If God says it stinks; it stinks

Alan Jones says, “I’m scared of NAPLAN.”

How about those kids whose captured parents let them do the test!
How about those scardy-cat testucators in schools and organisations  [e.g. APPA, AEU] who have been pavloved and keep supporting the political initiatives behind the testing program!
They’re everywhere….. ‘selling’ kleinism….well-conditioned by elite testucrats,,,,,,,,.pounding the sensitive feelings of children to do better at the tests in a few weeks.

That quick-visiting, unwelcome 457 from Scatoland, N.Y. sure sold us a pup back then. Kleinism took over;  and things don’t look too good for our kids’ mental health and school progress if we keep following the crazed ideas that he left for our present-day politicians to advocate. .

Alan Jones is right   Those ‘rich’ and ‘wonderful classrooms’ pursuing a rich and wonderful holistic curriculum don’t exist any more. They’ve been naplannized.

An observation
NAPLAN results ‘flatlined’ last year. Then Australia lined up towards the end of the PISA queue, getting poorer results than most other countries like us
We learned that the reason for the failure at PISA was contained in the DNA of NAPLAN that teaches kids to dislike particular subjects and schooling in general.

Yep. Undeniable. Unforgiveable.

At the same time, the creative, imaginative and useful aspects of schooling are left to flounder.
It seems as if the only way for the scores to get better is to manipulate the tests. So. Why not?
Admit failure. Make them easier.
The magic has gone. We keep treating kids as robots.

OR
Revive…
1. Make sure every parent knows that they can say ‘NO to NAPLAN’ and encourage them to do so.
and
2. Get rid of every politician who has not ‘come out’ on the side of children’s rights…..kids’  rights to proper, productive schooling.

Phil

P.S. Wouldn’t you like to be Alan Jones for a day, during this pre-Naplan period?

ALAN JONES HAS MADE IT CLEAR.   DUMP NAPLAN AND GET BACK TO MAGIC, WONDERFUL, HAPPY, PRODUCTIVE CLASSROOMS

February 2016 -Things Looked Good for a While

FEBRUARY 2016 saw the continuation of heavy NAPLAN-test-prep in those schools that have to rely on test results for their reputation. Holistic learning requirements , shared evaluation and real teaching were discussed and operated behind closed doors during this period, while regional officers in some states heavied [aka ‘mentored’] their teachers to be more naplanish and deliberately encouraged didactic modes of instruction among the unsure. Some even tried to ‘sell’ the ubiquitous direct de/instruction packages.These data-collectors can claim success. They have the naplan-based system firmly in their clutches.

The NAPLAN testing’s paranoia for the collection of scores was being properly defined : “ A NAPLAN score represents an inadequate judgement by a biased and variable testucator of the content to which an undefined level of mastery of unknown proportions of an inadequate amount of peculiar material has been completed on time. It is a device controlled by the New Mafia in the upper reaches of the banking and big corporate businesses, more engrossed in the accumulation of dollars and cents than in any concern. for child welfare or learning processes. It has the Frankenstein Effects of monstering as many learning abilities as it can, of abusing children’s mental health; and its control over decent curriculum and Australia’s intellectual future is extremely dangerous. As a mode of accountability and encouragement and system improvement, NAPLAN is pure crap.”

The importation of NAPLAN’s form of fear-based kleinism was, and remains an insult to the Aussie ‘way of life’. Instead of focusing on the basics of teaching, the importers’ fascist-inspired modes of teaching and learning turned our democratic options to a new low. The usual Aussie fair-play attitude to life actually contains the seeds of unrivaled achievement through a fair-play credo. We have neglected this attitude as it applies to school children for eight long years. It will have to be re-installed if we want to secure our future and a positive Aussie ‘way of life.’

