Education Readings February 12th

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at

Online Public Schools Are a Disaster, Admits Billionaire, Charter School-Promoter Walton Family Foundation

Oh what a surprise…..

“The majority of online charter students had far weaker academic growth in both math and reading compared to their traditional public school peers,” their experts’ press release said, after noting that kindergarten-through-high school students need to be in classrooms with live teachers, not occasional faces on computer screens. “To conceptualize this shortfall, it would equate to a student losing 72 days of learning in reading and 180 days of learning in math, based on a 180-day school year.”

How Measurement Fails Doctors and Teachers

“Education is experiencing its own version of measurement fatigue. Educators complain that the focus on student test performance comes at the expense of learning. Art, music and physical education have withered, because, really, why bother if they’re not on the test?”

Why So Many Schools Fail To Get Impact From iPad

“70% of UK schools are now using mobile devices in the classroom, according to Tablets for Schools. The vast majority of those devices are likely to be iPads, yet how many schools can you name who are standout users of the device? That is to say, how many schools are using the device to deliver true 21st century transformational lessons?

The answer, disappointingly, is very, very few.”

In Education “Reform” Nothing Means What You Think It Does

“I too want every student to succeed. I too want personalized learning, but I want those things for real, and not some cheap version of these promises that people stand to make a lot of money on. I think our kids are worth more than cute slogans and money making schemes they don’t actually benefit from. Perhaps it is the English teacher in me. I just want people to say what they mean.”

Contributed by Bruce Hammonds:

The Bridge Between Today’s Lesson and Tomorrow’s

“Carol Ann Tomlinson sees formative assessment as an ongoing exchange between a teacher and his or her students designed to help students grow as vigorously as possible and to help teachers contribute to that growth as fully as possible. ‘When I hear formative assessment reduced to a mechanism for raising end-of-year-test scores, it makes me fear that we might reduce teaching and learning to that same level’.”

In DPS imaginarium, room to experiment for students and teachers

Creating conditions for teachers to be creative and then sharing successful ideas with other schools. Seems like a plan.

“Once an idea — which might be as small as a classroom strategy or as big as a new school design — is developed, the ‘imaginarium’ team runs through a series of piloting and reflection exercises. The team then presents a case to district leadership about whether that project should be scaled up.”

From Bruce’s ‘goldie oldie’ file:

Schools should embrace fun and activity.

In the early years of education children seem eager to learn; they are lively and happy. Generally, the classroom provides an atmosphere of spontaneity in which children are encouraged to explore, discover and create.However, large numbers of students leave school feeling bitter and defeated, not having mastered basic skills society demands from them.For teachers of unhappy children, the school experience is generally also an unhappy one.”

Words of wisdom from Jerome Bruner

 ‘The areas of hunches and intuition’, Bruner writes, ‘has been all too often overwhelmed by an imposed fetish of objectivity’…’The lock step of learning theory in this country has been broken, though it is still the standard village dance’. Today we still have those ( usually politicians) who wish to test for learning ignoring, according to Bruner, that ‘it is difficult to catch and record, no less understand, the swift flight of man’s mind operating at its best.’

What are the fundamentals in education

 “Ask most people what they would consider fundamental in education and they would probably say ‘the three Rs’ or, in,today’s, speak literacy and numeracy. Certainly this is the view of our current conservatist government. But , like most simplistic answers , if people give the question more thought, more enlightened answers come to mind. Learning to interpret and express ideas about ones experiences is the basis of all learning from the moment one is born. As in the illustration we all see and interpret our world.”

Creative teachers are the key

Essential characteristics of creative teachers, according to one US researcher,are a commitment to: deepen the understandings of the world of each learner; believe in the creative ability of all students; encourage empathy in students; value creative expression in learners; teach in ways that facilitate it; adapt the curriculum to meet students individual needs.These are all in line with recent ideas of ‘personalising’ learning – developing with learners, and their parents, ‘individual learning plans.

