Liked Education Minister pushes for ‘back to basics’ approach in schools (The Sydney Morning Herald)

Peter Goss, school education program director at the Grattan Institute, said learning progressions were a tool to help teachers provide targeted instruction for students.

“In today’s world, too many schools are having to create their own understanding of learning progressions. That’s massively inefficient and probably also lower quality,” he said.

“[It’s much better] to develop national learning progressions, offer them to schools along with resources that can help teachers use the learning progressions in practice.”

Dr Goss warned the method was “no panacea” and needed to be implemented properly and carefully otherwise they would just add to teachers’ workloads.

With the drop in results associated with various standardised tests, Dan Tehan calls for a back to basics approach and learning progressions.

Pasi Sahlberg suggests that going back to basics is not the answer. He argues that the focus of our change should be equity, excellence and wellbeing.

In Briony Scott’s end of year address, she argues that we need to see beyond the scores and standardizing

Education is more than skills taught or marks given. Knowledge matters, but even knowledge must bow to wisdom. We educate for a purpose, not for a mark.

Peter Goss explains that cost comparing between Australia and Estonia misses out on average of wages and price per capita.

Of course money is never the only answer. But investing in great teachers would pay for itself many times over, because a better-educated population would mean a more productive and prosperous Australia. And it might just be the key to reversing Australia’s PISA woes.