Territory Stories

Annual Report 1991 Department of Education



Annual Report 1991 Department of Education

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Tabled Paper 1288


Tabled Papers for 6th Assembly 1990 - 1994; Tabled Papers; ParliamentNT






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PRIMARY AND JUNIOR SECONDARY EDUCATION During 1991, there was continuing progress on the development of a more clearly defined and more fully documented curriculum for schools. In the area of Early Childhood, an evaluation of the implementation of the Screening and Assessment Program was conducted and the procedure was extended to include Aboriginal Schools. Guidelines for preschool education were completed and a start was made on the development of an integrated curriculum document for the early childhood years. A revised age-of-entry policy, finalised for introduction in 1992, established that the final intake each year of children into primary education from pre school would take place during the first week of semester 2, providing the child had reached five years of age by 30 June. The two-year introductory phase of the new English curriculum for Years T-10 was completed through a professional development program, 'Implementing The English Curriculum'. Amendments to thecontent, wording and organisation of the curriculum materials, suggested by teachers during the course of the program, were incorporated into the document in preparation for its final publication in 1992. In addition, the Northern Territory participated in the development of a National Statement and Profiles for English. The comprehensive junior secondary Mathematics course of study received final approval for implementation, involving the development of a major inservice program to start at the beginning of 1992. Particular attention was also given to the area of primary Mathematics, with the adoption of the new Western Australian course, 'Learning Mathematics', as the Board of Studies approved course for the NT. Nationally, the Northern Territory continued its involvement in collaborative programs by assisting with the completion and distribution of the National Statement on Mathematics for Australian Schools, together with its attendant Community Statement, and by contributing to the development of national profiles. In Computer Education, the continuation of the $2 for $1 computer subsidy scheme enabled schools to further expand and upgrade their computing facilities, ensuring that Northern Territory schools remained among the best equipped in Australia in this area. In addition, most schools in predominantly Aboriginal communities benefited from a special distribution of computer equipment under the Aboriginal Education Policy. 3