The purpose of education – developing creativity and talents of all students.

“The dizzying speed of the modern world puts education at the heart of both personal and community development; its mission is to enable everyone, without exception, to develop all their talents to the full and to realize their creative potential, including responsibility for their own lives and achievement of their personal aims’.”

Transforming Secondary Education – the most difficult challenge of all.Thoughts from a past age – ‘Young Lives at Stake’ by Charity James

“Charity James believed it was important to get secondary education right if all students were to leave able to take advantage of the exciting opportunities the future might offer.  The challenge remains. Secondary schools need a radical reappraisal to ameliorate the effects of obvious social and cultural disadvantages and also to develop the needs, talents and gifts of all students.”

NAPLAN and political parties



Aussie Friends of Treehorn   
  encouraging adults to think sensitively, to care for kids, to make wise choices….with their hearts in gear, their pens active and their votes available

NAPLAN has nothing to do with learning. It has nothing to do with teaching. It has nothing to do with real schooling. It has to do with finding fault and making money. It’s an ineffective, unreliable and invalid device that makes the most of young children’s vulnerability and it deliberately threatens their emotional and cognitive development.

NAPLAN and Political Parties


The ALP played its cards first. Bad move, Bill.  Your statements showed your party’s enormous disregard  for what goes on in Australian schools. You didn’t mention NAPLAN at all…don’t give a fig? [Did ACARA prepare your paper?]

Your twin neo-con party, the Liberals, followed the Gillard line and all that it has to say about NAPLAN is that the results should be returned to schools within 12 weeks, instead of the present four or five months….as if they were of some use.

The Greens are usually much more realistic, even though they don’t dare to make esoteric statements  They like starting inquiries so that the esoters can fight each other and schooling  never gets anywhere. Their only comment on NAPLAN is that the tests should be conducted at the start of the year. Quite profound for a party that stands a real chance.

If an Independent says that he or she will get rid of NAPLAN, he or she is on a winner. No doubt. They’ll get a job. Mums and dads will make sure.

So……. if the parents of this great [Education] country want some betterment to the system […since NAPLAN controls it], we must

Ignore the effects of NAPLAN on schooling [ALP]

Run the tests at the beginning of the year. [Green]

Get the [useless] results back within 12 weeks. [LNP]

That’s school improvement 2016 style!!

That’s real thinking about how well our kids are treated at school!!

That’s what happens when politics rules a schooling system!!!

Quality teachers will agree with the definition of a test score as provided by Professor John Settledge:

A NAPLAN result is an inadequate judgement by a biased and variable data-miner, of the extent to which an undefined level of mastery of unknown proportions of an inadequate amount of material has been completed on time. It is operated by a New Mafia, more engrossed in the accumulation of dollars and cents than in concern for child welfare and progress. Its Frankenstein outcomes, the creation of a monster that destroys everything around it, has no boundaries within the curriculum.

It is the product of a cane-toad ‘intellectual’ persuasion,  Just as scientists were told that some Hawaiian toads ate beetles, without reference to any other sidelights [such as how high they could jump or how high beetles could fly or what else toads ate.], NAPLAN  was introduced because some bankers thought that fear was the best way to make young children learn. No further thought. Politicians then took over.

Now. Our kids need help. Politicians can get rid of the menace. Ironic, isn’t it?

Let’s see how fair dinkum they are when they talk about kids and NAPLAN during the electioneering.

Phil Cullen  41 Cominan Avenue  Banora Point  Australia 2486              
07 5524 6443          0407865999

Got a spare few minutes?

Aussie Friends of Treehorn

Please stop what you are doing and give a few minutes to this.

Please read this. It’s very important. If your eyes get watery, just keep reading what Gabriel Stroud has to say. Too many Gabriels are exiting the system because of the impact of NAPLAN.

It’s very, very sad. Ray Armstrong, former primary school principal from Tweed Heads, well known writer and commentator, sent this. He said….