The impact on political parties was varied at this time of 2016. An election year was coming up. Although the interest in schooling was minimal, each party hastily made up some quick policies. The Greens wanted the tests run at the beginning of the year. The LNP wanted better results within 12 weeks…forced, if necessary…May, of course! The ALP, it lay low. It, as usual, ignored the plight of kids under NAPLAN conditions and allowed their neo-con colleagues to have their way. The education policies of all parties and independent candidates demonstrated a clear disinterest in the guts of schooling. Independents and minor parties didn’t give two hoots. No political party or group indicated any interest in re-installing the high achieving, have-a-go, fair-dinkum, Aussie fair-crack-of-the-whip kind of education system we can have…if we want it. We seem to have lost the plot on the natural connection between fair-dinkum aussieness and productivity of school achievements. Our fixation with testing and data-collection, of New York origin, obscures the vision of Australia.s ability to becomeamongst the world’s most progressive countries. …depending on how well it treats its children.

OUR CANE-TOAD MENTALITY
Political parties’ attitude seemed to be based on a ‘cane toad’ mentality. THAT IS: Release an untested foreign ‘solution’ , without too much thought, to solve an invented problem and our school system will improve.{You will recall that the non-thinking scientists at the time of the cane-toad, overlooked the fact that toads could only leap so high and cane beetles flew higher.] .

Also… The New Mess, as the proposed use of computers for persuasive writing tests was called, hit the fan. The cane toad mentality was in full leap.

The concierge factions of each political party [the lobbyists, facilitators and door-openers] were busy , especially in the LNP, making sure that the candidates for the forthcoming elections were of the ‘right’ frame of mind. As it turned out, the electorate was starting to get sick of our pollies being controlled by the Gordon Gekkos of this world and turned to Pauline. She was chuffed and the longer neo-con un-seen operators control our politicians and systems, the happier she’ll be; the longer she’ll remain. The big Lib-Lab boys, probably paying for their sins of ignoring children, only have a slender lead over each other., now….and the more their indolence neglects the mental health of school children, the more slender any lead should become for the both parties.

During February, 2016

Concern was expressed by elite media commentators as to why states did not reclaim their control over schooling and treat children as human beings. Nothing happened.

The ALP started a peculiar petition for more resources in schools!!! It went flat.

THEN THINGS STARTED TO LOOK GOOD…..

A letter from Gabriel Stroud received resounding applause from real professionals and from the local media for a little while...” For many years I was privileged to be a teacher in primary schools. I knew I was a good teacher and my classroom was a place where pupils felt happy, confident, challenged and valued……But after 15 years of primary education in Australia I’ve had to admit defeat.” What a loss to the teaching profession. Nothing happened….except one other significant letter to the Courier Mail hit the fan.

Kathy Margolis wrote a letter that went viral. Kathy, who was a dedicated teacher for over 30 years was forced to seek another job. “Never have I experienced a time in my professional life where teachers are this stressed and in real fear for the mental health not only themselves, but the children that they teach…..I have never seen so many children suffering from stress and anxiety. It saddens me greatly. Teaching at the moment is data driven……I write this in the hope that we can spark a public discussion. We need the support of parents, who I know, agree with us. I love children and can’t bear to see what we are doing to them.”

A street march was held in Brisbane, and an interview with the state minister….then…zero activity.

The letters from Gabriel and Kathy …and Lucy Clark’s wonderful book….gave great heart to thousands of frustrated teachers wanting to teach their pupils to learn. For the first time since the measurement vandals started trespassing in classrooms of learning in 2008, someone was speaking out from where the action is! Enthusiasm was quickly quelled. Silence returned.

Treehorn wrote to Minister Birmingham suggesting that he initiate a study by a group of teachers such as Gabriel Stroud and Kathy Margolis of the effects of NAPLAN testing on the classroom atmosphere in Australian schools. He replied in April and referred to the fact that the new version of the Australian Curriculum “should assist teachers, thereby, improving morale.” !!! ‘Scuse me…..

He repeated what his dutiful officers had already told me as if I was a rookie or an impatient parent who needed reminding, that “….the purpose of NAPLAN tests is to help determine whether the students have the literacy and numeracy skills that provide the critical foundation for their learning.’

