Stop the Rot
Would it serve the interests of Australia if reduced expenditure for police, prisons,
psychiatric care, ambulances, law courts and unemployment benefits were achieved? Would
the prestige of Australia be increased if our nation were considered among the world’s most
successful educators? What would it take to cease the practice of providing high school
leaving certificates to students with the literacy and numeracy skills of Year 3 children?
Would the more able students appreciate the benefits of completion of first year university
English, English Literature or Mathematics while still in secondary school? At present,
children who fail a few times start to believe that they are not smart enough to succeed. This
results in giving up, failure to pay attention in class, and disruptive behaviour displays. Over
years, these behaviours become ingrained as these students sit through high school, receive
their leaving certificates and find that their lack of basic literacy and numeracy renders them
virtually unemployable. Rather than allowing these people to waste opportunities for a better
life, and become a drain on the public purse, a solution to the root cause of the problem
would be a more efficient solution. At present we are merely wasting time and finances
correcting or punishing people who started on a path of chronic failure back in primary
school.
In primary schools, general subjects like History, Science, Art, Music and Sport could
continue under the current model. English and Numeracy, however, should be conducted in
groups of five to ten children. Rather than a system of seven years, these two essential
subjects should be conducted in twenty-eight terms. At the conclusion of each term, pupils
would have to pass a test in order to be promoted to the next level. The combination of very
small classes, where all pupils have no choice but to pay attention, and the need to achieve
certain outcomes for promotion, will ensure that all pupils experience success. No pupil
willingly suffers the embarrassment of being back-coursed more than once. And when pupils
enjoy the feeling of pride and achievement of getting top marks in class, they will be eager
for more success.
Along with incentivising less able pupils, provision should be made for those who can skip
one or more terms. Once these pupils complete the twenty-eighth term, they could undertake
the Year 8 English or Mathematics syllabus while still in primary school. This would result in
the motivated students remaining one year level ahead of their age in one or two subjects
until Year 12 where they could complete the first year of university English, English
Literature or Mathematics. These slightly advanced results would improve employment
prospects for those graduates pursuing a trade or other career which does not require
university. Those who go on to university would enjoy a small reduction of fees and time to
graduation, having completed one or two subjects prior to enrolment. Young people with
intellectual disabilities should continue attending the general subjects which suit their needs
along with the mainstream children. If their disabilities require more specialised support,
English and Numeracy lessons meeting their needs should be available, in order to challenge
them in a meaningful way.
The syllabi for all twenty-eight terms of English and Numeracy should be printed on
inexpensive newsprint and made available in newsagencies and in school offices. This would
benefit children who experience long hospital stays or who are taken out of school for other
reasons. Pupils who fall behind and find themselves back-coursed would have the option to
make up a term of English or Numeracy in their own time on the weekends or over school
holidays. Those who develop a passion for learning can use the syllabi for their own
accelerated promotion through the terms. And adults who feel disadvantaged, having drifted
unsuccessfully through their school years under the old system, could use the printed syllabi
to catch up and enhance their job prospects or promotions. There would be no need to
construct extra classrooms. Literacy and Numeracy groups are small enough to fit three or
four in a pre-existing classroom. There would be no need to hire more teachers. Teachers and
teachers’ aides could team teach two groups; swapping between their groups on alternate
days. No one can deny that paying teachers and teachers’ aides is an inexpensive and efficient
solution to a cohort of undereducated adults making themselves a burden on society.
Provision of primary English and Numeracy in small groups requiring successful
completion of each term would provide a budget-conscious solution to several of our most
pressing social woes.
The core values of primary education should be the provision of education and training
that optimises each learner’s abilities and assists them to develop into well-rounded, resilient,
considerate, adults who are ready to make a positive contribution to society.
© Tropical Writers Inc 2024