“Teacher resigns….too much bureaucracy. Too much Naplan. Kids forgotten! Why did I resign 8 years early? One day I had a look at every school in the Tweed. The number of heart attacks, deaths broken marriages of P’s just in the Tweed was enough to make me jump. Then I looked at the survival rates of teachers who left early and those who continued…er that DID it!”

Why this teacher quit teaching

THE newsagents are crammed with book packs. Lunch boxes are on special in the supermarket. The holidays are over and the school bell beckons. For many little Australians, this will be the year they begin “big school”.

They’ll arrive in oversized uniforms with school bags bigger than they are. Some will race in with bravado but most will be nervously clinging to their parent’s hand.

What are parents hoping for on that special first day of big school? I wonder if any of them are hoping that their child’s teacher has done the paperwork to be approved as a Highly Accomplished Teacher (HAT) according to the Australian Professional Teaching Standards. I wonder if they want to read through the teacher’s overcrowded program or examine the standardised tests that will be administered to their child during the first few days of school.

And what about the child who is making the great leap into “big school”, what are they hoping for during that first exhausting day?

Are they hoping for a Lead Teacher? A comprehensive delivery of the National Curriculum? Efficient administration of mandatory ­assessments?

For many years fulfilling the hopes of that precious first day was my responsibility so I know that parents and students are hoping for something much simpler. They want a good teacher. They are hoping for a teacher who will get to know their child, who will take the time to listen, for one who has the ­energy to care. They want to know that their child’s needs will be met, their interests considered and their well-being maintained. And beyond the first day, they want to know that their child will become a lifelong learner, will make friends, participate, co-operate, grow.

For many years I felt privileged to be a teacher in primary schools. I knew I was a good teacher and my classroom was a place where students felt happy, confident, challenged and valued. As a professional I kept records of their achievements, I worked with my students to set goals and I reflected on my own practice. I even studied my Masters, not because I wanted to be paid more or climb the ladder of hierarchy or improve my “standard” but because I loved to learn and I was committed to being a good teacher.

But after 15 years of primary education in Australia I’ve had to admit ­defeat. I’ve resigned. Primary education no longer values good teachers and focus has shifted away from the learner.

During my last year I was constantly filling out spreadsheets and checklists, setting goals and performance indicators, assessing and data collecting as though I worked in a bank.

I felt a constant sense of frustration. I should have been preparing lessons that would challenge and engage my class. I should have been chatting with parents. I should have been listening to my students. But there were boxes to tick and hoops to jump through.

During their first week of “big school” I was pushing each child through a mandatory one-hour standardised assessment. “Welcome to big school,” I felt like saying. “Now do this exam.” The ethical conflict between what I was expected to do and what I knew parents and students were wanting — needing — became too much.

I can hear the political rhetoric and I know that it sounds reasonable — teachers should have professional standards, student performance ought to be tracked, a National Curriculum is long overdue — but like any political sell it’s been dressed up to sound like it’s “the solution” even though there may have never been a problem.

The truth is that a “standard” education based on teaching standards, assessment standards and a standard curriculum does not guarantee student engagement, success or good teaching. Sadly, it doesn’t look like things are going to change.

Professional standards, formal assessment, data collection and rigorous record keeping are mandated fixtures of today’s Australian Primary Education.

Like corporate businesses, schools are driven by plans, performance and paperwork. But they are not businesses. In becoming “standard” and running to a business model, Australian Education neglects the child. For a long time I was embarrassed to admit that I had failed as a teacher, but now I see things differently. It isn’t me who failed and I’m not the one who should feel embarrassed. Primary education in Australia has lost its way. Thoughtful and informed change is needed and until then those children arriving in the school gates have every right to feel very nervous.


God bless you, Gabriel. I do hope that someone will listen to you.

Sincerely. Phil


Phil Cullen 41 Cominan Avenue Banora Point Australia 2486
07 5524 6443      0407865999

Education readings February 5th

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at

A primer on the damaging movement to privatize public schools

An excellent article by Marion Brady to start off this year’s readings. Applies all over.