(“Ties and slurs It all sounds like…” ) Later in the year, the tests proved to the world that NAPLAN was not working…in fact, things were getting worse. The only conclusion to be reached was that the tests themselves were destroying the yen to do better. Kids how how they are being treated. It might have been a good idea to talk to the likes of Gabriel and Kathy, after all, to find out why this was so, instead of his making a unilateral decision to intimidate the states with threats of funding ‘arrangements’. if they didn’t exert more pressure on kids with more of the same. That’s what the poor fellow did! Too busy to think about schooling! He could even have checked how the original model was going in the USA [It has since collapsed] as any prudent assessor would do. He won’t believe that the fault is in the tests themselves. He doesn’t seem to like the Treehorn suggestion that children should be treated with dignity and care and develop a personal belief that they can achieve at the highest of levels, if they are taught to like Maths. Science, Literacy. He much prefers the state-threatened, fear-based, parent-deceited, press-silenced, teacher-timidified original Klein model. So, things remain the same. States were conned and still do as they are told. Teachers tolerate it. Kids suffer. Since our system’s aim is to pursue the mediocre through the continued use of fault-ridden tests, we will certainly continue as a flat-lined system on the way to nowhere.

It was in February that I had an accidental crew cut by the local hairdresser. She is still there, if you would like a crew cut. Just say: “NAPLAN.”

I was having a haircut and happened to mention ‘NAPLAN’ to the lady with the clippers.

The clipping speed increased rapidly. “That bloody thing! When my lad was in Grade 3, he didn’t sleep for weeks. He hated school and did not want to go. On the day, he threw up and I had to make him go.”

The clippers went into another gear, and hair flew off in my many shades of gray. “In Grade 5, same bloody thing.happened. He hated it and was really worried.”

Now, clip, clip. clip at breakneck speed. “He’s in Grade 7 now and I don’t know what’s going to happen. It’s on again now. Everyone is getting ready.”

Appeals to political candidates through The Treehorn Express to scrap NAPLAN based on UNESCO’s Rights of the Child, or on its inherent nastiness, and further pleas for them to think about their personal attitude to the purposes of schooling, and on the uselessness of the results, continued through February. The simple question was :”Why do we send children to school?” The unfortunate neo-con political robots were deaf or dyslexic. The month concluded with a clear expose from political science that countries get what they deserve from their attitude to the treatment of all human beings by their pollies. The neo-con attitude to getting what they want is to demand it. That’s the prevailing Australian attitude. The leaders of the Lib-Lab parties in particular, prefer to use coercion and reward power to get their way. I’m angry. Of course, I’m angry. I’m angry that no [political party in Australia cares enough about children to think about what they should be doing. I hate to see kids treated in the manner that our parliamentarians endorse.

Ideologies based on the yen for big money begets the use of reward and/or coercive powers to try to get people to do what they want. Such anxiety-driven, fear-based operations generally result in lower-level responses from the operatives at the work-face or chalk-face, ranging from rejection of the operation to enthusiasm for the enterprise. Australian schools are close to the rejection end, but not close enough. The problem is that the caring professions are more sensitive than others, trying to ride out the oppression but failing to stand up for the ideals and ethics of their work [which are shelved] because coercive activities are built into their chain of command…..as they are these days in Australian schooling. Fear and intimidation prevail.

NAPLAN testing can never rely on any enthusiasm from any dignified teaching service, for the task of blanket testing. It is bound to fail. Serious caring teachers can only take so much. The arrogant toxicity of the testing industry, in which love and care are denied to the humanity of the task, ignores the colleagueship between a teacher and a learner. Both teacher and learner know that NAPLAN is a very dangerous operation that should be dropped as soon as possible. Before the testing factories swing into action in February 2017, some wise politicians might anticipate parental and teacher revolt before reality hits and they might have to do something about it. People don’t like the suggestion that their schools are operated by fascist-oriented people, but it’s the truth. Schools can do without FEAR, ANXIETY, DECEIT and GREED. All four factors are too firmly embedded in the Australian system of schooling at present. ….and…..they can so easily be replaced by zest, enthusiasm, accomplishment and achievement. Just get rid of the menace that is holding Australia back.

