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Indigenous mothers removed from their natural families during childhood are significantly more likely than other Indigenous mothers to be victims of violence according to a new report led by Dr Kyllie Cripps from the University of Melbourne’s School of Population Health.

Dr Cripps analysis of data from the 2002 National Aboriginal and Torres Strait Island Social Survey found mothers of the Stolen Generation living in remote areas were three times as likely to experience violence as other Indigenous mothers.

“These findings are troubling and add to accumulating evidence of the lasting impacts of removing young children from their families,” she says.

Dr Cripps says it’s also important to recognise that violence against women in Indigenous community is a national problem, and not restricted to remote communities.

“Our study suggests that women with young children who live in cities and towns are actually more likely to experience violence than those in remote communities.  This is not a problem confined to particular parts of Australia or a handful of communities.”

Dr Cripps says her report, published this week in the Medical Journal of Australia, is the first study to analyse population-level data about violence against women in Indigenous communities.

“It is an enormous problem and there are no easy solutions,” says Dr Cripps.

“But there are some violence prevention measures that we know work.  An important first step is to ensure that these services are both accessible to Indigenous women and organised in ways that are culturally appropriate.”

The Australian academic profession is headed for crisis due to a lack of academic staff, unless major change takes place.

A new program in rural areas is helping at risk teenagers fight depression.

A new national centre aims to boost the number of students studying Chinese language and culture. 

Pupils taking part in a University of Melbourne and Catholic Education Office Melbourne (CEOM) project have improved their reading ability by at least three times the state average.

Ambitious new project to raise literacy and numeracy levels in Victoria’s schools

Pupils taking part in a University of Melbourne and Catholic Education Office Melbourne (CEOM) project have improved their reading ability by at least three times the state average.

The project, being conducted by the Melbourne Graduate School of Education in partnership with the CEOM was piloted in 19 Melbourne Catholic primary schools, and the stunning results were achieved after just one year.  Pupils in one school achieved five times the state average gain in reading ability in one year.

Now, the Melbourne Graduate School of Education has secured funding to build on these findings by working with up to 600 schools across Victoria, in partnership with the Victorian Department of Education and Early Childhood Development, and the Catholic Education Office Melbourne.

Seven out of the nine Victorian government school regions are involved or considering becoming involved in the program; ultimately the University is looking for the program to be made available to all government schools in the state.

As part of the $2million project, which includes $860,000 from the Australian Research Council, University staff work with teams of teachers to show them how to use existing data to improve students’ literacy and numeracy levels.

By working with data from assessments such as NAPLAN (the National Assessment Program - Literacy and Numeracy) in the state systems and commercial tests in the Catholic system, teachers learn how to use data to construct tailored ‘learning interventions’ for students, according to their ability.

Professor Patrick Griffin, who is leading the project on behalf of the Melbourne Graduate School of Education, says for literacy levels to improve teachers need to target their teaching to support students of every ability, from the highest achievers in the class to the least able.

"By interpreting kids’ test results to show every student’s level of competence, teachers can develop tailored teaching approaches to meet the needs of each individual in their class. The test score then becomes a starting point for teachers rather than an end point of assessment.  It's a simple process and teachers easily and enthusiastically pick up the idea," he says.

"The really exciting outcome is that the literacy levels of all students improve as a result of this model. We’ve heard a lot of negative comments on national testing in the media lately, but this is an example of where test results can be used for positive gains, as long as they are shared with teachers who know how to use them effectively."

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Notes to Editors

* The pilot project conducted by the Melbourne Graduate School of Education in partnership with the Catholic Education Office Melbourne was called the Literacy Assessment Project. This project ran between 2005 and 2008.

* The $2m project, which is just starting, is called The influence of evidence-based decisions by collaborative teacher teams on student achievement. This project will address three questions. The first looks at the relationship between the teaching intervention and the student gains, the second investigates the means of scaling the program up, perhaps to statewide level, and the third investigates the means of sustainability over time and locations. This project will be conduced in both Melbourne Catholic Schools and Victorian state schools.

Australia’s highest achieving graduates will train as teachers while working in some of the country’s most disadvantaged schools, through a new program delivered by the University of Melbourne.

Ensuring children are offered the best possible start to formal learning will be the result of a new study into the quality of early childhood education and care in Australia. The five year project, drawing on expertise from education experts in Australia, Canada and the UK along with the Victorian and Queensland Governments, was announced today following a Federal Government grant of $2.2million through the Australian Research Council.

There are important efficiencies to be won for Australian school-children through the implementation of a national school curriculum, says Chair of the National Curriculum Board and Director of the Melbourne Educational Research Institute (MERI), Professor Barry McGaw.

Professor McGaw, who led the team of experts reviewing the structure and content of a new curriculum for Australian schools says that being a relatively small country, we would do schooling better if we did everything together.  He said it would be done more efficiently, and we would be able to draw on a better skill base of teachers and curriculum creators, if we do it nationally.

"Even though we have separate systems in the states and territories, they are not all that different.  There was a recent study looking into some of the content in physics, maths and chemistry for example, and it was found that 90 per cent of the content is largely the same - yet it has been developed seven times."

Professor McGaw says it is often argued that we need a national curriculum to better support the 80,000 students who cross state borders each year.

But he says: "Increasingly in education practice the comparisons we’re interested in making are those across international boundaries - it’s another aspect of globalisation really."

Professor McGaw says the new curriculum will specify what is that students should be able to know, and understand, and do, and will detail content, however one of its main benefits will be that is allows for a genuinely common assessment of student outcomes and school performance.

"We do have in Australia now a common assessment of literacy and numeracy, but that’s a common assessment designed in the absence of a common framework - with a national curriculum we have the prospect of a common framework to shape the tests."

Professor McGaw says standout features of the curriculum are the attention paid to Indigenous traditions, both in their own right, and in relation to settlement cultures, and a renewed emphasis on the teaching of grammar.

"In English there will be three strands: literature, language and literacy.  Traditional grammar is important to learn but not in a decontextualised way.  The reason we gave up teaching it was because it was taught in such a boring way.  We need to have reasons why we learn grammar - we need to make grammar have a point."