“When, about 30 years ago, corporate interests began their highly organized, well-funded effort to privatize public education, you wouldn’t have read or heard about it. They didn’t want to trigger the debate that such a radical change in an important institution warranted.

If, like most pundits and politicians, you’ve supported that campaign, it’s likely you’ve been snookered. Here’s a quick overview of the snookering process.”

The danger of National’s Standards!

Here’s an article that I wrote way back in 2011 when my brain was working. It discusses the imposition of national standards (similar to USA Common Core Standards) on New Zealand primary schools, and wonders why all informed people haven’t stood up in unity to say no.

“I really wonder why it is that there appears to be significant numbers of principals who don’t seem to be aware of this, or, even more puzzling, why there are principals who are actively promoting standards in their schools. Or is the answer that many people see only the surface level problems with the standards, and believe that they can work their way around them? I don’t know. People who play with fire are in danger of getting burnt.”

One of the best

A Steve Wheeler article from November last year that looks at the tragedy of an English headteacher who couldn’t cope any more with the pressures. Variations of this story, although mostly not ending in such a drastic way, are happening in New Zealand and elsewhere. Enough!

“It’s impossible to say what other pressures there were in Carol’s life, and what finally caused her to decide to take her own life. But for those who knew her, and knew the pride with which she led her school, and looked after the children in her care, it is clear. The OFSTED visit would have caused a tremendous amount of unneeded pressure on everyone, and the trauma of receiving a report that showed the school in a bad light would have been a major contributory factor to her death.”

Long hours, endless admin and angry parents – why schools just can’t get the teachers

Another article from England that will also resonate with teachers all over.

“British schools are reporting a classroom crisis, with thousands of disaffected teachers leaving the profession, and new graduates discouraged from training because of the daily stress and grind. And with the number of state school pupils set to rise by a million by 2022, the problem is only getting worse.”

The Future Belongs to the Curious: How Are We Bringing Curiosity Into School?

“In this era of overly scripted, overly tested, overly controlled students AND teachers, there seems to be little or no room for curiosity at school. So what is the cost of curiosity-void schools?  The result , way too often, is a school culture of malaise rather than a culture of curiosity, engagement, excitement and joy for learning. Educators along with their administrators need to be agents of their own teaching and bring curiosity into their classrooms especially if they have the slightest belief that the future belongs to the curious.”

Multitasking Is Killing Your Brain

A lesson we need to take note of in our classroom programmes.

“This constant task-switching encourages bad brain habits. When we complete a tiny task (sending an email, answering a text message, posting a tweet), we are hit with a dollop of dopamine, our reward hormone. Our brains love that dopamine, and so we’re encouraged to keep switching between small mini-tasks that give us instant gratification.

This creates a dangerous feedback loop that makes us feel like we’re accomplishing a ton, when we’re really not doing much at all (or at least nothing requiring much critical thinking)”

Contributed by Bruce Hammonds:

Full STEAM Ahead: Why Arts Are Essential in a STEM Education

“Everyone from software engineers and aerospace technicians to biotechnical engineers, professional mathematicians, and laboratory scientists knows that building great things and solving real problems requires a measure of creativity. More and more, professional artists themselves are incorporating technological tools and scientific processes to their art.”

What I Worry About When I Worry About STEM

“Are we training our future employees, or are we educating our present and future citizens?”

“By focusing on STEM subjects in isolation, or congratulating kids on studying engineering over elementary education, we are not only failing to challenge the idea that engineering is objectively harder, we are playing into the hands of a power structure that values industry more than humanity, and demands our complicity. We risk teaching them that good ideas come from technology and science, not where they really come from, which is everywhere”

Developmental Art Stages: The Magical World of Children’s Visual Literacy

“There are some general stages of drawing that many children pass through.  However, as you know, children (like grownups) are all unique and may not pass through all of these stages, or may do it out of order.  Many adult artists strive to recover the purity of their childhood drawings.  So that being said, this list is only meant as informative, not as an evaluation tool for children’s Art.  Let them make the way they make!  Visual Literacy, or leaning to receive and express information visually, is a personal journey that can be encouraged through Art exposure and experiences, but not forced.”