That’s how we left February, 2016…..confused, battered, hopeful for a while thanks to Kathy and Gabriel, busily preparing for the May tests, imposing extra homework, enrolling at after-school NAPLAN-focused back-yard shops, not giving a tinkers about the mental health of our kids, knowing full-well that the emphasis on getting good test scores actually inhibits learning, hiding parental rights, infringing the Code of Moral Conduct https://en.wikipedia.org/wiki/Code_of_conduct , with our tongue in our cheek; and learning to say dutifully, with louder ‘test-speak’ that “we don’t like NAPLAN, but…..what can we do?”……

Why do some people and caring institutions, bother to write definitive Moral Codes, Rights of the Child, Freedom to Learn kind of documents?

As Aussie pollies and administrators we cannot be too proud of our timidity . Why can’t we do the job properly? Why don’t we CARE FOR KIDS ?


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What happened next?

Treehorn Memories.

News  Item – 2010 -We’ve been waiting ever since.

A Red-Letter Day – 19 January 2010

Once We Were Strong. What Happened Next?

Today, Tuesday 19 January, 2010 is a redletter day. Teacher members of the Australian Education Union voted unanimously to boycott national literacy and numeracy tests in May, in protest against the creation of school league tables. President Angelo Gavrielatos wrote to Federal Minister Julia Gillard indicating that publication of the tables was “…one of the greatest threats to the provision of quality education in the History of Australia.”  Ms Gillard ruled out any possibility of giving way, “The My School website will go live on January 28 and it will give Australians rich performance information about schools, including their results in the last two yars of national testing.”

NSW Greens MP, Dr. John Kaye said that league tables would stigmatise schools. “Australia is fortunate that is prepared to save this nation from the mistakes that are crippling school education in England and the USA.”

Phil Cullen, former Director of Primary Education for Queensland said, “Fancy timid, compliant teachers challenging a dictatorial minister over a professional, non-industrial issue.  Mary McKillop must have had something to do with it; and did not need to be asked. A teacher, she loved children and respected their parents. I did not think this would happen so soon. It’s a miracle!”

The fun-crazed year with HSC & NAPLAN

The Union of HSC and Naplan

An unhappy affair.


As the corporate giants [like Amplify, the Education Unit of News Corp., run by Joel Klein; and Enhanced EText owned by Pearson, previous owner of Amplify] rub their greedy hands together with happy feverishness, NAPLAN will come into its own this year, with the chance of eventually replacing the HSC in NSW,…..as one of our teacher-readers suggests.  She  was discussing the ‘merits’ of NAPLAN, describing it as robotised testicular mayhem, constructed and supported by neo-liberal scio-testucrats. She doesn’t seem to like it.

As an unwanted and unusual appendage to the HSC examinations in NSW, it will certainly provide an anxious year for Year 9 pupils culminating with a long lasting anti-subject syndrome being fostered for a further three years; set to last forever…..no second chance……despite any post-test gimmicks masked as supplementary. Check it out…..

http://www.smh.com.au/national/education/naplan-half-of-nsw-students-would-fail-first-hsc-test-20161209-gt7tix.html

SO. Machiavelli is alive and well.  Fear is  scripted as an endemic part of naplan-style schooling  for ever.   The creation of FEAR and ANXIETY is already written into the Code of Conduct for Naplanners as an essential component of the instructional process.

There is really no need to go to such lengths at the Year 9 level to ensure that children will leave school with a lasting distaste and hatred for Maths, Science and Literature.  Years 3,5,7 tests are ensuring this already , very effectively.  HATING SUBJECTS 101 starts at seven years of age. Get ’em early….and we are good at promoting it, as PISA results demonstrate.

http://www.smh.com.au/national/education/a-dire-lack-of-interest-in-students-wanting-to-pursue-maths-careers-20170330-gv9pwa.html

YES. Pupils must achieve scores at Band 8 level in NAPLAN 2017or it’s ‘OUT!” for HSC 2020….. as if they were competing in the ABC ‘s ‘Hard Quiz’.  [NAPLAN is  fast  becoming  useless junk and a pedagogical joke. It’s only achievement so far is the creation of anxiety in kids.]

