NAPLANITIS is a psycho-socio-politico-neurological condition, spread by corporatised murdochean politicians in a vain attempt to increase scores of Australian school children in the biennial international PISA tests of a few selected fundamental parts of a normal school curriculum. It is sure to be listed, one day, on the ‘danger list’ of mental health conditions.
The cold administrative forms of mass-measurement, designed for Australian conditions for the use of high-stakes NAPLAN testing…as part of the PISA plot… manifests itself in a genuine dislike even hatred by pupils for the subjects selected and for schooling itself. All school children in Australia suffer from some measure of it; and its results in measurement terms have seen its PISA results diminish spectacularly; and its NAPLAN scores stagnate. .
Now endemic to Australian schooling systems, its eradication can be started only by serious public discussion and focused parliamentary attention to the worth of such externally imposed, politically based, extra-curricular forms of schooling. Who will stand up first?
Based on the black pedagogy of fear and the creation of anxiety at crucial learning stages in a child’s development, it attempts to dispel the notion that learning can be a pleasurable and worthy undertaking. NAPLAN adherents believe that high achievements are created only in an atmosphere of neurological discomfort.
The logic of NAPLAN is centered in the belief that intense testing of children between the ages of seven years and fourteen years, and occasional high-stakes side tests, spiced with a surfeit of practice testing, will produce scholars who will depart from the regular schooling system with previously unknown levels of competency. Didactic jug-to-mug forms of instruction, that do not require profound nor esoteric forms of professional preparation at tertiary level of education, have precedence in financial governmental support and encouragement; while developmental, child-centred maieutic styles that produce higher quality outcomes, including higher levels of achievement, are ignored.
Discussion on whether the teaching profession can be allowed to exercise its own kind of professionalism and its own setting of ethical behaviour or whether Australia continues to conduct its schooling according to instructions from political ghettos, based on lawyers’ lore and unethical political pollution…… using totalitarian modes of control, is an urgent imperative.
NAPLANITIS has replaced the Australian ‘CARE FOR KIDS’ attitude with a vengeance.
Despite its historical penchant for examination and testing routines, Australia just cannot continue with a schooling system in the manner that it does, using a curriculum so explicitly controlled by an unreliable , immoral, ineffective, heavy piles of tests dumped on schools and their kids for three days every year ,as well as seriously interrupting carefully considered school routines that the school considers to be important, in terms of an holistic curriculum.
NAPLANITIS as a medical term is not used. Lacking dopamine, child despair and stress and anxiety morphs into a serious mentally abused attitude that stays with them for the rest of their lives. It is serious mental health stuff, usually lasting a life-time.
,At the same time, the increasing numbers of children being sent to school counsellors and psychologists with various disorders at Naplan time, is of concern; and the literature on ‘test stress’ is growing rapidly. The use of TEST STRESS in the teaching of NAPLAN-passing is actually counter productive. Each tests contains its own flop-gene. Check this :
We tolerate all this nonsense. We’re a pretty silly lot of people, aren’t we?