Artists Share “Before and After” Evolution of Their Drawing Skills with Years of Practice


“Drawing, like all things, requires dedicated practice to master the craft and create amazing works that wow a wide audience. Although many people dabble in art when they’re younger, few people choose to hone their skills into their teens and adulthood. Those that do work on improving themselves have had impressive results—especially when comparing their refined techniques to their early work.”

The case for restoring creativity in our schools

‘Sir Ken Robinson:“What I am arguing for is more personalized education,” he told Quartz. “Kids have all sorts of unfulfilled promise. It’s about the opportunities you provide for them.” The first thing that has to happen is that we need politicians and policy makers to understand the problem they are trying to solve. To some degree, they are contributing to the problem.’

After technology – What then?

Jamie Mckenzie is always worth reading.

“Some of us argued from the beginning in the 1980s that this was not about technology or software. The prospect of changing schools and learning depended most upon teaching and learning strategies. But the money went overwhelmingly to machines and software. In most places, professional development was done on the cheap if done at all.”

A Testucation System

Aussie Friends of Treehorn

encouraging adults to think sensitively, to care for kids, to make wise choices….with their hearts in gear, their pens active and their votes available .

 Australia’s Testucation System

Goodbye inglorious 2015

“You are dead set keen on producing robots……… instead of citizens with full brain power, innovative ideas and gumption”, she said during a recent visit. [It’s only our great classroom teachers that are holding the system up during the present period, she added.]

It’s true. Australia does not have an education system.  It’s a test, test, test dominated TESTUCATION SYSTEM  diluting the curriculum so that the myopic measurers in charge of Australian schooling can demand higher scores on shallow, immoral, abusive,  proven useless, proven unreliable tests called NAPLAN.

This system callously abuses the mental health of children and frightens them away from the beauty of curriculum offerings of all kinds;  and prevents pupils  from experiencing the joy of the arts and physical variety and the millions of other things they would like to learn about.

The monster is  NAPLAN – the real, the biggest enemy of Australia’s progress ever.  It uglifies and corrupts Maths, Literacy, Science……three of the most beautiful, creative, challenging, enjoyable topics in the curriculum.  Want to uglify something? Test it!  NAPLAN is the gunboat of corporate testucation that was introduced by Joel Klein, because corporate America demanded it of us. The Yanks actually believe that FEAR is the most effective motivator of the learning business. There was never any  sound education reason for introducing NAPLAN at the time. Schools were going great guns.  Now, things have all gone crazy…’s a radical imposition that has stolen three days of useless sweat from learning exercises; it abuses children with months of cerebral floggings each year,  for school uglification purposes only.  Then there are those boganisers who use the scores to set standards and compare.

No self-respecting parent would give, under normal circumstances, their permission for their children to undertake the preparation and  pain of NAPLAN, but parents have never been asked. NeverEver. No Australian parent has ever been offered the choice.  Australian educrats dictatorially force children to do NAPLAN tests, without permission from the parents or from the teacher or from the school.  Fascist behaviour? Yes. Close to criminal! Yes. What next?

NAPLAN has nothing to do with learning. It has nothing to do with teaching. It has nothing to do with real schooling. It has to do with finding fault and making money. It’s an ineffective, unreliable and invalid device that makes the most of young children’s vulnerability and it deliberately threatens their cognitive development and emotional stability for the sake of a score.

The NAPLAN control of the curriculum represents a system dominated by corporations operating locally  on behalf of bigger ones in the USA.

Talk about taking us for suckers!

Our politicians operate on behalf of these corporations and…

play dumb on their behalf.