Aussie kids, as bright as any on the planet, have shown their displeasure for these weird tactics by adopting a revolutionary stance. It’s the Aussie Kids’ Eureka Stockade, reacting to nasty control. They react, naturally, to the force-fed nature of preparing for the tests and the stand-over tactics of the Wallopers, by disliking  certain subjects so much that it eventually turns to hate for these subjects and, of course, they express this by doing poorly on the NAPLAN and PISA tests……those things that testucratic wallopers  pretend will reveal useful information. The kids have no other forum to express their feelings. This weird example of standardised blanket testing is certainly bruising their mental health. It  has been a monumental sham for ten years and it is time for it to finish.

While this kind of reaction is not deliberate, the subliminal effects are profound.  Disliking targeted subjects is the kids’ only way to react against the pathological compulsion of testucators to assault children’s mental strength during instruction in those essential school subjects. Potential scholars may be quiet and respectful at test-prep time, but still waters can run very, very deep.  School pupils have no advocates in any political party where the buck is supposed to stop, and they are ‘treehorned’ by the general public. They’re completely on their own. Even though we adults don’t take much notice, we are being told in so many ways…and…despite the message that our schooling system is going down the gurgler accompanying  those PISA results, we prefer not to notice.  Bye, bye, future.
The Aussie Kids’ Eureka Stockade needs more adults, using their votes at the barricades. First, we need to refuse to have the kids do the Year 9 NAPLAN tests; and then make sure that the whole silly testing business is tidied up. Then, at the ballot box, we need to consider the disposition of all candidates in their attitude to and treatment of kids at school.

____________________________________________________________________________________________________

Phil Cullen    41 Cominan Avenue Banora Point 2486   07 5524  6443     0407865999  cphilcullen@bigpond.com 

For 2017, there is only one recourse for the wallopers, but it is not appropriate to mention it. Even if they make tests easier, the scores might improve but the psychological damage will not go away.

Treehorn: Does NAPLAN work?

Treehorn Message.

When NAPLAN was introduced in 2008, Julia Gillard seemed ecstatic with anticipated higher results on PISA international tests by Australian school children. Her enthusiasm knew no bounds. State governments were ‘persuaded’ to join in the surge to exceptional improvement, Principal Associations were captured, media comment controlled and ACARA established at a cost of millions and millions. After all, Joel Klein knew what he was doing. She did so well in persuasion tactics, that, to the present day, nobody dares question its operations. It keeps on and on and on, ruining the academic and creative dreams of millions of kids. Some of don’t like it and question the motives of those who allow it to continue.

Officialese says:-

“NAPLAN was introduced in 2008. ACARA has managed the tests from 2010 onwards.[2] The tests are designed to determine if Australian students are achieving outcomes.[2] There has been a great deal of contention in the educational community as to whether the tests are appropriate, whether teachers are teaching as they normally would or teaching to the test, and what the results of the test are being used for. The data obtained from the NAPLAN tests are collated and used to show all schools’ average performance against other schools in the country on the Government My School website.[3]

The tests are also designed to be carried out on the same days all across Australia in any given year. Parents are able to decide whether their children take the test or not.[4] The vast majority of Year 3, 5, 7 and 9 students participate.[5]”  [Source: Google ;NAPLAN]

ACARA tells us….

‘NAPLAN, which is a part of the National Assessment Program (NAP), is how governments, education authorities and schools can determine whether young Australians are reaching important educational goals.’  {See ‘ACARA’

This question was posed by Treehorn recently and Bill Brown respected teacher, counsellor, commentator answered……
It’s been ten years now, so the question has to be asked……Is NAPLAN doing what it is supposed to do?

