Digital technology has long been ubiquitous in many communities within Australia and internationally, thereby requiring suitable digital proficiencies. While a majority of Australian children experience digital literacies as part of their everyday lives, limitations in access disadvantage others. In educational settings, there is a clear need for…

This article examines evidence of teachers' work and learning in one school setting in the northern regions of Queensland, Australia, revealing how globalized performative practices that circulate around the collection and use of data in schooling settings are both confirmed and contested. Drawing upon the literature on the nature of…

Cautions that Year 3 and Year 5 Literacy Benchmarks, which set minimum literacy and numeracy standards for all Australian students, can measure but cannot transform student outcomes. Calls upon English professionals to put forth constructive suggestions for effective teaching methods that will enable students to reach the required goals. (NH)

Discusses the formulation of the Australian Literacy Benchmarks for Year 3 and Year 5. Suggests they (1) lay claim to designating a minimum standard; (2) represent "fuzzy" standards; and (3) are a composite based on a number of underlying criteria. Claims teachers' knowledge of student literacy achievement is a richer source of valid…

Claims the Australian Literacy Benchmarks for Year 3 and Year 5 set unrealistic standards, are educationally unworkable, and represent an unacceptably imprecise and confusing set of statements and criteria. Compares the Literacy Benchmarks with the New South Wales English Language and Literacy Assessment (ELLA). Claims the Benchmarks represent a…

Presents the computation and estimation strands of the "National Statement on Mathematics for Australian Schools." Recommends that the computational curriculum in schools reflect a more balanced time allotment among written, mental, estimating, and calculator computations. (MDH)