It must be noted that our new federal minister, as all new ministers are prone to do, is looking for a gimmick, for which he will be remembered.  His is Voucher Schooling. We’ve been there, done that. It’s a giggle, Simon. Can’t we try something new? WHAT IS LEARNING IN THE CLASSROOM ALL ABOUT? There’s a topic.  Let’s be original.

Wouldn’t we be better off encouraging all Australians to talk about the real business of schooling – in all schools?

You could be remembered for the sponsorship of …….


Why not have schools, that are allowed to think, to concentrate on LEARNING ?

Another Bedtime Story.  A mum tells me that her local state high school enrolment asks for her child’s NAPLAN results. Yes.  She did not fill in that part and was telephoned! She wants to know what sort of school she is sending her child to, that has to rely on NAPLAN results, which she knows to be useless, to guide her child through a very serious part of his development.  OMG. Let’s stop the NAPLAN crap before things get worse!

Phil Cullen  41 Cominan Avenue  Banora Point  Australia 2486  07 5524 6443               

The big year for kids.

Aussie Friends of Treehorn   

  encouraging adults to think sensitively, to care for kids, to make wise choices….with their hearts in gear, their pens active and their votes available .

NAPLAN has nothing to do with learning. It has nothing to do with teaching. It has nothing to do with real schooling. It has to do with finding fault and making money. It’s an ineffective, unreliable and invalid device that makes the most of young children’s vulnerability and it deliberately threatens their emotional and cognitive development.

2016 – The Real Big Year for KIDS?

It’s Election Year for voters. What will be the main issue : penalty rates, political corruption [Union & Corporate]; terrorism; boats; income tax; pensions; Syria; federal control of state business; innovation?

There is only a slim chance that it could be about The Future of Australia : KIDS.

Despite the challenge, please rest assured that the Treehorn Warriors and compatible teacher organisations [e.g. ALEA Australian Literacy Educators Association usual great conference will be held in Adelaide 7-10 July.] will keep sticking up for kids.

It’s not likely that KIDS will feature large as an election issue since not enough adults are interested in them [as Treehorn’s life story keeps reminding us]; but, something might happen.  Parents might stick up for them at NAPLAN time [May]. NAPLAN is undoubtedly  the worst scourge ever imposed on an otherwise reasonable system of schooling. Nothing else has damaged the school curriculum and children’s cognitive development as much as it has. Its supporters and owners have been very successful at controlling the truth.  Indeed, the voting public seems too scared to even talk about it.

We members of the voting public are a weird mob. We believe that the right thing has been done for kids by merely….

  1. Compelling them to attend a schools from six years of age [Tasmania 5 yrs.] until at least 16 years of age.  [ States and countries vary in the kinds of attendance that they demand. In some countries attendance is not compulsory.  In Australia, although attendance at a school building is compulsory, there has been quite a substantial growth over the past few [NAPLAN] years in Homeschooling. Finland and other progressive school systems don’t start schooling until the kids are 7 years of age. They enjoy home-based childhood until then]]
  2. Supplying rooms. Most schools consist of classrooms to which children are assigned and confined for each year of their ‘schooling’ or to special ‘subject’ rooms..
  3. Providing teachers who  are responsible for the kind of learning and teaching that take place in these spaces under the supervision of a head teacher [once called Headmaster] now called a Principal [an American term to indicate ‘the highest in rank’]. He or she has to be the best teacher, curriculum leader, innovator, educative decision-maker, and cognition expert with a leadership ability to evoke enthusiastic learning and teaching from every single person in the school for every minute of each school day.

Believe it. SCHOOLING TAKES PLACE IN CLASSROOMS, not in the offices of a test company or education authority or a party room.

Every child should emerge from schooling with a much greater love for learning than he or she did when they started….or it’s all been a waste of time.