Bill Brown, noted teacher, consultant, commentator responds……

MY ANSWER   A resounding YES!!!  If you believe in standards based reform ‘-I  don’t and nor does Andy Hargreaves

Standardized educational reform is as valuable for a vigorous knowledge economy and a strong civil society as locusts are for a cornfield

  December 2002  Teaching in the Knowledge Society Professor Andy Hargreaves

BUT

further strategic questions may be Who contributes to this ” success”?

Specifically, self-expression values promote liberal political institutions through two mechanisms.

First, to the extent that there is incongruence between cultural ‘demand’ for liberal institutions and political ‘supply’ of liberal institutions, individuals are more or less prone to elite-challenging activity.

The consequences and form of elite challenging activity (i.e., both violent and non-violent) has been discussed at length in the literature (c.f., Gurr 1970; Eckstein & Gurr 1975

  • The silent majority “The darkest places in hell are reserved for those who maintain their neutrality in times of moral crisis.” – Dante Alighieri.

AND

Who benefits ? NOT KIDS

I’m about halfway through mapping all of the so called “representatives” that sit on The education council  etc below So far 91 members with some with multiple connections representing 53 institutions  ( not many qld but a lot of VICks ( a cure for the virus  ???”?

Messy as all get out without any measures of connectivity that I will apply to get to the ” core connectors ” in this “coalition of the willing ”

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Will you answer? Trying

Should we do something about it? Hell yes

I am putting forward a proposal to the newly formed  Council of Parents Families Carers and will see what happens 

Kind regards 

Bill Brown 

Treehorn: Comments on Comments

COMMENTS ON COMMENTS

“NAPLAN is an optional extra – like Religious Instruction and School Excursions – which should require the approval of parents for children to participate. Its threatening impact on children’s mental health is too serious to slap on top of a regular learning curriculum just to provide data for a politically-inspired institution…..and then ‘allow’ parents to withdraw if they want!!”

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MUST READ : https://theconversation.com/parents-shouldnt-rely-on-my-school-data-when-choosing-a-school-for-their-child-74301?utm_medium=email&utm_campaign=Latest%20from%20The%20Conversation%20for%20March%2014%202017%20-%2069605203&utm_content=Latest%20from%20The%20Conversation%20for%20March%2014%202017%20-%2069605203+CID_e20578e1e46fd4f0c1cf16bb09133841&utm_source=campaign_monitor&utm_term=Parents%20shouldnt%20rely%20on%20My%20School%20data%20when%20choosing%20a%20school%20for%20their%20child

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Ray Armstrong adds to the previous Treehorn Express. Please feel free to add your own.

“Serious consideration must be given to the abolition of the NOPLAN (literacy and numeracy) tests unless changes are made, mainly because  any “results” are invalid. If the tests are to be kept, then they must be administered in a scientific way, not the ad hoc system that now exists. 

For all intents and purposes, they are standardized tests which are unfortunately not administered in a standardized manner. Any Psychology 101 student could tell you this, yet the government persists with them. If you want reliable results, the way the tests are organized must be changed.

No valid conclusions can be from tests that ignore accepted procedure. 

The way the tests are administered leaves them open to manipulation and interference. When millions of dollars of taxpayers’ money is distributed on the basis of the test results, a more serious approach should be given to their implementation. 

For a start, the tests should not be given by the classroom teacher who has a vested interest in the results. A suitably trained anonymous person like a school counsellor should be engaged. With teachers increasingly ‘teaching to the tests’, settings ‘trial tests’ for weeks before, it is critical that these tests be administered by a person not known to the children and from outside the school

With this in mind, I was more than pleased to observe  that Angelo Gavrielatos of the Australian Education Union, has said teachers should boycott the tests. Many schools teachers “help” their children in order to boost their own standing, their school’s and any grant increases that may result as a spinoff from the tests. Only recently there were media reports of schools that had extraordinary improvements in their results over previous poor scores with no reasonable explanation. The answer is obvious to opponents of NOPLAN. Would you all like to see the HSC tests given out by the classroom teacher? I think not.

