Frequently Asked Questions

  • Realising the vision of the strategy will be a journey, which will take place in phases over the next ten years.
  • An initial set of actions has been developed for the Strategy under each of the four foundations.
  • Some changes will take place immediately/soon, with others requiring extensive planning or pilot phases to make sure they provide the best outcomes for our schools, students and community.
  • Over time more actions will be phased in, allowing us to continually improve schooling in the ACT.
  • Communities will see students provided with more support through transitions between stages of schooling, across different schools and year levels, and into higher education and the workforce.
  • They will see schools exploring how resources can be better used to support disadvantaged families, alongside the provision of a range of coordinated supports for children and young people and their families.
  • They will see school staff valuing collaboration and strengthening partnerships, with community services and parents to provision of a range of coordinated supports for children and young people.
  • Students will notice they have an increased say in their learning and learning environments.
  • Wellbeing will be a focus, where students are known and welcomed, particularly during points of transition.
  • Students will develop the knowledge and skills to operate in the changing world. They will be able to pursue their learning passions through connected and personalised learning, which will take into account their learning needs.
  • The feedback has been guided by the community’s input, however the actions in the Strategy are firmly grounded in research. A summary of relevant research considered has been published alongside the Strategy.
  • Teachers and school leaders will see a shift from administrative based tasks, towards more time being given to develop quality teaching.
  • There will be an increased focus professional development and improved training, practicum, recruitment and induction processes for teachers.
  • They will have the opportunity to push the traditional confines of schooling to explore where, when and how learning can occur, what is learnt and who provides the learning experience.
  • There will be opportunities to learn about different approaches to personalised learning support for every child
  • The Strategy guides education in the ACT.
  • Actions within the Future of Education Strategy closely support national reforms, so a strong mandate exists to work closely as a jurisdiction to ensure the best education for all young people.
  • Future of Education Review differs from previous reviews and reports in that it provides a ground-up, all-inclusive strategy, drawing in many disparate elements, ideas, programs and approaches into a consolidated roadmap for the next ten years.
  • During the consultation phase of the project, analysis of previous reviews and reports was undertaken, alongside submissions from key stakeholders, to those reviews and reports.
  • The recent release of the report “Through Growth to Achievement” by David Gonski, echoes what the ACT community had highlighted through the community conversation.
  • The report has three priorities, all of which are addressed explicitly in the Strategy:
  • Deliver at least one year’s growth in learning for every student every year. This will be achieved through personalised learning and teaching strategies and informed by iterative evaluation of the impact of those strategies.
  • Equip every child to be a creative, connected and engaged learner in a rapidly changing world. We’ve already heard strong feedback from our community about more focus on skills of the future, and our Strategy will highlight these skills including wellbeing, health and social skills.
  • Cultivate and adaptive, innovative and continuously improving education system. This will be achieved by setting higher expectations for students, educators and schools; helping school systems and schools to innovate and transparently report progress against outcomes; and limiting the burden of non-core activities.
  • The Future of Education Strategy adds an important element sought by the ACT community: that of strong, engaged communities actively engaged in supporting student learning and wellbeing.

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