Sadly,  we ignore what kind of learning takes place in the rooms. When some nincompoop from somewhere else, with no-to-little classroom experience, dispossessed of a humane conscience,  decides what should happen in Australian classrooms, we scaredy-cats desert the kids and their classroom teacher. We let  the sciolist testucators have their way. We place  Australia’s future in the hands of  abusers of children’s emotions and cognitive dignity.

One has to wonder why Australia’s Future is not always No.1 on every Election agenda.   Maybe voters think that testucators know more than educators; that educrats know more about classroom learning than teachers who dwell there; that scaring and bullying kids into learning doesn’t do any harm; that schools should produced corporate robots instead of human beings; that schools are only for passing tests and exams…..and, of course……lining the pockets of the greedy.

Political candidates, this year, will rely on their charm and their ability to use clap-trap-meaning-nothing to obtain a high-paying job with enormous perks, where specially chosen people will tell them what to do. They will attend hundreds of meetings, some party meetings, lots of commmunity knees-ups, each of which will have barren consequences because the decisions are in the hands of other people. Then Lobbyists [click here]will also be there to guide them, so  they wont worry about the kids in their electorate nor worry about Australia’s real future for that matter. They’ll get the good oil direct from the source. There’s not much real work to do.

Not one politicians that I know of,  has ‘stood-up’ for kids in the past 6 years! Do you know any?

Did you know? It is estimated that there are over a thousand paid full-time well-paid lobbyists working on politicians in Canberra; others inhabit state legislatures.

“So in Australia, we have about 4,000 lobbyists working every day, speaking to ministers and senior public servants and policy makers, seemingly without any record of this activity appearing anywhere.There’s also no way of knowing, without issuing potentially expensive Freedom of Information requests, who ministers are meeting with and how often”  [”Getting to Know Your Lobby Groups.“] Click and read.

4,000 !!

You will note that this provides an explanation for one of the ways that the truth is being deliberately hidden by the media and the political parties about the effects of NAPLAN’s fear-based testing on children’s emotions and cognitive development; and of the reality of corporate control of schooling in Australia. Parents just have to be mushroomed and controlled. It’s essential.  It IS being done NOW.

AND….There is no fearless media commentator of the Valerie Strauss [Washington Post] kind or any known editorial journalist or media commentator in Australia  brave enough to share the real truth with them.

One can’t blame them, I suppose. The consequences can be grim. They are ‘owned’…..and….Big-time corporations can be merciless.   However, it means that the Australian public does not really know what is going on in their schools….after 8 years. It’s been a remarkable scam.  The political policy of each major party and a controlled media working together to support the corporate commanders and to keep people mushroomed [in the dark and fed on B…….t]  is essential for the money-bags who profit from the school NAPLAN contagion.

Despite this grim picture, there is a chance, please God,  that parents will wake up during this election year, vote for the candidate or party that advocates the banning of NAPLAN;  and 2016 will prove to be a big year for kids.

In the meantime,Treehorn Warriors and friends,  keep singing…..

It’s a catchy tune.


Phil Cullen  41 Cominan Avenue  Banora Point  Australia 2486              
07 5524 6443          0407865999

Why crush them at such a young age?

Aussie Friends of Treehorn

encouraging adults to think sensitively, to care for kids, to make wise choices….with their hearts in gear, their pens active and their votes available.

NAPLAN has nothing to do with learning. It has nothing to do with teaching. It has nothing to do with real schooling. It has to do with finding fault and making money. It’s an ineffective, unreliable and invalid device that makes the most of young children’s vulnerability and it deliberately threatens their cognitive development and emotional stability

It’s called CHILD ABUSE.

That’s NAPLAN. Crush the little buggers.

We test them at 7 years of age. Year 3 !

What else can we do to damage our children’s emotional and cognitive development?

{In Finland and other advanced countries, children do not START school until after 7 years of age. By age 12, they are well ahead of the rest of the world. Do you ever wonder why?}

Phil Cullen 41 Cominan Avenue Banora Point Australia 2486        
07 5524 6443 0407865999