
Members
MP profiles, party breakdown and rankings.
Pollie Rankings
Data-driven rankings across 19 categories.
Amendment Chains
Track how schemes and regulations evolve over time.