If you want to know how your child is progressing visit your school, talk with your child’s teacher, become engaged with your child’s school

The Naplan tests should be abolished. They are a waste of money. The money should be diverted to schools and their more immediate needs. The tests damage children and there is no research that demonstrates they do any good. In fact they do great harm. The time devoted to ‘teaching to the tests’ could be used in more creative educational pursuits.

Sadly, Governments will persist with NOPLAN until? Well I will tell you! Until a few of them have their seats threatened. As soon as politicians see there is even the slightest chance of losing their seats as a result of their obsession with NOPLAN only then will they act. This will mean groups like Treehorn will have to be more organized, address parental groups, communicate with other educational organizations (Principals’ Councils, P&C’s) and seek funding. ”

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Richard Flint, former army officer,  offered some advice to teachers….

“All who want to be better teachers. Never mind the wordy talk about NAPLAN. Teach better where ever you are..

No such a thing as bad students , only bad teachers.

To improve student performance ,increase teacher skill

Good teachers are expert in skills to impart knowledge to students. Student learn little if left to themselves.

Teachers can only teach approved doctrine. Most professions determine the minimum standard for licence or registration as a practitioner.

Education is too important to be left to teachers alone. The community determines what it wants its inhabitants to know.

There has always been examinations, usually annually, to allow to students to rise to the next age level. Didn’t have a fancy name in the past.

Difficulty is experienced creating a syllabus for Australia wide use.  For example, Darwin has difference to Melbourne for ethnic reasons. Rural is different to urban.

An examination can only be successful if it tests all the salient points of a subject.

Students tested a half an hour after the teaching session only remember some of the subject, results  are worse later. Revision is essential.

Last but not least. The only way to success in learning is to instil motivation. Students don’t learn if they don’t want to.”

R.S.Flint   AM, Brigadier (Ret) – Former Director General of Army Training and Education

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Stan Price, ex-teacher, differentiates between schools.

“We have a differentiated school system in Australia.
1. There are the NAPLAN-conditioned ones which care more about the test results than about the substance of school learning.
2. There are the learning focussed schools who teach children and tolerate the nuisance interruption of Naplan.
3. There are anti-NAPLAN schools which openly discuss the effects of Naplanning on their learning philosophy , and encourage dissent.

It’s too confusing.
I’d like to send my daughter to the third kind that openly discusses issues such as NAPLAN’S effects on learning, but there aren’t any handy.”

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Connie,Assistant Principal says.
“I don’t know what we will do this year during the change-over to computerised testing.  We don’t have enough computers now, so I guess special arrangements will be made.
Our suburb is not high on the socio-economic scale and our children are not used to computers.  Will the tests be modified to  cater for the confusion to come?  If so, what use will the test results then be?

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Treehorn’s 
article on ‘Attitude’in January 2017 applies:
Monopath, Julia Gillard, representing our entrenched screwball attitude to schooling when she chose the Klein system of fear-based learning in 2007, did so with confidence that Australia’s attitude to schooling and scoring is of the bang-crash-wallop-fear kind. Attitude! With her attitude embedded in looking for a malevolent solution rather than a tender, inclusive one for Australia to conduct an  evaluation of its schooling system, she only went for one extreme view. She only looked at one, using the Stuart Firestein technique of ‘farting around in the dark’, and she grabbed the kind her friend Kevin wanted. Since then, of course, it has been shown that she boo-booed,  that the use of NAPLAN testing to judge the standard of schooling is the work of fools, but we are stuck with it because she and her political and corporate friends said that we must do as we are told….despite our professional desires to exert true ethics and esoteric knowledge that will benefit children…..and avoiding the kind of  serious damage that NAPLAN inflicts.

It’s

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Phil Cullen 41 Cominan Avenue Banora Point Australia 2486   07 5524 6443  0407865999  cphilcullen@bigpond.com REFER :Who’s Who in Australia.

