The introduction of Learning Progressions into our schools has had a mixed reception across the state. The feedback we are getting is that colleagues see the Learning Progressions as an improvement on the Literacy & Numeracy continua and are keen to work with them, however the PLAN2 software is an issue.

We have been working with the DoE team around these issues as has the Teachers’ Federation and as you are all aware, a review has meant more of a focus on getting to know the Learning Progressions and less of a focus on uploading data….a de-coupling if you like!

With 530 EaFS schools [310 first phase] and 40 self-funded primary schools involved, delivering professional learning was always going to be a difficult task. Throw in a variety of Instructional Leaders spread across the state and the ability to differentiate the PL to meet the needs of schools at different stages of learning and we see how issues could arise.

The Learning & Teaching team have been receptive to feedback and have identified a better way forward for the two cohorts of schools [EaFS and the self-funded schools]. Plans to focus on just a few students against a handful of sub-elements, or 1 sub element for all students K-2 have been discussed. More focused support for Instructional Leaders, strengthening their role and providing deeper knowledge will also help so they are consistent with their delivery & support. For the self-funded schools – more time “to play” with the Learning Progressions is seen as important.

Thursday’s Daily Telegraph article and broad sweeping statements by AEU President Correna Haythorpe about the “catastrophic implementation” and a “disaster” do not reflect the mood or practice in our schools. The Learning Progressions, supported strongly in the Gonski2 Review, need time for us to develop our shared understanding, knowledge & use….. PLAN 2 obviously needs much more work before it can be usefully used by our teachers.