Education academics say the results highlight the erosion of explicit instruction from the 1970s, meaning teachers don’t understand the concepts they’re teaching because they were never taught properly themselves.
for grammar and punctuation have exposed a decades-old issue for the state’s schools – teachers don’t understand the concepts they’re teaching because they were never taught properly themselves.
Education academics say the results highlight the erosion of explicit instruction in Victorian schools from the 1970s, meaning many of today’s teachers were not taught the fundamental skills of grammar and punctuation. “They’ve really got to go right back to go and build their own knowledge,” she said. “You can’t teach what you do not know.”Snow said the Victorian government had given schools too much autonomy and there needed to be more consistent guidance on how to best implement the curriculum.
“There are approaches that are diametrically opposed in use in schools that are only just down the road from each other. I don’t see how that stacks up from a logical perspective.”Grattan Institute education program director Jordana Hunter said the NAPLAN result showed grammar and punctuation needed significant improvement, but there was a lack of clear guidance from the government on how to properly teach it.
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