The Fallacy of NAPLAN’s Hegemonic Dominance

IT’S NAPLAN SEASON.  NORMAL SCHOOLING WILL RESUME ON MONDAY 15 MAY

 

THE FALLACY OF NAPLAN’S HEGEMONIC DOMINANCE

The manipulation by the ruling class of  developmental values that are

contrary to the authenticated needs of children (Maslow),

through the elite’s establishment

of a State Theory of Learning.

based on shaky quantitative measurement,

ensures a long-lasting  cultural hegemony

that seriously impedes wise and democratic decision-making procedures.

Maslow’s description of the motivational factors that spur people on to greater things, has been established, uncontested, for over half-a-century.  This five-stage model  of ‘growth needs’ arranged in hierarchical order which indicates that particular needs have to be satisfied before those higher in the pyramid of needs can be fulfilled.

NAPLAN applies  official indifference to the second rung of the ladder by attacking a child’s security and mental confidence with tests in the first year of schooling. Then, at about seven years of age, a crucial stage of a child’s development, it threatens, with totalitarian command, the warmth of friendly teaching/learning relationships with the rigours and anxiety of stern testing procedures.

It deliberately  establishes anxiety as a school requirement. A child’s Esteem needs are ignored so the chances of reaching their full potential are  seriously hindered. Most Australian children have Buckley’s chance of reaching their complete self-fulfilment while NAPLAN exists.

The lack of humanity shown by our political schadenfreudists borders on sadomachicism. They should know as well as any other sadist that the extremely  well researched dictum: ” The more any quantitative social indicator is used for social decision making, the more subject it will be to corruption pressures and the more apt it will be to distract and corrupt the social processes it is intended to monitor.” [Campbell] is real.    Last year’s PISA and TIMSS failures and NAPLAN’s flat-lining bear testimony to this.  As Goodhart’s Law also emphasises “When a measure becomes a target, it ceases to be a good measure.”….which gives credence to the prediction that NAPLAN will be dumbed down this year so that better scores can be obtained.

The use of NAPLAN as a cultural weapon of control over the democratic elements of schooling reveals a level of corruption and deceit that Australian schooling is unused to.

BEWARE

AUSTRALIA’S STATE LAWS OF SCHOOLING. [Developed and installed by Naplan experts]

Since life is linear, learning is linear. School subjects are linear, ordered and hierarchical within and between themselves.

Each subject is unique to itself and must be kept isolated from all others. Some are more important than others. The Vaccination Theory of Learning* applies.

Regular testing controls all school learnings. Tests do not need to be reliable nor valid.
Anxiety creation and the threat of fear of testing results are the essential elements of all learning processes.

All scores obtained by testing are to be officially regarded as reliable indicators of [a] a child’s potential for a happy and successful future, [b] growth in intellectual capacity, [c] creativity potential, [d] how well he or she learns,[e] how each pupil learns [f] how much is learned, [g] teacher ability.

Only a compulsory three-day rigorous workout once every two years can reveal how well each of these traits have been taught.

Humiliation of teachers and pupils is sanctioned as a motivational device.

Testing also shows how well children are taught, the organisational quality of school leadership, the curriculum leadership of the school authority; and the suitability of the curriculum content.

Standardised blanket testing such as NAPLAN has powers beyond the comprehension of the average human being. They should not enquire.

If learners are uncomfortable with this method of schooling, they must be taught to toughen up.

Views such as those expressed above by ‘The NAPLAN Law Of Dominance of Schooling’ will not be mentioned in any open company nor conveyed to parents of children who have allowed, either wittingly or unwittingly,  their children to sit the tests.

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VACCINATION THEORY OF LEARNING.   English is not History and History is not Maths and Maths is not Art and Art is not Science and Science is not Music and English and Maths and Science are major subjects and  History and Art and Music are minor.  Once you have been innoculated with these subjects you are protected and need not be vaccinated again.

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NOTE   Google ‘Hegemony” : The Marxist theory of cultural hegemony…is the idea that the ruling class can manipulate the value system and mores of a society, so that their view becomes the world view (Weltanschanung} ….In contrast to authoritative rule, cultural hegemony is “ is hegemonic only if those affected by it also consent to and struggle over its common sense”

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